229B - Tallaght Community School - LCA Journal

01 451 5566

Tallaght Community School

Balrothery, Tallaght, D24 X759

Principal: Aidan Lynch

DeputyPrincipals: Claire Greene, Ryan McCarthy

Student Record

Name:

Address:

Contact No: (1)

Contact No: (2)

Student Email Address:

Year Head:

Tutor:

Contact Name:

Contact Name:

My Attendance Log

Absent means you have been absent for the whole school day.

Partial absence means you have been absent for any part of the school day [including being late].

Present means you have attended

WELL DONE

Tallaght Community School

Date

Well Done

Comment

Initials

The Journal for Learning

The student’s Journal for Learning is the daily link between home and school.

Parents are asked to check the journal daily to support students in their homework and to note any comments from teachers.

Notes from parents/guardians regarding lates or absences should be written in the appropriate section at the back of the journal.

Parents may write to or receive notes from class teachers concerning their child’s work or behaviour in the “Notes to/from Parents and Guardians” section.

Using your Journal for Learning

• Students must have the Journal each day and must place it on the desk at the start of each class.

• The Journal for Learning is an important means of communication during your school life. It serves the following functions:

– Record of all Homework

– Means of communication between Parents and your Year Head/Teachers

– Record of class punctuality and permissions for absence

– A record of the Homework given in each class is to be kept in the Journal.

• Homework consists of:

– A review of all work covered in class

– Set written and oral work

– Revision

• In the case of Homework undone, a written excuse must be given in the Journal by a parent.

• When a student is late for school, late for class or requires permission to leave class the relevant forms in the Journal must be completed.

Care of Journal

• Under no circumstances should pages be removed from this book. Each student is responsible for the condition of their Journal. A lost or defaced Journal must be replaced at a cost of €10.00.

• Students are not allowed to write in another student’s Journal.

Morning Checklist

Full uniform

School bag

Journal

Right books for right day

Copies, pens, pencils and equipment

Bus ticket/money

Locker keys

House keys

PE Gear

Home Economics ingredients/equipment

Art equipment

Absence notes

Lunch Permission note

Good Study Practice

In School

1. Carefully record homework from each class period.

2. If you are absent from school ensure you get notes and exercises from friends and ask for help if required.

3. Full concentration in class reduces stress in homework.

At Home

• Sit at a table in good light but not facing a window.

• Remove distractions, radio, television, mobile phone etc. from study area. Selfdiscipline about a definite starting time, finishing time, phone calls etc. is essential ... You have to be able to say no.

• Set definite goals e.g. Geography 30 mins. Ask, “What do I intend to learn?”, and at the end of the period, “What have I learned?”. (Creating a study timetable helps you to establish a routine.)

• Use active study methods e.g. tackle questions, assignments, make note, mind maps etc. Don’t just sit and read.

• Short bursts of concentration e.g. 20 mins is beneficial. Take short breaks e.g. get up and walk around, stretch.

• Organise your subjects/notes so that revision is easier.

• Give yourself a reward when you have finished 3 or 4 subjects e.g. watch a television programme, have a snack or take some exercise.

Sign up for Homework Club or After-school Study – Mon, Tues, Thurs

The Mission Statement

Tallaght Community School is a co-educational, multi-denominational school under the trusteeship of Le Chéile Trust, Marist Brothers and Dublin & Dun Laoghaire ETB.

Tallaght Community School is a partnership of students, staff, parents/guardians, Board of Management and our local community. Our mission is to promote and foster a sense of mutual respect within this community. We aim to develop each person’s academic, physical, moral, cultural and spiritual potential by providing a broad-based education in a safe and supportive environment.

Tallaght Community School encourages all students to become confident, responsible and successful individuals who will make a positive contribution to society.

Our School Motto

Our School Motto “Dúchas, Dílse, Dóchas” sums up the ideals and goals of Tallaght Community School:

Dúchas

Dílse

Dóchas

• This word means “heritage” and it encourages us to “cherish our roots” and be thankful for everything we have received in life to this moment.

“Hold fast to all that is good” (1 Thess.5:21)

• This word means “faithfulness, loyalty, sincerity”

• It encourages us to have faith in ourselves and become mature persons

• Be a loyal friend – really nice to know!

“Love must be sincere” (Romans 12:9)

• This word means “hope” and it encourages us to be optimistic always

• To have trust and confidence in ourselves and others.

“We have this hope as an anchor for our lives” (Hebrews 6:19)

Tallaght Community School

School Calendar 2024 – 2025

December

Tallaght Community School

2 Mon 2nd Year PTM 4:00-6:30pm

13 Friday Deadline for Applicants for Admissions to accept an offer

10 Tues Drop everything and read time

13 Friday Carol Service & Christmas Dinner

16 - 20 Mon - Fri Christmas Assessments (excluding 6th years)

20 Fri Last day of term - Christmas Holidays (Dec 23rd to Jan 3rd inclusive)

6 Mon New Term Begins

8 - 10 Wed - Fri BT Young Scientist Exhibition

January

9 Thurs School Closed - Oide Cluster Training for Teachers

14 Tues Drop Everything and Solve - 5th Yr PTM 4:00 - 6:30 pm (Classes finish at 3:30pm)

28 Tues Drop Everything and Read Time

30 - 31 Thurs - Fri 6th Yr Mock Oral Exams

3 Mon St Bridget’s Bank Holiday – School Closed

4 - 14 Tues-Fri Mock Exams 3rd & 6th Yrs

February

March

10 Mon Senior Cycle Options Info Evening (TY Parents)

13 Thurs 1st Year PTM 4:00pm - 6:30pm (Classes finish at 3:30pm)

17 - 21 Mon- Fri Midterm Break

25 Tues Drop Everything and Solve

25 Tues TY PTM 4:00-5:30pm & Subject Fair (Classes finish at 3:30pm)

3 - 7 Mon-Fri Active & Wellbeing Week 6 Thurs World Book Day

10 - 12 Mon - Wed Beliefs in Our World 14 Fri Lá na Gaeilge

17 Mon School Closed (St. Patrick’s Day)

18 Tues School Closed (Discretionary Day)

24 - 28 Mon - Fri History Week

31 - 5 Mon - Fri Autism Awareness Week

April 7 Mon Incoming 1st Yrs 25/26 Information meeting 10 Thurs Geography Day 11 - 28 Mon - Fri Easter Holidays

Mon School Closed: May Bank Holiday 9 Fri Culture Day 14 - 16 Wed – Fri TY Assessments

16 Fri TY Assembly

May

21 - 28 Wed - Wed 1st, 5th Year Assessments

21 Wed Graduation 6 - 8 pm (no exams in the hall)

22 Thurs 6th Year Study begins

28 Wed 2nd, 3rd, 5th Yr finish classes

29 Thurs Sports Day - All Year groups – Finish time 1pm Approx

30 Fri 1st Yr Finish – Class end at 10:40am - End of the school year

State Examinations Begin

Toilets

Keep the area clean and

t idy Report graffiti

Canteen Say Please and Thank You

Corridor/Malls

Follow all staff requests Use inside voice

Classroom

One voice Hands up

Walk calmly to the back of the Use the toilets at break and queue lunch times

Be considerate to others' personal space Walk slowly and be mindful of others

I f necessary, get teacher perm i ssion and journal signed

Have your lunch ticket ready

Return directly to class Report any intimidating behaviour in the toilets

Be patient Help keep your canteen clean Put your rubbish in the bin Push in your chair

Use your locker at the appropriate times Put your litter in the correct bin

Listen

Be on time

Have all your books and equipment

Have homework attempted Be ready to learn

Help keep the classroom clean Be friendly to all

Tallaght Community School

1. Show respect to yourself and all in the school community.

This means that you:

• Are mannerly and courteous to others

• Follow all staff requests

• Respect diversity

• Listen to others

• Respect our Green School environment

• Use appropriate language and behaviour to all in the school community

• Communicate respectfully to one another including written, verbal, texting and social media

Because:

• Everyone should be comfortable and confident in their environment

• Every individual has the right to learn

• It shows pride in yourself and your school community

2. Attend school every day and arrive on time for all your classes.

This means that you:

• Arrive on time for roll call at 8:40am

• Arrive on time for all remaining classes

Because:

• Being at roll call is essential to record your attendance

• The class is disrupted if students are late

• Good attendance and good timekeeping are important life skills

• Unauthorised absences are not permitted

3. Bring all your materials and your journal to class every day.

This means that you:

• Bring your pens, books, copies and all other relevant materials to class

• Use your locker at the appropriate time

• Have your journal at all times

Tallaght Community School

Because:

• It is important to be prepared for each individual subject

• The class is disrupted if students are not organised

• You need your books and copies to learn

• You need your journal to record your homework

4. Wear full school uniform.

This means that you:

• Arrive to school in full uniform - school jumper, shirt, tie, trousers/skirt and black shoes

• Place jackets in lockers when you arrive

• Students may wear - one pair of stud earrings only and one ring

Because:

• You are representing your school at all times

• Excessive jewellery poses a health and safety risk to students

• All students are part of the TCS community

5. Contribute to a healthy and safe environment.

This means that:

• You respect the rights of others to a healthy and safe environment by: Not smoking

Not having alcohol or drugs

Not bringing objects that can cause harm

Turning off all electronic devices

Not consuming energy drinks in class or in the school Eg. Red Bull/ Monster/ Lucozade etc. These items may be confiscated from students.

Because:

• Everyone should be comfortable and safe in their environment

• Everyone has the right to privacy

• Everyone in our school community has the right to healthy and safe environment.

Responses to Behaviour

Encouragements and Rewards

Awards and Rewards

• Student newsletter (print)

• Parents’ newsletter (digital)

• Website

• Twitter

• Students’ work exhibited around the school

• PA announcements

• Assemblies

• BOM Commendation awards during the year

• End of year awards

Ongoing Encouragements and Acknowledgements

• Quiet word of praise from teacher/year head

• Postcard home

• Positive note in journal

• Positive phone call/text home

Responding to Inappropriate Behaviour

Low Level Behaviour - Subject Teacher and Tutor

Examples of Low Level Behaviour

• Talking out of turn

• Not following instruction

• Distracting others in class

• Inappropriate language or comments

• Not being in correct uniform

• Littering

• Not having class materials/journal

• Inappropriate behaviour on the corridors

• Chewing gum

• Consuming energy drinks

Sample Sanctions

• Proximity

• Quiet word/ reminder

• Change seating

• Social skill reminder

• Signal/gesture/look

• Record misbehaviour in the journal

• Humour

• Model/practice expectation

• Work sheet

• Subject teacher detention

• Confiscation of energy drinks

Sample interventions/supports for low level behaviour

• SEN supports

• Tutor support

• Inductionprogramme - 1st year students

• Level 1 support

During class if the student does not respond to the above sanctions and continues to repeat the behaviour, a referral to year head form should be completed.

Tallaght Community School

Medium Level Behaviour - Subject Teacher and Year Head

Examples of Medium Level Behaviour

• Continued engagement in low level behaviours following appropriate sanctions/supports

• Disruption of teaching and learning

• Absent from class

• Verbal and/or physical aggression

• Unauthorised use of electronic devices

• Failure to follow Mobile Phone Policy

Sample Sanctions

• Continued application of low level sanctions

• Detention

• Temporary withdrawal to another class by agreement

• Confiscation of device

• Phone call to the parent/guardian

• Subject teacher written referral to YH (blue referral form)

• Meeting with parent/guardian

• Suspension

Sample interventions/ supports for medium level behaviour

• SEN supports

• Restorative approaches

• Progress reports

• Student Support Services

• Student behaviour plan - Behavioural Report Card

• Level two targeted group work (BFL)

• Check and Connect (BFL)

• Level 2 support

The subject teacher consults with the Year Head regarding the supports and interventions available. These interventions are designed to help the student develop skills that should enable them to engage with teaching and learning.

