Programmes

Junior Cycle  

In CETSS, we welcome the new Framework for the Junior Cycle, as it mirrors the student-centred approach of the Educate Together Blueprint for Second Level schools. We support its philosophy, Key Skills and Statements of Learning and welcome moves towards continuous assessment, shorter exams, replacement of grades, fewer subjects, short courses etc.

In principle, we would favour a fully continuous assessment-based model with local certification, one in which a reduction in both course content and the emphasis on summative assessment, would enable deeper learning outcomes. We look to countries such as Finland as a model of equality-based, student-centred teaching and learning and hope the Junior Cycle moves further in this direction in due course.

In the meantime, we shall seek to emphasise the following in our curriculum design, wherever possible:

  • Inter-disciplinary learning

  • Technology in the class-room

  • The generation of primary data e.g. fieldwork, interviews, surveys

  • The development of analytical skills

  • Cooperative learning

  • Intrinsic motivation by allowing students a greater say in what and how they learn

  • Life-long learning

  • Critical thinking

  • Social, democratic and community values

  • The ethical development and wellbeing of students

Students starting in September 2018, we study 8 Junior Cycle exams for certification, along with 4 Short Courses (Digital Literacy, Sustainability, Ethical education/Philosophy and PE). Whilst we shall work towards the exams in the 8 subjects, all subjects will be assessed continuously, with a combination of tests, assignments and projects. Regular feedback to parents will be provided on our Virtual Learning Environment and textbooks shall be limited to Maths and Technical Graphics.

All other teacher resources shall be produced locally or in collaboration with other Educate Together schools through virtual subject departments. Teachers will organise subjects into three annual periods; write unit plans for each period and to assess these units using a variety of summative and formative assessment methods. Whilst the unit plans would be grounded in the existing (often excellent) subject syllabi (and the forthcoming subject specifications); a more flexible approach to assessment would allow for greater student involvement in subject planning, more interdisciplinary learning and a freedom to respond to issues of public interest at a variety of local, national and international scales.

We will also promote inter-disciplinary learning using Finland’s Phenomenon-Based Learning initiative. Participation, collaboration and cooperation would also be assessed, along with the aforementioned academic ones.

Improved student experience

We believe that this model will lend greater cohesion to students’ progression through the education system. At the present time pupils move from a student-centred primary curriculum to an exam-based secondary one overnight. This, we contend, causes unnecessary stress for students and it makes learning an individual, rather than a 'team sport'.

Similarly, the content-driven nature of the Leaving Certificate causes problems for students in Third Level, as they are required to be self-motivated, critical thinkers.

We would argue that a more student-centred experience between 1st and 3rd year would provide a more logical transition to second level, as well as giving students the time to develop social and academic skills that would better prepare them for both the Leaving Certificate cycle and Third Level.

Ideal Opportunity

Implementing such an ambitious programme could be difficult in established schools for the following reasons (amongst others)

  • Existing heavy work-loads and the need to prepare Leaving Certificate students

  • Pre-existing, embedded preconceptions and assumptions about the function of schools as essentially exam-centred institutions

  • A lack of agreement on the purpose of teaching and learning amongst the school community

We have a blank slate on which to build a learning community with a coherent understanding of teaching and learning; one where attitudes and skills are also valued and assessed. Not having older year groups in general and exam classes in particular, gives us the time and space to develop innovative programmes. Being part of a network of new schools committed to using technology in the classroom, we believe that we can develop high-quality resources collectively.

In accordance with the democratic nature of our school, all of the above issues have been discussed and agreed with our incoming parents and students alike. Finally, our recruitment process is also focused on finding excellent teachers who both share and agree with this vision and approach.

Transition Year

Transition Year is one-year programme of study for students who have completed their Junior Cycle education. In 2019 Transition Year began and has been a compulsory year of study in Cork Educate Together Secondary School. 

Our programme offers the potential for the holistic development of students as flexible learners, active citizens, and future workers. It is an interdisciplinary programme with an emphasis on personal development, social awareness and increased social competence. 

