Ms. Barnwell Fifth Year Subject Choice 2016/2017

Table of Contents: Page:

Introduction 2 Questions to ask yourself when choosing subjects 2 How to go about career choice 3 Glossary of abbreviations 5 Importance of the Sciences 5 Importance of the Continental languages (French & German) 6 Changes to the Leaving Cert Grading system for 2017 8 Matriculation requirements from 2017 10 Specific Subject requirements from 2017 10 Subject Guide:

Accounting 11 Agricultural Science (Subject to review) 11 Applied Maths 12 Art 13 Biology 14 Business 15 Chemistry 16 Classical Studies 16 Construction Studies 17 Design & Communication Graphics (DCG) 18 French 19 German 20 Geography 21 History 22 Music 23 Physics 24 Leaving Cert Vocational Programme (LCVP) 25

Post Leaving Certificate Options 28 Information for students who are interested in studying medicine 30 Additional Information for students 32 Final Remarks 32 Useful Websites 34 Study/Wellbeing & Lifestyle Section:

Senior Cycle Students 34 Junior Cycle Students 37

Information on the dangers of Computer Gaming 40 Contact for Ms. Barnwell 42

Coláiste Éamonn Rís, Wexford 1 Ms. Barnwell Fifth Year Subject Choice 2016/2017

Introduction 1:

Q1: What am I trying to do?

A: You are aiming to choose a meaningful and manageable package of subjects, i.e. a set of subjects which will give you a sense of direction, will provide self- motivation and which allow you to set achievable targets.

Q2: What decisions must I make?

 There are 3 core subjects – Irish, English & Maths. You must undertake these subjects unless you have been granted an exemption in the case of Irish.  You must decide whether you intend to take a continental language/3rd language i.e. French/German as it is required for entry to the NUI Universities (UCC, UCD, NUI Maynooth & NUI Galway) and Colleges affiliated to the NUI (There are some exceptions to this in the faculties of Engineering and Science which should be carefully examined).  What other 3 or 4 subjects you wish to take from the following choices: Accounting, Applied Maths, Art, Biology, Business, Chemistry, Classical Studies, Construction Studies, DCG (Design & Communication Graphics), French, Geography, German, History, Physics, and Music.  Should I do LCVP? (Discussed later in the booklet)  All Leaving Certificate subjects are available at Higher and Ordinary Level. Some are available at Foundation level (Maths & Irish). However, you do not need to decide which level you will take right away. It is advisable to keep as many subjects as possible at higher level so as to increase leaving cert points potential.

In order to make the best decision for yourself, it is vital that you put a lot of thought into the process. You need to plan and research very well in order to get the most accurate information!

The following questions are designed as a guideline to help you make the correct decisions:

1. What is the content and approach of each subject? Be aware of the differences in content and approach between the Junior and Senior Cycle e.g. Science splits into Biology, Chemistry & Physics, Business splits into Accounting and Business etc. In general there is quite a jump in the standards expected from junior to senior level. It is vital to be aware and prepared for this. Students are advised to speak with their teachers in relation to this. 2. What subjects are you interested in? 1 Disclaimer: While every effort was made to include only accurate information in this booklet, it should be used for guidance purposes only. Students should source information directly from college prospectuses/websites to ensure that the information is completely up to date before making their final decision. Coláiste Éamonn Rís, Wexford 2 Ms. Barnwell Fifth Year Subject Choice 2016/2017

Genuine interest in the subject is vital in terms of motivation for study and homework in that area. It usually follows that students perform better in those subjects which they find the most interesting.

3. What subjects are you good at? Chatting to your teacher may help you gauge your ability within a subject area. It can also be very helpful to look back over all reports from 1st year onwards to see which subjects you do consistently well in.

4. Are there subjects that compliment one another? For example Maths/Physics/Applied Maths go well together, as do Construction and DCG, English and History etc.

5. What subjects have I taken for the Junior Cert? While it may be possible (there is no guarantee) to study a subject that you have not studied for Junior Cert, this can be a very difficult task in particular subjects (e.g. the Science subjects, Art, DCG, Construction etc.) and practically impossible in others (e.g. French/German). Therefore it is vital that students talk to the subject teacher involved prior to filling out their options form with subjects they have not studied before. In every case it involves a huge commitment on the part of the student and it is hugely important that the student is fully aware of this fact.

6. What careers/career areas are of interest to me? You must ensure that you have the essential subjects for the job or course that you wish to do. E.g. you must have higher level Irish to study Primary Teaching, you must have a 3rd language for an Arts course in an NUI etc.

Points about Choosing a Career:

In choosing a Career you need to:  Ask yourself what you would like to do? Then take some time to think about this, do the research and plan.  Assess your: Skills and Aptitudes – what are you good at? Interests – what you enjoy doing? Values - what motivates you and would give meaning to your work? Personality type – what are your characteristics? Educational qualifications – what qualifications have you got and what further qualifications do you want to achieve?  Explore the Options – access job descriptions, research job sectors and further and higher education course details.

How to set about Choosing a Career:

A good way to approach career choice is to list on one side your interests and skills by asking yourself the following questions:

Which school subjects are you best at? Do you write well? Are you artistic? Do you get on well with other people? Do you work best with a group or do you like to work alone Coláiste Éamonn Rís, Wexford 3 Ms. Barnwell Fifth Year Subject Choice 2016/2017 on an exercise or a problem? Are you a leader, the kind of person your classmates pick as a team captain etc.? Would you like outdoor or indoor, manual or deskwork?

Against this, list the careers that, at first glance, interest you and the educational qualifications and any particular personal qualities required for each of them. By comparing your two lists, you should be able to narrow down the choice of occupations that you consider would suit you.

A Careers Investigation should be completed before final choice of subjects is made!

7. If you aim to attend 3 rd level, or Further Education consider what subjects are: A) Essential (you must have them) B) Desirable (subjects that will help in that field)

8. Do you have a DEFINITE career direction? If so, choose a combination of appropriate subjects to help enhance your career prospects in this area, but be aware of the implications of not choosing a particular subject (mainly in the science and language areas).

9. NB - What should I do if I am unclear and wish to keep my options as open as possible?: In this case it may be advisable to choose subjects from different groups; A) Science – Biology, Chemistry & Physics B) Applied Sciences – DCG, Construction Studies, Applied Maths C) Languages – French & German D) Social Studies – History, Geography, Art, Music E) Business – Accounting & Business  Choosing a science subject and a language will generally keep the majority of options open to a student.

10. I am considering taking up a new subject that I have not previously studied? Give careful thought to this and ensure that you talk to the subject teachers concerned as well as the Guidance Counsellor.

Get as much advice as possible from different sources but be aware of Biased or incorrect information!

Remember: The number of courses and jobs which require specific subjects are quite small. However, it may be a mistake to:

a) opt not to take a third language b) opt not to take a science subject*

By choosing one of each of these you can almost 100% ensure that all courses will be available to you.

* Practically all Science, Medical, Paramedical and Engineering courses at University (Level 8 Honours degree) require at least 1 laboratory science (i.e. Biology, Coláiste Éamonn Rís, Wexford 4 Ms. Barnwell Fifth Year Subject Choice 2016/2017

Chemistry or Physics). To keep all options open in these areas at University level, it may be necessary to take a 2nd science subject. Some science courses at certificate level in Institutes of Technology do not require a science subject.

If you are interested in a specific area in any of the above fields, consult individual colleges in terms of their:

a) Matriculation requirements to their college in general. (explained later) b) Subject requirements to their specific courses. (explained later)

Glossary of Abbreviations:

H = Higher Level TCD = Trinity College Dublin HC3 = Higher Level ‘C3’ RCSI = Royal College of Surgeons Ireland O = Ordinary Level UL = University of Limerick OD3 = Ordinary Level ‘D3’ CAO = Central Applications Office F = Foundation Level IT = Institute of Technology LC = Leaving Cert HETAC = Higher Education Training DIT = Dublin Institute of Technology Awards Council DCU = Dublin City University FETAC = Further Education Training UCD = University College Dublin Awards Council UCC = University College Cork NUIM = National University of Ireland Maynooth NUIG = National University of Ireland Galway

The Sciences2:

There are currently 153 courses in the CAO system which definitely require a science subject for entry in 2016. There are a further 65 courses which may require a science subject (for these courses, subjects such as DCG, Applied Maths etc. may be deemed sufficient in place of a lab science i.e. a lab science is not vital). The following is a list of some of the popular courses where a laboratory science subject is definitely required:

 Landscape Architecture (UCD)  Athletic Therapy and Training (DCU)  Biotechnology (DCU, NUIG, NUIM)  Clinical speech & language studies (TCD)  Dental Hygiene/Nursing/Science/Technology (TCD)  Dental nursing (Letterkenny IT, Athlone IT)  Dentistry (UCC)  General Engineering & forms of (NUIG, UCD, DIT, NUIM, DCU)  Genetics (UCC & TCD)  Human Nutrition (DIT & UCD)  Medicine: 1 science required for: NUIG, RCSI, UCD

2 Information on course requirements can be found on www.qualifax.ie From the home page go to ‘Students’ – ‘Useful tools’ – ‘Minimum Subject Requirements’ and finally ‘Leaving Certificate Subjects’ Coláiste Éamonn Rís, Wexford 5 Ms. Barnwell Fifth Year Subject Choice 2016/2017

2 sciences required for: TCD, UCC  Nursing (all colleges)  Occupational Therapy (NUIG, TCD, UCC)  Pharmacy (RCSI, TCD, UCC, AIT, Letterkenny IT, DIT)  Physiotherapy ( UCD, RCSI, UL & 2 sciences for TCD)  Radiography (UCD)  General Science ( TCD, NUIG, UCD, NUIM, DCU)  Veterinary Nursing ( UCD, Letterkenny IT, AIT, Dundalk IT)

* Levels and grades required for each of these courses vary. It is vital to check each course in each college specifically. This list is not exhaustive and only provides the main examples of where science is needed as an entry requirement.

