Transition Year
Rationale of Transition Year
Transition Year is designed to act as a bridge between Junior Cycle and Senior Cycle, facilitating a smooth transition from more dependent learning to the independent, self-directed learning required for Senior Cycle. This one-year educational programme offers students the opportunity for holistic development as flexible learners, active citizens and future workers.
The Transition Year plan is in place to optimise learning and wellbeing experiences for all students, to promote student ownership of learning, and to support each student’s individual educational pathway in an informed and inclusive manner. This approach reflects the Guiding Principles of Senior Cycle, particularly wellbeing and relationships; inclusive education and diversity; challenge, engagement and creativity; and learning to learn, learning for life.
These aims are realised through four interconnected Student Dimensions:
- Personal Growth
Transition Year supports students’ social and emotional development, promoting wellbeing, positive relationships, autonomy, identity, empathy and leadership, in line with the guiding principle of wellbeing and relationships. - Being a Learner
Students are supported in becoming more independent and reflective learners, developing learning strategies, resilience and confidence that prepare them for the academic demands of Senior Cycle and lifelong learning. - Civic and Community Engagement
Through active participation in school and community life, students develop a sense of responsibility, inclusion and respect for diversity, enabling them to contribute positively as ethical and engaged citizens. - Career Exploration
Transition Year provides structured opportunities for students to explore future education and career pathways, engage in work experience and develop key competencies that support informed decision-making and preparation for life beyond school.
Together, these four dimensions ensure that Transition Year is a purposeful, inclusive and engaging programme that supports students’ personal development, learning readiness and future pathways, while providing a coherent bridge between Junior Cycle and Senior Cycle
Transition Year Curriculum
- English
- Irish
- Maths
- French / Spanish
- Art / Junk Kouture
- Business / Mini Company
- Creativity / Food & Beverage Studies
- E-Portfolio Development
- Geography / Sustainable Development
- Guidance
- Heritage Studies / History
- Physical Education
- Religious Education
- SPHE
- Work Experience
- World of Science
Assessment in Transition Year
Assessment in Transition Year is ongoing and supportive, with an emphasis on students’ effort, participation and personal development, rather than formal examinations. The aim of assessment in TY is to help students recognise their progress, build confidence and prepare for Senior Cycle learning.
Students are assessed through a range of activities, including classwork, projects, presentations, homework, portfolios and work experience. Learning in TY is practical and experiential, and students are encouraged to reflect on what they have learned and how they can improve.
A TY credit system is used to acknowledge students’ engagement and achievements throughout the year. Credits are awarded for areas such as attendance and punctuality, participation in subjects and modules, completion of work experience, portfolio work and involvement in TY activities and school life.
Teachers regularly review students’ progress, and students are supported in setting goals and taking responsibility for their learning. At the end of the year, students receive a Transition Year Certificate of Achievement, along with a record of any additional certificates gained during the year, ensuring that both learning and experience are recognised and celebrated