The Transition Year programme is constantly evolving to meet the needs of young people. It is planned through the consultation of all partners in the school community - students, parents, teachers, the Transition Year co-ordination team, management and external agencies. Annual evaluation of the programme is carried by students, parents, and teachers to build and improve on out Transition Year programme. 

In Transition Year we build on the learning in Junior Cycle in core subjects. We offer a diverse range of new exciting courses in rotational Trimester modules and elective all-year courses.  

Students may also follow courses and certification outside of the standard timetable as part of the TY Leave Policy 

We offer a range of activities and trips, for example to date students have been registered to try and achieve the Gaisce Bronze medal which encompasses many personal and team challenges.  

We also welcome speakers on a range of topics and work with as many outside agencies as is possible.  

In Transition Year, students are free to enjoy learning without the pressure of state examinations, however our core values remain in terms of learning with intent with the message that we “we aim to prepare students for life, as well as for further academic study and/or work”.  

Assessment is more formative than summative in many modules. Students will keep a digital portfolio of their work and reflect on their learning and experiences. They will receive Trimester reports and an end of year certificate of completion. Parents will also receive formative feedback at one Parent-Teacher meeting in the calendar as well as regular communication from the TY Coordinator and Progress Leader. 

A central part of our programme is work experience and careers module. Students will engage in a 2-week work experience or work shadowing programme scheduled in line with the schools pre-examinations (3rd and 6th years) and one week of community voluntary work in May. Students will keep a reflective journal of their experience and return an employer evaluation form. 

Education for maturity with the emphasis on personal development including social awareness and increased social competence. 

  • The promotion of general, technical and academic skills with an emphasis on interdisciplinary and self-directed learning. 

  • Education through experience of adult and working life as a basis for personal development and maturity. 

Since its inception in 2019, the school has adopted the recommended layered approach in creating the the TY Programme.  

Additional to the modules below, the list of planned events compliments the the TY experience area of learning. 

Core Subjects 

Gaeilge (3 Hours) 

Mathematics (3 Hours) 

English (3 Hours) 

Spanish (3 Hours) 

SPHE (1 hour) 

 

 

Subject Sampling 

Citizen Science (Biology, Chemistry, Physics) 

Maker Space (Technology) 

 Change-Makers (Politics and Society) 

Coding (Computer Studies) 

Field Studies (Geography and History) 

Life Skills (Business and Home Ec) 

Music  

Visual Art 

P.E 

 

TY Experience 

Careers 

Driver Ed/ Bike Maintenance hours 

Social and Ethical Ed 

Leaving Certificate

The school follows the Leaving Certificate Programme as set out by the Department of Education, with as much of an emphasis on student-centred learning as possible. Our aim is to prepare people for life, work and further education.

Core Subjects 

Gaeilge (4 Hours) 

Mathematics (4 Hours) 

English (4 Hours) 

Ethical Education (1 Hour) 

SPHE (1 hour)

PE (1 hour)

Career Guidance (1 hour) 

 

 

Optional Subjects offered include 

Biology, Chemistry, Physics

Technology and Design and Communications Graphics

 Politics and Society

Computer Studies

Geography and History

Business and Home Economics 

Music  

Visual Art 

Our students are supported to think long and hard about their paths forward and the diversity of courses and paths that they pursue, reflects the creativity and maturity of the young people. We value and celebrate all of students equally, but (just in case some parents are interested/curious) several students have received maximum or close to maximum points our first group in 2022. 

Students have gone on to Law and Medicine in UCC, as well as Airline Studies PLC, Applied Psychology UCC, Criminology UCC, Paramedicine UCC (new course), Food Science UCC, Biological Earth and Environmental science UCC, Marine engineering  NMCI, Film Production, Furniture Design, Sustainable Engineering MTU, Law UCC, Film and Screen Media UCC Heritage Studies PLC, Apprenticeship in Carpentry and Joinery, Animal care PLC pathway to veterinary nursing, Sociology in Maynooth, etc. etc.

We celebrate the diversity of their paths into travel, work and further education, as we both see education as life-long and wish to reflect society in the make-up of our students. This, we see, is crucial to a healthy democracy.