CCC Prospectus 2018
CCC Prospectus 2018
CCC Prospectus 2018
PROSPECTUS
Please contact the College Secretary for details regarding book and uniform grants.
Principal’s Message
Castleknock Community College was established in 1995 and is a part of the Dublin & Dun Laoghaire ETB
(formerly Co Dublin VEC). Over the last quarter of a century the College has grown into a College of Choice
for so many families in the Dublin 15 area. Today the College provides a comprehensive academic
curriculum and extra-curricular activities.
Castleknock Community College is a designated, co-educational, post-primary school. A Designated
Community College is an ETB school where the management of the school is governed by a specific
agreement between the ETB and a ‘Trustee Partner’ – the local diocese and/or a religious congregation or
other recognised school patron. The Model Agreement refers to the agreement between the ETB and the
‘Trustee Partner’ – an agreement that as well as giving the ‘Trustee Partner’ a role in the management of
the school gives the ‘Trustee Partner’ a role in determining the school’s characteristic spirit. While Model
Agreement (Designated) Colleges involve a ‘trustee partner’, the ETB is the patron.
The Board of Management at Castleknock Community College is represented by three DDLETB
Representatives, three Archbishop’s Representatives (Catholic), a Church of Ireland Representative,
two Parents’ Representatives and two Teachers’ Representatives.
Conscious that our College is situated in an area where education is valued and expectations are high, the
challenge has been to set standards which will command the respect and the pride of the community.
Aspiring towards excellence, creating high expectations, developing a holistic approach to education and
instilling a sense of pride and respect among parents, pupils and staff are among our goals.
“Mol and Óige agus Tiocfaidh Sí” underlines our philosophy of fostering self-esteem, a positive attitude
towards learning, the promotion of responsible behaviour and the encouragement of dignity and respect in
all our endeavours.
The philosophy of Castleknock Community College is one of inclusiveness in which the College supports the
principles of partnership, equality of access and participation in the school. We respect diversity, parental
choice and equality. Parental involvement in all aspects of our development is an essential and appreciated
part of our College. Parents are represented on the Board of Management and there is a vibrant Parents’
Association.
We are very proud of our academic success in the Leaving and Junior Certificate examinations. The College
has created its own awards scheme, known as the Academic Excellence Awards, which recognises students
for their high academic achievement of five hundred points or more in their Leaving Certificate results.
These results have been acknowledged by the Universities, which, in turn have awarded Entrance
Scholarships to many of our students.
In honouring its commitment to the National Literacy & Numeracy Strategy the College established two
teams that have designed strategies to enhance the standards of literacy and numeracy. Both teams have
included the staff in their planning and the clear expectation is that the agreed strategies will be included
in all subject planning. Following five years of testing and profiling students, the rich data that has been
gathered has enabled the teams to focus on and target particular areas in relation to Literacy & Numeracy.
The College continues to invest significantly in its IT Infrastructure and feedback from staff indicates that
developments over the last number of years have enhanced the quality of teaching and learning. In recent
times the College has developed its Learning Platform and subject departments have begun to use this facility
to promote and share their learning materials. The roll out of The National Digital Strategy will bring much
needed funding to the College’s IT Programme. As the College embraces the challenges and changes that the
New Junior Cycle will bring to learning and teaching, the IT Team has developed a long term strategy to meet
the needs of learners and teachers as the new Junior Cycle embeds itself in our College.
Castleknock Community College will always strive for greater achievement. It prides itself in providing a
high quality education to all its students, inspiring them to develop their abilities to the full but conscious of
the potential for further developments. All who are associated with our College are focused on its success
and on providing a holistic and quality education for the youth of the community which we serve.
Board of Management
Ms Rose Callan, DDL ETB Canon Paul Houston, Church of Irl. Representative
Cllr.Roderic O’Gorman DDL ETB Mr Brian McCann Parents’ Representative
Dr. John Walsh (Chair) DDL ETB Ms Marian Flanagan Parents’ Representative
Mr. Seán Ryan Archbishop’s Representative Ms Barbara Larkin Teachers’ Representative
Ms Máiread Weymes Archbishop’s Representative Ms Mary McDermott Teachers’ Representative
Ms Marie King Archbishop’s Representative Mr John Cronin Principal & Secretary
to BOM
Twenty-four Statements of Learning describe what your child should know, understand and value having
participated in Junior Cycle. The College will ensure that all Statements of Learning feature in the pro-
gramme offered to their Junior Cycle students.
24 Statements of Learning
1. Communicates effectively using a variety of means in a range of contexts.
2. Listens, speaks, reads and writes in English and one other language at a level
of proficiency that is to her/his ability.
3. Creates, appreciates and critically interprets a wide range of texts.
4. Creates and presents artistic works and appreciates the process and skills
involved.
5. Has an awareness of personal values and an understanding of the process
of moral decision making.
6. Appreciates and respects how diverse values, beliefs and traditions have
contributed to the communities and culture in which she/he lives.
7. Values what it means to be an active citizen, with rights and responsibilities
in local and wider contexts.
8. Values local, national and international heritage, understands the importance
of the relationship between past and current events and the forces that drive
change.
9. Understands the origins and impacts of social, economic, and environmental
aspects of the world around her/him.
