Academic Departments

Introduction

The Leaving Certificate Agricultural Science syllabus is designed to provide pupils with the necessary skills, practical experience and knowledge in a range of agricultural and scientific principles. The broad course takes in a wide array of topics including Soil Science, Sheep Management, Dairy and Beef Production and Plant & Animal Biology.

Department Staff

Humphrey Jones, B.Sc.Ed, PG Dip Guidance & Counselling (Head of Biology & Agricultural Science)

Overview

The Agricultural Science classes are positioned within the Q Set for Forms V and VI, meaning they are allocated two class periods per week. Additional lessons are organised outside of these slots, to accommodate practical coursework and investigations. While classes are mixed ability, most pupils would aim to sit the High Level exam at Leaving Certificate.

Senior Cycle

The course is typically aimed at pupils with an interest in Agriculture and Horticulture or those who wish to pursue a career in Veterinary medicine. An agricultural background is not a necessity, and the course covers a wide variety of topics. The subject is based on the principles and practices of Irish farms and deals in detail with Sheep Management and Production, Beef Production, Dairy Farm Management, Grassland Management and Tillage Crop Growth and Harvesting as well as Horticulture (Gardening Design and Practices). Additional topics include Forestry, Soil Science and Farm Safety. It also covers Animal Biology and Taxonomy, Plant Biology and classification as well as Soil Science. As well as being classroom and lab orientated, a number of field trips and excursions to farms, universities and laboratories will allow those undertaking the course see the practical applications of their learning. Throughout the two year course the pupils will keep a portfolio of their practical experience, which will be assessed and contribute to their overall grade in the Leaving Certificate. Every effort is made to expose the pupils to a range of practical investigations, as well as collaborative project work. In addition, the pupils will visit a number of farms throughout the course, typically a sheep farm, dairy, beef, potato and tillage farm. Pupils also visit the National Ploughing Championship each year. Pupils are expected to keep a portfolio of their practical experience, which will later account for up to 25% of their overall Leaving Certificate grade in the subject. Effort marks are awarded according to the school policy and exams are given at end of term.

Subject Prizes

A Senior Agricultural Science Prize is awarded each year to the pupil obtaining the highest grade in their Portfolio of Practical Experience. This award is presented to the pupil during the St. Columba’s Day Celebrations.

ICT

Since lesson contact time within the Q-Set is relatively small, the use of technology – specifically our e-learning portal FireFly – allows for additional online contact time. The teacher notes are available on FireFly along with a wide range of video content, images, learning tools (e.g. quizlet flashcards). The teacher will often utilise “flipped classroom” methodologies – where pupils will study teacher notes, utilise the textbook, watch videos and cover the material during prep time and carry out traditional homework tasks in the classroom. The use of technology (e.g. Google Docs) is also encouraged to maintain the pupil’s portfolio of practical experience.

Laboratory Facilities

The Science Department of St. Columba’s College is housed within a recently renovated and dedicated building. The laboratories were designed by the teaching staff and are aimed at a collaborative investigative approach to science education. Agricultural Science is taught in a dedicated Biology / Agricultural Science laboratory and is extremely well resourced.

Additional Information

The Agricultural Science teacher, Mr. Humphrey Jones, is a heavily involved member of IASTA (Irish Agricultural Science Teachers Association) designing and maintaining their website while also sitting on their executive. He has been involved with AgriAware in providing a series of Agricultural Science study resources for pupils across Ireland and has also written study guides for the Farmers’ Journal. Mr Jones has also worked with the PDST, creating a Resource DVD for teachers of the subject. More recently he assisted IASTA and the NCCA in reviewing the new specifications (syllabus) for Agricultural Science due to be introduced in the coming years.

Introduction

There is a deep rooted and strong tradition of excellence in Visual Art at the College. Visual Art is studied by pupils at both junior and senior level. The curriculum challenges pupils to express their ideas, thoughts, and skills through a number of art, craft and design disciplines.

Department Staff

Derarca Cullen, BA (A & D Ed), NCAD (Head of Department)
Lynn Murphy, BA, PME, NCAD

Overview

Visual art is delivered through an exciting, explorative and rewarding curriculum framework at both junior and senior cycle. All pupils are afforded the opportunity to study visual art. Art history and visual culture is an integral part of the study of visual art. It is also incorporated at junior cycle with support studies throughout the pupils’ practical work. At senior cycle pupils studying this subject are allocated 2 dedicated art history lessons in addition to their practical lessons. Pupils who study this subject are offered opportunities to engage with the following art disciplines; drawing, design, painting, print, batik, clay modelling, creative embroidery, 3D construction, photography, digital media etc.

Junior Cycle

In 2017/18 pupils in Form I began to experience art under the new JCSA Visual Art curriculum. The course starts in Form I. The focus is on developing knowledge, understanding, values and skills in visual art while laying down the groundwork for formative assessment. Evidence of pupils learning is captured in the visual notebook. A classroom based assessment (CBA) ‘ From process to realisation’ takes place in the second term of  Form II, encouraging individual expression or the realisation of artistic expression through group work.

‘Communicate and Reflect’ is the CBA undertaken in Form III. This requires pupils to realise two completed pieces of work and will be marked by the State Examinations Commission.

Visual Art fact sheet for more information.

Broadly speaking, we aim to develop a basic set of skills and tools upon which the pupils can build. This increases confidence, creativity and inquisitiveness. Independent learning, experimenting with a variety of techniques and materials, instilling an appreciation of art in our environment, organising thoughts and ideas in a visual notebook, as well as developing a visual language is core to what to aim to teach.

Transition Year

The TY course allows pupils who have not studied art before an opportunity to release the creative within and begin the study of visual art. For the experienced pupil it fosters the further development of existing skills. Numerous artistic disciplines are explored including textiles, painting and drawing and clay modelling.  Art History references and supports are integral to their studies, which paves the way for their in-depth study of this aspect of the curriculum at Senior Cycle.

Senior Cycle

Senior Cycle Art comprises 4 components; Art History (33 ½ %) Craft (25%), Drawing /Painting/ Imaginative Composition (25%) and Life Drawing (12 ½ %). Primary source research is the basis for developing pupil work. Only Life Drawing and Art History are examined in a timed examination. The life drawing exam is completed in one hour. The Art History exam is completed in two and a half hours and challenges pupils to have a solid understanding of aspects of Irish Art, European Art and Appreciation of Art in our environment. Primary source research is the basis for developing practical work. Pupils must produce two realised pieces of work executed over a 10 week period, along with a visual notebook which documents their idea development and the design process for assessment of the remaining two components. 

Our most recent results compare very favorably with the National statistics. 38% of our 2019 cohort achieved a H1 grade while only 2% achieved a H1 on a national level.

Subject Prizes

The Senior Earl of Meath Art Prize, The Junior Art Prize, The Photography Prize, The Senior Craft Prize and the Junior Craft Prize is awarded annually to pupils who display excellence in these specific areas. These prizes are awarded by a visiting artist who examines and assesses pupil work. After adjudication, the artist addresses the whole school about their own art practice and career to date. We have been lucky enough to have had highly acclaimed artists such as Joy Gerard, Mick O’Dea and Conrad Frankel to be our guest speakers in recent years. Throughout the year, distinctions and commendations are also awarded to pupils who have completed work to an exceptionally high standard. Pupils are also encouraged to enter National competitions. In recent years, pupils have been awarded merits from the Texaco Children’s Art Competition, winner of the National Drawing Day Competition at The Pearse Museum and commendations from the Annual Mental Health Ireland Art Competition.

ICT

The use of ipads supports pupil research. Senior pupils can access extensive presentations and notes, including relevant video clips relevant to their Art History course via the virtual learning platform Firefly.

Cross Curricular,

The Department regularly engages in cross curricular and whole school projects which foster relations between the Drama, S.P.H.E. and English Departments.

Expeditions

Frequent visits to numerous exhibitions and galleries are enjoyed by pupils studying this subject. Recent outings have included visits to the National Gallery of Ireland, I.M.M.A, The National History Museum, The Natural History Museum, The Rua Red Art Centre,  Casino Marino, Castletown House, Newgrange, and the R.H.A. Drawing expeditions have also taken place to the Botanical Gardens and Marley Park in search of primary source material for class based practical work.

Arts Week.

In 2015 The College hosted its first Arts Week, which has now become an annual event. Visual Art plays a big part in this week. Previous events have included workshops for  pupils (Debra Ando), in-house exhibitions by pupils (Sculpture in the Garden) and exhibitions by established artists such as Hector McDonnell, Nathan Williams and Sarah Langham. Trips to various Art galleries and print studios are also undertaken during this week. 

Visual Art at the College is thriving! Please take a moment to follow the link and enjoy the SCC Visual Art Online Gallery…….

