English in junior cycle aims to develop students’ knowledge of language and literature, to consolidate and deepen their literacy skills and make them more self-aware as learners. The specification sets out clear expectations for students, across the three integrated strands of oral language, reading and writing.
Language gives students the opportunity to access the understanding, knowledge and skills to promote their personal growth and effective participation in society.
The study of language enables students to build on their learning in primary school and further develop their skills and enjoyment in using it effectively. Through language learning and use, students discover information, develop thinking, and express ideas and feelings. They learn about language, and how to use it well in all areas of their studies.
Respect is shown for students’ competence in their home language and the community characteristics of their language use together with their literacy practices outside of school.
Learning about language in texts, including digital texts, is important to social development and as part of this process students develop the competence and confidence needed to meet the demands of school, employment, further education and life. Knowledge and command of language are also essential to their contributions to political, social and cultural life and as thoughtful and active citizens.
Features of the Mathametics specification include learning outcomes across a unifying strand which permeate all the other strands: Number, Geometry and trigonometry, Algebra and functions and Statistics and probability. In each strand of the specification the learning outcomes associated with a particular mathematical idea have been grouped together thus supporting the conception of mathematics as an interconnected body of ideas and reasoning processes that students explore collaboratively with their teachers and their peers. In addition, the grouping makes explicit the cumulative nature of mathematics. There are also new assessments which offers students a chance to demonstrate their achievement as creators of mathematical reports.
Mathematical ideas have evolved across societies and cultures over thousands of years, and are constantly developing. Digital technologies are facilitating this expansion of ideas and provide new tools for mathematical exploration and invention. While the usefulness of mathematics for problem solving is well known, mathematics also has a fundamental role in both enabling and sustaining cultural, social, economic and technological advances and empowering individuals to become critical citizens.
The specification is underpinned by the conception of mathematics as an interconnected body of ideas and reasoning processes that students negotiate collaboratively with teachers and their peers and as independent learners. Number, measurement and geometry, statistics and probability are common aspects of most people’s mathematical experiences in everyday personal, study and work situations. Equally important are the essential roles that algebra, functions and relations, logic, mathematical structure and working mathematically play in people’s understanding of the natural and social worlds, and the interaction between them.
Junior Cycle Irish builds upon the language developed during primary education. The learner’s vocabulary is both reinforced and enriched at this stage and the language skills (listening, speaking, reading, spoken interaction and writing) are further developed. Emphasis is placed on promoting and developing awareness: language awareness, cultural awareness as well as student self-awareness as a language learner.
In English-medium schools, the English language is the working language of the school and Irish (L2*) is taught as a subject. The different language backgrounds of students who attend English- medium schools are recognised, including those whose primary language at home is English and those who speak English and/or another language at home.
Junior Cycle Religious Education focuses on developing knowledge, understanding, skills, attitudes and values to enable young people to come to an understanding of religion and its relevance to life, relationships, society and the wider world. The course is built around three interconnecting strands: Expressing Beliefs, Exploring Questions and Living our Values.
Religious Education promotes the holistic development of the person. It facilitates the intellectual, social, emotional, spiritual and moral development of students. Religious Education provides a particular space for students to encounter and engage with the deepest and most fundamental questions relating to life, meaning and relationships. It encourages students to reflect, question, critique, interpret, imagine and find insight for their lives. The students’ own experience and continuing search for meaning is encouraged and supported.
Religious Education supports the development of students by helping them-to explore how religious and other beliefs are expressed; engage with life’s big questions; and reflect on moral values for life.
The study of history is about exploring human experience over time and how that experience has shaped the world we live in today. By asking questions of available evidence, students of history can make rational, informed judgements about human actions in the past and examine why people were motivated to act as they did and the effects of these actions. Studying history develops our historical consciousness, enabling us to orient ourselves in time and place our experiences in a broader framework of human experience. Being historically conscious transforms the way that we perceive the world and our place in it, and informs how we see the future development of the world.
Having a ‘big picture’ of the past helps to develop our historical consciousness. It allows us to see major patterns of change and gives us a framework to understand and put into context the knowledge that we gain about the actions of people that came before us. Investigating evidence to identify moments or patterns of change in the human experience, and to make judgements on the significance of such change, is the key practice of the historian. This study of change relates to the fullness of human experience over time, from the initial emergence of humans to the more recent past. The study of the past allows us to examine the impact of human actions in a wide variety of dimensions, including politics, government, law, society, economics, culture, beliefs and ideas.
Features of the Science specification include learning outcomes across the unifying strand, Nature of science, and the four contextual strands: Physical world, Chemical world, Biological world and Earth and space. There is a new focus given to the Nature of science which aims to promote greater engagement and thinking about how science works; carrying out investigations, communicating in science, and the role and contribution of science and scientists to society. There are also new assessments which offers students a chance to demonstrate their achievement as creators of scientific research reports.
Geography is the study of the Earth’s landscapes, peoples, places, and environments. It adheres to the scientific method and pursues scientific principles and logic. The study of geography empowers the person to explore and understand the world around them. Engagement with the subject promotes a deep understanding of people and place. Students develop the skills to read their environment, enabling them to interpret the physical landscape, observe climatic events with an informed eye and discuss world events in a knowledgeable manner. Learning in geography supports students in making informed decisions, giving the ability to make valuable contributions to the economic, social, and cultural life of their communities, localities and countries.