10. Has the awareness, knowledge, skills, values and motivation to live sustainably.
11. Takes action to safeguard and promote her/his wellbeing and that of others.
Eight principles underpin the framework for Junior Cycle. These inform the planning for, as well as the
development and implementation of, Junior Cycle programmes. The eight principles of Junior Cycle are
Learning to Learn, Choice and Flexibility, Quality, Creativity and Innovation, Engagement and Participa-
tion, Continuity and Development, Inclusive Education and Wellbeing.
1. Subjects.
2. Classroom Based Assessments.
3. Other Learning Experiences.
The state examination that students sit in their subject at the end of their junior cycle will
also be graded differently. Instead of A, B, C, D, E, F and NG the following descriptors will
now be used:
Distinction 90 to 100 %
Achieved 40 to 54 %
Higher Merit 75 to 89 %
Merit 55 to 74 %
Partially Achieved 20 to 39 %
(not graded) 0 to 19 %
CBAs will be undertaken during a defined time period within normal class contact time and to a national
timetable. Students will complete one CBA in second year and one in third year.
Once the second CBA is completed students in third year will complete a written Assessment Task. This
task, set by the National Council for Curriculum and Assessment (NCCA), is undertaken during normal class
time and will be sent to the State Examinations Commission (SEC) for marking. This Assessment Task will
be worth 10% of the overall mark in the case of most subjects. At the end of third year, students will sit the
final SEC examination in June. CBAs will be reported on in the JCPA using the following descriptors:
• Exceptional
• Above Expectations
• In Line with Expectations
• Yet to Meet Expectations.
Reporting will:
Formative assessment, complemented by summative assessment, will be the key feature of the new Junior
Cycle.
The opportunity for students to prepare for examination subjects at various levels is achieved by setting.
This involves timetabling two or more classes for a particular subject at the same time. Thus it is possible
for a student to undertake the Junior Certificate course in different subjects at different levels. For example,
a student might wish to take Junior Certificate English at Higher or Ordinary level. The same student might
choose to take Maths at Ordinary level. This system allows for flexibility so that students’ needs are met,
and yet it avoids the stigmatisation, which can go hand in hand with a system of strict streaming. The above
system of setting will operate from the end of first year and particularly with third year and senior cycle.
- A written Assessment Task that will be based on the second CBA and will be submitted to the
SEC for marking along with the state-certified examination. The written Assessment Task,
marked by the SEC, will be specified by the NCCA and will relate to the learning outcomes of
the second CBA. The written Assessment Task may require the student to demonstrate an
understanding of the knowledge and skills developed during the second CBA.
- An externally assessed, state-certified examination for all subjects at the end of third year.
Students have a right to feel cared for in school. Developing good relationships in the classroom and through
the school are essential for students’ wellbeing and for effective teaching and learning. When students feel
included, respected and listened to, they are more ready to learn and more successful in their learning.
Wellbeing matters not only because it leads to students doing better at school but it can also influence young
people’s outcomes as adults.
What is Wellbeing?
We often associate wellbeing with mental or physical health. Wellbeing is broader than this. Wellbeing
includes social, emotional, physical, spiritual, intellectual and environmental aspects. Learning in
Wellbeing focuses on the students’ journey across all aspects of wellbeing. While it is recognised that the
journey towards wellbeing continues throughout our lives, it is one where school plays an important part.
These indicators are not seen as goals or targets to be reached. The journey towards wellbeing is never
complete and will always involve ups and downs. Often it is through dealing with obstacles and set-backs
that people grow. The wellbeing indicators make it easier for everyone to have conversations about student
wellbeing and may help identify where a student is in need of support.
The Junior Cycle Wellbeing Programme currently provides students with 300 hours of timetabled learning
in Wellbeing over the three years of Junior Cycle. This will build to 400 hours by 2020.
The four main pillars of the Junior Cycle Wellbeing Programme are Civic, Social & Political Education
(CSPE), Social, Personal & Health Education (SPHE), Physical Education (PE) and Guidance Education. Other
subjects and units of learning also contribute to the school’s Wellbeing Programme.
History Music Art
Geography Chemistry Biology
Politics & Society Physics Home Economics
Classics Applied Maths Physical Education
Business Agricultural Science Design &
Accounting Construction Studies Communication Graphics
Economics Engineering Religion
In Third Year the following process allows students and parents to make informed choices about
Senior Cycle:
• Information Evening September-October on Study skills and Course Choices
available at Senior Cycle. An overview of the senior cycle programmes and interviews
( January – February).
• At Third Level, courses are offered at Level 6 (Higher Certificate), Level 7 (Ordinary
Degree) and Level 8 (Honours Degree).
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.
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.
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.
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.
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.
• Vocational Preparation
• Vocational Education
• General Education
The programme here in Castleknock Community College offers our students specific opportunities to
prepare for the world of work and to progress to further education and training.
The rationale behind Leaving Certificate Applied is that the talents of all students are recognised –
the programme is responsive to the aptitudes, abilities, needs and interests of the students. The programme
also promotes communication and decision making skills and affords the students the opportunity to apply
knowledge and skills to the solution of real problems.
Consequently, the students, as a result of their involvement in the Leaving Certificate Applied, are given
the opportunity to develop in terms of responsibility and self-esteem.
