Dear Parent/Guardian,

As part of the their Career Guidance programme, I will be speaking to the 3^rd year and Transition students about their ‘subject choice’ options as they prepare to enter their Senior - Leaving Certificate Cycle.

They have been given handouts with essential information on the subjects available, what is entailed at Leaving Certificate standard and particularly the subjects they will need for entrance to further education. If at all possible, I would strongly recommend that you spend some time looking at this information in the ‘Subject Choice Booklet’ so that you and your child can get an idea of:

• what is entailed in the study of each subject at Senior Cycle Level
• if the subject is a new subject, ie was not studied for the Junior Cert.,then it is important to look at the subject information very carefully
• the different standard between Honours and Ordinary Level
• the subjects required for entrance to College at Third Level e.g.

it is essential to have a European language for entrance to U.C.D & Maynooth and all of the N.U.I. Universities.

• in terms of choosing a particular course at Third Level, it is important to check whether there may be an ‘Entry Subject Requirement’ e.g., a HC in Maths is required for all Engineering Degrees in the Universities and the Institutes of Technology(though not for Diploma or Certificate courses in the Institutes of Technology) or there may be a Science or Language subject requirement for a particular course.

On the last page of the booklet, there will be an outline of these requirements but I will also be giving the students handouts, which they will need to check with you. It is also important to realize that these regulations can change from year to year, but I will keep students informed of any changes throughout the year. I would also like to say that the number of courses for which there are specific subject requirements is actually quite small.

I will also be interviewing students on a one-to one basis, in the final term. They can discuss these matters with me but I would like to emphasise that it will be of great benefit to them if they also have thoroughly read the material first and have had an opportunity to discuss it with you beforehand.

I look forward to meeting all of the students and if any parents/guardians wish to contact me directly in my office about any of these matters I will be delighted to talk to them. We can also arrange an appointment if that suits you better.

Barbara Verner Guidance Counsellor

Higher and Ordinary Level

Topics:

Production and consumption, economic systems and economic thought, demand and supply, price and output, factor incomes, notional income, money and banking, government’s economic role, inflation, international trade and exchange rates, and economic growth and development.

Economics is the more analytical of the three business subjects. The course is designed to give a national on a national and international basis and deals with the basic concepts and principles of Economics. Although a more abstract subject than the other two, Economics has great practical application in that it helps students to understand the working of the economy around them. The theory on the course is closely related to current topical issues such as inflation balance of payments problems, national wage negotiations. In nearly every newspaper one picks up today there is probable an article on some aspect of the economy where a political issues today are really economic issues. A study of economics is probably a study of one of the most topical subjects on the course. If you are interested in current affairs and politics, economise is a good subject to study, it is also a useful base of most administrative, clerical and management jobs; useful for Social Science courses and careers, for Business Studies; Commerce or Economic courses for Management Marketing and Advertising; for Civil Service and Local Government jobs. Many professional bodies - e.g. Accountants, Banking, Insurance have Economics as a subject in their examinations and it is useful to have studied it in school.

Is a more specialised subject and is difficult to take up in FifthYear without having done Business Studies in Second and Third Year, but nevertheless, some students have taken it up in Fifth Year and have done well.

The aim of the course is to develop a general understanding of accounts and finance - e.g.it deals with the Accounts of Clubs and voluntary bodies as well as Sole Traders and Limited Companies. If you want to follow a course in Commerce or Business Studies in a Third Level College, they rightly say that it is not necessary to have done accountancy in school, but they go quickly in the first year that a prior knowledge of accounting may enable you to keep your head above water. The course also covers most of the Accounting course for the first exam of the Professional Accountancy bodies. A new syllabus has been introduced and was first examined in 1997.

BUSINESS gives and excellent general knowledge of the whole business, commercial area. A new syllabus has been introduced which will be examined from 1999 onwards. Now matter what area you choose to work in after school, the knowledge which Business Organisation gives can only be of help. Accountancy and Economics are specialised areas within the commercial area, and some topics may overlap with topics in Business which gives a bird’s eye view and shows the relationship between various aspects of business:

Introduction to people in business; people and their relationships in business; conflicting interests and how they are resolved.

(Unit 2) Enterprise

Introduction and definition of enterprise, entrepreneurs and enterprise skill.

(Unit 3) Managing 1

Introduction and definition of management, managers and management skills and management activities.

(Unit 4) Managing 2

Household and business manager, human resource management, changing role of management, and monitoring the business.

(Unit 5) Business in Action

Identifying opportunities, marketing, getting started and expansion.

(Unit 6) Domestic environment, categories of industry, types of business organisation, community development, business and responsibilities of business.