Continental Languages (French/German)3

Let’s start by clearing up a common misconception. You do not need a foreign language for all 3rd level courses/studies. The National University of Ireland which encompasses UCD, UCC, NUIG and NUIM, require only a pass on an ordinary level paper for a lot of their humanities and business courses i.e. Arts, Journalism, Business courses, language courses etc.

There are however courses in the above 4 Universities that can be undertaken without having studied a 3rd language and these include all Nursing courses, most Engineering courses and most Science courses.

You also need a 3rd language to become a cadet in the Army, Navy or Air Corps. However those students interested in becoming general recruits do not require a 3rd language.

There is no specific language requirement for the Gardai. They require English and another language. Therefore Irish is accepted by them.

NB: Students who have language exemptions i.e. due to Dyslexia or other learning difficulties/health issues are also exempt from this requirement at 3rd level and in the Defence forces. A form needs to be submitted to the NUI head office outlining same. Log onto to www.nui.ie and go to the ‘quick links’ section to download relevant forms for exemptions.

* TCD accepts Irish as being a 3rd language. * DCU and UL, as well as the Institutes of Technology only require a 3rd language if you are pursuing a course that involves the study of that language.

There are currently 174 courses in the CAO system which definitely require a 3rd language for entry in 2015. There are a further 5 courses which may require a 3rd

3 Information regarding language requirements can also be found in the same section on www.qualifax.ie Coláiste Éamonn Rís, Wexford 6 Ms. Barnwell Fifth Year Subject Choice 2016/2017 language. The following is a list of some of the popular courses where a 3rd language is definitely required:  Accounting (UCC & NUIM)  Architecture (UCD)  Arts (NUIG, NUIM, UCC, UCD)  Business and Accounting/Management (NUIM)  Business and Law (UCD)  Commerce (UCD, UCC, NUIG)  Criminology (UCC)  Dentistry (UCC)  Drama & theatre studies (UCC)  English (NUIM, UCC, UCD)  Finance (UCC, NUIM)  History (NUIM, UCD)  Law (UCD, UCC, NUIG, NUIM)  Medicine (NUIG, UCC, UCD, RCSI)  Music (UCD, UCC, NUIM)  Occupational Therapy (UCC, NUIG)  Physiotherapy (RCSI, UCD)  Pharmacy (RCSI, UCC)  Psychology (UCD, NUIM, UCC)  Radiography (UCD)  Social Science (UCC, UCD, NUIM)  Speech & language therapy (UCC, NUIG)  Sports and Exercise Management (UCD)  Sports Studies and PE (UCC)  Veterinary Medicine (UCD)

* Levels and grades required for each of these courses vary. It is vital to check each course in each college specifically. This list is not exhaustive and only provides the main examples of where a 3rd language is needed as an entry requirement.

*** Changes to the Leaving Cert Grading system for 2017***

 The number of grade bands will be reduced from the current amount of 14 to 8.

 Candidates receiving Leaving Cert results from August 2017 onwards will now have their results expressed in the following new Leaving Certificate grades:

Higher Level Grade Ordinary Level Grade

H1 (90-100%) O1 (90-100%) H2 (80-89%) O2 (80-89%) H3 (70-79%) O3 (70-79%) H4 (60-69%) O4 (60-69%) H5 (50-59%) O5 (50-59%) H6 (40-49%) O6 (40-49%) H7 (30-39%) O7 (30-39%) H8 (0-29%) O8 (0-29%)

CHANGES TO THE COMMON POINTS SCALE:

 The HEIs (Higher Education Institutions) developed a new common points scale, aiming to minimise the need for random selection. See note below for explanation;

“For some courses random number selection may also be a factor. Before students are placed on the Order of Merit list for a course that they are deemed eligible for they are assigned a random number; this random number is different for each course. If there are five applicants with an identical points score competing for one remaining place, the random number selection applies and the place will be offered to the candidate with the highest random number.” – Sourced from the CAO website.

New Points Scale:

Higher Level Grade: Points: Ordinary Level Grade: Points: HI 100 H2 88 H3 77 H4 66 H5 56 O1 56 H6 46 O2 46 H7 37 O3 37 H8 0 O4 28 O5 20 O6 12 O7 0 O8 0

Points to note:

 Maths – 25 bonus points will continue to be awarded for higher level Maths for H6 grades and above. Example: If an applicant receives a H6 grade, an additional 25 bonus points will be added to the 46 points already awarded for a H6 grade i.e. HL Maths now carries a points score of 71 for this applicant.

 Foundation level Maths – Universities do not award points for foundation level. The Institutes of Technology are currently considering a conversion for 2017.

 A minimum of a pass in Maths (OL) is required for entry into the vast majority of 3rd level courses.

 Business is not required as a subject in order to study Business related courses at 3rd Level.

 Important: A Modern Language is essential to gain entry to a number of courses in the NUI universities with the exception of Science, Agriculture, Nursing and Engineering courses. A modern language or Art is required for entry to all courses in NCAD.

Old CAO Points System – Obsolete after August 2016 4:

LEAVING CERT POINTS FOR HL POINTS FOR OTHER POINTS FOR GRADE MATHS HL SUBJECTS ALL OL SUBJECTS A1 (90 - 100%) 125 100 60 A2 (85 – 89%) 115 90 50 B1 (80 – 84%) 110 85 45 B2 (75 – 79%) 105 80 40 B3 (70 – 74%) 100 75 35 C1 (65 – 69%) 95 70 30 C2 (60 – 64%) 90 65 25 C3 (55 – 59%) 85 60 20 D1 (50 – 54%) 80 55 15 D2 (45 – 49%) 75 50 10 D3 (40 – 44%) 70 45 5 E 0 0 0 F 0 0 0

NB – Matriculation requirements from 2017:

4 Points are only considered where an applicant for a course has met the ‘Minimum Entry Requirements’ i.e. college and course subject requirements. These are checked before points are even added up. If a student has not met these requirements, they will not gain entry to that programme, regardless of their points. Coláiste Éamonn Rís, Wexford 9 Ms. Barnwell Fifth Year Subject Choice 2016/2017

In order to successfully gain entry into college, points alone are not enough. A student must ‘matriculate’ first i.e. meet the minimum level of entry requirements to gain access to the institution. If they fail to matriculate, they will not secure a place in that college.

Here are the changes to the basic matriculation requirements from 2017:

Where current requirement is: 2017 requirement is: 5 OD3 5 O6/H7 2 HC3 & 4 OD3 2 H5 & 4 O6/H7 3 HC3 & 3 OD3 3 H5 & 3 O6/H7

NB – Specific Subject requirements from 2017:

 In order to successfully gain access to specific courses i.e. Primary teaching, medicine, law etc., a student must meet the specific subject requirements for this course. For example, up until now, students have needed a HC3 in Irish to gain entry to Primary teaching courses. If they failed to meet this requirement, they would not gain access to the course irrespective of their points score.

 At present, the HEIs are finalising the mapping of programme entry requirements to the new grade scale.

 The recommendation is that current grade requirements falling in the top half of the new grade band such as HC3, HC1 and HB2 will convert to H4, H3 and H2 respectively. Some exceptions will apply.

 As was always the case in the past, students will need to check their individual course choices in order to assess the subject specific requirements, and may also ask Ms. Barnwell for assistance on this should they not be able to find them.

Summary:

In order to apply for 3rd level education and gain access to same, students must meet the following criteria;

Basic matriculation requirements + Specific subject requirements + Points Score

** All 3 of the above must be satisfied in order to be selected for courses of choice. Points alone are not sufficient.

SUBJECT GUIDE:

Accounting

Accounting is a subject that suits the organised and methodical person who likes definite answers. Students of accounting move beyond the actual making of records, i.e. bookkeeping, and deal with how these records are used, their analysis and interpretation. Students will be able to see and understand published company accounts, make comparisons of performance between companies, be able to take care of the basic accounting needs of a small business, club, farm or service firms (cash flows, final accounts, budgeting etc.), study the production of information needed for management decision making etc.

In order to undertake Accounting at Leaving Certificate level, it is highly advised that a student has studied higher level Business Studies in their Junior Cert. If this is not the case, please ensure that you speak to Ms. Barry and Ms. Barnwell.

Accounting requirements for 3 rd level courses:

 A HC1 in Accounting is required for the Commerce-Accounting course in NUIG  An OD3 in either Maths/Accounting is required for entry to Athlone IT’s Accounting Technician course.

Apart from these 2 courses, Accounting is not essential for entry to any course. It would obviously be a great help however, to those students wishing to pursue any Business/Accountancy related course at 3rd level.