High Level Behaviour

Vear Head/Deputy Principal/Principal

Examples

of High Level

Behaviour

• Persistent engagement in medium level behaviour following appropriate sanctions/supports

• Fighting

• Theft

• Throwing an object likely to cause injury

• Leaving school without permission

• Behaviour that constitutes a significant threat to health and safety

• Serious damage to property

• Verbal and/or physical aggression

• Smoking, possessing alcohol and/or illicit substances

• Sending/posting offensive or inappropriate messages/images

• Unresolved/persistent bullying

• Behaviour which happens either on or off school grounds which impacts on school life or brings the name of the school into disrepute

• Failure to follow Mobile Phone Policy

Sample Sanctions

• Continued application of medium level sanctions

• Direct referral to DP/P (pink referral form)

• Suspension

• Suspension meeting attended by parent/guardian, student, YH and DP

• Referral to the Disciplinary Committee

• Expulsion

Sample interventions/ supports for high level behaviour

• SEN Supports

• Restorative approaches

• Progress reports

• Student Support Services

• Referral to BFL teacher by DP

• Student behaviour plan - Behavioural Report Card

• Restricted timetable

• Behavioural contract

• Level 3 support

Referral Process

Referral Process

SUPPORTS

+ Student Support Services Team +Restorative ap Pf oa ch es + P r og r ess Reports +B etis viou r P l a n/ R e pcr i Card +Cheak & Connect + L eve l 2 Support + L e v e l 2 Group Work ( B il ) + R efer r a l t o B fl by OP + L eve l 3 Support + R es tr i cted TT +Ye a r Head +Deputy P ri nc i p a l

Tutor suppt SEN supports L e v e l 1 Supp0fl I nducii0'1 ( 1st Yr)

issue:s P I Oll,1 65 Reports to bi!ach.:r;;.

+ R e f e r r a l t o P / DP + M eet i n g with p ar e n ts / g uar dia ns +Referral to OC Expu ls ion

+Ranging from te m porar y wit hdraw a l th r oug h to Sus pe ns ion

Rang i ng from Veroa l r em i nd e r ttvough to Oetent10n

SANCTIONS

Tallaght Community School

Restorative Practice

In Tallaght Community School we use Restorative Practice to resolve conflict when it arises. Restorative Practice helps us to develop a strong, positive and happy school community by

• Actively developing good relationships.

• Preventing and resolving conflict in a healthy manner when it does arise.

The following questions are used to help us resolve conflict:

1. What happened?

2. What were you thinking of at the time?

3. What have you thought about it since?

4. Who has been affected and in what way?

5. How could things have been done differently?

6. What do you think needs to happen next?

In our school RP will look like:

• Respect

• Interconnectedness

• Fairness

• Personal Accountability

• Honesty

• Collaboration

• Problem-solving

Mobile Phone Policy

To ensure a healthy, engaging and safe environment for all members of our school community, we are a mobile phone-free school for students during the school day.

Tallaght Community School recognises that mobile phones are an integral part of young people’s culture and way of life and can have considerable benefits and value when used appropriately. However, we are also cognisant that phones can be a significant distraction, hinder communication and socialisation, and contribute to high levels of anxiety and stress among young people and adults alike.

This policy aims to protect the well-being of all within Tallaght Community School, and it should be read in conjunction with the following policies:

• Code of Behaviour

• Acceptable Use Policy

• Anti-Bullying Policy

Mobile Phone Process:

• Tallaght Community School is a mobile phone-free zone for students during the school day, from entering the school building, including breaks and lunchtimes on all school days.

• Students who use digital payments for lunch during the school day must ensure they have a physical card, as their phones will not be accessible during lunchtime.

• Every student will receive a Yondr Pouch, which they will keep for the school year. This Yondr Pouch will be marked with a unique identifier code, and a record of each student’s code will be maintained.

• Please note students can only bring one mobile phone to school.

Tallaght Community School

• Should a student choose to bring a phone to school, it must be switched off and placed in their Yondr Pouch before the student enters the school building at the latest and be kept there for the day. Their Yondr Pouch is to be kept with them for the school day.

• Regular spot checks of student’s use of the pouches will occur. Any student found in breach of the mobile phone policy will have their phone confiscated, and procedures as outlined below will follow.

• At the end of the school day, students will unlock their pouches using the unlocking stations provided around the school.

• If a student needs to leave school early, following the correct procedures, they will release their phone from its Yondr pouch at the Main Office as they sign out.

• Permission to sign out and leave the school building must be agreed upon by the relevant Year Head or Deputy Principal[s] or Principal and the parent/guardian via phone call from the school.

• Parents/guardians of students with diabetes requiring access to their phones must contact the Deputy Principal(s)/Principal about this matter.

Breach of the Mobile Phone Policy:

• Any student found with a mobile phone not in their Yondr pouch or using it unauthorised during school hours will have the phone confiscated.

• Students who refuse to hand up their phone on request from any staff member may face sanctions up to and including suspension(s). A meeting must occur with either the Deputy Principal[s]/Principal and the parent/guardian of the student involved prior to the student returning to school.

• Confiscated phones will be placed in the relevant phone box in the Deputy Principal/Principal’s Office, and parents/guardians will be contacted.

• Confiscated phones will only be returned to parents/guardians after the end of the school day.

• Phones will only be available for collection by parents up to one hour after the final period of the school day.

• If the confiscated phone cannot be collected as outlined above, the parent/guardian must make arrangements with the Deputy Principal/ Principal for a time to collect the phone the following day.

Tallaght Community School

• Phones will not be returned to students.

• Repeated breaches of this policy may lead to sanctions up to and including suspension(s).

• Students in breach of the policy by bringing multiple phones into school may face sanctions up to and including suspension(s).

• Students who say they have not brought a phone to school and are subsequently found to have one may face sanctions up to and including suspension(s).

Forgotten / Damaged Pouches:

• The Yondr Pouch is the property of Tallaght Community School.

• If the Yondr Pouch is lost or damaged and rendered unusable, the student will be responsible for funding a replacement for €20.

• If students forget their Yondr Pouch, they must leave their phone in the phone box in either Deputy Principal’s office at the start of the school day.

• Any student who purposely interferes with or damages their Yondr pouch or the Yondr pouch of any other student may face sanctions up to and including suspension.

• Students must return the Yondr Pouch they were assigned at the end of the school year.

• Students failing to return their pouch at the end of the school year will be required to refund a replacement.

Tallaght Community School Acceptable Use Policy

Before signing, the AUP should be read carefully to ensure that the conditions of use are accepted and understood.

AUP Aim:

The aim of this Acceptable Use Policy is to ensure that pupils will benefit from learning opportunities offered by the school’s ICT facilities and Internet resources in a safe and effective manner. Internet use and access is considered a school resource and privilege. Therefore, if the school AUP is not adhered to this privilege will be withdrawn and appropriate sanctions – as outlined in the AUP – will be imposed. It is envisaged that the ICT Policy Group will revise the AUP annually. This version of the AUP was created by the ICT Policy Group.

The school employs a number of strategies in order to maximise learning opportunities and reduce risks associated with the Internet. These strategies are as follows:

General

• Internet sessions will always be supervised by a teacher.

• Filtering software and/or equivalent systems will be used in order to minimise the risk of exposure to inappropriate material.

• The school will regularly monitor pupils’ Internet usage.

• Students and teachers will be provided with training in the area of Internet safety.

• Uploading and downloading of non-approved software will not be permitted.

• Virus protection software will be used and updated on a regular basis.

• The use of personal disks, memory sticks, CD-ROMs, or other digital storage media in school is not permitted. Such disks, memory sticks or CD-Roms may be confiscated.

• Students will treat others with respect at all times and will not undertake any actions that may bring the school into disrepute.

• Students will not open e-mail attachments from unknown or unsolicited sources and will immediately alert the teacher.

• Adherence to the school’s anti-bullying policy is implicit in this policy.

• ICT facilities will be used appropriately at all times.

Tallaght Community School

World Wide Web

Students will not intentionally visit Internet sites that contain obscene, illegal, hateful or otherwise objectionable materials.

Students will report accidental accessing of inappropriate materials directly to the class teacher. Students will use the Internet for educational purposes only.

Students will not copy information into assignments and fail to acknowledge the source (plagiarism and copyright infringement).

Students will never disclose or publicise personal information.

Downloading materials or images not relevant to their studies, is in direct breach of the school’s acceptable use policy.

Students will be aware that any usage, including distributing or receiving information, school-related or personal, may be monitored for unusual activity, security and/or network management reasons.

Email

Students will use approved class email accounts under supervision by or permission from a teacher. Students will not send or receive any material that is illegal, obscene, defamatory or that is intended to annoy or intimidate another person.

Students will not reveal their own or other people’s personal details; such as addresses or telephone numbers or pictures.

Students will never arrange a face-to-face meeting with someone they only know through emails or the internet.

Students will note that sending and receiving email attachments is subject to permission from their teacher.

Internet Chat

Students will only have access to chat rooms, discussion forums, messaging or other electronic communication forums that have been approved by the school.

Chat rooms, discussion forums and other electronic communication forums will only be used for educational purposes and will always be supervised.

Face-to-face meetings with someone organised via Internet chat will be forbidden. Facebook is not permitted in the school, and students breaching this rule will face sanctions.

Tallaght Community School

School Website and World Wide Web

Pupils’ projects, artwork or school work may be published on the school website and this will be co- ordinated by the site administrator.

The website will be regularly checked to ensure that there is no content that compromises the safety of pupils or staff.

Websites using facilities such as guestbooks, noticeboards or weblogs will be checked frequently to ensure that they do not contain personal details.

The school will endeavour to use digital photographs, audio or video clips focusing on group activities. Content focusing on individual students will not be published on the school website without parental permission. Content focusing on individual staff members will not be published on the school website without the permission of the site administrator.

Personal pupil information including home address and contact details will be omitted from school web pages.

The school website will avoid publishing the first name and last name of individuals in a photograph. The school will ensure that the image files are appropriately named –will not use pupils’ names in image file names or ALT tags if published on the web.

Pupils will continue to own the copyright on any work published.

Students will be encouraged to engage with Web 2.0 technologies for educational benefit, eg creating e-portfolios, managing research, developing personal learning networks (PLN), publication of school work.

Personal Devices

Pupils’ will only use personal electronic devices when authorised and directed by a teacher for a specific learning activity. Unauthorised use of personal electronic devices is expressly forbidden.

Tallaght Community School

Sexting

Sexting is the sharing of sexual text, video, and photographic content using mobile phones, apps, social networking services and other internet technologies. The sharing of explicit text, images and/or video, is an unacceptable and absolutely prohibited behaviour and will have serious consequences and sanctions for those involved in accordance with the school’s Code of Behaviour.

Please note that:

• All incidents involving creating, storing, or sharing of explicit text, images and/or video of children under the age of 17 years will be reported as an incident to the Gardaí and Tusla and the State Claims Agency (to the latter as there is the potential to cause injury/harm to the individual).

• Sharing of explicit text, images and/or videos of pupils in the school will incur serious sanctions including suspension and up to expulsion as determined by the Board of Management.

Legislation

The school will provide information on the following legislation relating to use of the Internet which teachers, students and parents should familiarise themselves with:

The Data Protection Act 1988 & Data Protection (Amendment) Act 2003 Video Recordings Act 1989

Interception Act 1993

Child Trafficking and Pornography Act 1998

Sanctions

Misuse of the internet may result in relevant sanctions being applied as per school Code of Behaviour.

Misuse of ICT and Internet facilities may result in disciplinary action, including written warnings, withdrawal of access privileges and, in extreme cases, suspension or expulsion. The school also reserves the right to report any illegal activities to the appropriate authorities.

Tallaght Community School

Anti-Bullying Policy

1. In accordance with the requirements of the Education (Welfare) Act 2000 and the code of behaviour guidelines issued by the NEWB, the Board of Management of Tallaght Community School has adopted the following anti-bullying policy within the framework of the school’s overall code of behaviour. This policy fully complies with the requirements of the Anti-Bullying Procedures for Primary and Post-Primary Schools which were published in September 2013.

2. The Board of Management recognises the very serious nature of bullying and the negative impact that it can have on the lives of pupils and is therefore fully committed to the following key principles of best practice in preventing and tackling bullying behaviour:

• A positive school culture and climate which:

– is welcoming of difference and diversity and is based on inclusivity;

– encourages pupils to disclose and discuss incidents of bullying behaviour in a non- threatening environment; and

– promotes respectful relationships across the school community;

• Effective leadership;

• A school-wide approach;

• A shared understanding of what bullying is and its impact;

• Implementation of education and prevention strategies (including awareness raising measures) that:

– build empathy, respect and resilience in pupils; and

– explicitly address the issues of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying.