(Unit 7) International environment, introduction to the international trading environment, European Union, and international business.

Higher, Ordinary and Foundation Levels

Knowledge of the Junior Certificate Higher Course will be assumed. The syllabus is presented in the form of a core and a list of options. Students study the whole of the core and one option:

Algebraic operations on polynomials and rational functions, unique solutions of simultaneous linear equations with two or three unknowns, inequalities, complex numbers, proof by induction of simple identities and matrices.

Line, plain vectors, transformation geometry, trigonometry, sequences and series.

Functions, differential calculus and integral calculus.

DISCRETE MATHEMATICS AND STATISTICS

Fundamental principle of counting, discrete probability, statistics and difference equations.

There are four optional topics:

Further Calculus and series, further probability and statistics, groups or further geometry.

Knowledge of the content of the Junior Certificate course will be assumed.

Arithmetic

Addition, subtraction, multiplication and division of rational numbers, estimation and approximation,

powers and nth root and areas.

Formulae and simple algebraic functions, unique solution of simultaneous linear equations with two unknowns, inequalities and complex numbers.

Synthetic geometry, co-ordinate geometry, enlargements, trigonometry and finite sequences and series.

Discrete Mathematics and Statistics

Fundamental principles of counting. Discrete probability and Statistics

Further geometry or plane vectors or further sequences and series or linear programming

Number systems, arithmetic, areas and volumes, algebra, statistics and probability, trigonometry, functions and graphs, and geometry.

You must have at least a ‘D’ on an ordinary level Maths paper to get into a Teacher Training College or College of Education.

All University and Institutes of Technology Engineering Degree Courses require at least a ‘C’ on a Higher Level Paper.

You need either Maths or Latin to matriculate in Trinity.

You must have Maths to study Economics, Geography, Sociology or Social Studies at Trinity, as well as Science, Pharmacy and Remedial Linguistics/ Speech Therapy.

You must have an ‘A’ in Higher Maths to become an Actuary.

At least Ordinary Level Maths is needed for Accountancy and to cope with the Maths content of Commerce degrees in U.C.D., you would probably need Honours Maths or a good grade in Ordinary level.

Many clerical type jobs such as Banks, Insurance Companies, Civil Service, etc., requires at least an Ordinary level in Maths.

You need either Maths to become a Cadet, to train as a Radiographer, a Computer Programmer or and Airline Pilot. You must have at least ‘C’ on a Higher Level Paper to become a Meteorological Officer.

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This is an experimental subject and practical laboratory work is an integral part of the course:

Mechanics, forces, energy, heat, wave motion, sound light optical instruments, wave nature of light, electricity, electric field, capacitance, electric current, electromagnetism, atomic physics and the nucleus, semiconductors.

Higher Level students do a more in-depth study of each topic than the ordinary level student.

Practical work is and integral part of this course.

Characteristics of living organisms, cell structure, diversity of living organisms, physiological progress, microbiology, genetics, co-ordination, reproduction and development, the soil and ecology.

(Higher level candidates do a more in-depth study of some topics than ordinary level candidates)

This an experimental subject and records of practical work done should be kept and be available for inspection.

Introduction to atomic structure, kinetic/particulate nature of matter, stoichiometry, formulae and equations, periodic table and atomic structure, thermochemistry, rates of chemical reaction, crystal structures and shapes of molecules, carbon and hydrogen, chemical equilibrium, hydrogen, oxygen and water, chemistry of non-metals nitrogen and sulphur, electrochemistry and reactions of some organic compounds containing oxygen.

Higher level candidates do a more in-depth study of each topic than ordinary level candidates.

Two main branches of Mathematics may be distinguished - "pure" mathematics in which the emphasis is on the deductive process and need not have any practical applications - and also happens to be the branch we all study in school.

"Applied Mathematics" results from the use of pure mathematics in concrete situations. The term "Applied Mathematics" sometimes refers to the part of mathematics that is developed specifically to meet the requirements of scientific problems and sometimes tools to analyse their problems. Behind almost every operation of applied mathematics lies a piece of pure mathematics to it is vital that anyone wishing to study the subject has a reasonable grasp of pure mathematics.

The Leaving Certificate course in Applied Mathematics covers three areas:

1. Statics : The study of forces on bodies at rest
2. Hydrostatics : The study of forces on liquids and gases at rest
3. Dynamics : The study of the motion of a body, together with the forces

which cause the motion.