Accounting is useful for careers in:

Accounting Technician, Accountancy, Auctioneering, Auditing, Banking, Clerical Work, Business Teaching, Hotel Management, Administration, Insurance, Purchasing, Sales, Taxation, Quantity Surveying and many more.

**Agricultural Science**

**It is currently under consideration as to whether Agricultural Science will be on offer in September 2016.**

Leaving Certificate agricultural science involves the study of the science and technology underlying the principles and practices of agriculture. It aims to develop knowledge, skills and attitudes that promote the sustainability of agricultural resources, and places emphasis on the managed use of these resources. Plants and animal types associated with agriculture are studied, and investigations are undertaken into such aspects as soil, ecology, plant and animal physiology, farm crops, farming practices, genetics and microbiology.

Agricultural Science is assessed at two levels, Ordinary level and Higher level, through a written examination and an assessment work undertaken during the course.

Applied Maths

Applied Maths as its name suggests is the study of practical applications of mathematics to the real world and physical problems. It is typically associated with engineering and physics, but also finds use in economics, finance, business, environmental studies, and even chemistry and medicine. The Applied Mathematics course at Leaving Certificate would be called 'Theoretical Mechanics' or 'Mathematical Physics' in third level education and it is one of many branches of the more general field of Applied Mathematics.

The course essentially covers the mathematics behind the behaviour of objects when placed in various situations, such as being thrown as projectiles, bounced off walls or other objects, immersed in fluids, or swung around on a rope. There are 10 questions on the exam paper, each covering one of these topics in detail. However, the exam only requires the student to complete six questions, so it is not uncommon for teachers to focus on six or seven topics, which makes the course and workload more manageable.

The course tends to avoid theory-heavy questions (such as proofs and manipulating formulae) which are found on the Mathematics paper, instead offering practical problems with numerical solutions, such as computing the volume of fluid in a container, or finding the optimal angle to throw a projectile at so that it will travel as far as possible. As a result, Applied Maths is excellent for developing strong problem solving skills, which are very valuable for future employment.

What kind of student might Applied Maths suit?

 Students considering a career in any area of Engineering, Science, Information Technology, Business, Finance, Architecture or Education.  Students who are studying Leaving Cert. higher level Maths. This course also helps students studying Physics, due to some overlap in the course content.  Students who need high entry points to get into university. On average over the past 3 years, 27% of the roughly 1280 students who sat the higher level examination each year received a grade A1 or A2. Aside from niche languages such as Latin, Russian, and Japanese, this means that Applied Maths has the highest A percentage in the Leaving Cert.  If you are considering studying any kind of engineering in college, Applied Maths is very important – all engineering students have to study Applied Maths in first year in college and you will have a head start if you have the Leaving Cert course done. Also the course covers Vectors which are not covered by Project Maths but which are very beneficial to any programme of Engineering.

Applied Maths requirements for 3 rd level courses:

This subject is not an essential requirement for any courses in the CAO system. However, there are 66 courses in the CAO system which will accept Applied Maths for entry. There are some courses which accept it in place of a lab science subject. Courses include a

Coláiste Éamonn Rís, Wexford 12 Ms. Barnwell Fifth Year Subject Choice 2016/2017 multitude of engineering programmes, Product and Industrial Design courses, Physics courses, and Mathematical sciences to highlight the main areas.

Applied Maths is useful for careers in:

Engineering (all types), Industrial Design, Physics or Mathematics, Economics, Finance, Business, Chemistry, Medicine and many more.

Art, craft and design education develops a number of important personal qualities, particularly those of initiative, perseverance, sensibility and self-reliance. It also helps develop a visual awareness and an appreciation of Art, architecture and the environment. It is a broad-ranging and exciting course, giving students an appreciation of the aesthetic values of life.

Leaving Certificate Art differs greatly from the Junior Certificate course. The exam is not based on project work. It has 4 distinct parts, each with a separate exam paper as follows; a) Imaginative Composition or Still Life 2½ hours (100 marks – 25%) b) Design/Craftwork 2½/5 hours (100 marks – 25%) c) Life Sketching 1 hours (50 marks –12 ½ %) d) History and Appreciation of Art 2 ½hours (150 – 37½ %)

For students wishing to prepare for Art College, it is essential to study the subject for Leaving Cert. The portfolio for entry to Art College must be worked on in 5th year as there is little time in 6th year. The portfolio must show the use of varied media and the talents of the student. There should be approximately 20 mounted pieces and also a sketchbook of work.

To take Art at LC level, it is highly advisable that the student would have studied Art at JC level as Art requires a certain aptitude. Any student, who has not taken Art for the Junior Cert but who wishes to take it up at 5th year, must speak to Ms. Phelan and submit samples of their work to her by an agreed date.

It is important also to note that the course involves a large amount of study for the History of Art section as it makes up approximately 40% of the course. A ‘C’ grade in higher level English is therefore also recommended. This course demands a huge amount of commitment from the student.

Art is a requirement for the following 3 rd level courses:

Art is a requirement for some IT Art courses; it is not always an essential subject for entry into Art College. Yet it is highly recommended that intending students take it at LC level especially as most Art courses require a portfolio of work.

 Art (Visual), and Design (Visual Communications) at Waterford IT require an OB3 or HC3 in Art Coláiste Éamonn Rís, Wexford 13 Ms. Barnwell Fifth Year Subject Choice 2016/2017

 The NCAD (National College for Art and Design) in Dublin require a pass in either Art or a 3rd language for entry.  Product Design and Technology at University of Limerick requires either a HD3 or OC3 in any one of the following; Applied Maths, Physics, Chemistry, Art, DCG, Construction Studies or Biology.  Griffith College Dublin (which is a private fee paying institution) requires an OD3 in Maths, Art or DCG for its courses in Interior Architecture, Fashion Design and Interior design.

Art is useful for careers in:

Art is a highly versatile subject which prepares students for a wide range of careers such as Marketing and Design in the Industrial , Commercial & Advertising areas; Media work in TV and video, design production, Product Design, Craft businesses, Architecture, Town and County planning, Art Teaching, Photography, Graphic design and many more.

Biology5

Biology is the ‘Study of Life’ in all its variety of forms. The human race shares this planet with one and a half million species of animals and plants, many of which are essential for our survival as a species. It follows therefore, that knowledge of the science of Biology is essential for an understanding of human life and the living environment around us. Through the study of Biology, students employ the processes of science in their investigation and explore the diversity of life and the inter-relationship between organisms and their environment. Students develop an understanding of the unit of life – the cell – whose structures and processes are shared by all living organisms. Students also become aware of other living organisms and their products to enhance human health and the human environment and to make informed evaluations about contemporary biological issues.

The syllabus is composed of pure science which constitutes approximately 70% of the course work, and also the technological, political, social and economic aspects of Biology which constitutes the remaining 30%. There are 3 units within the syllabus namely;

 Unit 1 – Biology – the study of life  Unit 2 – The Cell  Unit 3 – The Organism

In their studies, students undertake a range of practical work, laboratory work and fieldwork where a record of all this work is retained.

Biology is not recommended to students who have not studied Science for the Junior Cert. If you require a science subject for the course you wish to pursue at 3rd level (and have not studied science to date) then you must speak to a science teacher as well as Ms. Barnwell prior to listing Biology as a preferred subject.

5 Science requirements for 3rd level courses have been previously discussed Coláiste Éamonn Rís, Wexford 14 Ms. Barnwell Fifth Year Subject Choice 2016/2017

Biology specifically is required for the following 3 rd level courses:

 Genetics in UCC requires a HC3 in Biology.  Human Health & Disease in TCD requires a HC3 in Biology plus another science.  Biology is accepted as a laboratory science for over 200 courses as outlined earlier in this booklet.

Biology is useful for careers in:

Agriculture, Horticulture, Animal training, Ambulance Driver, Science Teacher, Dentist, Dietician, Medicine, Nursing, Farming, Forestry, Radiography, Pharmacy, Psychology, Veterinary, Physiotherapy, Bio-Engineering, Environmental Protection, Speech and language therapy and many more.

Business

Business is concerned with the understanding of the environment in which business operates in Ireland as well as in the wider International context. Business touches everyone’s life whether we realise it or not. One cannot turn on the TV, listen to the radio or read the Newspaper without coming into contact with the subject. Business will clarify in our minds many of the terms or ‘buzz words’ which we are constantly exposed to and yet unclear on. For example ‘Enterprise’, ‘Marketing’, ‘Return on Investment’ and ‘Globalisation’. The course aims to create an awareness of the importance of enterprise and to generate a positive and ethical attitude in both business and personal life. The syllabus is broken down into 3 sections. Namely;

Section A: People in Business (the Entrepreneurs, the Managers, the workers and the consumers) Section B: Enterprise (taking business ideas and developing them into effective business enterprises) Section C: Environment (how business relates to and connects with the environment)

Business is assessed through a written terminal examination which contains a variety of questioning techniques and styles. As with most subjects, higher level Business students will be expected to demonstrate a greater depth of understanding and knowledge of the concepts and issues than Ordinary level candidates.

Business forms an integral part of any 3rd level Business course but is not specifically required for any course whatsoever.

Business is useful for careers in:

The Business Industry, Banking, Accountancy, Administration, Insurance, Stockbroking, Law, Management, Marketing, Sales, Taxation, Public Relations, Teaching and many more.