Art Department Visual Gallery

145 photos

Introduction

Biology is a fascinating, popular and useful subject. In St. Columba’s College we aim to enthuse, inform and raise awareness about all aspects of the living world and about the functioning of our own bodies. In so doing we also aim to prepare pupils for their certificate exams to as high a level as possible, and to prepare them for their roles as decision-making, responsible and interested members of society.

Department Staff

Humphrey Jones, B.Sc.Ed, PG Dip Guidance & Counselling (Head of Biology & Agricultural Science)
Karen Hennessy, B.Sc
Grace Mullane, BSc, PDipEd

Overview

Biology is taught to all Forms, forming part of the compulsory Junior Cycle Science curriculum and as an independent, optional subject in Transition Year and Leaving Certificate. In Transition Year, four lessons are allocated to Biology (2 singles and 1 double lesson). At Leaving Certificate, Biology is continually the most popular of the non-compulsory subjects at Leaving Certificate in St. Columba’s, and all pupils are prepared initially for the Higher Level examination. Five lessons are allocated to Biology during the Leaving Certificate (3 singles and 1 double lesson)

Junior Cycle

In the Junior Cycle, Biology forms one of the four main strands of the new subject specifications. The overall philosophy to Junior Cycle Science is a collaborate and investigative approach to teaching and learning, and the development of science literacy. The ‘Biological World’ strand leads students to an understanding of living things and how they interact with each other and the environment. Pupils study the cell as the basic unit of life, and how characteristics are inherited from one generation to the next. Students develop an understanding of the diversity of life, life processes and how life has evolved. Students will explore body systems and how they interact, and learn about human health. They will investigate living things and their interdependence and interactions with ecosystems. They will learn about issues of social importance, such as the impact of humans on the natural world. The Biological World strand is not stand alone and the links between the Chemical World, the Physical World, Earth & Space and the Nature of Science are continually explored and discussed.

Transition Year

The Transition Year Biology course bridges the gap between Junior Cycle Science and Leaving Certificate Biology. The course, again based on a collaborative and investigative approach, provides pupils to further explore the nature of biology through the study of a variety of its sub-disciplines (Botany, Zoology, Physiology, Microbiology, Ecology, Genetics, Parasitology, Pathology and Evolution). Pupils build on their knowledge of the scientific method and further develop ways of researching and presenting information, and in making rational and informed decisions on matters of current debate. Presentation skills are practised through use of Powerpoint lectures, debates and preparation of journalistic articles.

Senior Cycle

Leaving Certificate Biology is a challenging but fulfilling course exploring a wide range of topics within biological science. The course is divided into three main strands or units. Unit 1 is called THE STUDY OF LIFE and deals with the characteristics of life, the chemistry of life and ecology. Unit 2 is called THE CELL and looks are the macrostructure, microstructure and biochemistry of the cell. Processes like protein synthesis, respiration, photosynthesis and genetics are also explored in Unit 2. Unit 3 is called THE ORGANISM and focuses on the physiology of flowering plants, microbes and the human body. Biology is a practical subject, of course, so the theoretical elements of the course are explored further through mandatory and optional investigations.

Subject Prizes

The annual Biology prize is open to members of Forms IV, V and VI. An abstract of no more than 500 words is submitted on any biology-based topic, and the best five entries are then selected to go forward to give a 10 minute presentation in front of an external judge. Guest judges are invited each year and have included well known Biology teacher, author and broadcaster Joe Reville, BBC’s Miranda Krestovnikoff (Coast, The One Show) and Associate Professor of Genetics in TCD Aoife McLysaght.

The topics chosen for presentation have been highly varied. This year’s entries included topics on the ‘Science of Aging’, Mysteries of Biology’, ‘Biodiversity’, Rare Disease’ and ‘Antibiotic Resistance’. The prize is awarded to the pupils on the St. Columba’s Day Celebrations in June each year.

ICT

Technology is used both inside and outside the Biology classroom as a tool to enhance teaching and learning. Our e-learning portal ‘FireFly’ has it’s own dedicated Biology section for both Transition Year and Leaving Certificate. These pages include the learning outcomes for each topic, teacher notes and presentations, revision tools, online tests and self assessment tool, interactive flashcards and games and video content to enrich the learning of biology. FireFly allows for pupils to engage on a whole other level with the subject. Pupils are encouraged to bring their own device to class and many of the classroom activities would involve technology, particularly in Transition Year, where pupils would use ICT to research, collate and present data, produce posters or presentations and to podcast or record video. Technology is seen as a tool to enhance the learning process, rather than the path to learning.

Leaving Certificate Exam Results

There is a proud tradition in Biology in SCC and results at Leaving Certificate have been consistently excellent. In 2019, 20% of all candidates achieved a H1 (6.1% nationally), 35% achieved a H2 (12.5% nationally) and 5% achieved a H3 (13.7% nationally). 93% of our pupils sat the exam at Higher Level, again considerably higher than national figures. A large number of our pupils also go on to study Biological Sciences and related subjects in third level.

Expeditions

Every year a number of biology expeditions take place, both locally in Dublin (e.g. Dublin Zoo, Natural History Museum, Science Gallery and various other exhibitions) but also further afield. In Form V there is a four day compulsory trip to the Burren region in County Clare, on which field work is carried out regarding: use of identification keys, quantitative and qualitative sampling techniques, seashore ecology, ecological succession in coastal sand dunes, the unique flora of the Burren and adaptations for life in different environments. The Biology Department periodically arrange cross-curricular international tours for pupils in the Junior Forms. In 2017, pupils from Forms II, III and IV travelled to London and experienced the scientific, historical and cultural highlights of the city. This expedition is due to be repeated in January 2020.

Science Building

The Biology Department in St Columba’s is centred around the state of the art Biology Laboratory, housed in a purpose-built and recently renovated Science Building. The Biology Laboratory was custom designed to facilitate a collaborative and investigative approach to science education and is stocked with the best science and ICT equipment. There is an extensive high-speed wireless and wired internet connection and the lab also has a 72″ interactive monitor.

Introduction

Business offers pupils an opportunity to explore the basic elements of business practice and allows them to appreciate the huge influence commerce has on our everyday lives.

Department Staff

P.G.McCarthy, MA (NUI), HDipEd
L. Carey, BSc MSc PGDE
P. Cron, BA, NDipCMA, GDEd

Overview

Business is an optional subject and is offered in Forms IV (four classes per week), V and VI (fives classes per week). It is not available for the Junior Cycle at the moment. All classes are of mixed ability.

Transition Year

Transition Year Business offers a study of practical issues such as consumer rights, advertising and the nature of the workplace. Every pupil in TY will take part in a five-week modular programme on Finance. The year also introduces Economics to allow pupils make a more informed subject choice for Form V and the Leaving Certificate. Pupils will have college examinations at the end of the Michaelmas and Hilary terms

Senior Cycle

Leaving Certificate pupils will study topics such as industrial relations, taxation, insurance, marketing, sources of finance, contract law and the role of the government in the business world. There are college examinations at the end of each term.

A large proportion of our pupils go on to study Business and related subjects at the various third-level institutions and the Leaving Certificate course provides a sound base for this further study.

Subject Prizes

On the basis of examination results a number of pupils are invited to sit the Business Prize competitions.

ICT

Various ICT tools are utilised in the teaching of Business.

Examination Results

The vast majority of our pupils take the exam at Higher Level and the results compare very favourably with the national performance. In 2016 50% of our pupils achieved an A grade compared to the national average of 7%.

Introduction

Chemistry is an exciting, relevant, rewarding and valuable subject to study. From the food we eat, to the clothes we wear, the water we drink, the medicines we take and even the air that we breath, Chemistry is all around us. At St Columba’s College, Chemistry is delivered with an aim to give pupils an appreciation of this central role which chemical concepts play within every aspect of our lives through a vibrant and supportive learning environment. The key skills developed and core concepts explored through the study of Chemistry will prepare any pupil to take their place in society as responsible, informed, thoughtful and tolerant human beings.

Department Staff

Laura Rice, B.Sc.Ed, PhD (Head of Chemistry)

Grace Mullane, BSc, PDipEd

Overview

Chemistry is taught to all Forms. It is one of four strands of the compulsory Junior Cycle Science curriculum and is available as an optional subject in Transition Year and Senior Cycle.

Junior Cycle

In Junior Cycle Science, Chemistry forms one of the four main strands. The overall philosophy to Junior Cycle Science is a collaborative and investigative approach to teaching and learning, with the development of science literacy. The ‘Chemical World’ strand leads pupils through an understanding of what matter is made of, how matter interacts and how we manipulate matter into useful materials for a wide array of purposes. Pupils will study atomic structure, classification of substances and materials, and how chemical reactions take place, while also considering how our use of materials impacts our environment. The Chemical World strand is not stand alone and the links between the Biological World, the Physical World, Earth & Space and the Nature of Science are continually explored and discussed.