2. Design for a specific craft such as fabric-printing, calligraphy, linoprinting, embroidery, weaving, pottery, modelling, carving and publicity design. - 100 marks

3. Craft Work:

Design in the actual material for a craft such as linoprinting, bookcrafts, hand printed textiles, embroidery, weaving, puppetry, calligraphy, carving, modelling and art metalwork. - 50 Marks

4. Life Sketching

Section 1: Art in Ireland (from Prehistoric times to the present)

Section 2: European Art (from 100A.D.to the present)

Section 3: Candidates will be given an opportunity to discuss topics based on everyday visual experience in their own environment.

Note:

Some people say "What good is Art?". (Remember Art as a subject is awarded as many points in the Leaving Cert. as Higher Maths or any other subject.) How many times have you heard this remark? The Leaving Certificate Art Course sets out to educate the student’s visual sense, which includes design.

A minority of students go on to become professional artists, concentrating mainly on ‘Fine Art’ although, as a career that can be precarious, but there is a wide range of careers in the design area. Art is a very useful subject for anyone considering going into Architecture, or Town Planning. Advertising Agencies require people with Art and Design training at many levels. There are book designers, packaging designers, nearly everything one uses today is pre-packed and therefore has to be designed. The fashion industry requires designers also the furniture industry requires designers in both fabric and textiles. Television uses both designers and graphic artists, there are film and stage designers. Interior design is another area, as is printing and magazine design. Graphic Designers are used also in the design of Web sites and C.D. Roms.

In industry, designers work with many different materials and design is and important tool in marketing and sales promotion. Art is a good background for photography and film-making - also T.V., multi-media and video production. Overall there are many career areas where a knowledge of art can be applied.

Art also offers a good contrast and balance to other subjects in school. It is a subject of enquiry. It helps to increase your awareness of people and your environment and puts you back in touch with natural creativity.

One other lesser known area is that of Art therapy. It can be used as a wonderful method of healing - both psychological and those recovering, long-term, from physical injury with prolonged periods in hospital. It is used by private practitioners, in psychiatric hospitals and with children suffering trauma or mental disability.

In Dublin Institute of Technology, those applying for Architecture, may be required to do a ‘suitability test’ so that the College may assess drawing skills and general artistic awareness. An art portfolio may also be required as it is in applying for other art courses such as graphic-design,fine-art and others.

Do not forget that Art History is an important component of the course and is awarded 25% of your overall mark.

1. Food Constituents: Proteins, lipids, carbohydrates, vitamins, water and enzymes.

A study of the following body systems:

Circulatory, respiratory, glandular, and digestive.

3. Microbiology:

Micro-organisms, yeasts, bacteria, and hygiene.

4. Food Preservation

The home - a study of the family in contemporary Ireland, the social context of the family and the principles and practices of home management.

(This subject is recognised for entry into all third-level colleges. The study of Home Economics complements the study of Biology. It is desirable, though not essential, for further study in teacher training for Home Economics, Nursing and CERT courses.)

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A: The History of Ireland and of Ireland’s relations with Great Britain 1868 - 1966.

B: The History of Europe to be studied in a world setting 1870-1966.

Section A: Map Work: The study of Ordinance Survey maps.

Physical: Common rocks of the earth’s crust: weathering, erosion, climate and weather, ocean currents, and major soil types.

Social: The nature and distribution of major world cultural areas, the colonial heritage, world distribution and density of population, settlement patterns, and communication networks.

Economic: Primary e.g. Forestry, secondary e.g. Manufacturing and tertiary industries,e.g. Transport and Tourism.

Section D: Field studies of the local region or of a particular section of local geography.

This subject provides good background information for subsequent careers in town planning, cartography, surveying and meteorology. It is also useful for airline pilots, naval deck cadets and tourist office personnel.

1. Singing or playing individually

or

Singing or playing as a member of a musical group

2. Singing or playing a sight-reading test

or

Singing or playing an aural memory test

or

Singing or playing an unprepared improvisation

At the end of the course all students will be required to show sufficient understanding of the rudiments of music and aural imagination to be able to conceive and notate music.

Students swill develop listening ability by studying

1. Prescribed work
2. Irish music and by learning aural skills

Ordinary level students will choose one of the three activities to represent 50% of the marks.

or

Performing 25% Composing 50% Listening 25%

or

Performing 25% Composing 25% Listening 50%

Higher Level students will undertake additional studies in one of the three activities:

Music is essential for entry into BA Music in Maynooth College. UCC, Cork School of Music and TCD have entrance tests in Music. The WIT and DIT have auditions for entrance to their courses in Music.

Composition

Comprehension and Language Tests

Prose and Poetry either Listed or Optional

The History of Irish

Composition and Conprehension

Poetry and Prose (A or B Syllabus )

1. Aural and Conprehension
2. Speaking Irish and Oral Test
3. Written Irish

Irish is a requirement for entry to the National University of Ireland (NUI) with ite colleges of UCD, UCC, Galway and Maynooth. So for any courses in these colleges you must have Irish in your Leaving Certificate unless you are exempt by being born outside Ireland, or educated outside Ireland up to the age of 12. The Gardai require it at B level in foundation or D in ordinary: Irish is required to study Nursing in NUI colleges.