• Effective supervision and monitoring of pupils;

• Supports for staff;

• Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies); and

• On-going evaluation of the effectiveness of the anti-bullying policy.

3. In accordance with the Anti-Bullying Procedures for Primary and Post-Primary Schools bullying is defined as follows:

Bullying is unwanted negative behaviour, verbal, psychological or physical conducted, by an individual or group against another person (or persons) and which is repeated over time.

Tallaght Community School

The following types of bullying behaviour are included in the definition of bullying:

• deliberate exclusion, malicious gossip and other forms of relational bullying,

• cyber-bullying and

• identity-based bullying such as homophobic bullying, racist bullying, bullying based on a person’s membership of the Traveller community and bullying of those with disabilities or special educational needs.

Isolated or once-off incidents of intentional negative behaviour, including a once-off offensive or hurtful text message or other private messaging, do not fall within the definition of bullying and should be dealt with, as appropriate, in accordance with the school’s code of behaviour.

However, in the context of this policy, placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying behaviour.

Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the school’s code of behaviour.

Additional information on different types of bullying is set out in Section 2 of the AntiBullying Procedures for Primary and Post-Primary Schools.

4. The relevant teacher(s) for investigating and dealing with bullying is (are) as follows: (see Section 6.8 of the Anti-Bullying Procedures for Primary and PostPrimary Schools):

• The teacher who discovers the bullying behaviour

• The Year Head

• Counsellors

• HSCL co-ordinator

• Chaplain

• The Deputy Principal

• Principal

Tallaght Community School

5. The education and prevention strategies (including strategies specifically aimed at cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying) that will be used by the school are as follows (see Section 6.5 of the Anti-Bullying Procedures for Primary and Post-Primary Schools):

• Respect for all at the heart of the Code of Behaviour

• Induction for new students

• Profiling of new students

• Team-building days for new students

• Provision of SPHE classes (including visiting speakers and presentations

• Pastoral care classes First Years

• Bully4U programme in Junior Cycle

• AUP policy

• Cyber-safety talks

• Wide range of extra-curricular activities

• Posters around the school

6. The school’s procedures for investigation, follow-up and recording of bullying behaviour and the established intervention strategies used by the school for dealing with cases of bullying behaviour are as follows (see Section 6.8 of the AntiBullying Procedures for Primary and Post-Primary Schools):

Investigation:

All reports, including anonymous reports of bullying must be investigated and dealt with by the relevant teacher. In that way pupils will gain confidence in ‘telling’. This confidence factor is of vital importance. It should be made clear to all pupils that when they report incidents of bullying they are not considered to be telling tales but are behaving responsibly;

The primary aim for the relevant teacher in investigating and dealing with bullying is to resolve any issues and to restore, as far as is practicable, the relationships of the parties involved (rather than to apportion blame);

In investigating and dealing with bullying, the teacher will exercise his/her professional judgement to determine whether bullying has occurred and how best the situation might be resolved;

Parents and pupils are required to co-operate with any investigation and assist the school in resolving any issues and restoring, as far as is practicable, the relationships of the parties involved as quickly as possible;

Teachers should take a calm, unemotional problem-solving approach when dealing with incidents of alleged bullying behaviour reported by pupils, staff or parents;

Tallaght Community School

Incidents are generally best investigated outside the classroom situation to ensure the privacy of all involved;

All interviews should be conducted with sensitivity and with due regard to the rights of all pupils concerned. Pupils who are not directly involved can also provide very useful information in this way;

When analysing incidents of bullying behaviour, the relevant teacher should seek answers to questions of what, where, when, who and why. This should be done in a calm manner, setting an example in dealing effectively with a conflict in a nonaggressive manner;

If a group is involved, each member should be interviewed individually at first. Thereafter, all those involved should be met as a group. At the group meeting, each member should be asked for his/her account of what happened to ensure that everyone in the group is clear about each other’s statements;

Each member of a group should be supported through the possible pressures that they may face them from the other members of the group after interview by the teacher; It may also be appropriate or helpful to ask those involved to write down their account of the incident(s);

In cases where it has been determined by the relevant teacher that bullying behaviour has occurred, the parents of the parties involved should be contacted at an early stage to inform them of the matter and explain the actions being taken (by reference to the school policy). The school should give parents an opportunity of discussing ways in which they can reinforce or support the actions being taken by the school and the supports for their pupils;

Where the relevant teacher has determined that a pupil has been engaged in bullying behaviour, it should be made clear to him/her how he/she is in breach of the school’s anti-bullying policy and efforts should be made to try to get him/her to see the situation from the perspective of the pupil being bullied;

It must also be made clear to all involved (each set of pupils and parents) that in any situation where disciplinary sanctions are required, this is a private matter between the pupil being disciplined, his or her parents and the school.

Follow-up:

Follow-up meetings with the relevant parties involved should be arranged separately with a view to possibly bringing them together at a later date if the pupil who has been bullied is ready and agreeable. This can have a therapeutic effect; In cases where the relevant teacher considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after he/she has determined that bullying behaviour has occurred, it must be recorded by the relevant teacher in the recording bullying behaviour form.

Tallaght Community School

In determining whether a bullying case has been adequately and appropriately addressed the relevant teacher must, as part of his/her professional judgement, take the following factors into account:

• Whether the bullying behaviour has ceased;

• Whether any issues between the parties have been resolved as far as is practicable;

• Whether the relationships between the parties have been restored as far as is practicable; and

Any feedback received from the parties involved, their parents or the school Principal or Deputy Principal;

Where a parent is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parents must be referred, as appropriate, to the school’s complaints procedures;

In the event that a parent has exhausted the school’s complaints procedures and is still not satisfied, the school must advise the parents of their right to make a complaint to the Ombudsman for Children.

Recording procedures:

1. All records must be maintained in accordance with relevant data protection legislation.

2. While all reports, including anonymous reports of bullying must be investigated and dealt with by the relevant teacher, the relevant teacher will use his/her professional judgement in relation to the records to be kept of these reports, the actions taken and any discussions with those involved regarding same; the Recording Bullying Behaviour Form should be used at the initial stages of the investigation to record the pertinent details of the case.

3. If it is established by the relevant teacher that bullying has occurred, the relevant teacher must keep appropriate written records which will assist his/her efforts to resolve the issues and restore, as far as is practicable, the relationships of the parties involved.

4. The relevant teacher must use the Recording Bullying Behaviour Form to record the bullying behaviour in the following circumstances:

(a) where the relevant teacher is satisfied that bullying has occurred, and (b) in cases where he/she considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after he/she has determined that bullying behaviour occurred;

5. In each of the circumstances at (a) and (b) above, the Recording Bullying Behaviour Form must be completed in full and retained by the teacher in

Tallaght Community School

question and a copy provided to the Principal or Deputy Principal as applicable. It should also be noted that the timeline for recording bullying behaviour in the Recording Bullying Behaviour Form does not in any way preclude the relevant teacher from consulting the Principal or Deputy Principal at an earlier stage in relation to a case.

6. Serious instances of bullying behaviour should, in accordance with the Children First and the Child Protection Procedures for Primary and Post-Primary Schools, be referred to the HSE Children and Family Services and/or Gardaí as appropriate, by the Designated Liaison Person.

7. The school’s programme of support for working with pupils affected by bullying is as follows (see Section 6.8 of the Anti-Bullying Procedures for Primary and PostPrimary Schools):

• Developing strategies for dealing with bullying behaviour

• Developing coping skills

• Counselling (referral to external agencies where the school does not have the capacity to provide this) for the perpetrators and the targets of bullying behaviour

• SPHE classes (including visiting speakers and presentations)

• Extra-curricular activities

8. Supervision and Monitoring of Pupils

The Board of Management confirms that appropriate supervision and monitoring policies and practices are in place to both prevent and deal with bullying behaviour and to facilitate early intervention where possible.

9. Prevention of Harassment

The Board of Management confirms that the school will, in accordance with its obligations under equality legislation, take all such steps that are reasonably practicable to prevent the sexual harassment of pupils or staff or the harassment of pupils or staff on any of the nine grounds specified i.e. gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.

10. This policy was adopted by the Board of Management on 08 April 2014.

11. This policy has been made available to school personnel, published on the school website and provided to the Parents’ Association. A copy of this policy will be made available to the Department and the patron if requested.

12. This policy and its implementation will be reviewed by the Board of Management once in every school year. Written notification that the review has been completed will be made available to school personnel, published on the school website and provided to the Parents’ Association. A record of the review and its outcome will be made available, if requested, to the patron and the Department.

Be praised Be seen Be Acknowledged

The Commendation Awards

Be acknowledged for the good you do, be praised for your contributions and embody the T.C.S spirit. Be seen as a student who makes every moment count.

In Tallaght Community School we aim to acknowledge and reward positive behaviour. The Commendation Awards, as a scheme, seeks to reward genuine students who display consistently excellent levels of positive behaviour in four categories.

Categories

Excellent levels of cooperation and maturity in class

This involves:

• Being respectful towards staff and students.

• Being on time, having all your materials and following instructions.

• Being ready to learn with all books and equipment.

• Learning together

• Taking pride in your work and always doing your best.

• Displaying maturity.

• Making a positive impact on Tallaght Community School.

Excellent Attendance Record

This involves:

• Attending school every day on time

Every Moment Counts Award

This involves one of the following:

• Extra-Curricular Activities

• Sports

• Student Council

• Peer Mentoring

• Representing the school in competitions

• General contribution to school life

• Being a positive power of change

• CFES Scholars

• Green schools

• BT Young Scientist

• School shows

• Being a helping hand

• Being a positive presence in the school

Outstanding Achievement Outside School Life

This involves:

Making every moment outside school count this can be any positive contribution you have made to society or your local area.

Who Nominates

Teachers in the school nominate students from each year group in one of four categories. This is then approved by the Year Head and presented to the Board of Management. One student from each term is then selected as Student of the Term. This student and their parents are invited for a presentation ceremony before the Board of Management of Tallaght Community School in order for the Principal, Chairperson of the Board and other board members to personally commend the student on this achievement.

Conditions of Rental of School Lockers

1. Lockers are the property of the school and should be treated with care

2. There will be a charge of €25 for the rental of the lockers. This includes a charge of €3 per year and a €7 deposit.

3. Students may not access their lockers between or during classes. There are set times for students to access their lockers, (before roll call, at small break, at lunch time or after school) students may only access their lockers at these times. Students who repeatedly flaunt this rule will have their locker taken back from them and they shall forfeit their deposit.

4. The school will not accept any responsibility for items damaged or stolen from the locker.

5. A student may not open, or try to open any locker other than their own. Students who are caught doing this for the first time will have their locker taken from them for a month, if they do it a second time they will have their locker taken back from them and they shall forfeit their deposit

6. Students are required to pay for any damage they do to their own or any other locker.

7. Only materials or clothes related to school or school activities may be kept in the lockers.

8. The school authorities retain the right to open any locker without or notice or permission of the student renting that locker.

9. Students may not swop lockers, students who swap lockers will have their locker taken back from them and they shall forfeit their deposit.

10. It is the responsibility for students to remember their key each day, students who regularly forget their key cannot expect their lockers to be opened every time they forget their key.

11. Students who loose keys can purchase a replacement from Mr Long. Keys can be ordered before roll call every morning and students must have the cost of the replacement when ordering.

12. Lockers must be cleaned out and the key returned before 6th year Graduation. Anything found in lockers after Graduation will be disposed of and the deposit forfeit.

Emergency Regulations

Emergency Drill Practice takes place in Tallaght Community School from time to time. This is to train students in evacuating the building in an orderly fashion in case of fire or other emergency.

Students are reminded of Rule 3 in our Code of Behaviour:

“Interference with the Fire Alarm or Equipment will result in suspension/expulsion.”

There will also be severe sanctions for any student who makes Emergency Drill Practice an occasion for fooling or joking.

When the Fire Alarm is Sounded, Indicating an Emergency:

• All stand – do not touch, coats, bags, books, etc.

• Teacher will indicate to class which exit door is being used.