Transition Year

The Transition Year Chemistry course bridges the gap between Junior Cycle Science and Leaving Certificate Chemistry, while also exploring further topics which appear on neither course. Pupils are provided with the opportunity to engage in self-directed learning where they research, debate and present topics within the field of Chemistry that are of direct interest to them. In addition they develop their laboratory skills through completing a variety of different investigations. Pupils will explore a variety concepts such as atomic structure, bonding, chemical formulae, the mole, chemical calculations, SI units, and production of different chemicals, properties of chemicals, crystallography, forensic chemistry (use of practical investigations to solve a murder mystery), environmental chemistry, concentrations of solutions (solubility) and organic chemistry.

Senior Cycle

Chemistry for the Leaving Certificate is a demanding yet rewarding course. Besides gaining a fundamental understanding of core chemistry concepts, the course offers hands-on experience in a wide range of practical techniques while placing an emphasis on the ability to problem solve, both skills which are transferable to other areas of study within the Leaving Certificate and further third level courses. The course is designed to provide a foundation course in Chemistry for those students who will continue their studies in the subject or in related subjects while also providing a relevant course for those who will not study Chemistry any further. The Chemistry course also compliments topics covered by the Biology and Physics courses.

Subject Prizes

The annual Chemistry prize is open to members of Forms IV, V and VI. It is a research-based essay which requires students to demonstrate an ability to explore, critically analyse and form opinions on a topical and relevant area of Chemistry. The prize is awarded to the pupils on the St. Columba’s Day Celebrations in June each year.

ICT

At St Columba’s College, technology is utilised as a valuable tool to enhance the learning process of our pupils. Our e-learning portal ‘FireFly’ has its own dedicated Chemistry section for both Transition Year and Leaving Certificate. Through this platform, students are encouraged to take ownership of their own learning. Learning outcomes, teacher notes, supplementary information and videos, interactive quizzes, online quizzes and other self-assessment tools can be found on these pages, enabling pupils to set their own targets and self-assess their learning. The Transition Year course requires pupils to complete several research projects, where they are must research, analyse and present data through a variety of media.

Leaving Certificate Exam Results

In 2019, 30% of all candidates achieved a H1 (11% nationally), 30% achieved a H2 (15% nationally) and 23% achieved a H3 (14% nationally). All of our Chemistry pupils sat the exam at Higher Level. A large number of our pupils also go on to study Medicine (Chemistry is required for medicine in the UK) or Chemistry related subjects in third level.

Introduction

Classical Studies aims to facilitate as genuine an encounter as is possible with the ancient world. Epic, mythology, tragedy, comedy, history and philosophy are all explored.

Department Staff

P.G. McCarthy, MA (NUI), HDipEd
R. Swift, BA, HDipEd
P Tice, BA

Overview

Classical Studies is available for study in Forms II, III and IV (four lessons per week) and in Forms V and VI (five lessons per week). The subject is optional and is examined in Junior Certificate and Leaving Certificate. All classes are of mixed ability.

Junior Cycle

With Latin as a compulsory subject in Form I, all pupils receive a good grounding in the ancient world. This facilitates the completion of the Junior certificate syllabus in a two year programme in Forms II and III. The topics examined in the Junior Certificate examination are The Wrath of Achilles (Homer’s Iliad), The Quest of Aeneas (Virgil’s Aeneid), The Life and Death of Socrates, Roman Theatre and Pompeii. There are formal college examinations at the end of each term.

Transition Year

The flexibility afforded by the Transition Year Programme allows an examination of the ancient world in a less formal fashion than is the case in other Forms. However, the subject retains a rigorous academic focus with college examinations at the end of the first two terms. Among the topics studied are the Meditations of Marcus Aurelius, Greek and Roman Poetry, Greek Tragedy (Oedipus Rex and Antigone), Women in the Ancient World and Latin for Today. The final term is given over to rehearsing and performing a Roman comedy in the style of Plautus.

Senior Cycle

The four topics for examination in the Leaving Certificate are Ancient Epic and Greek Drama (Form V) and Alexander the Great and The Philosopher in Society (Form VI). End of term college examinations, classroom tests, essay-writing, debates, conversation classes, class presentations are all part of the preparatory work for the three hour Leaving Certificate examination, during which pupils will answer six questions.

Subject Prizes

The Junior, Transition and Senior Classical Studies prizes are awarded after an open competition between the relevant groups of pupils. Examinations, essay-writing, project-work, class presentations may form part of a pupil’s entry.

ICT

Technology is used sparingly and wisely depending on the topic and Form involved.

Leaving Certificate Examination Results

The vast majority of our pupils take the exam at Higher Level and the results compare very favourably with the national performance. In 2016 17% of our pupils achieved an A grade compared to the national average of 9%.

Introduction

CSPE’s aim is the promotion of good citizenship among our pupils. This is done primarily by fostering a sense of social responsibility through a human rights perspective. The importance of being an active citizen within the community, the nation and the global context is especially stressed.

Department Staff

Ronan Swift, BA, HDipEd
Peter Stevenson, BA, PGCE

Overview

Civic, Social and Political Education is taught at St. Columba’s within the Wellbeing programme in Junior Cycle. It is compulsory for all pupils in Forms I, II, and III. There is one lesson per week. CSPE is not a senior cycle subject.

Junior Cycle

The CSPE syllabus is encompassed by seven key concepts – Rights and Responsibilities, Human Dignity, Stewardship, Democracy, Law, Interdependence and Development and issues raised are viewed from a human rights perspective. In the Junior Certificate 60% of the assessment is based on the report of an action project where pupils must ‘take action’ on an issue relating to one of the key concepts. This is intended to emphasise the importance of active citizenship enshrined in the subject. The remaining 40% is assessed in an exam. It is the only subject in the current Junior Cert. which is assessed at a common level.

ICT

Pupils in Forms I and II currently use iPads with an eTextbook. The internet is an invaluable resource in CSPE for video footage, news stories, research into citizenship issues and project work.

Introduction

Technical Graphics and Design helps the student learn the importance of graphic communication in today’s world. The subject encourages the development of spatial awareness and the use of graphics skills to communicate.

Department Staff

Brian Redmond   B.Tech (Ed), HDipSGC, Dip ID.

Department Overview

Technical Graphics is a Junior Certificate subject. Students start the subject in the second form and continue through to the Junior Cert. This is followed at senior school by Design Communication Graphics ( DCG) for Leaving Certification. Technical Graphics and DCG are optional subjects with four or five lessons per week. The subject is taught in a custom designed classroom. Annual Technical Graphics and DCG prizes are open to students. Pupils are continuously assessed through effort marks, homework, class tests and end of term examinations.   All pupils have A3 workbooks for prep work outside of class.

Examinations:

Junior Certification is a three hour exam with two papers. Paper A is short questions and paper B is six long answer questions.

Leaving Certification is a three hour exam of three papers. Part A is short questions, part B is four long answer core questions and part C is two long answers from your chosen topics. In addition there is a CAD portfolio to be submitted.

Junior Cycle

Technical Graphics provides the students with the opportunity to develop an understanding of spatial reasoning, the ability to develop graphic communication skills and to understand shape, form and aesthetics.

The subject is divided into two parts. There is the plane geometry which looks at two dimensional shapes such as polygons, circles and tangents. Many of these topics are also linked with the students mathematical course, in such areas, for example as transformation geometry. The subject also looks at solid geometry which is three dimensional graphics and examines solid objects. This area includes such topics such as developments of solids and orthographic projections.

Transition Year

The Design and Communication Graphics ( DCG) course makes a contribution to the student’s practical skills development and a foundation for senior cycle. These skills include graphic communication, creative problem solving, spatial visualisation, design capabilities. They are developed through three principal areas of study: design and communication graphics, plane and descriptive geometries and applied graphics. This programme looks at various modes of communicating design information. Freehand drawing and rendering, along with practical design projects form the core of the programme.

Senior Cycle

The Leaving Certificate Design and Communication Graphics involves comprehending, analysing and communicating information presented verbally or graphically. Problem solving and creative thinking skills are developed through the analysis and solution of problems in both two and three dimensions graphics. Graphics and design are communicated using a variety of media, including computer-aided design (CAD).  The main areas of study are: Plane and Descriptive Geometry, Communication of Design and Computer Graphics, and Applied Graphics.