Transition Year offers students a broad educational experience and provides a bridge to help students take
greater responsibility for their own learning and decision making. Here in Castleknock Community College,
we encourage our Transition Year students to participate in learning strategies which are active and
experiential. This aids our students to develop a range of transferable critical thinking and creative
problem-solving skills.
Each student follows a timetable as they do in other years. Most subjects work towards getting a balance
between some continuation of essential core subjects, a tasting and sampling of other subjects, a variety
of distinctive courses designed to broaden students’ horizons and some modules and activities specifically
aimed at promoting the maturity that is central to the whole Transition Year ideal.
Our College’s Transition Year Programme contains a number of layers, which include core subjects, a
series of modules, three electives and a calendar layer:
• English
• Irish
• Mathematics
• European Language (French, German & Spanish)
• Physical Education
• Religious Studies
• Lifeskills
• Information & Communications Technology (MOS)
• Preparation for the World of Work
• Music
• First Aid
*Each student studies the above core subjects throughout the entire academic year.
The dates for the rotation of most of the Transition Year Modules are:
• Introduction to Mindfulness
• Peer Mediation
• Philosophy
• Resilience Education
• Relationships and Sexuality Education (R.S.E.)
T.Y. Electives
There are five electives* within our Transition Year Programme:
• Exploring Art
• Mini-Company
• Y.S.I. (Young Social Innovators)
• Digital Media
• Digital Media and Literacy
*Students are given a list of preferences of the above, from which they will be offered just one elective to be
studied for the entire year.
Calendar Layer
Work Experience Placements Field Trips
Visiting Speakers Community Care Gaisce
Retreats Homework Club Starsearch
Excursions Fundraising Overnight Trips
Assessment
While TY presents opportunities to learn without the pressure of external examinations, assessment is an
essential part of every TY programme. Castleknock Community College uses varied forms of assessment such
as written, practical, oral and aural, portfolios or folders, project displays, exhibitions of work, personal logs,
rating scales, etc. Each student is also expected to complete a weekly and monthly reflective log based upon
his/her learning and involvement in the Transition Year Programme. Both logs must be signed by each
student’s parent(s)/guardian(s).
In addition, our students will have examinations in a number of their core subjects at Christmas and at the end
of the academic year. Reports are issued to each student’s parents/guardians following the Christmas and end
of year exams. Students are also assessed using the following criteria:
Certification
Students who successfully complete the Transition Year Programme are awarded a certificate of completion
from Castleknock Community College. These are graded at Distinction, Merit and Pass levels. Students
receive their certificates at their end of year ceremony at the end of May. The Bronze Gaisce Award (Certificate
and Medal) as well as certificates reflecting the student’s involvement in various activities over the course of the
year are also included in a folder which is awarded to students at the ceremony. Each TY tutor is a Gaisce PAL
(President’s Award Leader) and will guide each TY student through the Bronze Award this year.
All students present for interview with their portfolio at the beginning of May and are each afforded the same
amount of time to describe, analyse, reflect, discuss and evaluate their work/portfolio including their own
progress during the year.
The
Role Team Workers:in the Learning Process
of Homework
- aimThey
We have
to use the ability
homework to: to work as part of a team without focusing on personal recognition in order
to achieve a team goal.
-
They can demonstrate
•Reinforce workshared values,
done in class. mutual trust and have the ability to work towards a common
vision •Act as a bridge between the work done one day and that to be done the next.
-
Team workers have theconstruct
•Help students willingness to share their gifts with others.
knowledge.
•Develop deeper understandings and connections among new concepts.
•Provide an opportunity for students to apply the skills they have acquired.
Self-Managers:
•Give students opportunities for self-assessment.
•Develop good study habits.
- These people can take responsibility for their learning: time management, knowledge and skill ac
quisition
Types
-
of Homework
They have a balanced approach to well-being and allocation of time between rest, leisure and
study
Preparation: Helps students get ready for the next day’s class.
- Self-Managers are capable of self-evaluation and self-development.
Practice: Helps students reinforce skills, knowledge and information presented in class.
Effective Participants:
Extension: Asks students to expand on skills concepts in the previous class.
- These people have the confidence and capacity to work with the teacher in the process of teaching
and learning Assignments: Includes analysing, synthesising and evaluating concepts/skills taught
Creative/Enrichment
-
in class.They are actively involved in decision making and take ownership of their learning process.
Feedback on Homework
•Grade only feedback allows students to focus only on the grade at the expense of written
comments.
•Our Assessment for Learning Guidelines encourages comment feedback to students. This
gives teachers the opportunity to focus student attention on:
It is our goal to nurture independent learners who have the skills to be successful in an increasingly
changing world. We endeavour to educate and prepare students to do jobs that have not yet been
imagined. In order to achieve this we must train and equip students to be critical and reflective learners.
Through learning to learn students should be able to think about the learning process and how to learn
successfully. This may be achieved by:
1. Learners are empowered to take responsibility for their own learning and strive to be
come independent, lifelong learners.
2. Learners are encouraged see their teachers as facilitators of learning who are there to
advise and guide them through their learning.
3. Learners need to learn to be resilient when things do not go as planned.
4. Learners are encouraged to contribute to activities and learning in lessons.
5. Learners are enabled so as to approach their learning with a positive attitude.
6. Learners are encouraged to focus on learning activities in lessons, and motivated to put
effort into these activities.