• Teacher takes register and moves to door. Students line up, in twos, behind teacher.

• Students move towards Exit on instructions of the teacher.

• Last student out closes the classroom door.

• Each class proceeds to appointed place in the Assembly Area in silence and in an orderly fashion.

• Last person to leave building closes Exit Door.

• Teacher checks for missing students. If any student is missing report to Principal.

• No person is to return to the building until instructed to do so.

Tallaght Community School

Essential Information

1. Uniform

All students in Tallaght Community School are required to wear the full school uniform.

UNIFORM SPECIFICATION:

• Grey Jumper (Junior Cycle)/Navy Jumper (Senior Cycle) with school crest

• Blue shirt

• Grey Trousers/Skirt (Skirts: knee length, with grey socks or black tights)

• Black Shoes

• School Tie

• Plain navy jacket

PE UNIFORM SPECIFICATION:

• Official TCS PE sweatshirt

• Official TCS PE bottoms

• Plain white t-shirt

Failure by student to present in full uniform will result in sanctions.

2. Attendance

Absences are monitored and submitted to the EWO as required by law. All student absences must be explained in writing. All students absences must be explained and submitted on VsWare.

3. School Bus Regulations

TCS in conjunction with Dublin Bus provide school buses which service several routes in the Tallaght area. Standards of behaviour, as set out in the Code of Behaviour, are expected to be upheld on the buses. Any students who act otherwise will be warned, reprimanded, and if necessary, required to seek another means of transport. It is important that we have the co- operation of every student and parent to ensure a maximum degree of safety on the buses.

4. Bicycles

Students may store and lock their bicycles in the area provided at their own risk.

Tallaght Community School

5. Student Council

Students are invited to participate in the student council.

6. Religious Education

Tallaght Community School, in line with its deeds of trust, provides 3 class periods a week in Religious Education for all students. At Junior Cycle students engage with the Department of Education examination syllabus. This syllabus is for those of all faiths and none. At Senior Cycle students engage in a programme that includes elements of philosophy, ethics, moral decision making, spirituality and active citizenship. In keeping with the diversity within our student body this programme is for those of all faiths and none. Religious Education is a core subject in the Tallaght Community School curriculum in which all students participate.

7. Extra-Curricular Code

The purpose of extra-curricular activities within TCS is to promote the participation of all students and develop the talents and skills of each student. Students who choose to participate in extra-curricular activities must accept the following expectations:

• It is an honor to represent TCS, not a right. This privilege may or may not be granted to me.

• All schoolwork must come first. It is expected that I work consistently to the best of my ability and that I meet the standards as decided by my teachers.

• In order to participate in an extra-curricular activity, I must be in school the whole day of the activity, the exception being a school related absence.

• It is my responsibility to catch up on any class work or homework I have missed due to my involvement in an extra-curricular activity.

• My behaviour is to be at its very best, as expected from all TCS students. This positive behaviour is expected when away from school, as well as at home events.

8. Communicable Diseases

Parents are obliged to inform the school when their child has any communicable disease that may affect the school community.

Rules for PE Class

1. Correct PE gear to be worn to each PE lesson. Official TCS tracksuit bottoms, TCS PE sweatshirt, plain white t-shirt.

2. Medical Certs are COMPULSORY for NON-PARTICIPANTS.

3. Written work will be given to ALL Non-Participants during class time.

4. School journal is to be brought to every PE class.

5. Enter and leave sports complex in a QUIET and ORDERLY manner.

6. No jewellery, watches, earrings are to be worn in class.

7. Students are expected to behave in an appropriate manner in the changing rooms

8. Students who have asthma must bring their inhaler to PE.

9. Students with long hair must wear their hair tied up for PE.

Physical Education Department

Policy on Participation

As students only have a certain amount of time for PE each week, it is vitally important that they participate to the best of their ability in all PE classes.

Many international studies site a reduction in levels of physical activity in older adolescents, particularly female adolescents. The aim of our participation policy is to act as a preventative measure against this decline happening within our PE classes.

In order to optimise the time for maximum participation within all PE classes, it is necessary for us to have a formal participation policy in operation. Be ready, be involved, be respectful.

1. All students should participate in PE class to the best of their ability.

2. All students should arrive to school in their TCS PE uniform on their PE day/s only. This includes appropriate footwear, and the PE uniform which is a TCS PE top and bottoms. A white t-shirt should be worn underneath the top.

Tallaght Community School

3. If a student has an illness (common cold, sore throat, etc.) which reduces their ability to participate, parents/guardians should provide a note stating the nature of the illness. Students must still come in in PE uniform and participate to the best of their ability where appropriate.

4. If a student has a minor injury, they should have a note from their parent/guardian, and, where relevant, a letter from a medical professional/physiotherapist stating the nature of the injury and what they are unable to do. The student can participate in whatever elements of the class that are suitable, particularly the low impact parts of the warm-up. The PE teachers will modify their lesson so that, if possible, a suitable role will be given to the student with the injury.

5. If the student feels uncomfortable during any part of the class, they will be allowed to opt out of the physical part of the class. They will then engage in a more theoretical based lesson, usually by recording information about the relevant topic being covered in class.

6. If a student has a serious injury which makes it unsafe for them to participate in the PE class (such as a broken limb), the student will participate in learning about the theory elements of the current activity being covered in PE class. This task will be set by the class teacher at the time.

Please see also our PE expectations on page 38.

This policy has been created so as to maximise participation in Physical Education Classes and also to maximise the teaching and learning time available to students within their weekly Physical Education Class.

“I acknowledge that I have received a copy of the Physical Education Participation Policy.”

Parents/School: Partners in Education

• You, the Parents of our students, are the prime educators and the School works in partnership with you as co-educators. This partnership is based on mutual respect and support. The school welcomes and encourages the involvement of parents.

• Parents’ Association: The school works closely with the Parents’ Association and encourages all parents to get involved with the Association.

• Meeting Year Heads and Class Teachers: Teachers welcome and encourage regular contact with parents of individual students so that by working together the best interests of the student can be served. As Year Heads and teachers are involved in teaching classes most of the time, it is advisable to make appointments to discuss a student’s progress or any problem.

• Meeting Principal/Deputy Principals: The Principal/Deputy Principals may not be available at a given time without making an appointment. However, should a parent be upset or seriously concerned, he/she should contact the school or come in and the matter will always be dealt with promptly by the school authority.

• Formal Meetings: A Parent/Teacher meeting is held for each year group on an assigned afternoon, indicated in the School Calendar, when parents have the opportunity to meet each subject teacher and receive a report. Evening meetings are held during the year for Parents and Students.

• The Home/School/Community Liaison Teacher: Ms Michelle Hegarty is our present H.S.C.L, parents should feel free to contcat her at anytime.

• Appointments with Student Support Team: The Home/School Liaison Teacher, Chaplain and Counsellors are available to help and discuss any area of concern to parents, by appointment.

Community School

Vsware Parent App

Everything you need to know

Everything you need to know about the VSware Parent App

It is free to use and is now available on iOS and Android as well as desktop. Log on to the web address below to access to learn more about the Parent App, click into the links https://support.vsware.ie/en/parent-app-overview

Our school has opted to use our Communications Package, you will have access to these two features:

• VS-Mail - Sending & receiving messages through VSware

• Submit an Absence Request

Parent App - Downloading the app and logging in How to download and log into the app, how to enable notifications, how to use VSware on desktop. This guide is intended for parents.

In order to access VSware, you will need a username and password. If it is your first time logging into VSware, the school must give you:

• Your unique username. For example this might be L.Adams

• You create your own unique password via the login screen. Explanation on how to do this is below

Downloading the app and logging in via a device (phone/tablet etc.)

• For Android devices: Visit the Google Play Store on your device and search for ‘VSware’

• For iOS devices (Apple): Visit the App Store on your device and search for ‘VSware

• Tap ‘Install’.

• If you have already downloaded and an update is available, you can tap ‘Update’ instead.

• Once the app is on your device, start typing the name of your school, then select it from the dropdown list when it appears.

When searching for your school, you can either type -

1. the VSware URL i.e. tallaghtcs.vsware.ie

2. The ‘official’ school name i.e. Tallaght Community School

• Enter your username and password and hit Login

How to create your password if you don’t yet have one.

• If you don’t yet have a password, click Create or reset your password

• Enter your username and the last 4 digits of your mobile number, hit Send Code

• You will receive an SMS code on your mobile phone which you then enter, along with your new chosen password. Follow the instructions on screen and hit Change Password

• You will be brought back to the login screen where you can enter your username, new password and hit Login

“

We are more alike, my friends, than we are unalike, We are more alike, my friends, than we are unalike

“

Maya Angelou

Culture is the shared characteristics of a group of people, which encompasses place of birth, religion, language, food, social behaviours, art, literature, and music.

Whetheracultureiswidespreadorkeptwithinasmallregion,isyoung orold,orhaschangedovertimeorstayedthesame,everyculturecan teachusaboutourselves,others,andtheglobalcommunity.

Activity

WHAT DOES culture MEAN TO YOU?

Pick one culture (yours, your friend’s or any culture you like) and illustrate or write anything that you feel represents the culture you have chosen.

Culture:

“A people without the knowledge of their past history, origin and culture is like a tree without roots.” – Marcus Garvey

The harp is the emblem of Ireland.

IRISH Culture

Ireland has two English and Gaelic.

Poetry and Literature

One very famous Irish poet was Seamus Heaney, who won a Nobel Prize for his work. His words have been quoted by everyone from Bono to Joe Biden. Listen to Liam Neeson read some of his favourites ...

Traveller Culture

Why not take a listen?

Liam Neeson reads Seamus Heaney

Ireland’s population is made up of over 180 different nationalities.

Ireland has been home to more brilliant writers than a country ten times its size! Some of the most famous are Oscar Wilde, James Joyce and, today, award winners such as Paul Murray and Claire Keegan.

The Traveller community in Ireland have a shared history, identity, language and value system, which makes them a distinct group. The language, known as Cant (or Shelta, or Mincéir Thari …), is an ancient indigenous language.

It is used less often these days, although most Travellers would have some words. It is usually spoken rather than written down. Traveller ethnicity was recognised by the Irish State on the 1st of March 2017.

CHECKITOUTHERE

Watch‘AShortHistoryof IrishTravellers’foracolourful introductiontothehistoryof theTravellingcommunity.

IRISH SPORT

Hurling, Camogie and Gaelic Football are ourtraditionalsportsandareahugepartof Irishculture.TheGaelicAthleticsAssociation (GAA)wasfoundedin1884tomakesurethat Irelanddidnotloseitssportingcultureandtraditions. CrokeParkisthehomeoftheGAA,andiswherethebusiest

1 1

Hurling is believed to be the fastest team sport on grass in the world.

2 2

When the GAA was founded, it was only for men. It would take almost 90 years for women to be able to

Music

Irish traditional music began as an oral tradition of storytelling. Irish people sing ballads, songs and laments. Our music speaks of our history of love, loss, pride and much more.

Today, Ireland continues to ‘punch above its weight’ in the music world, with bands and singers from this small Island attracting millions of fans globally.

Irish traditional musical instruments include the fiddle, bodhrán (drum) and harp.

BYSTANDERS, UPSTANDERS

AND Using Your Voice to Effect Change

A leader is one who knows the way, goes the way and shows the way.’

Ireland is a land of diversity, more about migration and diversity, visit the CSO website

An inclusive environment is one that celebrates and appreciates all cultures. Every person has the power within them to create an inclusive atmosphere, where all

feel accepted, safe, valued and respected.

welcomed and can trigger bullying or a harmful response. This bullying is known as identity-based bullying, which targets people based on their race, ethnicity, religion, gender, sexual orientation, or other personal characteristics. Bullying in all forms is never acceptable and can often occur when people are negatively informed about cultural practices, traditions, religions and beliefs.

Why not learn more about ways to tackle identitybased bullying?

In order to create a safe, inclusive environment, people must stand up and not be bystanders

A bystander is a person who stands back, one who witnesses a situation but does not intervene or actively take part. By not speaking out, this can cause even more damage. Read the poem which follows, and consider why it is important to speak out and use your voice to prevent harm.

CSO

FIRST THEY CAME

By Martin Niemöller, Lutheran Pastor

“First they came for the Communists, And I did not speak out, Because I was not a Communist.