Chemistry

The study of Chemistry in senior cycle is desirable not only for those who wish to pursue a career in science, or careers in related fields, but also for those who wish to gain a deeper understanding of the world around them. Chemistry is very much the central foundation science subject, which makes it ideal to pair with Physics, Applied Maths or Biology. Indeed, students of 3rd level Medical courses are advised to choose both Physics and Biology to partner their Chemistry choice.

The Chemistry syllabus features assessment of practical work and industrial case studies with a particular emphasis on environmental control. It consists of a core and options (outlined below). Each option is an expansion of material that is contained in the core. Practical work is an integral part of the study of Chemistry, and there are a number of mandatory experiments. An adequate record of practical work must be retained for the period of the course but it is assessed through the medium of the written examination paper. The syllabus consists of approximately 70% pure chemistry, the remaining 30% deals with the social and applied aspects of chemistry.

Core units include: Periodic table and Atomic structure, Chemical bonding, Rates of reaction, Organic chemistry, Environmental chemistry to name just a few.

Chemistry is not recommended to students who have not studied Science for the Junior Cert. If you require a science subject for the course you wish to pursue at 3rd level (and have not studied science to date) then you must speak to a science teacher as well as Ms. Barnwell prior to listing Chemistry as a preferred subject

Chemistry is required for the following 3 rd level courses:

 Dentistry, Medicine and Pharmacy in UCC all require a HC3  Human Nutrition and Dietetics in DIT requires a HC3  Pharmacy in TCD requires a HC3  Veterinary Medicine in UCD requires a HC3

Chemistry is useful for careers in:

Agriculture, Chemist, Nursing, Optometry, Medicine, Veterinary science, Psychotherapy, Engineering, Pharmacy, Lab technician, Science teaching, Biotechnology and many more.

Classical Studies Subject Overview Classical Studies is concerned with the civilizations of ancient Greece and Rome in all their manifestations and with their continuing influence on the modern world. It includes history, literature, art and architecture, drama and philosophy. Students who have studied Classical Studies at Junior Certificate level will have received a good introduction to the Greco-Roman world. However, it is by no means essential for the study of Leaving Certificate Classical Studies. Coláiste Éamonn Rís, Wexford 16 Ms. Barnwell Fifth Year Subject Choice 2016/2017

Students opting for the Classical studies course should have a flair for English and History in particular as it draws heavily on elements from both courses.

Content Leaving Certificate Classical Studies may be studied at Ordinary or at Higher level. At the CBS, it is envisioned that all students who take up/keep on this subject would be sitting the higher level paper. The fundamental unit of both levels is the topic. There are ten topics prescribed for examination. These topics are arranged in three groups as follows:

Group I Topic 1. Athens at War Topic 2. Alexander the Great Topic 3. Life and Thought in the Late Roman Republic Topic 4. Roman Historians

Group II Topic 5. Greek Drama. Topic 6. Ancient Epic Topic 7. Writers of the Augustan Age

Group III Topic 8. Art and Architecture in Greek Society Topic 9. The Philosopher in Society: A Study of Socrates and Plato Topic 10. Roman Art and Architecture

Assessment Leaving Certificate Classical Studies is assessed at two levels. There are separate Ordinary and Higher level papers Candidates are required to answer questions on four topics in the examination, taking at least one topic from each group.

Construction Studies

The main focus of the Construction Studies course is on the domestic house, but it also ranges from the construction of sports arenas to skyscrapers. It is a very practical course by nature in which the student is given the opportunity to achieve 50% of their Leaving Certificate exam result during their Leaving Cert year in a project and a practical exam. The other 50% is assessed in a written exam during the normal Leaving Certificate exam.

The assessment of the syllabus is broken into 3 components:

Task % Time Example

Project 25 May Modelling aspects of construction techniques Or the manufacturing of pieces of furniture

Practical 25 May Materials – cutting, shaping, making a product Coláiste Éamonn Rís, Wexford 17 Ms. Barnwell Fifth Year Subject Choice 2016/2017

Using wood

Written Exam 50 June Answer 5 out of 10 questions

Construction is required for the following 3 rd level courses:

While Construction Studies is not a sole requirement for any 3rd level course, it can meet the entry requirements for the following: (This list is illustrative only and not exhaustive)

 Construction Management and Engineering in UL  Common entry Engineering in DIT  Product Design in NUIM  Product Design and Technology in UL  Materials & Architectural Technology with concurrent Teacher Education in UL  Materials & Engineering Technology with concurrent Teacher Education in UL  Science with concurrent Teacher Education - Biological Sciences with Physics or Chemistry in UL  Science with concurrent Teacher Education - Physics & Chemistry in UL

Construction Studies is useful for the following careers:

Auctioneering, Engineering, Quantity Surveying, Architecture, Building Services, Town planning, Construction Teaching, Plumbing, Carpentry, Firefighter, Property development, Electrician, Toolmaker and many more.

Design & Communication Graphics (DCG)

DCG at senior cycle level is an extension of the Technical Graphics course offered at junior cycle with the addition of sketching and computer based drawing/graphics (CAD – Computer aided design). The programme is intended to develop the creative thinking and problem-solving abilities of students. It will assist students in being able to electronically generate drawings and design ideas.

There are 2 assessment components:

1. A student assignment (40% of the examination marks, of which CAD will form a significant and compulsory component) 2. A terminal examination paper (60% of the examination marks)

Design and Communication Graphics is required for the following 3 rd level courses:

While DCG is not a sole requirement for any 3rd level course, it can meet the entry requirements for the following: (This list is illustrative only and not exhaustive)

 Construction Management & Engineering, Design & Manufacture, Electronics, Energy, Many forms of Engineering, Many science courses, Product Design and Technology, Production Management, Applied Physics, Industrial Biochemistry, Materials & Architectural Technology with concurrent Teacher Education, Materials & Engineering Technology with concurrent Teacher Education – all at University of Limerick (UL)  Science with nanotechnology. Physics technology, Physics with medical physics, Engineering – Manufacturing and Design and also common entry 1st year Engineering – all at Dublin Institute of Technology (DIT)  Product Design – NUI Maynooth

DCG is useful for careers in:

Civil and structural engineering, Interior Design, Architecture, Building Services, Teaching, Mechanical Engineer, Town Planner, Aircraft Technician, Printing and many more.

French

French as a Leaving Cert subject aims to bring students closer to fluency in the French language, as well as developing a good knowledge of literature, culture, geography, and national history to provide a context for communication. It is the language of Diplomatic Circles and high finance today. It is one of the main working languages of the UN and the EU. On the leisure front, France is one of our nearest holiday destinations and is visited by thousands of Irish people annually. French is also a major language and is widely spoken in Canada, which currently has a very strong economy and therefore many job opportunities.

The new LC syllabus is interesting and stimulating, and enables pupils to develop a high competency in the language by fostering four language skills – reading, writing, speaking and listening.

French provides students with the grammatical workings of the language, which will assist them in further study whether for academic, business or leisure purposes. It offers insights into the culture and civilization of France and encourages an openness of mind to the customs and culture of other people.

Assessment: At both higher and ordinary level, the exam is made up of the same components, with different mark allocations as follows:

Higher Level: Ordinary Level:

Speaking (Oral exam) – 25% Speaking (Oral exam) – 20% Listening (Aural exam) – 20% Listening (Aural exam) – 25% Reading Comprehension – 30% Reading Comprehension – 40% Writing – 25% Writing – 15%

French is required for the following 3 rd level courses:

This has been outlined under continental languages earlier in the booklet.

French is useful for careers in:

Tourism, the Airline industry, Hotel and Catering, Army cadets, Teaching, Speech therapy, Law, Economics, Finance, Business, Science, Politics and many more.

German

German as a Leaving Cert subject aims to bring students closer to fluency in the German language, as well as developing a good knowledge of literature, culture, geography, and national history to provide a context for communication. German is one of the world's major languages and is the most widely-spoken first language in the European Union. German is the third-most taught foreign language in the English-speaking world, after French and Spanish. It is very useful for careers in Business, Finance and Economics and German companies manufacture some of the highest quality products available anywhere in the world.

German is the main language of about 90– 98 million people in Europe (as of 2004), or 13.3% of all Europeans, being the second most spoken native language in Europe after Russian, above French (66.5 million speakers in 2004) and English (64.2 million speakers in 2004). It is therefore the most spoken first language in the EU. It is the second most known foreign language in the EU. It is one of the official languages of the European Union, and one of the three working languages of the European Commission, along with English and French. Thirty-two percent of citizens of the EU-15 countries say they can converse in German (either as a mother tongue or as a second or foreign language). This is assisted by the widespread availability of German TV by cable or satellite.

Assessment is the same as for French (see above)

German is required for the following 3 rd level courses:

This has been outlined under continental languages earlier in the booklet.

German is useful for careers in:

Tourism, the Airline industry, Hotel and Catering, Army cadets, Teaching, Speech therapy, Law, Economics, Finance, Business, Science, Politics and many more.

Geography

Geography is the study of people, their environment, and the interaction between the two. The course follows from Junior Cert Geography, and covers very similar topics (such as rocks, soils, oceans, population movements, map-reading, and economic activities) in a lot more detail. There are a large number of optional sections on the course, allowing students to focus on the sections of the course which they like. The syllabus is wide and varied, ensuring plenty to interest you. If you enjoy drawing or are good at numbers or like to interpret graphs/charts, then you will be able to develop these skills. Field study is also an important component of the course.