7. Learners are expected to be organised, prepared and arrive on time to all classes.
8. Learners should behave in a way that allows themselves and others to learn. This
includes listening to their fellow learners when they are speaking and developing ideas.
• They have a willingness to change and a willingness to admit when they are wrong.
• As highly creative people they can say “I don’t know”.
• They have openness to continue learning and they are intensely goal focussed.
Self-Managers
• These people can take responsibility for their learning, time management, knowledge
and skill acquisition.
• They have a balanced approach to well-being and allocation of time between rest,
leisure and study.
• Self-managers are capable of self-evaluation and self-development.
Effective Participants
• These people have the confidence and capacity to work with the teacher in the process
of teaching and learning.
• They are actively involved in decision making and take ownership of their learning process.
In our day-to-day teaching, we place a high priority on identifying and addressing the learning needs of
individual students. A differentiated classroom is a place where teachers closely monitor the progress of
individuals, identify learning challenges and tailor classroom activities to levels of readiness and need.
Some of the ways in which this may be evident in our school are:
• Teaching practices reflect the belief that, although students are at different stages in
their learning and may be progressing at different rates, all students are capable of
learning successfully if motivated and given appropriate learning opportunities.
• Teachers closely monitor the progress of individual students and continually adjust
their teaching in response to the progress the individuals are making.
• Teachers assist students to monitor their own learning and to set goals for future
learning.
• Tailored, early and sustained interventions are in place for students identified as
requiring additional support.
The College utilises a secure cloud based administration platform called VSWare. This allows
parents and students to access attendance records, assessment results, positive/negative behaviour
and other relevant details online from home / on their mobiles. It also supports the tracking
programme in the school as students target assessments are recorded on the students file.
In addition to class registration, taken in every class and available on VSWare, student attendance is
captured when they swipe in using their personalised swipe card in the morning and after lunch.
Upon entry to Castleknock Community College each student is given their own email address.
Through their email account each student is allocated 5 free copies of the Microsoft Office 2016
Suite (including Microsoft Word, Excel, Publisher and One Note). They also have full access
to Office 365 for their time at the College. As well as developing collaboration and
communication skills, this initiative gives each student one TB of secure storage space to save work.
Each classroom has access to a high quality projector and sound system. This allows for a range
of different medias to enhance lessons, whether with relevant video footage, music, presentations or
useful resources students can access via the internet.
Curriculum areas are enhanced in class with the use of visualizers, iPads and other mobile
devices. These tools can facilitate the showing of student’s work, fine minute details in examples,
the audio/visual recording of progress and to support students in assessment.
To support the interactive nature and demonstration of appropriate usage of the internet, the
school has access to 200MB Broadband speed.
Curriculum specific software is installed to aid teaching and learning in a variety of subjects
including Music and DCG.
An IT curriculum is in place and further initiatives are being planned for the future. Students
have access to computer rooms when required for a variety of subjects in both Junior and
Leaving Certificate classes, Microsoft Office Specialist Training & Coding with Web Design are
offered in TY, and the specialist ICT Module is taken in the LCA programme.
The College has a dedicated TEL (Technology Enhance Learning) team that meets weekly to
ensure that all current IT and future investment is focused, deliberate and tailored to meet
the needs of teaching and learning.
Each Year Group is supported by a Care Team that meets fortnightly. The Care Team is comprised of the
Year Head &Assistant Year Head(s), The Chaplain and a representative from the Guidance Department and
the Learning Support Department. These meetings are facilitated by the Principal and Deputy Principals.
The Year Head liaises closely with the Tutors in advance of the meeting.
Tutor
Chaplaincy Guidance
Department
The Year Head’s primary task is to oversee the welfare of the year group on behalf of the school community.
Year Heads serve at an intermediary level between class tutors and Principal/Deputy Principal. This role exists
as part of a structure caring for all students in a year group. The Year Head seeks to provide support to Class
Tutors in their care of a class group. The Year Head also provides support to teachers in the development of a
positive learning environment.
a. Subject teachers are responsible for discipline at class level and ensure that appropriate
sanctions are applied and records kept. When improvement is not forthcoming the
student is referred to the Class Tutor who may refer to the Year Head. In extreme cases
a referral is made directly to Senior Management.
b. The Year Head refers students experiencing on-going difficulties to Senior Management
or, when appropriate, the Chaplain, the Guidance Counsellor and/or the Learning
Support Department. In matters of child protection the Year Head will refer the case to
the Designated Liaison Person (DLP), The Principal, John Cronin or the Deputy Principal,
Carmel O’Neill.
The Year Head has a responsibility to work closely with the Care Team and parents/guardians to assist
students at-risk in the year group.
The Year Head oversees students’ academic progress and holistic development and will also meet students
in relation to tracking and target setting. The Year Head, in consultation with the Class Tutor/Teacher,
interviews those in most need of encouragement. The Year Head and her/his team will meet students in
relation to tracking and target setting.
In conjunction with Senior Management the Year Head assists in the process of subject choices for senior
cycle. He/she will also liaise with the Transition Year Team in relation to the TY process.
The Year Head will have an input into the timetable requirements for her/his Year Group.
The Guidance Plan has been divided into seven strands which capture the range of supports that are
offered to students at Castleknock Community College.
This strand focuses on the services provided by the Guidance Department and how these link with the
other seven strands captured in the Guidance Plan.
