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Departments

Gaeilge

An Ghaeilge i bPobalscoil Chill Droichid

“Not to learn Irish is to miss the opportunity of understanding what life in this country has meant and could mean in a better future. It is to cut oneself off from ways of being at home. If we regard self-understanding, mutual understanding, imaginative enhancement, cultural diversity and a tolerant political atmosphere as desirable attainments, we should remember that knowledge of the Irish language is an essential part in their realisation.” (Seamus Heaney)

Cuirtear an Ghaeilge chun cinn i bPobalscoil Chill Droichid mar theanga bheo, chumarsáideach, nua-aimseartha. Leagtar an-bhéim ar fhíor-chumarsáid agus ar mheon dearfach a chothú i leith na Gaeilge trí ranganna idirghníomhacha agus gníomhaíochtaí seach-churaclaim a reáchtáil. Sna ranganna Gaeilge, is í an Ghaeilge modh cumarsáide na ranganna agus úsáidtear modheolaíochta nuálacha, gníomhacha, tairbheacha le tacú leis an bpróiseas sealbhaithe teanga, trí chur chuige comhtháite, cumarsáideach a fhreastalaíonn ar na scileanna teanga go léir. 

Úsáideann scoláirí agus foireann na scoile an Ghaeilge go laethúil sa ghnáthchaint agus tá an Ghaeilge le feiceáil ar fhógraí na scoile. Reáchtáltar Club Gaeilge gach seachtain agus tugann sé seo deis do scoláirí teacht le chéile i suíomh neamhfhoirmeálta chun a gcuid Gaeilge a úsáid agus gníomhaíochtaí seach-churaclaim a eagrú. Rinne an Club Gaeilge éacht i mbliana leis an obair a rinne siad ar Sheachtain na Gaeilge, ar Chomóradh 1916 agus lena gcomhscoláirí a ghríosadh le páirt ghníomhach a ghlacadh i Rith 2016. Féach ar an bhfíseán seo le súil a chaitheamh ar Sheachtain na Gaeilge 2016 i bPobalscoil Chill Droichid.

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An Ghaeilge sa tSraith Shóisearach nua

I sonrúchán Gaeilge na sraithe sóisearaí féachfar chun eolas agus tuiscint an scoláire ar an teanga a fhorbairt, a leathnú agus a dhaingniú. Cumasófar an scoláire chun cumarsáid éifeachtach, idirghníomhach, mhuiníneach a dhéanamh i suíomhanna foirmiúla agus neamhfhoirmiúla ar réimse leathan ábhar (de réir a chumais). Cuirtear béim ar chothú agus ar fhorbairt na feasachta lena n-áirítear an fheasacht teanga, an fheasacht chultúrtha mar aon le féinfheasacht an scoláire mar fhoghlaimeoir teanga. Féachfar chun na scileanna a thugann an scoláire leis go dtí an iar-bhunscoil a bhuanú agus a fhorbairt. Cumasófar an scoláire le freagracht a ghlacadh as a fhoghlaim féin, cumas a sheasfaidh leis sa saol. 

Bunaitear gach gné den tSraith Shóisearach nua ar 8 bPríomhscil:

Maidir leis an tSraith Shóisearach nua, seo iad aidhmeanna sainiúla an tsonrúcháin do gach scoláire: 

  •  cothófar muinín i labhairt na Gaeilge sa scoláire ionas go mbeidh ar a chumas é féin a chur in iúl agus a thuairimí faoin saol thart timpeall air a phlé trí mheán na Gaeilge ó bhéal, i scríbhinn agus sna meáin chomhaimseartha 
  •  éascófar an scoláire chun cúram a dhéanamh de ghnéithe de réimse agus de chruinneas na teanga ar mhaithe le barr feabhais a chur ar a scileanna cumarsáide agus féinléirithe 
  •  spreagfar an chruthaitheacht agus an nuálaíocht sa scoláire chun an teanga a shealbhú trí ghníomhaíochtaí taitneamhacha réadúla bunaithe ar a eispéiris féin ionas go mbainfidh sé taitneamh as cumarsáid a dhéanamh trí Ghaeilge 
  •  misneofar an scoláire le heolas agus cabhair a lorg agus a thabhairt, le triail a bhaint as teanga nuafhoghlamtha agus le tuairimí pearsanta a roinnt trína scileanna litearthachta a dhaingniú 
  •  cumasófar an scoláire le dul i ngleic le raon leathan téacsanna, i meáin éagsúla, ar mhaithe le foghlaim, le taighde, le caitheamh aimsire 
  •  forbrófar agus cothófar tuiscint agus meas ar an litríocht ionas go mbainfidh an scoláire taitneamh agus tairbhe as litríocht na Gaeilge 
  •  cothófar meas agus fiosracht sa scoláire maidir le saibhreas agus saíocht na Gaeilge, an t-ilteangachas agus an ilchultúrthacht araon agus beidh tuiscint níos fearr aige ar a fhéiniúlacht dá bharr 

Geography

GEOGRAPHY

What is geography?