Design and Communication Graphics is assessed at two levels, Ordinary level and Higher level, by means of two assessment components: a student assignment, of which CAD forms a significant and compulsory element ( 40%) , and two part final examination paper.(60%)

Introduction

Economics is a subject that examines how humans behave in a given situation. It studies how our world works, from how markets operate to subliminal advertising, and from inflation to how we are taxed by focusing on macro and micro economics.

Department Staff

L Carey, BSc, MSc, PGDE
P. Cron, BA, NDipCMA, GDEd

Overview

There is a great uptake in this subject on a yearly basis at senior cycle. There are two sets on offer for both form V and form VI. There is no requirement to have studied economics in form IV as the subject is taught from the most basic level. All pupils are taught in mixed ability groups and initially follow the higher level syllabus for the leaving certificate. Generally all will take the higher level paper, and when necessary a small number are directed towards the ordinary level.
The leaving certificate years are taught 5 periods a week, three single classes and one double class. There are two sets per each year group. Mr. Cron teaches Economics to Form IV and R. Howell teaches the subject to Forms V and VI. 

Senior Cycle

Economics is a way of thinking about how people make decisions and interact with each other. In class, we will explore the economic theories and then apply them to current world issues, with a focus on Ireland in particular. It is a subject that keeps itself fresh and interesting and is very rewarding as a result.

The Economics examination at both Ordinary Level and Higher Level consists of a written examination of two and a half hours duration. The syllabus enables candidates from a wide ability range to demonstrate achievement. The examination paper has a mark allocation of 400 marks in total and consists of two sections as follows:

Section A: 100 marks (25%) – This section consists of nine short response type questions. Candidates are required to attempt six of the nine questions. To obtain full marks candidates are required to attempt the last four questions with a mark allocation of 17 marks each and any two other questions from the remaining five questions with a mark allocation of 16 marks each. Questions range over the entire syllabus. The section is returned with the candidate’s answer book on completion of the examination.

Section B: 300 marks (75%) – This section consists of eight questions and candidates are required to attempt any four of these. All questions require constructed responses and carry an equal weighting of 75 marks each.

Subject Prizes

The economics prize takes place mid May in the final term. The prize consists of a test for one hour. It is based on short answer response questions and critical thinking questions. Pupils are under time pressure to think on their feet and provide accurate information while including the necessary terminology.

ICT

Powerpoint is used in most topics, podcasts, videos and newspaper articles.

Current Affairs

It is important that pupils keep up to date with current affairs. There is an increasing popularity in critical thinking questions at leaving certificate and those pupils who have the interest to read beyond the curriculum will help them in their question analysis. It is recommend to spend 5 minutes a day to either read newspapers, journals, podcasts, radio, or listen to current affair programmes. Some relevant areas of interest for 2017:

1. Brexit
2. Trump
3. Sugar tax / Obesity
4. Rising rents
5. Rising house prices
6. Homelessness
7. Ireland’s growth rate (26%)
   

Form V Project

As part of the programme, pupils undertake an AFL exercise. This varies each year from creating their own documentary to 1,000 word research essay and presentation. This project goes towards their summer exam in form V.

Introduction

English is studied by every pupil in the school. It combines study of literary texts and language work.

Department Staff

Julian Girdham, BA (Oxford University), HDipEd (Head of Department)
Liam Canning, BA (Dublin University), HDipEd
Kate Smith, BA (University College, Dublin), PGDipEd (Currently on leave)
Evan Jameson, BA (University College, Dublin), HDipEd
Emma Duggan, MA, PGCE.
Jean Morley, BA, PGDE
Patrick Tice, BA

Overview

All pupils are divided into English sets at random (so sets are not defined by ability). In almost every year there are five lessons a week. Occasional English as a Second Language classes can be offered, but it is expected that everyone taking standard classes can speak and write fluently.

Junior Cycle

In 2016-17 English became the first subject to take the new JCSA. The course starts in First Form, though there is no external assessment in this year. An oral assessment takes place in the final term of Second Form, encouraging individual expression and fluency. In Third Form another assessment is completed on a collection of texts, followed by an Assessment Task (10% of final grade) and there is a terminal state examination (90% of final grade).

The easiest way to see what is done for this state course is to go to the official JCSA site here – http://jct.ie/english/english

Generally, we aim to give a broad grounding in the basics of language and literature, partly through a wide variety of models, and in particular to enthuse our pupils to read a lot, and to think about what they read. This is a crucial element in the development of their own writing. In each of these years there is a weekly supervised reading class in the Library, during which pupils must read books associated with English. First and Second Forms are examined about their reading, and Third Form complete a major book report; all Junior Forms are also given suggested reading lists in association with the Library.

Transition Year

The TY course was the first in the College, starting in 1994; it focusses on substantial development of pupils’ writing and reading skills in this crucial year, bridging the considerable gap between the Junior and Leaving Certificates. This is a year when pupils are really stretched.

In the first term, pupils complete a major Extended Essay (of at least 3,000 words) on at least three different literary works by different authors. While teachers offer advice and guidance, the essay is nevertheless researched, organised and written completely by pupils themselves. In the second part of the course, they complete a Work Portfolio of shorter pieces (stories, personal descriptions, essays) which is submitted at the end of the year. Both the Extended Essay and the Work Portfolio develop the crucial skills of drafting and re-drafting.

During the year a Shakespeare play, a modern novel and a modern play are studied in class. In addition, pupils rotate to teachers other than their regular one in short courses on poetry (such as Yeats, Chaucer, Shakespeare, creative writing and the visual image in poetry) and the use of film.

At the end of the year at the TY English Evening the best Work Portfolio pieces are read out in front of peers, parents, next year’s TY, and a visiting expert, who comments on the pieces and on the nature of writing. In line with general College Transition Year policy, there are exams at the end of the first two terms.

Senior Cycle

All pupils sit the Leaving Certificate English exam, and almost all at Higher Level. There are two terminal papers, with equal marks given to Literature and Language. In the literature course, a Shakespeare play, three comparative texts and a substantial selection of poetry are studied over two years. Pupils also have to develop their skill in long and short essay form, and in comprehension, for the final paper.

Subject Prizes

The Department gives five awards each year: Senior English, Junior English, Senior Poetry, Junior Poetry and Knowledge of Shakespeare. Pupils also frequently compete in national competitions in poetry and essay-writing.

ICT

The Department established one of the first subject websites in Ireland in 2006, www.sccenglish.ie. Over the years this has showcased much pupil writing, as well as provided resources, as received several awards for innovation. Along with other subjects, iPads are used in the junior forms, and the internal Firefly system backs these up with resources, as well as for senior pupils. Online work is done extensively in Transition Year, particularly using G Suite for Education. The Department is also active on Twitter, and produces revision podcasts for pupils.

Drama

Department teachers are very much involved in drama productions, including the Senior and Junior plays. Periodically there is a production of a play by Shakespeare.

Theatre Expeditions & Lectures

The Department frequently takes pupils to the wide variety of theatrical productions in Dublin, such as, in the last two years ‘King Lear’, ‘Waiting for Godot’ and ‘The Curious Incident of the Dog in the Night-Time’. Pupils also go to author readings inside and outside school.

Publications

The Department often publishes its own textbooks for Junior and Senior Cycle. There are more details on www.sccenglish.ie.

Introduction

At St. Columba’s, we believe that Geography is the study of where places are, what they are like, what life is like in them, how and why they are changing, and why there are arguments about how we use them. Geography helps to give a greater awareness of day-to-day life at local, regional, national and world levels, emphasising the relationship between people and their environment. We feel that this equips pupils with vital understanding and skills that allows them to make a positive difference to their lives and those of others.

Department Staff

Seán Duffy BSc, MTeach, PGCE
Peter Stevenson, BA, PGCE
Sarah- Jane Johnson BEd, BTEC ND

Overview

Junior Cycle geography is compulsory up to the end of Form III while Transition year and Senior cycle Geography are optional. Three lessons are set aside for Geography in the Junior Cycle, four for Transition Year and five for Senior Cycle geography. Fieldwork is completed from Junior to Senior Cycle to support content covered in class. 

Junior Cycle

Geography is a compulsory subject up to the end of the Junior Certificate examination. Three lessons per week are taught to Forms I, II and III. The classes are non-streamed and of mixed ability. Pupils study the subject with a view to taking the higher level paper in the Junior Certificate examination. Nationally 80% of students sit higher level while at St. Columba’s the figure is usually in the region of 98% with the results exceeding the national average. 