The Learning Support Department works closely with the Guidance Department in providing for the
educational needs of the students in their care.
The College has developed very comprehensive programmes in both SPHE and RSE. These programmes are
supported by the various care teams: The Guidance Department, the Learning Support Department and
the Chaplaincy. The College is committed to reviewing and developing further programmes to meet the
needs of the students.
The College provides for the physical well-being of its students through its physical education and
extra-curricular programmes. This strand acknowledges the importance of physical health in young
people and the importance of physical well-being for life.
This fifth strand is included in the Guidance Plan to ensure that adequate provision is made for students
from disadvantaged backgrounds and for those students from minority groups. The College has a long
tradition in promoting inclusivity and diversity to meet the needs of life complexities in the 21st
century.
The College is proud of the huge contributions made by the students. The Prefect and Mentor
programmes afford students the opportunity to lead by example to ensure that the College’s core values of
courtesy, respect and responsibility are honoured. The Student Council provides a forum for students to
play an active role in the life of the College.
The College community is supported through the work and support of the College Chaplain.
The Chaplain provides for the spiritual and pastoral needs of the College community while working
closely with the other care teams associated with the Guidance Plan.
The College’s vision to build a reputation for excellent practice in equality and diversity and to be recognised
as an inclusive College where everyone is supported to fulfil their potential has been recognised. However,
we are always mindful that work, planning and practice in this area of school life is constantly developing
and evolving.
The College endeavouring to address the specific needs of all, will assess the impact of decisions and will
create a positive environment across the nine grounds enshrined in equality legislation as set out under the
Equal Status Act 2000. They are as follows:
• Gender
• Marital Status
• Family Status
• Sexual Orientation
• Religion
• Age
• Disability
• Race
• Membership of the
Traveller Community
The College takes positive action to promote harmony and positive attitudes towards life in a multi-cultural
and multi-denominational setting through assemblies, the curriculum and special projects throughout the
year.
There is a constant focus to ensure that all students have equal opportunities to achieve to the best of their
ability regardless of their gender, background, religion or sexuality.
Along with our motto “Mol an Óige agus Tiocfaidh Sí”, Castleknock Community College actively promotes
the shared values of Courtesy, Respect and Responsibility which underpins all our College policies.
Castleknock Community College has embraced diversity systematically. The commitment to recognising and
celebrating diversity is acknowledged through our awards structure and the recognition and marking of
significant dedicated dates that highlight particular events and occasions with the College community etc.
Initiatives have included the Refugee Solidarity Badge launched in 2000 by the then High Commissioner for
Human Rights, Mary Robinson and in 2005 the establishment of the Language Centre which was devoted to
the linguistic needs of students and the cultural needs of the school. In 2007, the Language Centre awarded
the European Label and the jury’s comments were as follows:
“This outstanding project could serve as a valuable model for the many Irish schools with increasing
populations of international students. It is a highly structured programme, which addresses a new and
urgent need in Irish education. Creative and original initiatives such as a welcome pack for new students,
signage, flags, posters and noticeboards throughout the school contribute to a vibrant and inclusive project”.
In 2008, the College was awarded the Maltese Cross Award and in 2011 was shortlisted by the
Integration Centre for its work on diversity. Also, in 2011, the College was acknowledged formally by
Fingal Integration Unit for the support given to immigrant parents through the Pathways to Parental
Involvement.
The College is also proud of its involvement in a European Project that saw nine European Union countries
come together with the Danish Institute of Human Rights to develop a toolkit for the education of young
people in the area of homophobia. This has been implemented and has enhanced our RSE Programme. Our
status as a “Human Rights Friendly School” awarded by Amnesty International is also an achievement of
which we are very proud.
Our work with GLEN and TENI (Transgender Equality Network Ireland) over a number of years has
provided staff with excellent opportunities for continuous professional development. These
opportunities have ensured that our management and staff are best placed to support students, siblings,
parents and guardians with matters of sexual identity. The Student Council have been very proactive in
ensuring that the Rainbow Flag was formally unveiled by Dr Marie Griffin (former Acting CEO, DDL ETB)
in 2013 and is now placed in each classroom to communicate the College’s support of our LGBT community.
We have applied to be part of the Yellow Flag Programme for the school year 2017 – 2018. This is a
programme which promotes inclusion and celebrates diversity. We would hope to further develop the work
of the College community in strengthening the activities that build knowledge, understanding and inclusion
between the multiple ethnicities and different faith communities. This work also includes students of
different learning styles and abilities, sexual orientations and gender identities.
“The Learning & Language Support Department is committed to providing a comprehensive and effective
learning support service for students. This will enable students with special educational needs to access the
curriculum and achieve their full potential.
The role of the Learning & Language Department is to provide a proficient and responsive Learning &
Language Support Service, which keeps up-to-date with changes in curriculum, syllabi, teaching and
support methods. Within an appropriate framework of support, we assist students to function as
independent, autonomous learners with a clear commitment to the principles of equal opportunity for all.
The Learning & Language Department works in partnership with the feeder primary schools, parents/
guardians and outside agencies assist in identifying students with special educational needs and if
assistive technology would enable students to fulfil their potential. In having this insight, it further assists
the Department and staff with a profile including how the student learns and ensures as seamless a
transition for learners to post-primary education as possible. From information gathered from the initial
assessments, a negotiated learning/language support timetable is put in place for each student. Regular
reviews of students’ progress are maintained and parents/guardians are informed of this. The duration of
this provision will be determined by the student’s progress.