Then they came for the Socialists And I did not speak out Because I was not a Socialist

Then they came for the trade unionists And I did not speak out Because I was not a trade unionist

Then they came for the Jews And I did not speak out Because I was not a Jew

Then they came for me And there was no one left To speak out for me.

Our voices are powerful tools to create and encourage an inclusive atmosphere. They allow us to speak out when things are wrong.

An upstander, on the other hand, is someone who ‘shows the way’ – they speak out against bullying in all forms. They challenge hurtful, unfair, harmful, or inappropriate comments and behaviours. Upstanders respect the rights of all. They are compassionate and lead others by showing empathy, understanding, inclusion, and respect in society. Watch the following clip about Oscar Schindler to learn about the lives he saved by standing up.

HOW WAS OSCAR SCHINDLER AN UPSTANDER?

When the whole world is silent, even one voice becomes powerful.’

Here are some phrases to help you use your voice to challenge harmful and hateful words.

I don’t like when you speak like that, it's not okay to treat others like that.’

How would you feel if someone made a comment like that about you?’

"Let’s change the topic. I don't feel comfortable with this conversation."

let's treat everyone with respect."

- Malala Yousafzai

it's hurtful and disrespectful. How would you feel?"

"I don't think making fun causes harm."

"I'm going to report this to a teacher or another adult because what's happening is not okay."

Upstanders are everywhere in society, from mothers such as Jackie Fox to Blinne Ní Ghrálaigh, an Irish lawyer of Palestinian civilians.

Change Agent WAYS TO BECOME A

“I alone cannot change the world, but I can cast a stone across the waters to create many ripples.”

Mother Theresa

EDUCATIONANDAWARENESS

Stay informed about social and environmental issues. In a digital age, you can share information to raise awareness among friends, family, and community. Be aware that not everything you see is fact. Seek information from reputable sources and ensure the algorithm on your social media accounts is not just showing you one side.

Why not put pen to paper and write for human rights around the world?

ADVOCACY

Speak up for causes you believe in. Join or support advocacy groups working towards positive change. Not sure where to start? Browse through the Amnesty International website – they are an independent organisation that support human rights all over the world.

Go to amnesty.ie to read the stories and write a letter to support them.

Learn more about the Irish Human Rights and Equality Commission citizensinformation.ie

POLITICALENGAGEMENT

When you turn 18, you can have your say! Vote in elections to support candidates who align with your values. Engage in grassroots political activism and encourage others to do the same.

Ireland’s independent electoral commission prepares impartial and unbiased information about the referendum proposals and makes that information available to the public.

Why not learn as you go?

Referendums explained - Electoral Commission https://shorturl.at/wyUW3

The Universal Declaration of Human Rights is a document drafted by representatives backgrounds from all regions of the world. It is used as a common standard of rights for all peoples and all nations. Some countries don’t allow for freedom of expression the way Ireland does, and there can be harsh consequences for people who stand up for what they believe in.

PEACEFULPROTESTAND ACTIVISM

Participate in peaceful protests to raise awareness for your cause. Advocate for change through organised activism. There are many ways to protest peacefully – most people will be familiar with the bus boycott led by Martin Luther King and Rosa Parks during the American Civil Rights Movement. Can you think of any other ways to protest peacefully for a cause?

Remember that individual actions, no matter how small, can contribute to positive change. It's often a combination of various impact.

Make yourself heard!

There are marches and demonstrations held all over Ireland to show solidarity and support where it’s needed. There is strength in numbers, so join in and speak out!

CHANGE AND ACTIVISM THROUGH ART

Andrew Byrne (Hozier)

lyrics that stand out to you.

‘NINA CRIED POWER’

EMMALENE BLAKE

Emmalene Blake is an artist based in Dublin. Blake creates murals around Ireland raising awareness of social issues, climate activism and human rights. Some of their works include raising awareness for World Down Syndrome Day and creating visibility for people with disabilities.

If you were to create a mural, what would your cause be? What or who would you like to raise awareness for?

RESPECTING Cultural Values

How to build cultural respect following the 4 L’s

LLearn ea r n Learn LLead ead

about other cultures.

LLanguage an guage Language

should be

respectful, not hateful.

Lead

Listen Li sten Listen to friends about their culture. by example and show respect for

Slam poetry is a way for artists to express themselves on a topic that is important. Watch and listen to these powerful words

Activity

GET CREATIVE

Write your own slam poem on

•Watch a slam poem

•Pick a topic

•Consider the techniques you want to use

•Be original and be yourself

•Edit and practise

•Perform

MY BELIEFS

Muslim

God: Allah

Pray at a Mosque

Sacredtext: Qur'an

Symbol: The star and crescent moon

Jewish

God: Yahweh

Pray at a Synagogue

Sacredtext: the Tenakh

Symbol: Star of David

Hindu

Beliefs: The Five Pillars of Islam, which teaches how to live a good life. You must show faith in Allah, pray, give to charity, fast and go on pilgrimage.

Beliefs: There is a single God who not only created the universe, but with whom every Jew can have an individual and personal relationship.

God: Brahman and his

Pray at a Mandir and have a small shrine at home to perform Puja (a prayer for me)

SacredTexts: Vedas and the Bhagavad Gita.

Beliefs: Sansaar – life is a cycle.

Reincarnation

Karma – actions in this life will determine your next life. is t a

Buddhist

God: Buddhists don’t worship a God, Siddhartha Guatama found the religion in India and he is called the Buddha.

Pray at a Temple or Vihara.

Christian

God: one who takes the form of the Father, Son and Holy Spirit

Pray at a church or cathedral

Humanist

God: Humanists do not they believe in the goodness of people and human experience.

Symbol: the happy human

Symbol: Dharma Wheel and the Lotus Flower

Beliefs: The Five Precepts, a moral code that helps living in a good way. One of the precepts teaches that Buddhists should avoid killing a life.

Sacredtext: the Bible

Beliefs: follows the Bible to live a good life, using, for example, the 10 commandments.

Beliefs: based on evidence and science and that humans are born with a natural ability to tell right from wrong. Do not believe that religious laws are needed to be a good person.

OUR GLOBAL VILLAGE

Just some of those that call Ireland home ...

Capital city: Warsaw

National dish: bigos

Capital city: Brasília

National dish: Feijoada

Capital city: Kyiv

National dish: beet soup

Capital city: New Delhi

National dish: Khichdi

Although there are over 500 indigenous languages, like Yoruba and Igbo

Capital city: Abuja

National dish: Jollof rice

Capital city: Bucharest

National dish: Sarmale

Capital city: Vilnius

National dish: Cepelinai

Capital city: Beijing

National dish: Peking Duck

WORDS/EXPRESSIONS IN various languages

HELLO HELLO

Dia dhuit

Dee-aa gwit

HOW HOW HOWYOU? YOU?ARE AARE RE ARE

WHAT’S WWHAT’S HAT’S WHAT’S NAME? NNAME? AME? NAME? YOUR YOUR

Conas tá tú?

Kunnass taw too?

chech-sh-ch Yack sheh mash?

Pray-ve-ut

Sveiki

Svay-kee

Olá

Oh-laa

Kaip laikaisi?

Kipe loy-koy-see

Como você está?

Como vwu-say ess-tah?

Cad is ainm duit?

Cod iss an-im dit?

THANK THANK

GOODBYE GGOODBYE OODBYE GOODBYE YOU YOU YOU

Go raibh maith agat

Guh rev mahh agut

Yack mash na eemyeh? Jen-koo-yeh chee

Slán Slawn

Do widzenia Doh vid-tsen-yah

Na-mass-tay Aap kaise ho?

Hallo

Haa-lo

Wie geht es dir? Vee gayt ez deer?

Koks tavo vardas?

Da-koo-yu Doh poba-chen-ya

Kooks tavo var-dass Ah-choo

Qual é seu nome?

Kwa-ow eh say-oo noh-me

Obrigado(a) Oh-bree-ga-do/ Oh-bree-ga-da

Viso gero Vee-saw gheh-raw

Tchau shee-ow

AAp ka kya naam hai? Dan-ya-vadd All-vidda

Wie heißen Sie? Vee high-sen zee?

Danke dir Dan-kah deer

Auf Wiedersehen Owf vee-der-zayn

Pree-vyet kak dyLAH Kack vass za-voot? Spass-eeh-bah Doh svee-danya

Care e numele

Buna ziua

Boo-na zee-wa

Ce mai faci?

Cheh my fach?

Careh eh noom-elleh tay-oo? Mull-tsu-mesk La revedere La rev-eh-deray

Nee-ee how ? Nee-ee how ma? ? mah ming-zuh? Shyeh-shyeh

Sveiki

Svay-ee-kee Ka tev-ee-ut Ka tevee sauce? Paldies Pal-dee-ess Uz radz-esha-noss

Leaving Applied STUDENT

JOURNAL

WHAT IS THE

Leaving Applied?

DEVELOP SKILLS FOR

The Leaving Certificate Applied (LCA) is a distinct, self-contained two-year programme aimed at preparing students for adult and working life.

The programme puts an emphasis on forms of achievement and excellence which the established Leaving Certificate has not recognised in the past.

The LCA was introduced to recognise the talents of all students and provide opportunities for development in terms of responsibility, selfesteem and self-knowledge.

It is an innovative programme in the way students learn, in what they learn and in the way their achievements are assessed.

The advantage of the LCA is that it focuses on the talents of each individual student and helps students apply what they learn in the real world.

The two-year programme consists of four halfyear blocks, called sessions. Achievements are credited in each of these sessions.

LIFE Workand

COMMUNICATION

ENTERPRISE

INITIATIVE RESPONSIBILITIES

GOAL SETTING

LEARNING FOR LIFE

TEAMWORK

MOTIVATION

PLANNING

ORGANISATION

WORK EXPERIENCE

SELF-AWARENESS

SELF-ESTEEM

CONFIDENCE

LEAVING CERTIFICATE APPLIED

The Leaving Certificate Applied is a single award made on the basis of credits accumulated over four sessions and in final examinations. A candidate may accumulate a maximum of 200 credits.

Students who successfully complete the LCA programme are awarded a certificate from the State Examinations Commission (SEC). The LCA is awarded at three levels.

Student achievement and performance in the Leaving Certificate Applied is recorded in three modes as follows:

A total of 44 modules are completed over the two years of the programme. At the end of each session, the student is credited on satisfactory completion of the appropriate modules. In order to be awarded credit, students must complete each module by:

1. Attending the classes and out-of-school activities related to the module

2. Completing the key assignments related to the module.

The candidate completes seven student tasks over the two years. Each task represents a significant piece of work (at least 10 hours) and is worth 10 credits. The task enables the candidate to integrate learning and practical experiences from the different courses and modules of the LCA programme. To receive credits for a student task, the candidate must:

• Produce authentic evidence of task completion

• Produce a task report

• Present for interview (personal reflection task does not require an interview).

• English and Communication

• Modern European Languages (French, Spanish, German and Italian)

• Social Education

• Mathematical Applications

• Gaeilge Chumarsáideach

FINAL EXAMINATIONS ARE GIVEN IN THE FOLLOWING AREAS:

• Vocational Specialisms (two specialisms to be taken by each candidate).

Work experience is at the core of the LCA. Students must arrange their own work experience placements. It is important that students choose their work experiences carefully.

It is recommended that work experience is completed in at least three different career areas. Students are not allowed to complete their work experience in a workplace in which they already have a part-time job. For each work experience placement, students must complete satisfactorily and return their Work Experience Diary. Employer Report Cards must also be returned. Students who don’t return or complete the above two documents will lose vital credits.

Students are monitored carefully on work experience placements and, where possible, a member of the teaching staff will visit and interview both the student and their employer.

Behaviour

Pupils will be expected to adhere to the school/ college/centre ethos and rules as laid out in the school/college/centre journal.

We expect every student to do their absolute best in relation to classwork. Credit is not given for work that is not considered to be the best that a student can do, regardless of quality.

relation to sidered to ty.

A minimum 90% attendance is a basic requirement. Lengthy or repeated absences must be certified by a doctor’s note. Any holidays taken during the course of the two years will not be accepted as a legitimate absence and may result in participants losing out on credits.