Geography is the study of the world around us. This includes a combination of people, places and the physical environment.

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What will I learn?

In Geography you will study about places, people and what shapes the environment. You will learn how the environment influences people, and how they change the environment.You will develop your ability to draw and understand maps, graphs and diagrams, as well as studying photographs and collecting information outside the classroom through fieldwork.

First year geography students have been exploring plate tectonics, exploding their own volcanoes and tracking earthquake activity in the news. Second year students have been examining the work of fluvial processes in shaping our landscape and third year students have been raising their awareness of issues such as over population and migration.

Geography is divided into three sections:

  1. The Human Habitat- Processes and Change
  2.  Population, Settlement and Urbanisation
  3. Patterns in Economic Activity

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How will I learn Geography in school?

• You will work independently, cooperatively and also share information with others

• You will research and gather useful information related to Geography both inside and outside the classroom

• You will learn and use important geographical terms

• You will learn how to read a map and find your way

• You will draw diagrams of natural and man-made geographical features.

Will geography link in with any of my other subjects?

In your studies of Geography, you will develop your communication skills as you would in English. You will study tables and draw graphs as in Mathematics. Geography, like Science, is concerned with the environment. Geography and CSPE both include themes such as care for the environment and issues concerned with the unequal division of the world’s wealth and resources.

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Home Economics

Subject Overview

The Home Economics syllabus provides students with knowledge, understanding, skills and attitudes necessary for managing their own lives, for further and higher education and work. The learning experiences in home economics develop flexibility and adaptability in students, prepare them for a consumer-oriented society and provide a learning foundation for a wide range of careers in food, textiles, science, design, social studies and tourism.

It is an applied subject which combines theory with practice with a key focus on the management of resources (material and human) to meet the physical, emotional, intellectual, social and economic needs of the individual and the family. The study of home economics emphasises the interdependent relationships that exist between individuals, families and their immediate and distant environments.

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Five core areas that all students study:

Assessment:

  • Continuous assessments through class tests.
  • In house assessments at the end of each rotation.

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State Assessment:

  • Written exam: at the end of the third year.
  • Elective Study Project: Students design and make a simple craft item (e.g. wall hanging, cushion cover) and an accompanying folder. Examples of expected craft skills include embroidery, patchwork, appliqué.
  • Food Studies Practical Exam: Students will be told what they will cook at least two weeks in advance to allow them time to practice and develop confidence. Most examined dishes have already been practiced by students in first or second year. An external examiner visits for this.

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For Junior Certificate, the percentage of marks awarded to each area depends on the student’s level (Higher or Ordinary Level).

* Breakdown of Junior Certificate Home Economics

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Possible Careers:

  • Community health organisations such as government health departments
  • Health promotion and nutrition agencies e.g. sports dietician, nutritionist.
  • The food industry
  • Restaurant management , chef, cook, baker, waitress/waiter.
  • Environmental Health Officer
  • Food critic
  • Sensory Analysis and development of new foods/products
  • Social Care
  • Childcare
  • Early childhood education
  • Retail psychologist
  • Consumer research/protection
  • Fashion and design
  • Seamstress/dressmaker
  • Fabric construction
  • Interior design

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Useful Links:

www.fsai.ie

www.indi.ie/fact-sheets

www.hse.ie/nutritioninfo

www.who.int

www.ndc.ie

www.irishheart.ie

www.diabetes.ie

History

The history department at Celbridge Community School not only teaches students about events of the past, or how society has developed through changes in politics, science, religion, war or societal issues. It equips its student with the skills and educational tools to develop their literacy and numeracy abilities. It teaches its students to communicate to a very high standard, to be creative and to work with others in a shared learning environment which is inclusive and encouraging and in turn nurtures and promotes the wellbeing of all the students who pass through its doors. It is the belief of the History Department that History has the capacity to change student’s viewpoints and assumptions about the world that they live in.  To this end the History department will place a strong emphasis on exposing students to stimulus material that will encourage them to become critical thinkers.