The Department of Education & Skills may grant special arrangements to students with additional learning
needs. Each application is assessed on an individual basis. The Learning Support Department is responsible
for the submission of these applications to the Department on behalf of students and parents/guardians.
Personal
Educational
Career
At the end of the school year students will have experienced:
As a student you will make significant decisions while still at school. These choices are related to
personal and social issues, educational issues and career issues. Guidance Counsellors are trained
professionals with the expertise and knowledge to help you make choices in the three important areas
outlined above. We do this through individual consultation, guidance classes and other activities.
During your years in Castleknock Community College we will undertake, with you, some or all of the
following:
• Help you to explore your feelings about your present life situation.
• Explore with you choices open to you and explore the consequences of each choice.
• Help you to come up with solutions to any problems you may be experiencing.
• Offer confidential counselling and/or advice on issues of a personal nature.
• Give you information on various educational and training courses and/or
employment opportunities.
• Organise classroom activities to develop job seeking skills.
• Provide advice and help on study and examination techniques.
• Carry out Assessment and Aptitude Testing and Career Interest Inventories.
• Explain to you and your parents the CAO system and assist with application.
• Give you information on studying in the United Kingdom.
• Referrals by the Counsellor: The Guidance Counsellor recognises that an individual student needs
assistance from other qualified helpers outside of school and organises the provision of such
assistance following agreed procedures with the school, parents and local agencies. Guidance
counsellors need to establish links with appropriate sources of help and have a system that
monitors results.
• Referrals to the Counsellor: Teachers, School management and parents may refer students to the
Guidance Counsellor. The voluntary participation in counselling of the referred pupil must be
respected by all concerned.
The Learning Support Department in conjunction with The Board of Management needs to be
aware of any special needs as early as possible, so that these needs can be assessed and addressed if
possible.
The Board of Management, having gathered all relevant information and professional documentaion,
assesses how the needs of the special needs students can be met.
Final confirmation of a place may, in exceptional cases, be given when the Department of Education and
Skills/College confirm that the necessary resources are in place.
Note: It may take some time for the Department of Education and Skills to process such applications.
Parents are strongly advised to inform the College as early as possible and discuss their particular
situation well in advance of making application.
As soon as is possible, but not later than 21 days, after a parent has provided the relevant
information, the Board of Management shall make a decision in respect of the application concerned
and inform the parents in writing thereof (Education Welfare Act (Section 19, (3)).
The Learning Support Department is committed to providing a comprehensive and effective learning
support service for students. This will enable students who have special educational needs to access their
curricula and achieve their full potential.
The Learning Support Coordinator will work closely with the Learning Support Teacher(s) of feeder
primary schools in planning the most appropriate provision for students with special educational needs.
Where possible, the Learning Support Department Coordinator and Learning Support Teacher(s) of the
feeder primary schools will meet with the Special Educational Needs Organiser (SENO) for the Dublin 15
region to review the transition process.
Any additional funding will be used to purchase suitable resources for the department which will enhance
the learning of all students.
The Learning Support Department will continue to work from three core classrooms which have been
designated for learning support and resource teaching, using other free classrooms when there is great
demand in a particular period.
The Learning Support Department encourages learning support teachers to use as many resources in
supporting the students. Resources such as ICT resources, suitable Junior Certificate and Leaving
Certificate texts and readers across all subject levels can be found in 26a and 26b.
Provision
Our role is to provide a proficient and responsive learning support service, which keeps up-to-date with
changes in curriculum, syllabi, teaching and support methods. Within an appropriate framework of
support, we assist students to function as independent, autonomous learners. We are committed to the
principles of equal opportunities for all.
We function mainly on an in-class support and withdrawal basis. In-class support is mainly provided in
Maths across all First Year classes and at ordinary level for other years where appropriate. This method is
used when a number of students in the same class require support. Withdrawal means that the students
attend support sessions either on a one to one basis or in small group situations with their assigned tutor
in the Department’s suite of rooms. (The NCSE recommends that Colleges minimise the use of one to one
sessions as these place significant demands on limited resources). These rooms are fully equipped with IT
assistive equipment and software.
Individual provision
Individual provision and its outcomes will be kept constantly under review and amended as necessary.
Termly reviews and records of work for students in receipt of learning support/resource teaching will be
completed as required by the learning support teachers. This allows the Learning Support Department to
appropriately monitor and review student progress.
The Learning Subject Department provides a comprehensives folder for all Learning Support teachers.
On their time tables teachers are provided with a list of students for each Learning Support class and the
subject area to cover for each class. Work records must be completed for each class. These are returned to
the Learning Support Office at the end of each term and filed in student files.
Assessment on Entry
All students complete Entrance Assessments (CAT 4) which screen for basic skills in literacy, numeracy,
spatial awareness and problem solving competencies. (Students within the moderate GLD range are
invited to attend during the assessment testing. Their primary school is asked to provide suitable material
that the student can complete with the assistance of a mentor.) This information, coupled with the
informal information obtained from the feeder primary schools, results on professional assessments and
reports and meetings with parents of students with NCSE resources assists in identifying those students
with special educational needs. Parent(s)/Guardian(s) should forward any relevant information on their
child’s learning that may assist the Learning Support Department.
