Leaving Certificate Scientific and Social Home Economics

At Leaving Certificate Level the Home Economics syllabus is divided as follows;

Core

The core consists of three areas:

  • Food Studies (45%)
  • Resource Management & Consumer Studies (25%)
  • Social Studies (10%)

Electives

There are three electives, from which one is chosen

  • Home Design and Management (20%)
  • Social Studies (20%)
  • Textiles, Fashion and Design (20%)

A food studies coursework booklet worth 20% of the Leaving Certificate Home Economics mark is also completed in fifth year. This requires the completion of five food studies assignments.

 

 

LCVP – LINK MODULES

The Leaving Certificate Vocational Programme (LCVP) is an intervention designed to enhance the vocational dimension of the Leaving Certificate (established). The programme was introduced in 1994 in response to the challenge placed on Ireland’s education system by a changing work and business environment.

The LCVP combines the academic strengths of the Leaving Certificate (established) with a new and dynamic focus on self–directed learning, innovation and enterprise. This two-year programme is part of an expanded provision that aims to cater for the diversity of participants’ needs at senior cycle.

The primary goal of the LCVP is 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. Participants in the programme are encouraged to develop skills and competencies fundamental to both academic and vocational success.

Throughout the programme students are encouraged to:

  • Be innovative and enterprising
  • Take responsibility for their own learning
  • Adapt to changing circumstances
  • Evaluate data and devise solutions to problems
  • Communicate their thoughts and ideas effectively
  • Work with others as part of a team
  • Investigate and plan career options
  • Use information and communications technologies
  • Investigate local businesses and community enterprises
  • Learn from their experiences

These skills and qualities are equally relevant to the needs of those preparing for further education, seeking employment or planning to start their own business.

The strong vocational focus of the LCVP is achieved by arranging Leaving Certificate subjects into Vocational Subject Groupings (VSGs) and through the provision of additional courses of study in work preparation and enterprise known as the Link Modules.

Information and Communications Technology

Students taking the LCVP will have an opportunity to develop and apply their IT skills. Students should also have an opportunity to use audio-visual equipment and computer presentation packages for recording and presentation purposes. During the course of the programme students will develop skills to:

  • Enter, edit, store, retrieve and print information
  • Word process CVs, letters, reports and create illustrated documents
  • Send and receive e–mail messages
  • Access and use relevant information from CD Roms and the Internet

Teaching and Learning

The use of active teaching and learning methodologies is encouraged across the LCVP curriculum. Experiences such as work placement, career investigation, mini–enterprise, business and community visits are an integral part of the programme. The Link Modules encourage students to apply the knowledge and skills they have acquired through their Vocational Subjects and in other areas of their Leaving Certificate. Vocational relevance is enhanced by putting in place opportunities for students to plan, organise and engage in active learning experiences inside and outside the classroom.

  • Conducting Investigations – businesses, community enterprises, agencies
  • Arranging Visits out of school to sites of interest in the context of conducting investigations
  • Inviting Visitors to the classroom -adults other than teachers as resource visitors
  • Working in Teams – on projects and investigations
  • Organising Enterprise Activities – setting up projects as vehicles of learning
  • Actively preparing for work – career investigation, job search, practice at interviews
  • Experiencing the world of work, work experience, work simulation, work shadowing
  • Making presentations to adults and peers
  • Using Information and Communications Technology – to access, store, communicate and present information

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. For the Link Modules they are assessed by Written Examination (40%) and by Portfolio of Coursework (60%).  The written examination takes place in May of the Leaving Certificate Year.  The examination is of two and a half hours duration and consists of three sections which are outline below.

The structure of the Written Examination is as follows:

Section A Audio Visual Presentation
Section B Case Study (received in advance by students)
Section C General Questions (4 out of 6)

The Portfolio of Coursework accounts for 60% of total marks. Students assemble the portfolio over the two years of the programme and it is assessed at the end of the final year of the Leaving Certificate.  The Portfolio and Written Examination are externally assessed by the Department of Education & Science.