Building the learning power of students is a pillar of the teaching and learning system in the history class room. Building Learning Power fosters the development of a growth mindset which ensures that students understand that intelligence can be developed. This is an important skill in History. For example, a willingness to engage with new ideas and to acquire and try new things e.g. writing people in history stories, in class presentations and role play/ Drama. Enabling students to become independent and reflective learners, to analyse information and to evaluate its place in the order of history. Active teaching methodologies are utilised throughout all lessons in an effort to ensure student engagement and participation. Innovative use of ICT is a mainstay of lessons through which students learn how to create presentations, chronologically order information and to present their findings and conclusions.

What Skills will students learn in the history class?

Students will

* Acquire knowledge of and understanding about human activity in the past.

* Understand the contemporary world through the study of the past.

* Develop conceptual understanding and the ability to think independently.

* Develop a range of skills essential for the study of history.

* be encouraged to develop positive attitudes such as a commitment to objectivity and fairness, and an acceptance that people and events must be judged in the context of their values and time.

* be encouraged to develop an interest and enthusiasm for history and a value of their heritage from the past.

The aims of the subject of history in Celbridge Community School are:

  • To develop historical skills and historical thinking through the evaluation of evidence and the methodology of research.
  • To emphasise the need to look at history from different perspectives.
  • To examine and explain how new forces emerged and how they changed the societies in which they operated.
  • To emphasise the importance of history as investigation into available evidence.
  • Acquire knowledge of and understanding about human activity in the past.
  • Understand the contemporary world through the study of the past.
  • Develop conceptual understanding and the ability to think independently.
  • Develop a range of skills essential for the study of history.
  • To promote and emphasise positive attitudes such as a commitment to objectivity and fairness, and an acceptance that people and events must be judged in the context of their values and time.
  • To encourage and promote an interest and enthusiasm for history and a value of their heritage from the past.

Subject Objectives:

  • Through our schemes of work to create a structured emphasis on social, political, economic, cultural, religious and scientific developments.
  • Through our subject plans to create a structured balance between width of coverage and in depth study.
  • To create an emphasis on research skills through Transition Year Projects and Portfolio and the Leaving Certificate Project.
  • To promote history as primary subject of importance to those students with an interest in selecting the subject for senior cycle and for further education at third level.

The skills students will obtain through the study of history will be to

Develop the skills essential towards the research and writing of history. They should learn to:

  1. Locate historical information from a variety of sources, e.g.
    1. Primary and secondary written sources
    2. Statistics
    3. Visual materials
    4. Artefacts, buildings, settlements and other material sources
    5. Orally transmitted information
  2. Select relevant information to answer historical questions
  3. Record this information, e.g. by note-taking, categorising, summarising etc.
  4. Examine critically this information, e.g. distinguish between fact and fiction, detect deficiencies such as gaps, inconsistencies and bias
  5. Synthesise, e.g. assemble in logical sequence, follow a line of argument, offer explanations
  6. Present and communicate in a variety of ways, e.g. written, graphic and oral

Attitudes towards history

The teaching/learning of History should be informed throughout by the procedural values of the historian: students should therefore develop the disposition

  1. To be thorough in the collecting and accurate in the recording of historical information.
  2. To accept that individuals and events must be understood in their historical context.
  3. To ensure that historical narrative is consistent with the evidence while recognising that the available evidence may be open to more than one valid interpretation.
  4. To recognise that historical knowledge is tentative and incomplete and therefore subject to revision or reinterpretation in the light of new evidence and/or insights.

Teaching Methodologies in the History Department

Teachers may use all or some of the following:

  • Aidhm an Ranga shared at the start of the lesson
  • Use of success criteria for homework and classwork
  • Peer teaching
  • Group Work
  • Discussion (pair, group, whole class; groups and pairs grouped by ability to ensure those who may be weaker will have an opportunity to learn for those who are stronger in a particular area)
  • Oral presentation
  • Flow charts
  • Drama
  • Computer, data projector
  • Internet
  • YouTube
  • Dramatic presentation
  • Debate
  • Active methodologies

Cross curricular links

  • Link with CSPE in the study of racism
  • Link with English re modern drama, persuasive speaking and techniques, war poetry particularly with WWI
  • Link with geography – maps, locations

