“To promote the personal, social, educational and vocational development of pupils and to prepare them for their role as autonomous, participative and responsible members of society”
Everything we do as teachers in Transition Year is aimed at meeting our mission as stated above. We cannot assume however, that just because we clearly state our mission, we are achieving it. What we need is to constantly review what we are doing to ensure it is achieving what we set out as our aims and then to make any necessary changes or improvements.
Transition year has expanded very significantly over the past seventeen years from two class groups of approximately fifty students to six or seven class groups of approximately one hundred and seventy students.
With this expansion we are in a position to provide students with a more extensive and varied programme organised along the following lines:
The core curriculum consists of the following subjects:
There are 4 Modules, each with 8 or 9 subjects. Students choose one subject from each module first in September and again in January. The reason for allowing students choose from each module twice during the year is to increase their total subject ‘intake’.
The exact subject make up of each module varies from year to year depending on the availability of teachers. This is a weakness in our current curriculum provision and one which needs to be addressed.
In addition to the core curriculum and the modules we offer students a number of additional curriculum elements including:
The predominant modes of assessment used in the Transition Year are the class test and student project work. Students are also expected to present a portfolio of their work at the end of the year.