LINK MODULES - PORTFOLIO OF COURSEWORK

CORE ITEMS

Curriculum   Vitae
  Career Investigation
  Enterprise/Action Plan
  Summary Report

OPTIONAL ITEMS (any two)

Diary   of Work Experience
  Enterprise Report
  Recorded Interview/Presentation
  Report on My Own Place

Grade

Per cent

Distinction
  Merit
  Pass

80%   – 100%
  65% – 79%
  50% – 64%

The Link Modules are recognised for points purposes by the Institutes of Technology and the Universities. The points are allocated as follows:

Grade

Universities and Institutes of Technology Award

Distinction
  Merit
  Pass

70   points
  50 points
  30 points

More information can be viewed on the NCCA website, please follow the link.

 

MUSIC

 

 

MUSIC FOR THE LEAVING CERT is still made up of the 3 main areas of Performing, Composing & Listening, however the weighting of marks is slightly different.

Performing=25%

Listening=25%

Composing=25%

For Higher Level Leaving Cert, all students “ELECT” one of the 3 areas in which to do their final 25%. The majority of students choose Performance – they do an extra-long practical exam (approx 20 mins in total), worth 50% rather than 25%. Students who do their elective in Composing must submit a portfolio of their own compositions in order to gain their final 25%. Listening Elective students must carry out research in an area of music they have a specific interest in. On the day of the Leav Cert Music Exam in June they sit an extra written paper, based on their chosen topic, in order to gain their final 25%.

 

MUSIC TECHNOLOGY can be used as part of the practical exam for the Leaving Cert. Students must demonstrate an ability to input tracks/create backing tracks using electronic instruments or software. Roscommon Community College has acknowledged the importance of Music Technology through the purchase of a top of the range iMac computer & Sibelius Software for the Music Department.

 

FURTHER DOWN THE ROAD……It’s a long way off, but the day will come where you have to think of a career. What about a career in music?? Here are just a few careers that involve music….

  • Performer (singer, instrumentalist, band      member, orchestra….)
  • Music Teacher (full time, part time)
  • Composer/Arranger/Songwriter
  • Concert Promoter
  • DJ/Radio work
  • Music Journalist/Critic
  • Music Librarian
  • Sound/Recording Engineer/Technician
  • Talent scout for Record Labels
  • Stage hands at concerts
  • Music Supervisor (for movies, TV, video      games, etc)
  • Booking agents/PR for musicians

 

ADDED BENEFITS   OF MUSIC EDUCATION!!!

Research has shown that….

      
  • Musical training physically develops the part of the brain known to        be involved with processing        language
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  • There is a link between music & spatial intelligence – the kind        of intelligence needed for problem        solving & maths.
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  • Students who study Music (and other areas of the arts) are more successful on        standardised tests & achieve higher        grades in school.
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  • Through music study, students learn the value of sustained effort to achieve excellence &        the concrete rewards of hard work.
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  • Music enhances teamwork        skills & discipline. In order for an orchestra or any music        group to sound good, all players must work together harmoniously towards        a single goal, the performance, and must commit to learning music,        attending rehearsals, and practicing.
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  • Music provides children with a means of self-expression. Self-esteem        is a by-product of this self-expression.
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  • Music study develops        skills that are necessary in the workplace. It focuses on “doing” as opposed to        observing, and teaches students to perform. Employers are looking for multi-dimensional workers        with the sort of flexible & supple intellects that music education        helps to create.
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  • Music performance teaches young people to conquer fear and take risks. A little anxiety is a        good thing, and something that will occur often in life. Dealing with it        early and often makes it less of a problem later. Risk-taking is        essential if a child is to fully develop his or her potential.
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  • American studies have shown that Secondary students who participated        in band or orchestra reported the lowest lifetime and current use of        all substances (alcohol, tobacco & illicit drugs.