Assessment and the History Department

Assessment will test the extent to which students can demonstrate the following:

Knowledge and understanding of:

  • The principal trends, issues and events specified in the syllabus
  • The influence of and interaction between individuals and
  • institutions in the historical periods specified
  • The nature and use of historical sources
  • The procedural concepts listed in the syllabus
  • The general and specific substantive concepts listed in the syllabus

Students will acquire the ability to:

  1. Recall historical information relating to the above in its chronological setting
  2. Use historical terms
  3. Use and interpret information from a variety of sources, including
    1. Primary and secondary written sources
    2. Statistics
    3. Visual material
    4. Artefacts, buildings, settlements and other material sources
    5. Orally transmitted information
    6. Select relevant information to answer historical questions
    7. Examine critically historical information, e.g. distinguish fact from opinion, detect such deficiencies as gaps, inconsistencies and bias
    8. Synthesise information, e.g. assemble in logical sequence, follow a line of argument, offer explanations
    9. Present and communicate information and ideas in a variety of ways, including written, graphic and oral
    10. Apply their understanding of the historical concepts and procedures in dealing with historical issues

Structure of the history syllabus in Celbridge Community School

Framework

The syllabus from 1st to third year is divided into three sections

Section 1 How we find out about the past?

  • Introduction
  • Our roots in ancient civilisation
  • Castle, church and city
  • Renaissance

Section II Studies of change

  • Exploration
  • Reformation
  • Plantation in Ireland
  • Revolutionary movements
  • From farm to factory

Section III Understanding the modern world

  • Political developments in Ireland in the late 19th Century and the 20th Century
  • Social change in the 20th century
  • International relations in the 20th century

Teacher may use all or some of the following when assessing learning:

  • Summative and formative assessment
  • Assessment for learning; shared learning objective, criteria for success re homework
  • Modelling of rote learning and study techniques
  • Access to marking scheme-with a view to peer marking being established as a norm
  • Model answers for students, sample answers, read aloud  high standard work
  • Open and closed questioning
  • Assess learning via role play, dialogue, collection of homework and written texts
  • Formal assessments October, December, February and May
  • Daily oral questioning in class, in which students may become actively engaged in their own learning through individual or group problem solving.
  • Written class tests at the end of a chapter or series of chapters under a particular topic.
  • Evaluation of copies

Mathematics

Collaborative Learning during Maths class at Celbridge Community School!  
   

Múinteoirí at Celbridge Community School encourage collaboration in the maths classroom by encouraging students to complete interactive class activities, to participate in class discussions, to peer assess classwork/home learning and to deliver class presentations.

Students learn to solve problems as a group and to work on their learning muscles of resilience, reciprocity, reflectiveness and resourcefulness. To facilitate this, all students sit in group settings, where group discussion during problem solving activities is encouraged.

Students are encouraged to explain their mathematical thinking and feel confident to share ideas with their peers.

Students are reminded that ‘anyone who has never made a mistake has never tried anything new’- Albert Einstein.

Maths Curriculum:

Students develop their mental maths ability in 1st Year, with a strong focus on non-calculator work. As Mathematical literacy is also such an important part of the curriculum, students record all new ‘Keywords’ in their Maths Dictionary.

Assessment, both formative and summative, is essential in the Maths Classroom. Students complete daily Assessment for Learning activities, such as Kahoot!, ‘spot the mistakes,’ and KWL. Students complete chapter tests throughout the year to assess student progress on each topic and students also complete 3 ‘end of rotation’ exams.

Students retain all tests in a separate ‘target work copy’ which allows students to easily recognise areas of weakness and create suitable targets to improve. Students are asked to keep this copy throughout Junior Cycle.

1st Year Topics:

Sets

Natural Numbers

Integers

Rational Numbers

Decimals & Percentages

Applied Measure

Statistics

Probability

Geometry

Coordinate Geometry

 

2nd Year Topics:

Patterns

Pythagoras’ Theorem

Algebra

Synthetic Geometry

Transformations Geometry

Applied Arithmetic

Applied Measure

Indices

Factorising

Co-ordinate Geometry

Trigonometry

 

3rd Year Topics:

Advanced Trigonometry

Further Algebra

Further Sets

Inequalities

Further Synthetic Geometry

Further Statistics

Further Probability

Further Applied Measure

Functions

Theorems