Review on Progress
From information gathered from the initial assessments, meetings with primary school personnel,
meetings with parents and reviewing professional reports where appropriate, an individualised
negotiated educational programme is put in place for each student.
Open Door:
No matter what stage in life we are at; all of us need some kind of support. The Chaplaincy team at
Castleknock Community College provides an open door where students can come and receive support in a
confidential, supportive and safe way. Many students have used this open door system as their first steps to
dealing with a problem or seeking help. The Chaplain may refer a student to another member of staff,
another support person or a counsellor, with the permission of the student. The school Chaplain works
closely with the Principal, Deputy Principals, and the Guidance Teachers, as well as the Class Tutor and Year
Heads.
Bereavement Support:
The loss of someone close through death or separation is one of the most traumatic events in a person’s life.
When the loss occurs during teenage years, the effects can be even greater. The Chaplaincy team at
Castleknock Community College provides bereavement support through “The Rainbows Programme”.
Rainbows is a support group for young people dealing with loss or trauma. A Rainbows site has been set
up in the college and is co-ordinated by the Chaplain. Several teachers and parents have now completed
training to take this programme.
Retreats:
The Chaplaincy team at Castleknock Community College provide a full retreat programme for the students
in the College. The retreats provide the students with an opportunity to examine their lives in relation to the
issues they face each day and where God fits into their daily lives. Senior retreats are conducted away from
the school and are tailored to the needs of students.
Ecumenism:
Since Castleknock Community College is an interdenominational College it is our policy to honour and
support all faiths. The First Year multi-faith celebration is the spiritual highlight of the first term and this is
always a very joyful, collaborative and unifying event. Other ecumenical occasions are the Christmas Carol
Service and Prize Giving.
Parents:
The Chaplain is always available to meet with parents and to listen to their concerns. The involvement of
parents is also welcomed in the Chaplaincy team.
At present we have three formal projects for students to develop and refine their leadership potential.
These are:
1. Student Council
2. Mentor Programme
3. Prefect System
The Student Council is the representative structure through which students can become involved in the
affairs of the College by working in partnership with College management, staff and parents for the benefit
of the College and its students (Education Act 1998).
In Castleknock Community College, the Student Council is organised by the Prefects and the Liaison Teacher
who is the link person between the students, staff and management. The Council is made up of the Class
Representatives ensuring that the voice and opinions of each year group is represented.
Context
The Mentor programme affords senior students the opportunity to act as a buddy for the new First Year
students. Students are available to their small group of mentees each morning and help the students with any
challenges they may be facing. These can range from reading their timetable, finding their way around the
building, using their lockers to supporting them with the transition and to make friends. The mentors also
assist with the organisation of a series of activities, trips and events for the year groups.
Senior students volunteer for this role, complete an application form and personal statement to assess their
suitability for the project. They attend a training workshop where they engage in activities that helps to hone
their skills and build a team spirit. At this workshop, the role is comprehensively outlined and throughout the
programme, the team of Mentors work closely with the Deputy Principal, year head, tutors etc.
This is an opportunity to become involved in a project that has the potential to help others in a real and
practical way.
Prefects are a layer between staff and students. Their duties include:
Throughout the school year monthly meetings are held, usually on the first Tuesday of each month. These
meetings are generally well attended and are a forum for discussion of matters relevant to the advancement
of the well-being of the students of the College and the fostering of good relations between parents,
teachers, students and the school management.
The College Principal attends regularly and actively participates; his commitment to the Parents Association
is recognised and is greatly appreciated. Other members of school staff and management are always
welcome to attend our meetings and will do so as appropriate. This partnership approach is vital to the
effectiveness of the Parents Association and has enabled the PA to contribute towards many aspects of
College life.
Our PA Database continues to grow and we are currently in contact with about 530 parents via email. It
is our aim to eventually capture contact details of all parents. To assist with this the College has agreed to
include with enrolment packs for parents of new first year students, a request from the PA for parents to
supply their email addresses. Our Newsletter which is published four times a year is distributed via email
and is also posted on the College website for parents who do not use email. Notice of monthly meeting,
details of other PA events and requests for assistance with College activities are all sent via email.
Other projects have included The Mock Interviews for Leaving Certificates Students and many
extra-curricular programmes.
The Parents Association meet once a month and all parents are welcome. Two parents also represent the
Parent Body on The Board of Management.
Without the hard work, support and commitment of all members of the Parents Association, our College
would not be able to provide an educational experience of such high quality to our students.
Other PA Activities
Other areas where the PA is involved includes:
• School Uniforms – The used uniform sale is held on the Saturday after the State exams. All items
are donated by parents and the proceeds are donated to Pieta House. To assist parents of first
time students College management has also agreed to place a photo on the school website
illustrating the correct wearing of the school uniform for both Junior and Senior students.
• Talks for Parents - The Association has hosted a number of talks in recent years on a variety of
contemporary themes: Young People & Social Media, Promoting Resilience among Young People,
Twenty First Century Learning.
• Finance – The introduction of portable card payment terminals to facilitate debit/credit card
payment have enhanced sales at the Annual Plant Sale.
• Annual Plant Sale - the Annual plant sale continues to be a major community event and a very
significant fund raiser for the school.