1. Comprehension: Text is not taken from prescribed syllabus. There are four texts in all. The students answers a question (A) from one text and question (B) from another text. 100 marks is allocated for this question.

2. Essay: One essay is to be written, the titles are based on the comprehensions; the style is suggested by the titles. 100 marks is allocated for this question.

1. Single Text: A question is answered on a text which has been studied in detail(prescribed syllabus). 60 marks.

2. Comparative: A question is answered on three texts; two fiction, and drama or film, in relation to certain themes ie; social issues and prescribed syllabus.

70 marks.

3. Unseen Poetry: A series of questions are answered on an unseen poem. 20 marks.

4. Prescribed Poetry: A question is answered on one of the eight poets studied for the exam. 50 marks.

Good spelling and grammar is essential for Higher English in the Leaving Cert.. You must be a good and frequent reader to consider doing the Higher Paper and to achieve an Honours result.

The course includes:

6 poems by each of the 8 poets.

1 single text e.g. ‘Hamlet’. Shakespeare must be done either for the comparative or as a single text.

The notes here are not intended to ‘frighten off’ prospective candidates for the Higher English course for the Leaving Cert. but it is important that students are fully aware of the commitment required in order to be successful.

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There are four texts: Question (A) is from one and question (B) is from the another. The language within the texts is very easy to comprehend and shorter answers are expected by the examiner.

2. Essay; the titles are not as abstract as Higher Level, in fact the titles are more direct. A Higher Level example could be: "There then blew in a tremendous storm of thunder and crashing hailstones, a final explosion of defiance of the elements they could not control." ‘Write the opening of a novel of biography in which you would describe a storm and its impact on a place, real or imaginary.’ An Ordinary Level example could be: "We could hear the screaming a mile away". ‘Use this sentence as the starting point or end of a story.

A Shakespearean text is not essential.

1. There is one single text. Instead of answering in ‘essay’ style, as is required at Higher Level, the candidate is presented with a series of questions on the text therefore shorter answers are expected by the examiner.

2. Three Texts: Again, a series of questions are presented and shorter answers are expected.

3. Unseen Poem: The poems selected will be pitched to an Ordinary Level standard.

4. The Prescribed Poems: They appear on the paper unlike Higher Level, where they do not. At Ordinary Level an understanding of the individual poems is necessary whereas at Higher Level an understanding of the poets in relation to six poems by each of the selected poets, is essential.

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There are four sections for examination:

1. Oral Assessment

1. General conversation
2. An optional document chosen by the student

2. Listening Comprehension

Candidates will listen to a tape-recording and answer questions on what they have heard e.g. public announcements, extracts from radio, conversations overheard, etc.

3. Reading Comprehension

Candidates will demonstrate and understanding of information from menus, public signs, brochures, magazines and literary extracts. Higher Level candidates will explore levels of meaning and show awareness of stylistic aspects of literary texts.

4. Written Production

The candidates will use the language to communicate feelings and attitudes and to explain, discuss and summarise given texts.

There are four sections for examination:

1. Oral Assessment

1. General conversation. Candidates may avail of the option of discussing a leterary work.
2. A role-play situation.

2. Listening Comprehension

Candidates will listen to a tape-recording and answer questions on what they have heard, e.g. public announcements, extracts from radio, conversations overheard, etc..

Candidates will demonstrate an understanding of information from menus, public signs, timetables, brochures, guides, letters, newspaper or magazine articles and works of literature. Higher Level candidates will explore levels of meaning to show awareness of stylistic aspects of literary texts.

4. Written Production

The candidates will use the language to communicate feelings and attitudes and to explain, discuss and summarise given texts.

There are four sections for examination:

1. Oral Assessment

1. General Conversation. Candidates may avail of the option of discussing a leterary work.

2. One of these options:

1. Project:

Discussing a project the candidate has worked on which is relevant to the syllabus content.

2. Picture Sequence:

Story narration and brief discussion of issues arising from story.

3. A role- play situation.

2. Listening Comprehension

Candidates will demonstrate an understanding of information from menus, public signs, timetbles, brochures, guides, letters, newspaper or magazine articles and works of literature. Higher level candidates will explore levels of meaning and show awareness of stylistic aspects of literary texts.

4. Written Production

The candidates will use the language to communicate feeli9ngs and attitudes and to explain, discuss and summarise given texts.

IRISH, ENGLISH, MATHS