Eochairchéim 3

Níl áit níos fearr ná Gaelcholáiste Dhoire i dtaca lena aithint cad é atá ar eolas ag daltaí Gaelscoile, tógáil ar an oideachas atá faighte acu ina nGaelscoil agus forbairt dá réir a dhéanamh ar na scileanna agus inniúlachtaí ar leith atá acu. Tá ár bhfoireann ghairmiúil agus thiomanta dírithe ar a chinntiú go mbaineann na daltaí sult as bheith ag foghlaim.

Déanann na daltaí a thagann ar Ghaelcholáiste Dhoire staidéar ar 16 ábhar san iomlán, rud a chomhlíonann riachtanais an Churaclaim athbhreithnithe ag Eochairchéim 3: Gaeilge, Béarla, Matamaitic, Eolaíocht, Stair, Tíreolaíocht, Reiligiún, Fraincis, Teicneolaíocht na Faisnéise agus na Cumarsáide, Teicneolaíocht agus Dearadh, Eacnamaíocht Bhaile, Corpoideachas, Ealaín, Ceol, Drámaíocht, agus Foghlaim don tSaol agus don Obair. Seachas an Béarla, a theagasctar trí Bhéarla, is trí mheán na Gaeilge a theagasctar na hábhair uilig, de réir an dea-chleachtais.

Is é an sprioc atá againn in Eochairchéim 3 ná dúil san fhoghlaim a spreagadh sna daltaí agus a rannpháirtíocht ghníomhach a spreagadh tríd an churaclam uilig. Creidimid go dtugann curaclam Eochairchéim 3 an deis do na daltaí agus don fhoireann a fhiosrú cén dóigh a bhfoghlaimíonn na daltaí, cad iad na réimsí spéise atá acu agus cad iad na hábhair is fearr leo. Is in Eochairchéim 3 a leagtar dúshraith a bhforbartha oideachasúla agus cuirtear béim ar an litearthacht, an uimhearthacht agus ar scileanna Teicneolaíocht na Faisnéise agus na Cumarsáide. 

Toisc gur scoil bheag muid, tá ar ár gcumas:

  • Bheith nuálaíoch agus solúbtha sa dóigh a riartar an curaclam,
  • Ábhair a ghrúpáil le chéile leis an fhoghlaim a éascú trí théamaí traschuraclaim,
  • An t-amchlár a oiriúnú le béim a chur ar réimsí foghlama ar leith ag amanna ar leith den bhliain le go mbeidh buntáiste na hidirnascachta sa churaclam ag na daltaí,
  • Teagasc foirne a chur ar fáil le tacú leis na príomhréimsí – uimhearthacht, litearthacht agus Teicneolaíocht na Faisnéise agus na Cumarsáide,
  • Múinteoirí a bheith freagrach as roinnt réimsí ábhair, rud a fhágann go gcaitheann na múinteoirí níos mó ama le grúpaí ranga beaga
  • Deis a thabhairt do na múinteoirí aithne den scoth a chur ar na páistí ar bhonn duine le duine, agus dá réir sin a mbuanna indibhidiúla agus na réimsí ina bhfuil tacaíocht de dhíth orthu a aithint.

 

Key Stage 3

Gaelcholáiste Dhoire is ideally placed to take account of what Gaelscoil pupils know, build on the education they have received in their primary education and further develop their unique skills and abilities. The committed aim of our highly professional and dedicated staff is to ensure that learning is enjoyable.

A pupil entering Gaelcholáiste Dhoire studies a total of 16 subjects which meets the revised NI Curriculum requirements at Key Stage 3:- English, Irish, Maths, Science, History, Geography, Religion, French, ICT, Technology & Design, Home Economics, Physical Education, Art, Music, Drama, Learning for life and work. English is taught through the medium of English and the 15 other subjects are delivered through the medium of Irish (the target language) in line with best practice.

At Key stage 3 our goal is to instil a love of learning in the pupils and encourage their active participation across the curriculum. We believe that the Key Stage 3 curriculum offers the opportunity for students and staff to explore how pupils learn, where their interest lies and what subjects they enjoy most. The foundation to their educational development is laid down at Key stage 3 and emphasis is placed on literacy, numeracy and ICT skills.

 The small nature of our school allows us:-

  • To be innovative and flexible in the way in which the curriculum is delivered,
  • To group subjects together to facilitate learning by cross-curricular themes,
  • To adjust the timetable to weight particular areas of learning at specific time of the year allowing students to experience the connectivity in the curriculum,
  • To provide team-teaching to support the key areas of numeracy, literacy and ICT
  • Teachers are responsible for a number of subject areas which results in staff spending more time with the small class groups
  • Teachers get to know the children extremely well on a one-to-one basis and identify their individual strengths and areas where they need support.