The course is broken into 3 core units common to higher and ordinary level, an additional elective unit common to both levels and a further optional unit in higher level as follows:

Three Core Units:

1. Patterns and processes in the physical environment 2. Regional geography 3. Geographical investigation & skills

Two Elective Units (pick one):

4. Patterns and processes in economic activities 5. Patterns and processes in the human environment

Four Optional Units (pick one; higher level only):

6. Global interdependence 7. Geoecology 8. Culture and identity 9. The Atmosphere-Ocean environment

Assessment will take place in the form of a terminal written examination (80%) and a report on a geographical investigation (20%).

The teaching of geographical skills is an important element of the course; students are encouraged to improve their ability to gather information (from map-reading, statistics, charts), present information (using diagrams, maps, and writing), and evaluate information (separate fact from opinion, make informed judgements and propose sensible solutions to problems). These skills are assessed in the Geographical Investigation.

Geography is required for the following 3 rd level courses:

Geography is not a sole requirement for any 3rd level course. However, it can be useful in a variety of areas such as Social science, tourism etc. It may also be taken as a teaching subject in the UL Physical Education course or as part of many Arts degrees.

It is accepted in TCD for entry to their Earth Sciences, Medicinal Chemistry, Science and Pharmacy courses.

Geography is useful for careers in:

Civil Engineering, Environmental protection, Surveying, Local government, Pilot, Quantity Surveying, Meteorology, Urban and rural planning, Travel, Auctioneering, the leisure industry, tourism and many more.

History

History aims to record and analyse things which have happened in the past, with an emphasis on both how and why events occurred. It is often studied out of personal interest, but also develops important skills such as self-discipline and critical thinking which are of life-long importance.

It is crucial when studying history to pay attention to the evidence presented, and to keep in mind factors such as bias and propeganda. Students are encouraged to consider the validity of different interpretations of evidence to develop a more balanced and grounded judgement. Research skills such as drawing on a wide variety of sources of evidence (such as maps, public records, political cartoons, and memoirs) are developed throughout the course. When writing, students are taught to produce focused, logical, and supported arguments.

Note that Leaving Cert History is completely different from the Junior Cert course!

The Leaving Cert History course is divided into two distinct fields of study; Early Modern (1492-1915) and Late Modern (1815-1993). Each field is further divided into six Irish topics and six European topics. Students select one field of study, and focus on two Irish and two European topics from that field. One of the topics in each field will be prescribed as a documents-based question, which will involve examining evidence and drawing conclusions.

Assessment consists of two components:

1. A written examination paper (80%) 2. A research study report (20%)

When considering history as a Leaving Certificate subject students should note the following: Coláiste Éamonn Rís, Wexford 22 Ms. Barnwell Fifth Year Subject Choice 2016/2017

 An interest in the subject is vital; some students choose it on the basis that they like nothing else on the Subject Line.  A good knowledge of English, an ability to write (lots of essay writing is involved) and an interest in current affairs is important.  Self discipline is an essential ingredient as students must show initiative in researching material, not merely for the research topic, but also to augment their knowledge of the course in general.  Choosing it on the basis that it was an easy subject for the Junior Certificate has absolutely no basis of truth, they are two completely separate courses. Leaving Certificate history is demanding and some students find out too late to their cost that they cannot cope and drop out.  If history is a subject that you like and you have the ability, discipline and work ethic to do well in it, but is not related to the course you want to pursue at Third Level, you should consider doing it on the basis that it will get you the required points to get the Third Level course that you want.

History is required for the following 3 rd level courses:

History is not a sole requirement for any course at 3rd level. It is however advantageous for students who are considering courses in Teaching, Archaeology, Current Affairs, and Politics etc.

History is useful for careers in:

Politics, Archaeology, Journalism, Town Planning, Economics, Local Government, Museum worker, Sociology, Law, Teaching, Guards, Librarian, Tourism, Researcher, Prison Service and many more.

The aim of the Music course at senior level is to deliver a broad and balanced education in music by providing students with the musical knowledge, understanding, practical competencies and attitudes appropriate to their age, needs, abilities and interests. At each stage of music education, performing, composing and listening skills are developed. Music Technology is also practiced. It is also offered as a module in Transition Year.

Performance:Students may engage in individual or group performances. Voice and/or Instruments are practiced. Students are also encouraged, where possible, to attend external instrument lessons. This is an advantage but not a necessity!

* Note: Students choosing music as a subject option for 5th year, having not studied it at junior cert level, must be willing to play an instrument or sing as performance is worth 25 – 50% of the Leaving Certificate grade.

Composing: Students engage with a range of prescribed exercises that deal with melody writing and harmony.

Listening: Listening requirements involve a broad range of set categories. Students study…..

 Prescribed songs and works  General listening and musical literacy skills  Irish music  A chosen general study

Different musical styles, periods and genres are also investigated.

Students can take music at both higher and ordinary level. However, students are encouraged to take the higher level exam. The modes of assessment include a practical examination in individual and/or group performance, and a combined written and aural (listening) exam in composing and listening to music.

At junior cert the practical component is worth 20% but at leaving cert it is worth between 25-50% depending on the student’s preference.

In Transition year, students engage in a range of musical activities including song- writing, learning an instrument, music literacy, music/media recording and production techniques, general music studies, music appreciation and much more. Opportunities are available for all students to get involved in choirs, talent shows and musicals, whether as a performance outlet or behind the scenes. All abilities and interests are catered for. Music is an interesting, engaging and worthwhile subject that is accessible to, and enjoyed by students of all levels and capabilities.

Music is required for the following 3 rd level courses:

 Education, Religion & Music - Second Level Teaching at Mater Dei Institute of Education (Dublin) – HC3  To study Music as a subject within Arts at NUI Maynooth, a HC3 is required.  Desirable for Applied Music at Dundalk IT.  Desirable for Music media and Performance technology at UL

Physics

Physics describes the laws and forces governing natural phenomena, which include heat, light, electricity and magnetism. It uses Maths and equations to describe and predict events and phenomena. It is of key importance in Technology and particularly relevant for those interested in specialising in most branches of engineering. It can be a challenging subject but is also very rewarding to study. Questions such as ‘How does the electric motor work?’, ‘Why is it that sound can go around corners but light cannot?’, ‘How can we measure the power of an athlete?’ find their answers in the study of Physics.

The physics studied is broken into eight topics; (a) six compulsory (b) two option sections (Higher paper only, one to be done)

Compulsory sections are: 1. Optics / Waves: the study of light and sound and real life applications of the theory. 2. Mechanics: time, space, distance, speed and acceleration. 3. Heat: changes of state, energy conversions and mathematical problems. 4. Electricity: develops on from simple circuits to more detailed concepts. 5. Electricity and Magnetism: gravity, relationship between electricity and magnetism, study of how a motor works, ac. and dc. circuits and phenomena with real world applications. 6. Atomic Physics: cathode rays, x-rays, radioactive decay, fission and fusion, nuclear reactors and real world applications. Two option sections are: 1. Particle Physics: recent type of physics, delving into the new discoveries leading to a better understanding of the formation of the universe and where we came from. 2. Applied Electricity: detailed study of electricity and the working of a motor developing from electricity already studied.

At Higher level, there is a deeper, more quantitative treatment of physics. The two option sections are omitted from the ordinary level course.

The course also consists of 24 core mandatory experiments complimenting each section in an aim to develop students’ technical skills and enhance understanding and reinforce key concepts.

Physics is required for the following 3 rd level courses:

 HB3 for Theoretical Physics in TCD  Physics is accepted as a laboratory science for over 200 courses as outlined earlier in this booklet.

Physics is useful for the following careers: Architecture, Astronomy, Computers, Physics, Radiotherapy, Veterinary Science, Teaching, Engineering, Dentistry, Medicine.

*New LCVP points system – In effect from September 2016:

Award Points Distinction 66 Merit 46 Pass 28

*Old points system for LCVP – obsolete after August 2016:

Award Points Distinction 70 Merit 50 Pass 30

The Leaving Certificate Vocational Programme (LCVP) is an intervention designed to enhance the vocational dimension of the Leaving Certificate (established). The LCVP combines the academic strengths of the Leaving Cert with a new and dynamic focus on self-directed learning, innovation and enterprise. This 2 year programme aims to prepare young people for adult life by ensuring that they are educated in the broadest sense, with an ability to cope and thrive in an environment of rapid change. It is an extra subject and is studied at the same time as religion class.

Programme Requirements (From 2004 onwards):

 At least five Leaving Certificate subjects plus the Link Modules, one of which must be Irish  Two of the above subjects must be selected from one of the designated Vocational Subject Groupings

Two Link Modules:

1. Preparation for the World of Work

Students will research and investigate local employment opportunities, develop job seeking skills such as letter writing, CV presentation, interview techniques; gain valuable practical experience of the world of work; interview and work shadow a person in a career area that interests them.

2. Enterprise Education

Students will be involved in organising visits to local business and community enterprises; meet and interview enterprising people on site and in the classroom; plan and undertake interesting activities that will build self–confidence, creativity, initiative and develop teamwork, communication and computer skills.