Senior Cycle

Geography is a popular subject at Leaving Certificate level and is allocated 5 lessons per week (including a double lesson). Classes are of mixed ability and the majority of pupils take the higher level paper at Leaving Certificate. Pupils are well prepared for examinations and Geography tends to be one of their strongest subjects when results are released in August. In 2018, 30% of our pupils achieved a H1 grade. Here are few statistics from our results in the Leaving Certificate in 2018: 

• H1-H4: 100% (national 59%)
• H1-H2- 60% (national 16%)
• H1-H3- 90% (national 36%)
• H4 – 10%

Pupils have ample opportunity to acquire the practical skills of a Geographer in observing, presenting and interpreting evidence from a wide variety of sources. A four day residential fieldwork course to the Burren in Co. Clare takes place in fifth form to allow for the preparation of the Geographical Investigation, 20% of the total examination marks. The rest of the course explores a variety of topics before their near three hour long examination at the end of form VI.

Subject Prizes

The Richard Hayes-Crofton Senior Geography Prize is awarded for outstanding work in the subject. This is largely based on their final mock exam in May which all pupils take in Form VI.

The Richard Hayes-Crofton Junior Geography Prize is also based on a challenging exam paper for select form iii pupils.

ICT

ICT forms a vital part of our teaching and learning. Lessons are based around the use of powerpoint presentations, videos, news articles and software such as Geographical Information Systems (GIS). Recent and relevant news articles are regularly discussed to keep our pupils up to date regarding current geographical topics. iPads are utilised for interactive educational games such as Kahoot in addition to researching topics and communicating with their teachers when outside of the classroom. This can largely be done using an excellent piece of software called FireFly which allows one to set reminders, tasks, the sharing of marks and individual feedback as well as setting prep tasks.

Coming soon …

Introduction

History is an engaging and academically rigorous subject, very popular with pupils at St. Columba’s, who are encouraged to develop an interest and enthusiasm as well as a knowledge and understanding of Irish, European and world history. Pupils will develop a range of skills, essential for the study of history, but also extremely important for later life, such as conceptual understanding, independent and critical thinking, research, analysis and essay-writing techniques.

Department Staff

Mr. Barry Finn, BA, MA, HDipEd (Head of Department).
Ms. Emma Duggan, BA, MA, PGCE.

Overview

History is taught to all Forms, as a compulsory subject in the Junior Cycle and as an independent, optional subject in Transition Year and Leaving Certificate. In Transition Year, four lessons (2 singles and 1 double) are allocated to two separate History sets. At Leaving Certificate, History is consistently among the most popular of the non-compulsory subjects at St. Columba’s, again with two distinct sets, and all pupils are prepared initially for the Higher Level examination. Five lessons are allocated to History during the Leaving Certificate (3 singles and 1 double).

Junior Cycle

All students in the Junior Cycle study History as a compulsory subject. Forms I, II and III all receive three lessons a week. Classes are mixed ability and typically consist of 12 – 15 pupils. In the Junior Cycle, the syllabus involves the study of a wide range of topics and is basically organised along chronological lines. In Form I we study topics such as Ancient Rome, Pre-Christian and Early Christian Ireland, aspects of the Medieval world, the Renaissance, the Age of Exploration, the Reformation and the Plantations. Form II begin with the Age of Revolutions in the Eighteenth Century and move from there to study O’Connell and Parnell, the GAA and the years comprising of the struggle for Irish independence. The Third Form syllabus is concerned with understanding the modern world and consists of European history 1920 – 1945, the rise of the Superpowers post 1945, as well as looking at the 1960s as a decade of particular historical significance and change. Areas of special study include women in the Renaissance, developments in medicine, crime and punishment and so on.

Transition Year

There are usually two or three sets for History in the Transition Year ranging from 10 – 16 pupils in each set. The course consists of three modules, which are intended to provide a bridge from Junior Certificate to the Leaving Certificate course: the First World War, the USA in the inter-war period and the history of Dublin from Viking times to the present. Pupils examine various aspects of history which serve as a means of introduction to more advanced key skills, such as research, source-analysis, essay-writing, the nature of historical interpretation and field work. Students will be encouraged to use IT and to deliver individual presentations. During the Trinity Term there will be excursions to places of historical interest in the Dublin area.

Senior Cycle

History is a popular and successful subject at Leaving Certificate. In Forms V & VI there are two sets for History (with typically between 10-15 in each set) and we are proud that approximately 33% to half of Columbans opt to study History at Leaving Certificate. The overwhelming majority of students sit the final examination at Higher Level ( typically over 90% ). Students cover four topics from the Later Modern period, one of which is designated as a topic for a documents-based study. Two of the topics are from Irish History and two are from the History of Europe and the wider world, most commonly: Movements for Social and Political Reform in Ireland (1870 – 1914), Sovereignty and Partition in Ireland (1912 – 1949), Dictatorship and Democracy in Europe (1920 – 1945) and the USA and the Wider World (1945 – 1989). 20% of the final result is in the form of coursework (entitled the Research Study Report) which is based on the student’s individual research into a subject of their choice. The workload is relatively heavy for the study of History; assessment is carried out by means of regular homework, class-work, effort marks and regular tests and examinations. We attempt to monitor students’ work carefully and take steps to enable improvements to be made and enable pupils to achieve their full potential as budding historians.

Subject Prizes

History Prizes are awarded annually to outstanding practitioners in the Junior Cycle, the Transition Year and the Senior Cycle and the department aims to foster enjoyment and success in the subject by the use (when deserved!) of distinctions and commendations. Pupils may choose and write an essay on any topic of interest to them – some of this year’s topics include the Battle of Waterloo, the fall of the Berlin Wall and the Korean War.

ICT

Technology is used consistently in the History classroom to enhance teaching and learning. Our e-learning portal ‘FireFly’ has it’s own dedicated History section for all year-groups. These pages include teacher notes and presentations, links to appropriate video, work samples, exam papers and so on. Pupils in the junior years use e-books on their tablets and all year groups are encouraged to use technology to engage in independent research and in the compilation of project work and class presentations. Audio-visual resources are used very regularly to enhance understanding and on-line History games provide a fun but constructive learning tool.

Exam Results

History results at Junior and Senior Cycle are consistently excellent. For example, for Leaving Certificate 2019, all pupils sat the Higher Level paper and 87% of candidates scored an H1, H2 or H3 grade. 55% scored an H2 or H1 grade and 14% scored an H1. The average points achieved by a pupil of Leaving Certificate History was 86. The national average for H1 grades was 5%.

Expeditions

The History department, often in collaboration with the Science or Modern Language departments, organises expeditions to places of historical interest both near and far – in 2015 we organized a tour of Paris in conjunction with the Modern Languages Department, in 2016 we embarked on a cultural tour to Italy, and in 2017 we visited London together with the Science Department. In 2018, we visited Krakow and in 2019, again with the Modern Language department, we went to Seville. A trip to London, together with the Science department, is being planned for January 2020.

Introduction

The Department of Irish (Roinn na Gaeilge) aims to develop in our pupils the four main skills required to allow communication in the language: speaking, reading, writing and listening, and to foster in them a positive attitude to the language, its literature and culture. Teaching and learning are carried out predominantly through Irish

Department Staff

Alison Maybury (BA, HDipEd.)
Lisa Lynch (BA, PME)

Overview

Irish is taught from the Primary form through to Form VI. There are two sets in each form, one higher level, one ordinary. Pupils in Forms Primary, I, II, III and Transition Year have four lessons per week, those in Forms V and VI have five. Irish is a compulsory subject in schools recognised by the Department of Education. Some pupils may be given an exemption from Irish if they fulfil guidelines laid down by the Department.

Junior Cycle

Pupils in Forms Primary and I have classes together and follow the Department guidelines for preparation for the new Junior Cycle Student Award. They are placed in the higher or lower set according to their ability. Pupils will be appraised in classroom-based assessments on their communicative competence (oral, aural and written), language and cultural awareness, and their development of self-awareness in relation to their own learning. They will also sit a State examination at the end of Form III.

Teaching and learning for Forms II and III follow the guidelines for preparation for the Junior Certificate examination which takes place at the end of Form III. Pupils are placed in the higher or lower set according to their ability. Topics covered (e.g. family, home and area, school, sport, hobbies, holidays, social media) are ones that relate directly to their own lives. Communication skills in Irish, both oral and written, are emphasized in our teaching and learning structures and practices. Pupils learn through activities such as role plays, games, discussions, reading and written exercises and the use of online resources.

Transition Year

Pupils in the Transition Year are placed in the higher or lower set according to their ability. As there are no set guidelines for course work, teachers and pupils have the freedom to focus on areas that may not have been covered in the Junior Cycle and to expand on ones that they have particularly enjoyed before. Pupils engage in research topics and often make presentations to their classmates, an activity that develops their confidence in the Irish language. Other activities include literature, music, dance, film, Irish culture and participation in writing, producing and performing in the annual Irish language play. Written examinations are taken by both sets in the first two terms and in the final term pupil-performance is assessed on the basis of their project work, exam result averages and effort during the year.