Date: / /

LEAVING CERTIFICATE APPLIED

STUDENT CONTRACT

I have read and understood the above student contract and agree to follow its contents.

TheStudentTask

The aims of the student task are to:

• Provide an opportunity for students to integrate learning and practical experiences from the different courses and modules of the programme

• Develop student literacy, communication and numeracy skills

• Develop student confidence and self-esteem

• Promote student motivation by providing short-term achievable goals

• Develop student responsibility and initiative as well as skills in self-evaluation, problem solving, reflection and management

• Enable students to apply to practical problems and/or issues the knowledge, understanding, skills and competencies developed through participation in the modules

• Promote co-operation and teamwork among participating students

• Promote school/community liaison through involvement in the local community

• Promote and develop active citizenship

• Prepare students for life outside and beyond school.

The student task is a practical activity and/or process of reflection through which the student integrates and applies learning experiences gained from undertaking the LCA programme to some or all of the following:

• The development of a product

• The investigation of an issue

• The performance of an action

• The provision of a service

• The staging of an event

• Personal reflection

Tasks to Be Completed

Over the duration of the LCA programme, each student must undertake seven student tasks:

1. Vocational Preparation Task

2. Vocational Education Task (1)

3. Vocational Education Task (2) 4. General Education Task 5. Contemporary Issue Task

Practical Achievement Task

Personal Reflection Task

YEAR 1

SESSION 1SESSION 2

Vocational Preparation Task

General Education Task

Vocational Education Task

Reflective Statement 1

YEAR 2

SESSION 3SESSION 4

Contemporary Issue Task

Vocational Education Task

Practical Achievement Task

Personal Reflection Task (Incorporating Reflective Statements 1 & 2)

Reflective Statement 2

The student task has a number of stages. These stages can be grouped as follows:

• Selecting/planning

• Implementing

• Recording and cross-curricular applications

• Reviewing and evaluating

• Presenting/communicating

A student task report is a description of the various stages required to complete a student task. A report should include information regarding:

• The title

• The statement of aim(s)

• The plan of action

• Carrying out the student task

• Presentation and analysis of findings

• Evaluation of the student task and the student’s own contribution

Presentation at Interview

The interview will involve a discussion between the examiner and students of the work involved in the task. The duration of the discussion should be at least 5 minutes of the 20 minutes allocated to the assessment of each student’s task.

Task Planning

TaskPlanning

Date: / / Course: Teacher:

TYPE OF TASK: Product Service/Event/Performance Investigation

GIVE A BRIEF OUTLINE OF THE TASK:

WHAT DO I ALREADY KNOW ABOUT THE TASK?

WHAT DO I NEED TO FIND OUT ABOUT THE TASK?

WHERE I CAN GET INFORMATION?

TASK?

HAVE YOU LEARNT FROM DOING THIS TASK?

TaskPlanning

Date: / / Course: Teacher:

TYPE OF TASK: Product Service/Event/Performance Investigation

GIVE A BRIEF OUTLINE OF THE TASK:

WHAT DO I ALREADY KNOW ABOUT THE TASK?

WHAT DO I NEED TO FIND OUT ABOUT THE TASK?

WHERE I CAN GET INFORMATION?

TaskPlanning

Date: / / Course: Teacher:

TYPE OF TASK: Product Service/Event/Performance Investigation

GIVE A BRIEF OUTLINE OF THE TASK:

WHAT DO I ALREADY KNOW ABOUT THE TASK?

WHAT DO I NEED TO FIND OUT ABOUT THE TASK?

WHERE I CAN GET INFORMATION?

TaskPlanning

Date: / / Course: Teacher:

TYPE OF TASK: Product Service/Event/Performance Investigation

GIVE A BRIEF OUTLINE OF THE TASK:

WHAT DO I ALREADY KNOW ABOUT THE TASK?

WHAT DO I NEED TO FIND OUT ABOUT THE TASK?

WHERE I CAN GET INFORMATION?

TaskPlanning

Date: / / Course: Teacher:

TYPE OF TASK: Product Service/Event/Performance Investigation

GIVE A BRIEF OUTLINE OF THE TASK:

WHAT DO I ALREADY KNOW ABOUT THE TASK?

WHAT DO I NEED TO FIND OUT ABOUT THE TASK?

WHERE I CAN GET INFORMATION?

TaskPlanning

Date: / / Course: Teacher:

TYPE OF TASK: Product Service/Event/Performance Investigation

GIVE A BRIEF OUTLINE OF THE TASK:

WHAT DO I ALREADY KNOW ABOUT THE TASK?

WHAT DO I NEED TO FIND OUT ABOUT THE TASK?

WHERE I CAN GET INFORMATION?

TaskPlanning

Date: / / Course: Teacher:

TYPE OF TASK: Product Service/Event/Performance Investigation

GIVE A BRIEF OUTLINE OF THE TASK:

WHAT DO I ALREADY KNOW ABOUT THE TASK?

WHAT DO I NEED TO FIND OUT ABOUT THE TASK?

WHERE I CAN GET INFORMATION?

Preparationand

LEAVING CERTIFICATE APPLIED

KEY ASSIGNMENTS

As part of a group, I designed, carried out and reported on a survey on some aspects of working life.

I presented a report on an investigation which I carried out on a particular career or field of work.

I reported on my learning from a visit to a careers exhibition, college, training centre or place of employment.

I have compiled a personal action plan in relation to work/education/training covering at least the next year.

Signed:

Signed:

Name of Student

Name of Teacher

Date: / /

Date: / /

KEY ASSIGNMENTS

As part of a group, I prepared a display (e.g. poster, collage, etc.) which showed our individual skills and how these related to particular job vacancies.

I prepared a personal job search folder that included items such as my CV, letters to and from potential employers, photographs, sample advertisements, etc.

I participated in a mock interview and reported on my performance at same.

I reported on an interview carried out with either a self-employed person or a person who has had experience of being in a job that they were dissatisfied with.

Signed:

Signed:

Name of Student

Name of Teacher

Date: / /

Date: / /

KEY ASSIGNMENTS

I listed what I personally wanted to learn from my work experience placement.

I made specific arrangements for my first day on work experience.

I completed a report on my work placement and recorded my reflections on a daily basis.

As part of a group, I explained what I learned from my work placement and I developed ideas and strategies for future placements.

Signed:

Signed:

Name of Student

Name of Teacher

Date: / /

Date: / /

KEY ASSIGNMENTS

I reviewed my previous experiences of work and prepared an action plan identifying the personal, social and vocational skills and knowledge I want to develop through this specific work placement.

I completed a report on this particular work placement. In this report, I included new knowledge and understanding gained. I also recorded, on a daily basis, reflections of my experiences while on work placement.

I discussed my workplace performance with my teacher and prepared a personal career path chart.

As part of a group, I prepared a visual presentation of what I have learned about the world of work.

Signed:

Signed:

Name of Student

Name of Teacher

Date: / /

Date: / /

KEY ASSIGNMENTS

I have listed the main steps involved in establishing an enterprise and identifying my personal involvement in the decision-making process.

I conducted a market research survey and undertook an analysis of my findings using ICT.

I kept a diary of my personal involvement.

I produced a report on my experience under the following headings:

•Working as part of a team

•Decision-making

•Solving problems

•Selling our product/service outside of the school or organisation

•Personal learning from the enterprise experience

Signed:

Signed:

Name of Student

Name of Teacher

Date: / /

Date: / /

KEY ASSIGNMENTS

I undertook an assessment of my own skills and qualities and the group’s skills and qualities.

I set specific goals and presented a detailed work plan.

I kept a personal diary of the experience.

I helped to prepare a display of the event/activity, e.g., video, photographs, charts, etc. (This can be the stand prepared for the trade fair where each student describes his/her contribution to same).

Signed:

Signed:

Name of Student

Name of Teacher

Date: / /

Date: / /

KEY ASSIGNMENTS

I have prepared a report (written or taped) of an interview with a self-employed person.

I have prepared a report on a visit to one enterprise support agency, to include information on sources of finance available to people starting their own business.

I have prepared a business plan on a proposed business idea (using ICT, e.g., word processing, spreadsheets, or questionnaires).

I have prepared a set of guidelines for people considering self-employment as a career option.

Signed:

Signed:

Name of Student

Name of Teacher

Date: / /

Date: / /

KEY ASSIGNMENTS

I have listed four reasons why community involvement is important.

I have prepared for and either hosted a visit by a speaker from a voluntary/ community agency to the class or visited a voluntary/community agency, and evaluated my learning.

I have investigated a local community development project.

As part of a group, I have taken part in planning, carrying out and evaluating a community project.

Signed:

Signed:

Name of Student

Name of Teacher

Date: / /

Date: / /

KEY ASSIGNMENTS

I prepared a report on an interview with a Trade Union/Workers’ Council representative.

I prepared a report/presentation/display on Health and Safety issues.

I have listed ways in which greater equality in the workplace is being achieved.

I participated in a group activity to improve the environment.

Signed:

Signed:

Name of Student

Name of Teacher

Date: / /

Date: / /

V COURSE REFLECTION

WHAT SKILLS DID I LEARN OR DEVELOP DURING THIS MODULE?

WHAT WAS THE BIGGEST CHALLENGE I FACED DURING THIS MODULE AND HOW DID I OVERCOME IT?

WHAT ASPECTS OF THIS MODULE DID I ENJOY THE MOST?

HOW WILL WHAT I LEARNED BE USEFUL TO ME IN THE WORKING WORLD?

LEAVING CERTIFICATE APPLIED

KEY ASSIGNMENTS

Start an ongoing reflective journal and complete one entry about identity and starting the LCA programme.

Design a front cover for a novel, short story and graphic novel.

In pairs or groups, write dialogue as characters from the text or role play character dialogue, and be able to identify your contribution.

Draft, proof and edit a range of written pieces of text.

Reflect on a novel/short story in the reflection journal using the strategies identified in the module.

Signed:

Signed:

Name of Student

Name of Teacher

Date: / /

Date: / /

KEY ASSIGNMENTS

Research a subject of interest to you and, using a template, analyse the websites consulted.

As a class, create a digital safety charter for your class or school and identify your contribution. Explain why you think this inclusion is important.

Research a global communication platform using online resources and present your findings.

Update the reflective journal with reflections on the key points of this module and how your experience in the workplace has influenced your thoughts.

Signed:

Signed:

Name of Student

Name of Teacher

Date: / /

Date: / /

KEY ASSIGNMENTS

Reflective journal update: document your reading journey, where details of a wide variety of textual material are referenced and reflected upon.

Examine the coverage of an event through the three different media channels and compare and contrast the coverage.

Identify a real-life scenario that requires an advertisement and create an advertisement in a medium of your choice.

Compare and contrast a film and a related text. Critically analyse and display or present the findings.

Signed:

Signed:

Name of Student

Name of Teacher

Date: / /

Date: / /

KEY ASSIGNMENTS

Compare a song, rap or poem on a common theme. This assignment can be done in groups, but you must identify your contribution.

Compose a poem, song or rap on a topic that means something to you.

Engage with a staged performance and present a review or report on the experience.

Update your reflective journal to reflect on your learning in English and Communications over the two years of the course.

Signed:

Signed:

Name of Student

Name of Teacher

Date: / /

Date: / /

COURSE REFLECTION

WHAT SKILLS DID I LEARN OR DEVELOP DURING THIS MODULE?

WHAT WAS THE BIGGEST CHALLENGE I FACED DURING THIS MODULE AND HOW DID I OVERCOME IT?

WHAT ASPECTS OF THIS MODULE DID I ENJOY THE MOST?

HOW WILL WHAT I LEARNED BE USEFUL TO ME IN THE WORKING WORLD?

LEAVING CERTIFICATE APPLIED

KEY ASSIGNMENTS

I have carried out a case study in a relevant area of mathematics and planning.

I have collected and selected the relevant examples from my portfolio of learning to exemplify the following areas of the mathematical case study in my specified area.

•Finding out

•Collecting, comparing, and calculating

•Interpreting

•Making judgements

•Communicating

Signed:

Signed:

Name of Student

Name of Teacher

Date: / /

Date: / /

KEY ASSIGNMENTS

I have carried out a case study in a relevant area of mathematics and the world around me.