 A recognised course in a Modern European Language other than Irish or English: What is a recognised Modern European language course for LCVP students? The school has the discretion in this case – there are various options open to students. They can take a language at Junior Certificate level or the language teacher can devise a school programme in the language. Students must take the language class for a minimum of one class period per week or equivalent over the two years of the programme within school time.  If a student is exempt from Irish for the Leaving Certificate they are automatically exempt for the LCVP and students should replace Irish with another subject.

 In the case of oversubscription, preference for places on the LCVP programme will be given to those students who currently possess a 3rd language.

NB: Your LCVP grade can be used instead of another subject for point’s purposes (i.e. If you get 60 points for your Geography exam and a Distinction in LCVP, you can use your 70 points, thus adding an additional 10 points on to your total)

Vocational Subject Groupings (VSGs)

Two subjects are selected from one of the Vocational Subject Groupings. These subjects provide students with a focus for developing vocational skills and exploring their career options.

1. Construction Studies and DCG 2. Construction Studies and Physics 3. Accounting and Business 4. Physics and Chemistry 5. Chemistry and Biology 6. Biology and Physics 7. Construction Studies and Accounting 8. Construction Studies and Business 9. Art and Accounting 10. Art and Business 11. Music and Business

Assessment of the Link modules:

LCVP students follow the same subject syllabi and are assessed in the same way as their peers in the Leaving Certificate (established). For the 2 Link Modules, students are assessed through written examination (worth 40% which takes place in May of Leaving Cert year) and a portfolio of coursework (worth 60%).

The written exam involves the following elements: assessing an Audio visual presentation, a case study (which is received in advance), and general questions (to do 4 out of 6).

The portfolio is assembled over 2 years and includes; A CV, Career Investigation, Enterprise/Action Plan, Summary Report, Work Experience and a Recorded Interview.

* For additional information on LCVP please see: http://www.ncca.ie/uploadedfiles/JuniorCycleReview/LCVPProgrammeStatement.pdf

Information on Post Leaving Certificate Options:

When you leave school there are many different options open to you, ranging from apprenticeship training to P.L.C. courses to Honours Degree programmes. Under the National Qualifications Framework (NFQ) students can study for level 5,6,7 or 8 qualifications. (See diagram below)

 Level 5: One or two year Post Leaving Cert courses (FETAC) Available in many Second Level schools and colleges around the country. Can lead on to level 6 courses in Institutes of Technology.

 Level 6: Two year Higher Certificate Courses available in the Institutes of Technology. Can lead on to Level 7 and 8 courses in the same field.

 Level 7: Three year Ordinary Degrees available in the Institutes of Technology. Can lead on to Level 8 courses in the same field.

 Level 8: Three or four year (with some exceptions such as medicine) Honours Degrees available in all of the Universities and the Institutes of Technology.

Having completed Level 8 students can continue on to Level 9 (Postgraduate Masters) and Level 10 (Doctorate).

Universities:  University College Dublin (UCD)  Dublin City University (DCU) - now incorporating Church of Ireland College of Education (primary teacher training, Mater Dei Institute of Education (second level teacher training) & St. Patrick’s College, Drumcondra (primary teacher training & arts)  Trinity College Dublin (TCD)  Maynooth University (NUIM) – now incorporating Froebel College (primary teacher training)  University of Limerick (UL)  University College Cork (UCC)

 NUI Galway (NUIG)

Institutes of Technology:  Athlone Institute of Technology  Cork Institute of Technology  Dublin Institute of Technology  Dundalk Institute of Technology  Dun Laoghaire Institute of Art Design and Technology  Galway Mayo Institute of Technology  Institute of Technology Blanchardstown  Institute of Technology Carlow & Wexford  Institute of Technology Tallaght  Institute of Technology Tralee  Letterkenny Institute of Technology  Limerick Institute of Technology  Limerick Institute of Technology - Thurles, Clonmel  Sligo Institute of Technology  Waterford Institute of Technology

Smaller, specialised colleges and private colleges:  American College Dublin (private-fees apply)  Carlow College  College of Computer Training (private-fees apply)  Dorset College (private-fees apply)  Dublin Business School (private-fees apply)  Dun Laoghaire Institute of Art, Design & Technology  Galway Business School (private-fees apply)  Grafton College of Management Sciences (private-fees apply)  Griffith College Cork, Dublin & Limerick (private-fees apply)  IBAT College (private-fees apply)  ICD Business School (private-fees apply)  Independent Colleges Dublin (private-fees apply)  Irish College of Humanities & Applied Health Sciences, Limerick (private-fees apply)  Marino Institute of Education (primary teacher training)  Mary Immaculate College, Limerick (primary teacher training & arts)  National College of Art & Design  National College of Ireland  Pontifical University, Maynooth (theology)  Portobello Institute (private-fees apply)  Respond College (private-fees apply)  Royal College of Surgeons (Medicine, Physiotherapy & Pharmacy)  Shannon College of Hotel Management  St. Angela’s College, Sligo (home economics teaching, nursing, food, textiles)  St. Nicholas Montessori College (private-fees apply)

See www.cao.ie for contact details of all the colleges listed above

Central Applications Office (C.A.O.): Students can apply for courses in all of the colleges listed above through the C.A.O. from November - January of their Leaving Certificate Year. Courses are available at Level 6, 7 & 8. Students applying to medicine should register with the CAO in early November in order to secure a suitable location for the HPAT exam which takes place in February.

Information for students who are interested in studying medicine:

Applicants to medicine must sit the HPAT (aptitude test). Check out www. hpat - ireland.acer.edu.au for HPAT practice questions and tips. Register for the HPAT-Ireland online at ACER’s website: www.hpat-ireland.acer.edu.au Registrations for HPAT-Ireland open in early November and must be submitted online by 17:15 GMT on 20th January each year.

The application fee is €115.00 (reduced application fee may be available).

Late registrations will be accepted until 5.15pm GMT on 1 February on payment of a late fee of €70 in addition to the registration fee.

Note: In addition to an application to ACER, students must first apply to the Central Applications Office (CAO) www.cao.ie to complete the HPAT-Ireland test.

The HPAT-Ireland is usually held in February / March.

The results will be released in late June.

The HPAT-Ireland is usually offered in Cork, Dublin, Galway, Sligo and Waterford.

HPAT-Ireland measures a candidate’s logical reasoning and problem solving skills, non-verbal reasoning aptitude and the ability to understand the thoughts, behaviour and/or intentions of people. The test results complement the Leaving Certificate Examination in selecting applicants for admission into an undergraduate medical school programme.

Format of the HPAT-Ireland The HPAT-Ireland test is a 2½ hour paper-based test consisting of three modules or sections:

 Section 1 (40%): tests your logical reasoning and problem solving skills. Some questions test your logical and critical thinking skills. Other questions test your ability to solve problems and interpret data. Overall, this section is designed to test how fast you can interpret information and your ability to think in various ways.

 Section 2 (40%): tests your ability to understand people. You will be given various passages or scenarios describing people and interactions between

people. You will need to empathise (put yourself in another person’s shoes), and understand what they might be thinking or feeling. You may also be asked to explain why a person behaves the way they do.

 Section 3 (20%): tests your non-verbal reasoning. This involves finding patterns and trends in a sequence or block of pictures. It tests your ability to think non-verbally.

All questions are in a multiple choice format with 4 or 5 possible responses. The maximum overall score a candidate can receive is 300. An overall percentile rank is also given. This indicates how well a student has performed against other HPAT-Ireland candidates.

In 2016, undergraduate entry into medicine for school leavers will be based on:

 Achieving a minimum of 480 points (the revised points scale had not been applied to entrance requirements for medicine at the time of going to print) and meeting the minimum entry requirements for the programme in the same sitting of the Irish Leaving Certificate Examination* and

 Completing the required admissions test (HPAT-Ireland) in 2016**.

Explanation of CAO points for entry to Medicine:

Normal Leaving Adjusted Leaving Certificate Points before the HPAT score is Certificate Points: added: 550 550 555 551 560 552 565 553 570 554 575 555 580 556 585 557 590 558 600 560

Maximum HPAT score is 300. Therefore maximum possible score for medicine applicants is 860.

Additional Information for Students:

HEAR, DARE & Supplementary Access Routes:

The Higher Education Access Route (HEAR) is a college and university admissions scheme which offers places on reduced points and extra college support to school leavers from socio-economically disadvantaged backgrounds.

The Disability Access Route to Education (DARE) is a college and university admissions scheme which offers places on a reduced points basis to school leavers with disabilities. DARE has been set up by a number of colleges and universities as evidence shows that disability can have a negative effect on how well a student does at school and whether they go on to college. See www.accesscollege.ie for more details.

NOTE: All of the Universities and some of the Institutes of Technology are part of the HEAR and DARE schemes. Other colleges offer supplementary access routes for students with disabilities and economically disadvantaged students e.g. WIT and IT Carlow. Entry on reduced points and financial assistance are offered. Check with your Guidance Counsellor or contact the admissions officer at the college directly for further information.

Garda Vetting: An ever increasing number of courses at Third Level have introduced Garda Vetting as part of their entry criteria.

Final Remarks

1. Career Focus:

Remember that all 3rd level colleges and courses have minimum subject entry requirements. If you do not meet them, it does not matter how many points you get in the LC, you will not get a place on the course.

It may seem very early to be raising the question of a career path, but some careers are only accessible through particular courses, which are open only to students who have successfully taken particular subjects for their LC.