Senior Cycle

Teaching and learning for Forms V and VI follow the guidelines for preparation for the Leaving Certificate examination which takes place at the end of Form VI. Pupils are placed in the higher or lower set according to their ability. Leaving Certificate Irish builds upon the language developed during Junior Cycle. All four language skills are further developed in the learner. The oral component of the exam is worth a very substantial 40% so there is a heavy emphasis on the spoken language in class; pupils can avail of opportunities to practise the language outside the classroom with each other and their teachers e.g. in the Ciorcal Cainte. The written component of the exam touches on topics close to the pupils’ life experiences and on current affairs. Aspects of literary works are studied at Ordinary Level while at Higher Level these same works and additional material are studied in greater detail.

Subject Prizes

Pupils can compete for the Reverend B.W. N. Walsh Senior and Junior Irish Prizes during the Hilary term each year. The format for this varies and can include a written submission on a research topic, an essay, an oral presentation or an exam on Irish literature. A prize is awarded annually to the Transition Year pupil who performs best during the course of the year.

ICT

Every classroom is equipped with a data-projector computer which is used regularly during lessons. Pupils can use their own devices in class for research projects and interactive games. They often use Powerpoint when making presentations to their class. Forms Primary, I and II use iPads instead of textbooks and use many additional apps on these in the course of their learning. YouTube is used for short films and songs. Pupils watch appropriate programmes on the Irish language television channel, TG4. The resources on the College Irish website are often used during lessons.

Introduction

This subject aims to equip pupils with the grammatical and syntactic knowledge necessary for translating into and from Latin and ,thereby ,to enhance their powers of analysis.

Department Staff

Mr.Richard Brett MA. MSt.
Mr.Mark Boobbyer BA. PGCE
Mr.Ronan Swift BA. H. Dip Ed

Overview

All pupils in Primary study Latin. The subject is compulsory in Form I but optional thereafter. Form I pupils have three lessons a week, Forms II, III and IV have four lessons while Forms V and VI have five. Pupils sit the Junior Certificate and Leaving Certificate Examinations. The transition Year programme is designed to offer intellectual challenge.

Junior Cycle

At Junior Cycle pupils study Case usage, the Tense, Voice and Mood of the Verb, the use of Participles and Infinitives, Gerunds and Gerundives. They gain experience in handling complex sentences including Result Clauses, Reported Idea, Indirect Question, Indirect Command and Purpose Clauses. In Form III they study extracts from a selection of Latin poets including Catullus, Ovid, and Vergil. The historical emphasis is on the last centuries of the Roman republic and the political structures and struggles of that period. The Junior Certificate Course also involves the study of many aspects of Roman civilization and culture.

Transition Year

The Transition Year programme is designed to widen and deepen pupils’ knowledge of both the Latin language and its’ context in the ancient world. As well as a progressive course in syntax, about half the time is devoted to a range of elective modules including an in-depth study of one character from Roman history, Greek philosophy, post-Classical Latin, Greek language, Roman religion.

Senior Cycle

At Senior Cycle pupils are introduced to the work of many Roman writers in both prose and poetry: the style and artistic merit of these writings are examined as is their historical background. Pupils are equipped with the skills to translate Latin text into fluent and intelligible English and to compose passages in Latin. The history of the early Empire (from Augustus to Trajan) is studied in some detail as is theArt and Architecture of that same period.

Subject Prizes

Prizes in this subject include the Bevan Prize inForm1 and Junior and Senior prizes.

ICT

Pupils can access useful sites such as the Khan Acadamy.

Coming soon …

Introduction

We aim to support students who have learning differences and disabilities to reach their academic potential. An individual approach for each student is drawn up in the context of with the whole school.

Department Staff

Suzanne McEneaney BA (mod) PGCE MEd
Keith J Ryan BA PCE PDE (SIE)

Overview

We assess all new pupils in three areas of literacy: spelling, reading and reading comprehension, maths levels are assessed through the maths classes in the first few weeks. Where the assessments indicate a need for specific work, or there is a diagnosed difficulty, we timetable support classes and liaise with subject teachers to come up with a programme to support the students.

Junior Cycle

Depending on the individual needs literacy, numeracy, study skills, subject support or social skills will be addressed. If assistive technology is required it will be introduced and practiced.

Senior Cycle

Senior Cycle programmes focus on subject support and exam accommodations where needed.

ICT

ICT is an important aid for students with specific learning difficulty and the use of assistive technology in classes and exams will be introduced if the criteria are met.

Introduction

Mathematics is a core subject throughout the school and all pupils are prepared for public examinations at both junior and leaving certificate level. The department consists of five very well qualified and experienced mathematics teachers, 4 of which teach the subject fulltime.

Department Staff

D. Higgins MA, MEd (Head of Department)
M. Singleton MSc, PhD, HDipEd
J. Robinson BA HDipEd
E. McDonald,BSc, PGDipEd
J. Harkin, BEng, MSc, PME,

Overview

Each form has 5 lessons per week, each of 45/40 minutes length. All forms are set on ability. The top two or three sets in each year will aim to undertake higher level exams. Different styles of books and resources are used for the different ability levels. In 2016 we entered 62% of our pupils for Higher Level Leaving Certificate, 34% more than the national average. Of those sitting higher level, 32% got an A grade, compared with 11% nationally. For Junior Certificate Higher level we entered 86%, with 31% achieving an A grade, compared to 12% nationally. We are extremely proud of our outstanding results record, and continue to find ways to improve further.

Junior Cycle

Mathematics is a compulsory subject for Junior Cycle and each pupil, across all forms, are allocated 5 lessons per week.

Transition Year

The department prides itself on having a well rounded transition year programme, with an emphasis on academic work. We are continuing to improve and refine our scheme of work, to be flexible to the needs of our pupils. The top mathematicians are also introduced to applied mathematics, to encourage them to take up the subject for leaving certificate.

Senior Cycle

In addition to the timetabled 5 periods of maths we also offer an advanced maths ‘Q-set’ at leaving certificate. This is an additional 2 periods per week, for those thinking of engineering or other maths based courses and professions.

Prizes

Each year prizes are awarded as the result of examinations in Forms III and IV and a senior prize is also awarded.

ICT

The department has access to a number of digital projectors, and access to useful software packages. It has use of an ICT suite with terminals for the whole class. Various websites are used as teaching aids when appropriate. With the introduction of iPads in the Junior forms we have been able to expand our ICT to incorporate the benefits of these devices.

Aims of the Mathematics Department

We aim to develop:
• a pupil’s potential to the full
• a positive attitude to mathematics as an interesting and useful subject
• an appreciation of the creative aspects of the subject and of its aesthetic appeal
• an ability to think logically and clearly in mathematics with confidence and flexibility
• an appreciation of pattern and relationships in mathematics
• mathematical skills and knowledge and the ability to recall essential facts quickly
• an awareness of the uses of mathematics beyond the classroom, in business, the sciences and other disciplines
• persistence and perseverance through sustained work
• an ability to work on one’s own and to develop the skills necessary for mathematics at leaving certificate and university
• the confidence and ability to communicate mathematically both orally and on paper
• an ability to use ICT when appropriate
• the ability to work as a member of a group
• more open-ended questioning and prep
• an interest in the history of mathematics
• pupils ability in the use of calculators and ICT when appropriate

Department of Education Inspection

In 2009 the mathematics department underwent a Department of Education Inspection. The findings of this were extremely positive and complimentary and can be read here.

Introduction

French and Spanish are offered through the College and it is compulsory to study a Modern Language to Leaving Certificate, unless a pupil has a special dispensation.

Department Staff

Michael O’Shaughnessy MA, Head of Languages (French and Spanish)
Ann Kilfeather BA, HDipEd (Spanish and French)
Tristan Clarke BA, PGDipEd (French, currently on career break)
C. de Fréin, MA, CAPES,
P. Pirrone, MA (French)

Overview

The department aims to provide learning that motivates, inspires and challenges, whilst at the same time increasing self-esteem and building linguistic confidence. We aim to enable pupils to express themselves with confidence and flair both in speaking and writing. We also attach great importance to the accurate use of language and a clear understanding of grammatical concepts, without which creativity is stifled. We aim to transmit our love of languages (and the cultures to which they belong) and make pupils want to continue discovering languages in one form or another after leaving St Columba’s College.

Junior Cycle

Pupils choose between French and Spanish at the beginning of 1st form and continue with their language to the end of 3rd form. The new Junior Cycle course beginning in September 2017 targets the skills of listening, reading, spoken production, spoken interaction and writing. Pupils are encouraged to reflect on how the target language works (structures and grammar) and how this compares to their own. In the same spirit, they are expected to develop an awareness of the target culture, relating it to their own country and culture. There are two classroom-based assessments. The first is an oral presentation in 2nd form on an aspect of the target culture. For the second, pupils must develop a language portfolio, containing a broad range of items, such as written texts , projects, audio-visual materials, learning logs, student reflections and learning goals. The final assessment takes the form of an examination. At the end of the Junior Cycle, pupils should be able to communicate confidently and effectively in the target country.