Through the study of geography, people are encouraged to appreciate the processes that shape their world and view global issues as ethical citizens. Geography provides a platform to analyse world events, empowering young people as informed, active citizens. Studying geography enhances students’ ability to engage with issues such as sustainable development, economic systems, hazard management and climate change. The topics experienced help develop students’ awareness and understanding of cultural variations fostering a respect of difference.
The specification focuses on improving students’ understanding of the business environment and on developing skills for life, work and further study through the three inter-connected strands: Personal Finance, Enterprise and Our Economy.
The study of modern foreign languages enables students to build on their language learning in English and Irish in primary school and further develops their skills in and enjoyment of using languages. Language learning is accessible to all students and contributes to their cognitive, personal and social growth by enhancing their communicative and thinking skills, as well as their participation in a global society. Being able to communicate in the mother tongue and in foreign languages are also among the eight key competences for lifelong learning identified by the European Union and European Council in 2006.
Language learning develops students’ general language awareness. It enhances their ability to analyse how language works, to compare languages, and to reflect on how they learn languages. This has a positive effect on their first language skills and on future language learning.
In learning foreign languages, students are actively engaged in activities and tasks which integrate the five language skills of listening, reading, spoken production, spoken interaction and writing. As a result, they communicate with increasing independence, confidence and creativity. As learning is a social activity as well as a personal one and as communication is central to language, learning languages offers students ample opportunities to work with others to develop their language skills and achieve appropriate goals.
Applied Technology addresses the modifications of the natural world made to fulfil human needsor desires. This subject offers students a lens through which to view the role and impact oftechnology within their classroom, their community and the world.
Every human-made product is designed by applying some knowledge of the natural worldand is built using materials derived from the natural world, even when the materials are notthemselves natural. New technologies can impact on society and the environment. Students willanalyse expected benefits and impacts as they make decisions about their design solutions, whileconsidering the end user, the environmental impact and the functionality of their designs.
Through the study of Applied Technology, students will have the opportunity to developtechnological capability and literacy by engaging with a broad range of materials and systems.Students will develop an understanding of the principles of energy and control to resolve practicalproblems. Students will have the freedom to explore design and systems thinking through aniterative process to conceive, refine, realise and evaluate ideas.
Graphics is recognised as the underpinning language of the technology disciplines and is transferable across a wide range of subjects such as mathematics, science and art. Students will use a variety of media to communicate their ideas and designs through this unique language. Throughout the course, students will explore the geometric world to gain an appreciation of the importance of graphics in the world around them. They will develop cognitive and practical skills such as graphical ommunication, spatial visualisation, creative problem-solving, design capabilities and modelling, both physically and through the use of computer-aided design.
Students will develop their creativity as they investigate and solve design challenges. During the problem-solving process, they will work with their peers to refine their ideas from an abstract concept to a final, detailed, drafted design. Abstraction, and spatial reasoning are fundamental to this process; graphics provides multiple and varied opportunities for students to develop these high level cognitive and creative skills in engaging contexts.
Accurate technical drawings are essential in the design and manufacture of components and arefacts. The need for precise communication in the preparation of a functional document distinguishes technical drawing from the expressive drawing of the visual arts. Producing accurate drawings requires significant attention to detail and a patient and resilient mind-set. Students will continually review and reflect on their working drawings developing strategies for improvement as they progress.
At De La Salle College Home Economics is a subject choice at both Junior Cycle and Leaving Certificate level. The subject is taken up by a vast amount of the school community and is very popular with students.
Department Members:
Ms P. McHale
Ms E. Kerr
Ms T. Rodgers
Home Economics aims to develop students’ knowledge, attitudes, understanding, skills, and values to achieve optimal, healthy, and sustainable living for every person as an individual and as a member of families and society. The learning experiences in Home Economics develop flexibility and adaptability in students and provide a learning foundation for a wide range of careers in food, textiles, science, design, social studies, and tourism. It is concerned with the management of resources (material and human) to meet the physical, emotional, intellectual, social, and economic needs of individuals and families. It equips students with the life skills needed for an ever-changing modern world.
Music is available as an exam subject in De la Salle at JC, TY and LC level. Student’s get an opportunity to learn the ukulele and also to perform using their own instrument/ voice. They also gain composition and aural skills. They are encouraged also to join different musical groups and enter competitions, i.e our talent show Class Act, School Stars, Siansa, Waltons music for school competition and Comórtas Beo.
Studying music in secondary school offers numerous benefits:
Overall, studying music in De La Salle College not only enriches students’ lives but also contributes to their holistic development, equipping them with valuable skills and experiences that extend far beyond the realm of music itself
Visual Art is a subject that promotes teaching and learning through art, craft and design. For adolescents and young adults, this involves becoming familiar with and applying the elements of art and principles of design, and the knowledge and skills associated with these processes, their histories and their contemporary practices. Visual Art also recognises and rewards a number of different forms of intelligence, including emotional intelligence; it develops personal qualities of expression and empathy.
Visual Art encompasses art, craft and design and involves practical work in a wide range of media leading to a specific outcome, e.g. an artwork, a design, architectural study, an installation or an event. Making art develops the learner’s imagination through developing an idea or concept and allows them to exercise personal responsibility for specific tasks.
Visual Art is ambiguous; there is no single ‘correct answer’ in Visual Art: The subject promotes divergent thinking and develops the learner’s ability to interpret, make judgements and express opinions on a work. It also promotes respect for the work and the opinions of others.
De La Salle College, Castleblayney Road, Dundalk, Co. Louth A91 FC91
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