Unless you are certain that you want to undertake a career in a specific field, I would strongly advise that you take a range of different subjects where possible i.e. a Science, a language, a Business subject etc.

The most important factor is whether you will enjoy the subjects that you have chosen as you will always work harder at the subjects you enjoy the most.

2. Subject Options Form:

Bear in mind that not all subject combinations may be available due to timetable clashes. Just because a student selects a subject, it does not mean that they will automatically get it. Subjects are also driven by demand which may mean that all subjects may not be run in a given year i.e. if there are too few students to make a class viable.

Subject option bands at Colaiste Eamonn Ris are driven by students’ subject choices in a given year group i.e. the computer does a ‘best fit’ analysis of the options selected by all students. Therefore, it is vital that students list their subjects in genuine order of preference as the system will try to accommodate top choices first. Whichever subject you want the most goes as number 1 choice and so on until all 7 choices have been filled out. Select 7 subjects (all 7 must be filled out), list them in order of priority and return the form on time! (This year the form is due back on or before Friday March 27th).

3. LCVP

If you are taking certain combinations of subjects (see LCVP section), you are eligible for the LCVP. It may be of particular interest to students with exemptions from Irish as it may act as a 7th subject (8th in the case of those doing Irish).

4. What happens if I don’t study higher level Irish?

Apart from ruling yourself out of degrees with Irish as a core subject, the main consequence is not being able to study Primary Teaching in any of the Irish training colleges.

5. What happens if I don’t study higher level Maths?

You will be ineligible for many degrees at University level including; Engineering, Computing, Science as well as most degrees that include Maths as a core subject. However, similar programmes may be available at Institutes of Technology with an ordinary level Maths requirement.

6. What happens if I take foundation level Maths:

You will be ineligible from the vast majority of courses which include Engineering, Computing, Science, Business, Construction, and Agricultural courses. However, some humanities programmes and Social science programmes are available in both Universities and ITs which will accept it. Please talk to Ms. Barnwell and your Maths teacher prior to making such a decision.

7. What happens if I do not take a language other than Irish/English?

The National University of Ireland demands a pass on an Ordinary level paper for entry to a large number of courses (with the exception of most courses in the areas of Science and Engineering) at its colleges UCC, UCD, NUIG, and NUIM. You also need a 3rd language to become an army or air corps cadet.

8. What are the hardest and easiest subjects in the LC?

No such thing! The best advice is to choose subjects that you like, have an interest in, and an aptitude for.

The jump from junior cert to leaving cert in terms of what is expected in each subject is not to be underestimated. There is quite a step up and students need to be very prepared for this. Work needs to start from day 1 of 5th year. If students fail to pay heed to this, they are making life a lot more difficult for themselves in the long run.

9. Be aware!

It is vital to be as informed as you can be about the various subjects on offer. This involves speaking to the relevant subject teacher, the Guidance Counsellor, other students currently studying the subject and also borrowing books to look at the subject content. You should ensure that you are entering into a subject area with your eyes wide open!

10. Useful Websites: www.cao.ie www.qualifax.ie www.skoool.ie www.careersportal.ie www.careerdirections.ie www.scoilnet.ie http://www.curriculumonline.ie

College Websites: www.tcd.ie www.dcu.ie www.ucc.ie www.wit.ie etc.

* Do not make a rash decision when it comes to choosing your subjects. It should not depend on the teacher involved or what your friend is choosing. Explore your interests and choose wisely based on what you feel will suit your interests and abilities best!!!

STUDY/ WELLBEING/ LIFESTYLE:

Note: The Leaving Certificate is a two year programme. You need to spend 3.5 hours doing homework and study 6 times per week from the beginning of 5th Year.

Tips for devising a study timetable for Senior Cycle students:

(Please note, this is easily adaptable for Junior Cert students)

 7 sheets A4 paper - 1 per subject (master list)

 Break each subject down into 40 minute blocks/study sessions.

 Sunday night: Fill in timetable for the week ahead only. Include tests, essays, appointments, training etc.

 Each Sunday put a tick beside topic on master list that you are going to study during the week ahead.

 Each night cross out the topic on your master list when you have studied it. You will be able to see the progress you are making and this will motivate you to keep going.

 Study before homework.

 Study 2/3 subjects per night when possible.

 Mix favourite subjects with more difficult ones, mix higher level with ordinary level. Avoid studying different languages on the same evening.

 Before you begin a topic take out the exam papers and read through relevant questions. This focuses the mind. Study must be direct and focused.

 Take brief notes- make them visual and colourful. Use diagrams, mind maps.

 Afterwards answer in point form.

 If something unexpected comes up reschedule the study for the weekend or the following week.

 Switch off your phone – leave it elsewhere if needs be.

 You should be spending at least 3.5 hours on study and homework combined and you should be doing this at least 6 times per week.

 Have a routine - schedule time with your friends at the weekends.

 Cut back on socialising and part time work.

 Just sit down and get on with it!

 Ask your Guidance Counsellor for help if you need it.

Revision Tips:

1. Exercise: Improve your blood flow and take your mind off studying. 2. Take breaks: Take a 5-10 minute break for every 40 minutes studying. 3. Take care of yourself: Stay healthy to keep high brain function. 4. Meditate: Mindfulness practice can keep stress to a minimum – just take 3 minutes to breathe! 5. Record yourself: Record material for orals on your phone. 6. Study Apps: Khan Academy. 7. Plenty of sleep: Approx 8 hours each night to feel fully rested. Coláiste Éamonn Rís, Wexford 35 Ms. Barnwell Fifth Year Subject Choice 2016/2017

8. Daylight hours are more productive and better for our bodies. 9. Less caffeine: Don’t overdo it. Stay hydrated with water to improve alertness. 10. No late snacks: Avoid the temptation to snack at night and fall asleep easier. 11. Past papers: Prepare for exam style questions – www.examinations.ie & www.studyclix.ie 12. Study groups can provide new ideas and mutual support. Teach each other. 13. Rewrite notes: Increases memory and retention. 14. Flash cards: Create your own flash cards on cram.com 15. Mind maps: Visualise information and make neural connections. mind-mapping.co.uk 16. Use colour: Using different colours keeps your brain stimulated. 17. Avoid block text: Big blocks on one-tone text make us lose concentration fast. 18. Highlight key notes to make them stand out. 19. Talk to yourself: Speaking your notes out loud increases retention. Make it a song: Turn difficult or boring topics into a song for easier learning. 20. Eat fish, nuts, seeds, eggs, peanut butter, fruit, vegetables, whole grains, oats, berries, beans, dairy & lean meats. A healthy diet will boost memory, concentration and energy levels. 21. Consider a supplement – spirulina etc available in health food shops. 22. Timetable: Organise your time with a revision timetable. 23. Allow enough time: Be realistic with your time to avoid last minute rushing. 24. Be organised: Save time and stay organised by keeping notes and papers in folders. 25. Good lighting: Getting the right light reduces eye strain so you can read for longer. 26. Surroundings: Take some time to organise your study area to minimise distractions. 27. Set goals: Set yourself achievable goals to break up big tasks. 28. Reward yourself: Stay motivated by rewarding yourself every time you complete something. 29. Avoid looking at screens before bedtime as the light has a negative impact on sleep.

Exam Techniques:

1. Read the Instructions: Check the instructions at the beginning of each test paper carefully. There may be a small change in the exam format from year to year. 2. Read Questions carefully: Read each question carefully. Highlight or underline the key words or phrases. 3. Check for compulsory questions: Tick the questions that must be answered in each section. Then tick off the question(s) you are likely to answer (using a different colour) 4. Allocate time for each question: This should be done before the exam itself. The amount of time spent on each question will be determined by the percentage of the overall marks going for the question. For example, the time you allow will double if the marks awarded are double those of other questions. Allow at least five to ten minutes at the start of the test to read over the paper and ten minutes at the end to read your answers. It’s important that you try to stay within the time you have allocated for each question. 5. Begin with your best: Begin your exam with the question you feel you can best answer. If you do this you will build confidence in your ability to tackle the remainder of the test. Coláiste Éamonn Rís, Wexford 36 Ms. Barnwell Fifth Year Subject Choice 2016/2017

6. Plan your answer: Jot down an outline of your answers by noting the main points before you begin to work on the answer proper. It is good to let the examiner see this work. 7. Avoid Clutter: Remember to allow plenty of space between points and sections and label all your answers clearly. Do everything you can to make the job of the examiner easier. 8. Keep an eye on the time: If you run over the allocated time when dealing with a question it may be better to leave a space and continue to the next question. Above all, avoid the disaster of not having time to attempt all the required questions. 9. Don’t Waffle: There are simply no marks for repeating the same points or ideas. Be as clear and concise as you can. This does not mean that you don’t explain things fully and give examples especially when you are expected to elaborate. 10. Understand typical question formats: Know exactly what is expected from you in an exam when asked to Compare, Contrast, Define, Discuss, Explain, Trace, Summarize, Describe and Outline. Take special note of words such as including, and, or. 11. Avoid post mortems: When your exam is over don’t get involved in detailed post mortems, turn your focus to the next exam. If you feel stressed or worried at the way things went it’s best to chat with a sympathetic adult, or someone who can listen and offer you a balanced view of your performance. 12. If you have time to spare re-read your work: Don’t stop working on your paper before time is up. There are no extra marks awarded for being finished early. Your exam is designed to be undertaken within the time allocated. If you have time left after you read over your paper read over it a second time. Ideas may come to you even at this final stage. 13. Use notes: It could happen that you discover that you have done something wrong, left a question out or perhaps misread a question. If time is not on your side, lay the correct answer out in note form first, then elaborate on the notes. Try not to panic. 14. Bring a drink and glucose sweets: Bring a drink of water into the exam hall in order to avoid dehydration.