Transition Year

In TY, pupils develop the study skills necessary for Senior Cycle. Learning is largely enquiry based and we aim to promote a spirit of discovery. We have two distinct but equally important aims. The first is to develop proficiency in the language of choice. Pupils will gain an ability to transmit information and ideas and be able to put forward their point of view. The second is to develop an appreciation of the target culture: its history, geography, politics, contemporary culture, literature, songs and cuisine. Spoken expression is especially important and commands 50% of the ML TY grade. Pupils make several spoken presentations over the course of the year. The culmination of the TY year is the Modern Language Evening (link to website?), of a series of presentations on Francophone / Hispanic topics, poetry readings and videos made by the pupils. The student who gives the best presentation is awarded the Alyn Stacey Cup.

Senior Cycle

We prepare pupils for the Leaving Certificate over a two-year course of five lessons per week. In addition, 6th formers have a weekly oral class with a native speaker. There is generally a choice between French and Spanish but, if sufficient demand exists, a facility is created for the study of both languages. On average over 80% of pupils take Higher Level. The Spanish and French syllabi are similar and are examined over the four key areas of speaking, listening, reading and writing. Topics are rooted in contemporary culture and cover areas such as, the life of young people, education, science, the environment, the Internet, school life and the future, social issues etc. Pupils learn how to convey ideas with some level of complexity and examine issues from a variety of angles. Classes are conducted in the target language and pupils actively participate in spoken discussions.

Subject Prizes

There are Junior and Senior prizes in both French and Spanish. These are awarded on the basis of an examination which includes a short oral presentation, comprehension piece and a letter (Junior) or an opinion piece (Senior).

ICT

ICT is key to our philosophy of teaching. We make extensive use of the Firefly learning platform, as well as Google Suite, for sharing resources, setting / collecting assignments and recording grades. Pupils use ICT for language blogs, research, presentations etc. We regularly look at on-line news sites in class and pupils are encouraged to research these independently. iPads are used by both teachers and students. Various apps such as Kahoot, Duolingo, Prezi, Edmodo, WordReference are an enormous support for teaching. Judicious use of ICT adds variety and helps to engage the learner.

Extra-Curricular Language Support

Key to any language programme is experience of the country itself. To this end, we encourage pupils to participate on school trips abroad. These are considered crucial, not only on a linguistic level, but also on a cultural one; languages have to be experienced in an authentic setting with native speakers to be fully appreciated. Recent trips include senior visits to Paris and Madrid (link to photos for this). Every two years we organise an eight-day trip to Brittany (link to photos currently on website) for those in Forms I and II which gives pupils the opportunity to practise their French, but also to see an area of France less travelled by tourists. Visits include: a snail farm, salt marshes (les marais salants), the Airbus factory in St. Nazaire, a WWII Blockhaus, a decommissioned submarine (L’Espadon) etc.

Nearer to home, The Modern Languages Society regularly takes groups to see the latest foreign language films and take part in cultural events. We also hold an enormously successful Language Play Evening (link to photos), attended by the whole school, where pupils perform in all the languages taught in the college (French, Spanish, Latin and Irish). The Fifth and Sixth forms take part in the national Spanish debates and joutes oratories. In short, we hope to instill in pupils our life-long love of languages and respect for the countries in which they are spoken.

European Day of Languages

The wealth of European and world languages is celebrated every year on 26th September with a variety of events and the college is decorated with bunting, flags and maps. The first form takes part in a language treasure hunt around the college grounds in which they have to find and match up words in French, Spanish and Polish. Fourth formers, who are not native English speakers, give taster lessons in their own language through French or Spanish (we have had, amongst others, Korean, Mandarin, Japanese, Ukrainian, Polish, Russian, Italian, German, Yoruba, Swahili, Catalan and Euskera). Various language quizzes are held and the lunch menu is posted in five languages. Other events include a tongue-twister competition and a “guess the language”. Flamenco dancing and cooking (tortilla / crepes) workshops also take place. (loads of links could be added)

Spanish Trip 26th-30th January 2017

Our most recent trip saw a group of forty pupils (and five teachers) spend five days in Madrid. We stayed in the Puerta del Sol area and visited some very well known museums such as El Prado and the Centro de Arte Reina Sofía where we learnt about the tragedy of Guernica. We also visited some museums off the beaten track such as the Museo del Traje and the Museo de América which had an extraordinary collection of gold. We then all took the lift up the Faro de Moncloa for a spectacular view over Madrid and the snow capped mountains of the sierra de Guadarrama. On Sunday we bought lots of tat in El Rastro, the largest flea market in Europe. Other visits included the Parque del Buen Retiro , la CaixaForum exhibition, la Plaza de Toros (las Ventas). However for many, the highlight of the trip came on the last day when we travelled to Segovia and saw the spectacular Roman aqueduct and the beautiful Mudéjar Alcázar (castle). Some of us even got to try the traditional cochinillo (suckling pig).
(loads of photos to be added)

Introduction

Music is an integral part of College life. Music lessons are available to all students in the College, and performance is encouraged at concerts and soirees. Music as an academic subject is taught for Junior and Leaving Certificate.

Department Staff

Geraldine Malone Brady (Head of Department)
Tristan Clarke, BA, H. Dip. Ed

Additional Music Staff

A. Grundy MA, (guitar), K.Snowe BA, (piano), T.Lawlor ALCM (guitar), E.Shannon MA (singing), M.Buicke BA (singing), A. Brady B.Mus (singing and piano), D.Hatch B.Mus, (clarinetand saxophone) R.Scarlett B.Mus (percussion), M.O’Reilly ALCM (flute), R.Sheldrick (brass), B.Robinson (violin).

Overview

At present, music is taught to all primary and first form students for two periods a week, and they then choose between music and art for Junior Certificate. This is three periods per week. Music is an option for Transition Year students, and they have four periods a week, and Leaving Cert students are taught for five periods per week.

Junior Cycle

Junior Certificate music is a wide and varied course. A basic knowledge of music theory is essential, and this is covered in the Michaelmas term of second form.. There are three different syllabi, Set A,B and C, so no consecutive years are the same. Each Set has eight Set Songs and three Set works, in Baroque, Romantic and 20th century style. Students study the Irish music tradition, chord progressions, melody writing and triads. The practical examination is worth 25% and is held in April. Students can perform four pieces in one activity or two pieces in two different activities. This encourages performance in duets and small groups

Transition Year

Music is available to all Transition Year students as a choice subject and it is not essential to have a knowledge of written music. The course is more music appreciation based. If there are enough performers and instrumentalists in the group they can form an ensemble or band and work together for one period a week. Different styles of music are studied throughout the year ranging from early music to Beatles. In the final term a basic course in music technology is covered so students are familiar with the Sibelius programme. Outings to concerts and other musical performances take place during the year.

Senior Cycle

Music for Leaving Certificate is wide and varied. There is a Listening paper of 1 hour 30 minutes which has a question on each of four Set Works that are studied over the two year cycle. This paper also has a Listening Section on Irish music, an Irish music essay and a Listening question on music that has not been previously studied, which tests their aural skills. There is also a Composition paper of 1 hour 30 minutes where students have to write a 16-bar melody and provide and write the harmony for a given melody. The music practical examination is held in April and, for strong performers, is worth 50% of the marks, and students do a recital of six pieces. For those students who are not so strong in performing, there is an option to perform four pieces for 25% and do a music technology examination worth another 25%. This is taught during the year to those taking that option.

Subject Prizes

The Music Prize Concert is held on the final Sunday of the Trinity term. There are six prizes available and prizes are awarded for performance at this concert. An outside adjudicator is invited to give the decisions, and prizes are awarded on St. Columba’s Day

ICT

YouTube is essential for clips in every field of music. Students also use technology for power point presentations. ipads are used in the junior classes and preps can be sent to students using Firefly.

Choir

There are two main choirs in the College – the Chapel Choir, that meet once a week and prepare music for Evensong, and Sine Nomine, who meet once a week and prepare music for Matins, and other concerts throughout the year. There are choir trips roughly every two years, the most recent being to Amsterdam in 2016. See more information on College choirs here.

Musicals

The College puts on a musical roughly every two years, involving students of all ages. It is a great opportunity for soloists and others who love the stage. The musical OKLAHOMA will be staged in November 2017.

Orchestra

Michelle O’Reilly, who teaches flute in the College, also takes an orchestra practice once a week, and they have performed at two concerts already this year. It is a great opportunity for instrumentalists to make music together.