I have collected and selected the relevant examples from my portfolio of learning to exemplify the following areas of the mathematical case study in my specified area.

•Finding out

•Collecting, comparing, and calculating

•Interpreting

•Making judgements

•Communicating

Signed:

Signed:

Name of Student

Name of Teacher

Date: / /

Date: / /

KEY ASSIGNMENTS

I have carried out a case study in a relevant area of mathematics and life skills.

I have collected and selected the relevant examples from my portfolio of learning to exemplify the following areas of the mathematical case study in my specified area.

•Finding out

•Collecting, comparing, and calculating

•Interpreting

•Making judgements

•Communicating

Signed:

Signed:

Name of Student

Name of Teacher

Date: / /

Date: / /

KEY ASSIGNMENTS

I have carried out a case study in a relevant area of mathematics and work.

I have collected and selected the relevant examples from my portfolio of learning to exemplify the following areas of the mathematical case study in my specified area.

•Finding out

•Collecting, comparing, and calculating

•Interpreting

•Making judgements

•Communicating

Signed:

Signed:

Name of Student

Name of Teacher

Date: / /

Date: / /

COURSE REFLECTION

WHAT SKILLS DID I LEARN OR DEVELOP DURING THIS MODULE?

WHAT WAS THE BIGGEST CHALLENGE I FACED DURING THIS MODULE AND HOW DID I OVERCOME IT?

WHAT ASPECTS OF THIS MODULE DID I ENJOY THE MOST?

HOW WILL WHAT I LEARNED BE USEFUL TO ME IN THE WORKING WORLD?

LEAVING CERTIFICATE APPLIED

Signed:

Signed:

Date: / / Name of Student

Name of Teacher

Date: / /

Signed:

Signed:

Name of Student

Name of Teacher

Date: / /

Date: / /

WHAT SKILLS DID I LEARN OR DEVELOP DURING THIS MODULE?

WHAT WAS THE BIGGEST CHALLENGE I FACED DURING THIS MODULE AND HOW DID I OVERCOME IT?

WHAT ASPECTS OF THIS MODULE DID I ENJOY THE MOST?

HOW WILL WHAT I LEARNED BE USEFUL TO ME IN THE WORKING WORLD?

Signed:

Signed:

Date: / / Name of Student

Name of Teacher

Date: / /

Signed:

Signed:

Name of Student

Name of Teacher

Date: / /

Date: / /

WHAT SKILLS DID I LEARN OR DEVELOP DURING THIS MODULE?

WHAT WAS THE BIGGEST CHALLENGE I FACED DURING THIS MODULE AND HOW DID I OVERCOME IT?

WHAT ASPECTS OF THIS MODULE DID I ENJOY THE MOST?

HOW WILL WHAT I LEARNED BE USEFUL TO ME IN THE WORKING WORLD?

LEAVING CERTIFICATE APPLIED

KEY ASSIGNMENTS

Use word-processing software to create, store, edit and print a range of documents for specific purposes.

Ethically research a topic online for another module and produce a short report on it which includes formatted graphics and text, and email it to a named recipient.

Signed:

Signed:

Date: / / Name of Student

Date: / / Name of Teacher

KEY ASSIGNMENTS

Select your best spreadsheet that demonstrates your use of formulas to perform calculations for a task you are involved in.

Select charts that demonstrate your use of bar charts or pie charts and save or print the results in graphic format and interpret these results.

Create a promotional document for display that effectively communicates information using a combination of graphics, text and images.

Signed:

Signed:

Name of Student

Name of Teacher

Date: / /

Date: / /

COURSE REFLECTION

WHAT SKILLS DID I LEARN OR DEVELOP DURING THIS MODULE?

WHAT WAS THE BIGGEST CHALLENGE I FACED DURING THIS MODULE AND HOW DID I OVERCOME IT?

WHAT ASPECTS OF THIS MODULE DID I ENJOY THE MOST?

HOW WILL WHAT I LEARNED BE USEFUL TO ME IN THE WORKING WORLD?

KEY ASSIGNMENTS

Signed:

Date: / / Name of Student Signed:

Date: / / Name of Teacher

KEY ASSIGNMENTS

Signed:

Date: / / Name of Student Signed:

Date: / / Name of Teacher

COURSE REFLECTION

WHAT SKILLS DID I LEARN OR DEVELOP DURING THIS MODULE?

WHAT WAS THE BIGGEST CHALLENGE I FACED DURING THIS MODULE AND HOW DID I OVERCOME IT?

WHAT ASPECTS OF THIS MODULE DID I ENJOY THE MOST?

HOW WILL WHAT I LEARNED BE USEFUL TO ME IN THE WORKING WORLD?

LEAVING CERTIFICATE APPLIED

KEY ASSIGNMENTS

I completed exercises and worksheets on assertive, aggressive and passive behaviour and different communication styles.

I collected information on healthy lifestyles and made a plan to improve one aspect of my own lifestyle.

As a member of a small group, I collected information from magazines and newspapers and used it to make a collage illustrating ways in which the media promote sex-role stereotyping.

I presented a report on a drug in which I described five things that I learned about the drug, its effects and the risks involved in taking it.

Signed:

Signed:

Name of Student

Name of Teacher

Date: / /

Date: / /

KEY ASSIGNMENTS

Four Key Assignments are to be undertaken. One of these must be a group activity and one must be an out-of-school activity.

I contributed several images/newspaper cuttings to a class collage about our local area.

I took part in a class discussion about our local area in the past. I contributed to three different topics on this issue during the discussion.

I interviewed a senior citizen from my local community about life in the past.

I designed and presented a simple leaflet about five different organisations providing a service for young people in my area.

I plotted a long-distance journey by road on a map from my home to another point more than 100km away. On this map, I marked in the major towns, the distances to them and the distance between them. I also showed an alternative route to this point using a different mode of transport.

I went to my local library and got the names of at least five useful resources/books on the local history of my area.

I took part in a class survey to plot on a map the litter bins provided by the local authority/authorities on my route to school.

Signed:

Signed:

Name of Student

Name of Teacher

Date: / /

Date: / /

Four Key Assignments are to be undertaken. One of these must be a group activity, one must be an out-of-school activity.

KEY ASSIGNMENTS

I took part in a role-play (either as a participant or observer) and recorded my observations about a situation where the denial of a human right was at issue.

I informed the class about a human rights issue campaign I found in the newspaper or elsewhere.

I created an A1-sized promotional poster upholding one of the rights outlined in the Universal Declaration of Human Rights.

I explained to my class three things I considered right and three things I considered wrong with regard to a particular contemporary issue.

I contacted an organisation/centre outside school that had information about a contemporary issue and gave a report to my class about what I had found out.

With other members of my class, I organised a survey on attitudes in our local area to a particular contemporary issue.

Signed:

Signed:

Name of Student

Name of Teacher

Date: / /

Date: / /

KEY ASSIGNMENTS

As a member of a group, I have made a list/chart/collage or picture of appropriate ways of dealing with feelings of anger.

I have described a method that I have used, either in real life or in role-play, in trying to solve a conflict situation or in dealing with criticism.

I have listed the main tasks and responsibilities involved each day in taking care of:

A. a 3-month-old baby, or

B. a 3-year-old child, or

C. a 10-year-old child

I have listed the agencies that help with a particular health or addiction problem and identified the sort of help they provide. I have described ways of contacting these agencies and accessing help and advice.

Signed:

Signed:

Name of Student

Name of Teacher

Date: / /

Date: / /

Four Key Assignments are to be undertaken. One of these must be a group activity, one must be an out-of-school activity.

KEY ASSIGNMENTS

I took part in a debate on a contemporary issue.

I examined a contemporary issue with a group of students in my class. Then each one of us presented this issue in a different format: as a short report/press release/news broadcast/ image/article for a school magazine/collage.

I presented an illustrated fact sheet about a contemporary issue.

I tracked an issue (local, national or international) in a newspaper or on television for three days and gave a brief report to my class about it.

OR OR

I wrote to my local paper/ representative about a local issue that concerns me.

I created a two-minute slot for a radio programme in support of a local cause.

I gave a brief report to my class about crime in my local area.

I took part with others in a role-play about my civil rights.

I collected a Registration Form, filled it in and posted it off to register my name on the List of Electors.

Signed:

Signed:

Name of Student

Name of Teacher

Date: / /

Date: / /

KEY ASSIGNMENTS

I prepared a step-by-step guide to leaving home and finding a place to live. I included the different considerations that need to be taken into account.

I conducted and recorded (audio, written, etc.) an interview with a young person living away from home on their own.

I prepared a weekly budget for a young person living on his or her own. I based this budget on the current weekly wage of a young person who has just started working.

As part of a group, I participated in a discussion with a visitor representing a Bank, Credit Union or Building Society, and reported on what I learned from the discussion.

Signed:

Signed:

Name of Student

Name of Teacher

Date: / /

Date: / /

COURSE REFLECTION

WHAT SKILLS DID I LEARN OR DEVELOP DURING THIS MODULE?

WHAT WAS THE BIGGEST CHALLENGE I FACED DURING THIS MODULE AND HOW DID I OVERCOME IT?

WHAT ASPECTS OF THIS MODULE DID I ENJOY THE MOST?

HOW WILL WHAT I LEARNED BE USEFUL TO ME IN THE WORKING WORLD?

Gaeilge

LEAVING CERTIFICATE APPLIED

Gaeilge

EOCHAIR-CHLEACHTAÍ

Rinne mé píosa cainte fúm féin.

D’fhéach mé ar chlár teilifíse/ghearrscannán as Gaeilge agus d’fhreagair mé ceisteanna air.

Scríobh mé ríomhphost nó blag:

1. ag lorg eolais 2. ag lorg poist

Ghlac mé páirt i dtaighde grúpa bunaithe ar an nGaeilge thart timpeall orainn.

3. ag lorg taithí oibre

4. ag tabhairt cuiridh do chuairteoir

Rinne mé taighde a bhain leis an nGaeilge thart timpeall orainn agus rinne mé tionscadal bunaithe ar an taighde sin.

Signed:

Signed:

Name of Student

Name of Teacher

Date: / /

Date: / /

Gaeilge

EOCHAIR-CHLEACHTAÍ

Labhair mé Gaeilge le daoine éagsúla faoi cheann amháin de mo chuid caitheamh aimsire.

Bhí mé in ann Gaeilge a labhairt agus mé ar saoire:

•faoi na daoine

•faoin mbia

•faoin aimsir

•faoi na háiteanna

•faoi chaitheamh aimsire.

Scríobh mé ríomhphost/blag/cárta poist as Gaeilge.

Ghlac mé páirt i dtaighde (aonar/grúpa) bunaithe ar mhodúl 2:

• Chuir mé Curriculum Vitae le chéile as Gaeilge

Signed:

Signed:

Name of Student

Name of Teacher

Date: / /

Date: / /

COURSE REFLECTION

WHAT SKILLS DID I LEARN OR DEVELOP DURING THIS MODULE?

WHAT WAS THE BIGGEST CHALLENGE I FACED DURING THIS MODULE AND HOW DID I OVERCOME IT?

WHAT ASPECTS OF THIS MODULE DID I ENJOY THE MOST?

HOW WILL WHAT I LEARNED BE USEFUL TO ME IN THE WORKING WORLD?

ModernLanguages

LEAVING CERTIFICATE APPLIED

Modern

CHOSEN LANGUAGE:

KEY ASSIGNMENTS

I made an Identity Card for myself containing five pieces of information in my chosen language. I included the following headings and information:

•Surname

•Christian name(s)

•Date of birth

•Nationality

•Home address

Speaking in my chosen language, I recorded myself asking several other students about three things they like and three things they dislike in life.

I researched one aspect of my chosen country that I find interesting and presented my findings to the class in English or Irish.

I recorded a role-play where I took an order and gave an order from a menu in my chosen language.

Signed: Date: / / Name of Student

Signed: Date: / / Name of Teacher

KEY ASSIGNMENTS

I role-played and recorded buying a train ticket in my chosen language.

I researched and reported the organisation of a trip to my chosen country. This included information on passport requirements, cost of travel and flights.

I made and recorded a phone call to book accommodation in my chosen language.

I presented a poster of five different hotel signs in my chosen language.