STUDY TIPS for Junior Cycle Students:

HOW PARENTS CAN HELP:

1. Check journal at night

2. Encourage the development of a good home-work routine

3. Ensure study area is free of distractions

4. Check presentation of work

5. Examine learning work and encourage self testing (mini whiteboard/chalk board)

6. Encourage preparation for class tests

7. Encourage healthy eating, exercise and adequate sleep

8. Make sure student packs their bag the night before

9. Praise the Effort v the Result

WHERE TO STUDY:

 Routine is important -----The same place and time

 A quiet room with a desk and supportive chair

 Good lighting, warm room and wear comfortable clothes

 No distractions (TV, Phone, ipod, ipad, tablet, music etc...... )

 As soon as possible after school

 2- 2.5 hrs x 6 times per week approx (homework & revision)

 Do not spend a long time on one subject (25 – 35 mins approx)

 Plan around Sport/Activities ------Avoid homework on Sunday nights

ORGANISATION:

 Follow a weekly timetable and fill in ALL activities - study, homework, training, exercise, dinner, leisure time, TV, Facebook etc. As every week is likely to be different you should spend 10 minutes on Sunday making out a timetable for the week ahead.

 Study/ revise 2 - 3 subjects each night and then do homework.

 Be specific: don't write 'English', write the poem/story that you will revise.

 Do homework on the night it is given.

 Start with a subject that you are good at.

 Continue with the more difficult ones, mix higher and ordinary level subjects, learning and practical subjects - e.g. Irish and Art.

 Don’t study different languages on the same day.

 Return to difficult subjects at the end of the session and try again. Coláiste Éamonn Rís, Wexford 38 Ms. Barnwell Fifth Year Subject Choice 2016/2017

 All subjects should be covered, not just written work.

 Tick off homework as it is completed.

 Have a homework buddy (If absent get the work from a friend)

LANGUAGES:

 Get involved by Reading, Speaking, Writing.

 Read written work out loud------Don’t worry about making mistakes.

 Speak with a friend (at lunch time, going up town...)

 Learn 5 new words a day.

 Record yourself speaking in the language - this is great preparation for oral exams in the future.

LEARNING:

 Reading over is not learning!

 To learn: 1. Read over notes.

2. Write out main points/facts (*Flash cards).

3. Memorise these.

4. Close the book and rewrite/say points.

5. Check and note anything forgotten.

6. Try again.

NOTES:

Good note-keeping 1. Neat, short, labeled, key points or words

2. In outline list form or diagram form (spider diagram, mind map)

3. Make sure you understand the material you are learning

HEALTH & LIFESTYLE:

 Eat a healthy Diet (Super foods: Salmon, eggs, peanut butter, whole grains, oatmeal, berries, beans, milk and natural yogurt, fish and lean meat. All help with concentration). Avoid too much sugar and salt. Consider a supplement to aid concentration, memory & boost energy levels.

 Drink plenty of water (recommended 8 glasses/day)

 Get plenty of sleep (keep bedroom technology free as screens effect sleep)

 Exercise-establish a routine a walk after school / swim 3 times per week.

And finally: just sit down and get on with it!!!

Game Over! Knowing when to stop:

Information for Parents about managing online computer gaming: Parents may be concerned that their children spend too many hours alone on the computer and the effect that online computer gaming has on them. . General Information:  Online computer gaming involves playing games, often with other players over the internet (via Xbox/PlayStation, PC/Laptop, or mobile devices)

 Addiction to playing online computer games can have extremely negative consequences for children. It can reduce their ability to concentrate at school, put stress on family relationships, socially isolate them from their peers due to decreased interaction, and ultimately may impact their health/mental health.

 Concerns about online computer gaming can stem from fear and unfamiliarity about the gaming subculture which has its own set of rules, social structures and social networks.

 Not caring about the amount of time your child spends in front of the screen is a dangerous position to adopt. The recommended time for a teenager for total entertainment screen time is no more than 2 hours per day. Flexibility on this is at parents’ discretion over weekends and holidays.

Tips for Parents on dealing with online gaming issues:

1. Educate yourself about online gaming – find out what it means to your child. Be curious and interested as this will help your child understand that you want to know

about their life and their interests. It will also give you a better insight into how they are spending their time if they are not being monitored whilst online.

2. Set the computer up in a public area of the house where it will be much easier for you to supervise. Do not under any circumstances allow screens in the bedroom if you expect your child to perform to the best of his ability in school. Also, screens in the bedroom promote gaming until a much later time which can affect sleep quality and concentration.

3. Further to point 2, model active parenting by establishing a family home use plan for all media. As part of the plan, enforce a mealtime and bedtime “curfew” for media devices, including mobile phones. Establish reasonable but firm rules about mobile phones, texting, Internet, and social media use. E.g. no phones whilst doing homework/study.

4. Ensure that you negotiate boundaries and limit the number of hours your child spends playing games. This is especially important during the week as gaming can interfere with homework and study, ultimately resulting in poorer grades. It can also cause tiredness, anxiety and isolation from activities that the child once enjoyed i.e. sport, reading etc.

5. Assess very carefully how computer gaming is affecting your child.

- Do they have other friends and social connections outside of their online world?

- Are they performing school and household tasks normally?

- Do they have interests/hobbies outside of gaming?

- Is gaming impacting their health/mental health in any way?

- Is your child aware of these effects?

6. If you have concerns, do not be afraid to address them. You are the primary educator of your child and as such need to determine what appropriate/inappropriate usage is. The school will not be able to quick fix an issue with excessive game playing. This issue must first be properly addressed in the home.

7. Encourage your child to get involved in other more social activities such as sports, youth clubs, reading, volunteer work etc.

Symptoms of Video Game Addiction in Teens

Although it hasn't been given an "official" diagnosis, addiction-like behaviours with computer, video, and Internet gaming have noticeably increased among both teenagers and adults. Like any addictive behaviour, there are signs to look for if you suspect your teen might have a gaming addiction. Your teen need only exhibit two or three of these symptoms for his behaviour to be considered "addictive."

 Preoccupation Someone who is addicted to computer, video, or Internet gaming often exhibits an unusual preoccupation with the game or computer when he is away from it. The teen could seem distracted, irritable, or disinterested and may talk about the game almost constantly.  Downplaying Computer Use It's common for someone with addictive, computer-related behaviours to downplay the amount of time she spends in front of the TV or computer. The person may make excuses, saying he "needs" to be online, or may outright lie.  Lack of Control A person who is addicted, or at risk of becoming addicted to gaming, is unable to control the amount of time he spends on the computer. He may go online with the intent to spend 15 or 20 minutes, but will keep extending the time until several hours have passed.  Loss of Time Along the same lines, a person may sit down at his computer, again with the intent to spend only a few minutes, but completely lose track of time and suddenly find that several hours have passed. It is not unusual for someone with a gaming addiction to play through the night and only realize how much time has passed when the sun begins to rise.  Negative Impact on Other Areas of Life Because the person spends so much time on the computer or video game console, other areas of life are neglected. He may grow distant from friends and family who had previously been close. Homework may go unfinished, causing grades to slip. In more extreme cases, the teen may even neglect personal hygiene, choosing to play video games rather than taking a shower.  Hiding from Negative or Uncomfortable Feelings or Situations Some people become addicted to gaming because they use it to self-medicate. When confronted with situations or feelings that are uncomfortable (feeling sad, arguing with a friend, or getting a bad grade), the person may "hide" in the game as a method of avoidance.  Defensiveness When confronted or asked about his time spent gaming, a person may become defensive. Denial is often an indication that something is wrong, especially if the

person seems unconcerned that friends and family feel neglected or left out of his life.  Misuse of Money Someone who is addicted to video, computer, or Internet gaming will spend a disproportionate amount of money on computer-related items. The person will seem to be continually upgrading hardware, software packages, and accessories. This becomes an even greater problem if the person spends money that should be used for bills, groceries, and other necessities.  Mixed Feelings As with any addiction, use of the "substance" – in this case, the video game – initially causes euphoric feelings, but that euphoria is quickly followed by guilt. Guilt may be felt either over what the person is doing while online or simply the amount of time he is spending at the computer.

Though this list is not exhaustive, it provides warning signs for parents, friends, and other family members to look for if they are concerned about someone's use of video, computer, or Internet games. This list can also be used as a self-diagnosis tool for those who believe they may have a problem.

Contact Ms. Barnwell:

Throughout the next number of years whilst your son is in the school, you may need to contact Ms. Barnwell (Guidance Counsellor). Whether the issue is subject, school or career related, or indeed is a matter of concern in relation to personal matters, please feel free to contact via;

Phone: On the main school number 053 9141391 Email: Directly email Ms. Barnwell @ [email protected] In Person: Students are welcome to approach the guidance office at any time to make an appointment.

Coláiste Éamonn Rís, Wexford 43