For more information on extra-curricular music endeavours click here.

Introduction

Physical Education at St.Columba’s College aims to educate young people in and through the use of the body and its movements, developing physical competence so that pupils are able to move efficiently and safely and understand what they are doing.

Department Staff

S-J Johnson BEd, BTEC ND Physical Education & Geography
A. Thompson BSc

Overview

Physical Education is compulsory in Forms I & II and in Form IV, a double lesson per week. In addition in Form IV it is optional to study GCSE PE short course, 4 lessons per week: two singles and one double. Physical Education is also optional in Form V, a double lesson each week.

Junior Cycle

Our specialist and experienced physical educators work together to ensure that the PE curriculum at St. Columba’s College seeks to advance the social, emotional, intellectual and physical development of the child through an appropriate range of physical activities delivered through a spectrum of teaching styles.

Transition Year

Physical Education in transition year is studied in a six week module, where aspects of the Junior Sports Leaders Award are introduced cumulating in the pupils teaching a ten minute micro lesson to their peers. In addition transition year pupils have the option to study GCSE PE short course. This examination is 40% theory and 60% practical activities and coursework comprising analysis of performance and writing a six week personal exercise programme.

Senior Cycle

Pupils in Form V who choose to study Physcial Education follow aspects of the proposed Leaving Certificate programme of study, which is under review for introduction for first examination in 2021.

ICT

iPads are integrated in the Junior Cycle curriculum through specialist apps and for those pupils who opt to study GCSE PE they are an integral in the analysis of performance element of the course.

Introduction

Physics is the study of the world around us and the physical laws which govern it. Through studying physics the pupils develop an appreciation for the scientific method and expand their powers of analysis and logic.

Department Staff

M Singleton, MSc PhD H Dip Ed, Dip Ed Man
K Hennessy, BSc

Overview

Physics is taught throughout the school. It is in forms I to III as part of Junior cycle science and a separate optional subject in forms IV, V and VI. In form IV the allocation is one double and two single periods per week. In forms V and VI this is increased to one double and three single periods. In Senior cycle the double class is given over predominantly to experimental work.

Junior Cycle

The ‘Physical World’ is one of the four strands of the new Junior Cycle Science specifications, while ‘Earth & Space’ is also included as a strand. The overall philosophy to Junior Cycle Science is a collaborate and investigative approach to teaching and learning, and the development of science literacy. At Junior Cycle the foundations of physics are developed, including study of measurement, energy, forces, electricity and much more.

Transition Year

The course is broad based and aims to deal some of the most fundamental topics of physics (many of which have been introduced in junior cycle) but in greater detail. Much of the focus is on improving the pupils experimental skills,
computational abilities, analysis of results using both verbal and graphical means and communication and presentation skills. The scheme of work is designed to be flexible and the topics covered will vary from year to year. In all cases we attempt to focus on aspects of the topics not covered at leaving certificate course while building on the pupils mathematical skills and conception knowledge. The modules include – Motion and Energy, Heat and Thermodynamics, Optics and Light, Medical Physics, Electricity, Electronics as well as external project such as Crann Nano technology, ESA Cansat and Robotics.

Senior Cycle

The aim of the course is to foster an interest in Physics and encourage independent self-directed learning through exposure to the ideas and principles of a range of physics topics. The pupils are taught in mixed ability groups and initially all follow the higher level syllabus. The emphasis is always on physics as an experimental science and the pupils carry out experimental work in all topic areas. The pupils are encouraged to consider topical areas of physics and to arrive at informed opinions. The Leaving Certificate results are consistently good. Over the past 5 years 75% of physics pupils in St Columba’s college have achieved an A or B grade compared with about 30% nationally.

Subject Prizes

The Physics prize is held each year in May. It is awarded based on the results of a challenging paper set on work completed in form V. The prize is open to Form V and Form VI pupils.

The TY subject Prize is awarded based on excellence and effort through out the year including performance in academic exams, participation in both internal and external projects and overall interest in the subject,

ICT

Powerpoint presentations are used extensively in the delivery of course material. Datalogging is used for some experimental work. Where appropriate pupils are referred to websites and relevant material is linked into the presentations. Feedback is provided via firefly which also contains all course material and a range of resources and revision material is available on firefly. In Transition Year lessons are delivered using a variety of media, the focus in on variety combining online activities using firefly, physics website and external resources such as Virtual Physics Lab and pHet Simulations. Pupils are provided with a workbook but also assignments / lab activities are prepared and shared using Google drive.

Introduction
In Religious Education (RE) pupils will learn about what people believe, why they believe and how these beliefs influence their own lives, the lives of others and the world around us. They will explore how many religions, particularly Christianity, have shaped the world we live in today.

Department Staff
Reverend D. Owen BSc, BTh,
P. Cron, BA, NDipCMA, GDEd

Overview
All pupils in both junior and senior cycles have one RE class per week. This forms a small but important part of the overall education pupils receive at St. Columba’s. RE is not currently offered as a subject for Junior or Leaving Certificate.

Junior Cycle
For the Junior Cycle, there are a wide variety of topics covered. These include Learning about the Bible, it’s origins, structure and how to read and understand it. An overview of the Old Testament and a detailed look at the Gospel of St. Matthew. We then progress to looking at Communities, both religious and Secular and the relationship between communities of different Faiths. There is an introduction to the subject of Morality, looking at the role of religions in shaping Moral views and pupils will learn how to think through various Moral issues and be encouraged to develop their own thoughts on these issues. We look in detail at two major world religions, Islam and Judaism.

Senior Cycle
For the Senior Cycle, there is an introduction to Philosophy, from its origins in Ancient Greece to how it is important in questioning what we experience in today’s world. Pupils will learn about the origins of religion and the search for meaning that people have always had. We look in depth at the life and ministry of Jesus and his impact on the world ever since. An in-depth study of Morality forms an important part of the curriculum, including the current debates over Abortion, Cloning and Euthanasia. Specifically, pupils are encouraged to look at arguments for and against and to try to understand as fully as possible the point of view that is different from the one they may have. The study of major world religions continues with an introduction to Hunduism and Buddhism, as well as a study of the ‘New Atheism’ movement.

ICT
iPads are used to provide easy access to the Bible, along with tools to make highlights and notes from the text. Firefly is used to access Prep that is set and to keep a record of progress made.

Introduction

The Social, Personal and Health Education (SPHE) programme at St. Columba’s College provides pupils with a unique opportunity to develop the skills and competencies to learn about themselves and care for themselves and others, and to make informed decisions about their health, personal lives and social development.The principal teaching methods used in our SPHE programme are based on experiential learning methods.

Department Staff

Alison Maybury B.A. H. Dip. Ed;
Derarca Cullen B. Ed. (Art and Design);
C. Horgan, BA, PME

Overview

SPHE is taught in all forms and is compulsory for all pupils.One class period of 40-45 minutes per week is allocated in all forms. Forms Primary to Form III are taught SPHE in their form groups and are of mixed ability. Sets in Forms TY to VI correspond with the Mathematics set and so numbers can vary from set to set. These pupils are streamed according to whether they are studying Mathematics at Higher or Ordinary Level.

Junior Cycle

The curriculum for SPHE in the Junior Cycle (Forms I to III) is presented in ten modules, each of which appears in each year of the three year cycle. Topics include belonging and integrating, self-management, communication skills, physical health, emotional health, relationships and sexuality, influences and decision-making, substance abuse and personal safety. The programme is of a spiral and developmental nature and topics and skills are revisited under different headings and from a variety of perspectives as pupils move up the school. During Bullying Awareness Week and Mental Health Week, we avail of the opportunity to discuss further events and issues raised by the various activities.

Transition Year

As part of the Columban Award Scheme, pupils study emergency aid, learning how to treat bleeding, shock, burns, fractures, strains & sprains, epilepsy, fainting, diabetic emergencies, angina and heart attack, stroke, asthma and choking. They also learn how to administer CPR and how to use a defibrillator (AED). In Relationships and Sexuality Education, pupils discuss what we value in relationships, healthy relationships, the implications of sexual activity, fertility, understanding female fertility and contraceptive methods. During Bullying Awareness Week and Mental Health Week, we avail of the opportunity to discuss further events and issues raised by the various activities.

Senior Cycle

Pupils study topics under headings including personal health, emotional and social health and relationships and sexuality education. They are challenged to reflect on their attitudes to their own health as they approach adulthood. Topics covered include healthy diet, budgeting, personal safety, cancer and relationships and sexuality, drugs and their career guidance.

ICT

Recommended websites such as www.b4udecide.ie, www.spunout.ie, www. reachout.ie are used, along with relevant YouTube clips.