Signed:

Signed:

Name of Student

Name of Teacher

Date: / /

Date: / /

COURSE REFLECTION

WHAT SKILLS DID I LEARN OR DEVELOP DURING THIS MODULE?

WHAT WAS THE BIGGEST CHALLENGE I FACED DURING THIS MODULE AND HOW DID I OVERCOME IT?

WHAT ASPECTS OF THIS MODULE DID I ENJOY THE MOST?

HOW WILL WHAT I LEARNED BE USEFUL TO ME IN THE WORKING WORLD?

Leisureand

LEAVING CERTIFICATE APPLIED

KEY ASSIGNMENTS

I have recorded the basic rules and principles as they apply to one activity I have participated in.

I have kept a record of the skills I have learned during this module.

I have demonstrated and performed three skills that I have learned in one of the chosen activities.

As part of a group, I have organised a practice exercise for one of the chosen activities.

Signed:

Signed:

Name of Student

Name of Teacher

Date: / /

Date: / /

KEY ASSIGNMENTS

I have monitored my heart rate for a week.

I have recorded and participated in activities that develop aerobic fitness.

I have kept a diary of my fitness programme.

I have led a group in warm-up and cool-down exercises related to the chosen activity.

Signed:

Signed:

Name of Student

Name of Teacher

Date: / /

Date: / /

KEY ASSIGNMENTS

I have identified a range of physical recreational activities in my local community.

I have maintained a diary of my participation in physical activity.

I have identified the social and physical benefits of participation in recreational activities.

I have participated in a programme of physical leisure and recreational activities planned by the group.

Signed:

Signed:

Name of Student

Name of Teacher

Date: / /

Date: / /

COURSE REFLECTION

WHAT SKILLS DID I LEARN OR DEVELOP DURING THIS MODULE?

WHAT WAS THE BIGGEST CHALLENGE I FACED DURING THIS MODULE AND HOW DID I OVERCOME IT?

WHAT ASPECTS OF THIS MODULE DID I ENJOY THE MOST?

HOW WILL WHAT I LEARNED BE USEFUL TO ME IN THE WORKING WORLD?

LEAVING CERTIFICATE APPLIED

Signed: Date: / / Name of Student

Signed: Date: / / Name of Teacher

Signed: Date: / /

Name of Student

Signed: Date: / /

Name of Teacher

Signed: Date: / / Name of Student

Signed: Date: / / Name of Teacher

Signed: Date: / /

Name of Student

Signed: Date: / /

Name of Teacher

WHAT SKILLS DID I LEARN OR DEVELOP DURING THIS MODULE?

WHAT WAS THE BIGGEST CHALLENGE I FACED DURING THIS MODULE AND HOW DID I OVERCOME IT?

WHAT ASPECTS OF THIS MODULE DID I ENJOY THE MOST?

HOW WILL WHAT I LEARNED BE USEFUL TO ME IN THE WORKING WORLD?

LEAVING CERTIFICATE APPLIED

W P ork Expe

ience

Work Experience Placement

EVALUATION OF STUDENT

At the end of the placement, please rate the student by placing a tick in the appropriate boxes.

POSITION:

COMPANY: PHONE:

ADDRESS:

Attendance

Time keeping

Ability to follow instructions and learn new skills and procedures

Level of competence in completion of task given

Initiative

Overall attitude towards the job

Ability to communicate with staff, supervisors and the public

Suitability of this type of work

ANY ADDITIONAL COMMENTS YOU WOULD LIKE TO MAKE:

Signed:

Signed:

Date: // (NAME OF STUDENT)

Date: // (NAME OF TEACHER)

W P ork Expe

ience

Work Experience Placement

EVALUATION OF STUDENT

At the end of the placement, please rate the student by placing a tick in the appropriate boxes.

POSITION:

COMPANY: PHONE:

ADDRESS:

Attendance

Time keeping

Ability to follow instructions and learn new skills and procedures

Level of competence in completion of task given

Initiative

Overall attitude towards the job

Ability to communicate with staff, supervisors and the public

Suitability of this type of work

ANY ADDITIONAL COMMENTS YOU WOULD LIKE TO MAKE:

Signed:

Signed:

Date: // (NAME OF STUDENT)

Date: // (NAME OF TEACHER)

W P ork Expe

ience

Work Experience Placement

EVALUATION OF STUDENT

At the end of the placement, please rate the student by placing a tick in the appropriate boxes.

POSITION:

COMPANY: PHONE:

ADDRESS:

Attendance

Time keeping

Ability to follow instructions and learn new skills and procedures

Level of competence in completion of task given

Initiative

Overall attitude towards the job

Ability to communicate with staff, supervisors and the public

Suitability of this type of work

ANY ADDITIONAL COMMENTS YOU WOULD LIKE TO MAKE:

Signed:

Signed:

Date: // (NAME OF STUDENT)

Date: // (NAME OF TEACHER)

W P ork Expe

ience

Work Experience Placement

EVALUATION OF STUDENT

At the end of the placement, please rate the student by placing a tick in the appropriate boxes.

POSITION:

COMPANY: PHONE:

ADDRESS:

Attendance

Time keeping

Ability to follow instructions and learn new skills and procedures

Level of competence in completion of task given

Initiative

Overall attitude towards the job

Ability to communicate with staff, supervisors and the public

Suitability of this type of work

ANY ADDITIONAL COMMENTS YOU WOULD LIKE TO MAKE:

Signed:

Signed:

Date: // (NAME OF STUDENT)

Date: // (NAME OF TEACHER)

W P ork Expe

ience

Work Experience Placement

EVALUATION OF STUDENT

At the end of the placement, please rate the student by placing a tick in the appropriate boxes.

POSITION:

COMPANY: PHONE:

ADDRESS:

Attendance

Time keeping

Ability to follow instructions and learn new skills and procedures

Level of competence in completion of task given

Initiative

Overall attitude towards the job

Ability to communicate with staff, supervisors and the public

Suitability of this type of work

ANY ADDITIONAL COMMENTS YOU WOULD LIKE TO MAKE:

Signed:

Signed:

Date: // (NAME OF STUDENT)

Date: // (NAME OF TEACHER)

W P ork Expe

ience

Work Experience Placement

EVALUATION OF STUDENT

At the end of the placement, please rate the student by placing a tick in the appropriate boxes.

POSITION:

COMPANY: PHONE:

ADDRESS:

Attendance

Time keeping

Ability to follow instructions and learn new skills and procedures

Level of competence in completion of task given

Initiative

Overall attitude towards the job

Ability to communicate with staff, supervisors and the public

Suitability of this type of work

ANY ADDITIONAL COMMENTS YOU WOULD LIKE TO MAKE:

Signed:

Signed:

Date: // (NAME OF STUDENT)

Date: // (NAME OF TEACHER)

Work Experience Placement

EVALUATION OF STUDENT

At the end of the placement, please rate the student by placing a tick in the appropriate boxes.

POSITION:

COMPANY: PHONE:

ADDRESS:

Attendance

Time keeping

Ability to follow instructions and learn new skills and procedures

Level of competence in completion of task given

Initiative

Overall attitude towards the job

Ability to communicate with staff, supervisors and the public

Suitability of this type of work

ANY ADDITIONAL COMMENTS YOU WOULD LIKE TO MAKE:

Signed:

Signed:

Date: // (NAME OF STUDENT)

Date: // (NAME OF TEACHER)

OPEN YOUR MIND, ARMS, AND HEART TO NEW THINGS AND PEOPLE, BECAUSE WE ARE UNITED IN OUR DIFFERENCES.

Ask the questions that have no answers.

Pursue the unexplored.

Embrace the unknown.

TOLISTEN YOUR HEART.

Suzy Kassem

3 03 0

4 04 0

8 08 0

3 03 0

4 04 0 2 02 0 5 05 0 6 06 0

3 03 0

4 04 0

5 05 0

6 06 0

7 07 0

3 03 0

4 04 0

5 05 0

6 06 0

7 07 0

7 07 0 5 05 0 8 08 0 9 09 0

JUNIOR CYCLE SUCCESS

Revision book series

QR codes to access online resources

Curriculum broken down, reducing students’ workload

Sample questions and answers to past papers

ers and

Student-friendly language and modern graphics

I don’t understand - yet. 1

I don’t understand - yet.

I understand, and I can do this by myself.

I understand, and I can do this by myself.

I understand, and I can teach someone else.

Student Name: Class:

Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

1 2 3 4 1 2 3 4

Number of days absent: Reason for absence: Signed: Date: / / Number of days absent: Reason for absence: Signed: Date:

Record of Record of Record of Record of Number of days absent: Reason for absence: Signed: Date:

Number of days absent: Reason for absence: Signed: Date:

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details

Signed by Parent/Guardian:Date: / /

Signed by Teacher:Date: / /

Student Name: Class:

Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details

Signed by Parent/Guardian:Date: / /

Signed by Teacher:Date: / /

Student Name: Class:

Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.): Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class:

Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class:

Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

5 6 7 8 5 6 7 8

Number of days absent: Reason for absence: Signed: Date: / / Number of days absent: Reason for absence: Signed: Date:

Record of Record of Record of Record of Number of days absent: Reason for absence: Signed: Date:

Number of days absent: Reason for absence: Signed: Date:

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details

Signed by Parent/Guardian:Date: / /

Signed by Teacher:Date: / /

Student Name: Class:

Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details

Signed by Parent/Guardian:Date: / /

Signed by Teacher:Date: / /

Student Name: Class:

Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.): Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class:

Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.): Details Signed by Parent/Guardian:Date: / /

by Teacher:Date: / /

Student Name: Class:

Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

9 10 11 12 9 10 11 12

Number of days absent: Reason for absence: Signed: Date: / / Number of days absent: Reason for absence: Signed: Date:

Record of Record of Record of Record of Number of days absent: Reason for absence: Signed: Date:

Number of days absent: Reason for absence: Signed: Date:

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details

Signed by Parent/Guardian:Date: / /

Signed by Teacher:Date: / /

Student Name: Class:

Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details

Signed by Parent/Guardian:Date: / /

Signed by Teacher:Date: / /

Student Name: Class:

Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.): Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class:

Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.): Details Signed by Parent/Guardian:Date: / /

by Teacher:Date: / /

Student Name: Class:

Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details

Signed by Parent/Guardian:Date: / /

Signed by Teacher:Date: / /

Student Name: Class:

Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details

Signed by Parent/Guardian:Date: / /

Signed by Teacher:Date: / /

Student Name: Class:

Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.): Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class:

Absent from: / / to / / No. of days: Reason: Illness Urgent Family Reason Holiday

Other

Seeking Clarification: QUESTIONS

Map of Ireland

Europe

Permission to Leave Class

Permission to Leave Class

Permission to Leave Class

‘EveryoneMatters’ … We Care About Our Students

Would you like help or support? Fill in this appointment slip and leave it in the post box on the Guidance Counsellor, Chaplain or Year Head’s door.

APPOINTMENT SLIP

Student Name:

Type of Appointment - Please Tick

Class:

Guidance Counsellor Chaplain Year Head

I would like an appointment to discuss:

Do you have a question? Do you need help with anything?

Use this slip to write your question and post in the letterbox on your Year Head’s door.

Student Name:

Question:

QUESTION SLIP

Class:

Have you any suggestions for your school? We want to hear your voice!

STUDENT VOICE

Student Name: Class:

Suggestions:

2 2

‘EveryoneMatters’ … We Care About Our Students

Would you like help or support? Fill in this appointment slip and leave it in the post box on the Guidance Counsellor, Chaplain or Year Head’s door.

APPOINTMENT SLIP

Student Name:

Type of Appointment - Please Tick

Class:

Guidance Counsellor Chaplain Year Head

I would like an appointment to discuss:

Do you have a question? Do you need help with anything?

Use this slip to write your question and post in the letterbox on your Year Head’s door.

Student Name:

Question:

QUESTION SLIP

Class:

Have you any suggestions for your school? We want to hear your voice!

STUDENT VOICE

Student Name: Class:

Suggestions:

1

CODE OF BEHAVIOUR

Student Name:

Date: ACCEPTABLE USE POLICY

Student Name:

Date:

1

PARENTAL PERMISSION FOR SCHOOL TOURS/TRIPS

Student Name:

Date:

1 1

PERIODIC TABLE