• Bag2School - The PA had teamed up with Bag2School to organise a collection of quality used
clothing, shoes, accessories and soft toys.
Physical Activity is an all-encompassing term which includes Physical Education, sport, play and activity
undertaken for enjoyment, health or performance enhancing purpose.
Sport is defined as activities that are organised in a structured way and have a focus on competition.
General Aims
Physical Education applies a holistic approach to physical activity in the students of the College. The
Physical Education Department recognise that the general aim of physical education is to contribute to the
preparation of the students for a life of autonomous wellbeing.
The Physical Education Department pursues its aim by developing the student’s skill and creative
performance; by developing the students understanding of the importance of physical activity; by
motivating the student to choose a healthy lifestyle and by encouraging the student to develop personal
and social skills as well as valuing positive interactions with others.
Physical Education is compulsory for all Junior Cycle students. Each student receives a minimum of 44
hours per year. The students follow the Junior Cycle Physical Education programme which studies such
modules as Adventure activities, Athletics, Dance, Game, Gymnastics and Health related activities.
The Department of Education and Skills recommend that each school has the responsibility for the
selection and adaptation of the Physical Education curriculum in Transition Year. In Castleknock
Community College the Transition Year students receive a minimum of 32 hours of formal Physical
Education classes, and a further 30 hours of physical activity in the form of coaching studies, fencing and
self-defence.
In Senior Cycle, Physical Education is offered to all students. The students receive a minimum of 44 hours
of Physical Education per year.
The general aim of Physical Education at Senior Cycle is to develop the young person’s capacity to
participate in Physical Education and Physical Activity in a confident and informed way. Students will have
the opportunity to study Physical Education for certification. Students learn about the importance of
Physical Activity as part of a fulfilling and healthy lifestyle. Having studied Science as a core subject for
Junior Cycle, will greatly enhance the student’s interaction with the course content. The programme is
designed to appeal to students who have an interest in and a commitment to participation and
performance in physical activity. It will also assist in the development of the student’s capacity to become
an informed, skilled, self-directed and reflective performer in Physical Activity not just in Senior Cycle but
in their future lives.
• Science • Biology
• Home Economics • Nutrition
• Geography • Map Reading
• Art • Posters
Extra-Curricular Programme:
As stated earlier, Physical Activity and sport has always had an important place in the life of the College. The
present Extra Curriculum Programme Co-ordinator is one of the Physical Education teachers and continues
to initiate and support new programmes every year. Students in First Year are obliged to attend a sports
hour on Wednesday afternoons after school in the first term, with the aim of encouraging and developing
relationships within the first year group as well as promoting the benefits of physical activity.
Each academic year a comprehensive extra-curricular programme is published and issued to every student
and parent in the college. This programme details the wide range of activities available to students in C.C.C.
and encourages every student to choose a physical activity or sport with the hope of developing their
physical and mental wellbeing. This programme links in with the Sports Prefect programme which was
established to provide the opportunity for senior students to develop leadership skills. It also enables the
college to offer a broad range of physical activities to the students.
With the opening of the College’s new Sports Hall and Fitness Suite it is envisaged that the College continues
to broaden and enhance the student’s Physical Education, Physical Activity and sporting experience into the
future.
At Castleknock Community College all our students are encouraged to involve themselves in at least one
extra-curricular activity. It is exciting to think that since 1995 a wide range of clubs and activities have been
established to cater for all students in the College. Activities are organised to cater for boys and girls. The
availability of such a wide variety of activities is a credit to the generosity of our staff. We hope that there
is something for every student.
• Orienteering • Cricket
• Homework Club
The support and involvement of parents will always be encouraged and welcomed.
There are two terms each academic year. The Autumn Term generally commences towards the end of
September, with the Spring Term getting under way towards the end of January. Each term is normally of
ten-week duration.
An extremely comprehensive and diverse range of classes are available, with over 70 exciting courses on
offer each term. Courses vary from professional qualifications in our E.C.D.L. Computer classes and First
Aid courses, right through to classes on Gardening, Flower arranging, Cookery, Psychology, Painting,
Reflexology, Spanish, Italian, Pilates, Tai Chi, Yoga and Ballroom Dancing, to name but a few.
Our brochures are widely available in the local area with over 10,000 delivered door to door in the weeks
leading up to the commencement of each term. Copies of our brochure are also available from the College
offce or can be downloaded from the Adult Education Section of the College’s website.
You can enrol in person on one of our Enrolment Nights in the College, which are held the week prior to
the start of each term. Alternatively, you can enrol by post by availing of our simple and convenient Postal
Enrolment facility, details of which can be found on the back of our brochure. On-line enrolment by
laser/credit card is also available via the Adult Education/Night Classes section of the College website.
If there is any group of ten or more people in the community interested in any particular course currently
not on offer in our programme, please contact the Director of Adult Education and we will do our best to
facilitate you.
Should anyone be interested in teaching a course currently on offer in our programme, or would like to
teach a course not presently available, please contact the Director of Adult Education.
If you have any queries concerning Adult Education, please contact us at any time on 01 822 1626 or
you can contact the Director of Adult Education directly on 01 812 9340 or by e-mail at
nightclasses@castleknockcc.ie
Further information on the Department can also be found via the Adult Education section of the College’s
website at:
www.castleknockcc.ie
The following Policies are available on request and on our website: