Fáilte & Welcome
Céad Míle Fáilte to all our readers, whether parent, student, teacher, past student or someone interested to find out about our fine College.
Welcome to Mizz Dominican, the coolest newsletter for all the girls in Dominican College. It is produced by class 1.2. The new fun first year class!!! You can read about school activities, do a word search and much, much more! This is a chance for you to catch up on everything that's happening in school. We hope you enjoy our magazine and have a good year in Dominican College!
If your class would like to produce an issue of this newsletter, contact Mr. Moriarty
My Fair Lady: by Andrea Ormond:
This exciting show is being performed by very talented TY, 5th and 6th Year students, with the minor parts being played by the young actors of 1st, 2nd and 3rd Years. The musical is about a girl named Eliza Doolittle, a common, poor, ill-mouthed girl from London, who tries to learn how to become a real lady. In our production, Sinéad Cronin from TY plays the lead role.
Through out this marvellous play, which is based on a production called 'Pygmalion' by George Bernard Shaw, you are introduced to some very interesting characters such as Professor Higgins, played by Lyndsey O'Neill, and Colonel Pickering played by Elaine Leonard. Each character is different and this adds great interest through out the play.
It's definitely a musical not to miss!!
The Irish Times - 2/10/02
VOX POP - Is the media to blame for our poor self image?
Louise Nolan asked 6th Year students from Dominican College, Griffith Avenue, Dublin.
Media images of women can be very depressing. Everyone on television is presented as being so gorgeous, it makes normal people long to be different. It causes hurt and jealousy to see one skinny, good-looking woman after another on TV with no variety.
The media concentrates too much on how people look when achievement is more important. I used to look up to Geri Halliwell when she was involved with the United Nations. Now all she stands for is weight loss and image, which is disappointing.
There are not many normal-sized women to be seen in the media. Jennifer Lopez and Kate Winslet are two examples and they look great. Ali Hewson is another and she's also admired for a range of reasons that have nothing to do with her looks.
The media is not the main cause of eating disorders. We need to get more information about anorexia and bulimia in school. This information should come from people we can relate to - young people who have been through the experience themselves.
I constantly hear my friends making comparisons between themselves and people in the media. Talented people, I know, feel they have no chance of making it in music or entertainment without the right look. I think that shows like Pop Stars have added to that.
Life after Transition Year by Catherine Doyle:
Much as we all may have wondered what it was going to be like, the fact remains that 5th Year isn't a million miles away from TY itself. It's true that we no longer have trips to various places to look forward to, or a huge undertaking like the Fashion Show to get involved in, or the chance to try all manner of things that we've never done before, but at its heart, 5th Year isn't so different from Transition Year. They both require hard work to get the full benefit from them, and they're both extremely rewarding.
The prospect of being in the school building for the entire school day, going to normal classes, did not seem like a nice one at the end of TY, but there's a lot to like about 5th Year. Personally, I'm very happy with my subject choices, though I know some people changed their minds in the first week or two. While the decision itself was agonising, I'm really enjoying Accounting, Chemistry and Physics. Physics in particular was a subject I wasn't sure I would like, as I wasn't terribly fond of it for the Junior Cert, but I picked it so I would have two Science subjects. And just to prove the unpredictability of life, it's now my favourite subject. It's a very satisfying feeling when a concept you've been trying to understand suddenly clicks.
Just like TY, there's a camaraderie about 5th Year. We're all starting these new subjects and getting used to the routine together. The whole of 5th Year eating lunch in the Hall makes this even more obvious. This is an aspect of 5th Year that was missing from all the reports I heard before starting.
The days are flying by, and I can hardly believe it's the beginning of October already. I remember writing something similar in my Transition Year Journal this time last year. That's something else 5th Year has in common with TY: they both go by really fast. And everyone knows that it's only when you're having fun that time flies.
Directors' Corner by Peter O'Driscoll:
I am delighted to be once again associated with Dominican College and its musical. It has been a rewarding experience for me to be working with so many talented students and I have no doubt that this year's production will be a success.
Dates to remember:
Monday 14th October 1.00 6th Year Parent/Teacher meeting
Wednesday 16th October 19.30 Mass for First Years and their Parents
Friday 25th October 12.35 Mid Term
Tuesday 14th November 1.00 3rd Year Parent/Teacher meeting
Can you find the following words?
A B D E Z S P O R T R P H O K
R L I Q Z O P J E N G L I S H
T L M O C N G N X R E S S E F
L C O O K E R Y O P O P T N L
C Q W S T V Z F M E G K O A O
L M U K F E C D U V R J R M P
M Q U P U S O H V W A I Y R L
O P Q S W X Y Z O R P O L E M
P C H O I R M N O Q H S T G Y
Q O U Z P C O R S T Y V W X G
R E S T E R Y M A T H S J K V
E C N E I C S M O K L N X L W
CHOIR SPORT HISTORY, GEOGRAPHY, ART, SCIENCE, ENGLISH, MATHS, GERMAN, GYM, COOKERY, MUSIC.
Under 13 soccer training takes place on a Thursday afternoon on the soccer pitch after class, and also at lunchtimes on a Tuesday in the Gym. Mr. Moriarty and Mr. McDermott were delighted to see such a large 'turn-out' from the First Years at these training sessions and also at the high level of skill shown. The panel below has been selected for this academic year, so if you did not make the team this year we hope you will 'try-out' again next year.
The under 13 team will play Ard Scoil La Salle, Raheny on Wednesday 9th October in the league at home and will play away the following week in Drogheda. Best of Luck!!
Muireann Ní Ghormáin, Amy Redmond, Sarah Stapleton, Katie Tuck, Ruth Davenport, Caroline Davis, Jennifer Smyth, Deborah McGuire, Jennifer Hyland, Lauren Phillips, Ciara Tuohy, Aisling Fitzgerald, Roisín F-P, Aileen Bohan, Amy Gillivan, Lauren Fagan, Eimear Nolan, Kayleigh McColgan, Carol Martin and Emma Clarke.
Student Council Class Representatives 2002 - 2003:
The Student Council of Dominican College is the democratically elected
voice of the students of our school. Its aims include
" to enhance the sense of school spirit within our school
" to give students a channel to express themselves within the school community
For further information, see the excellent Student Council notice-board outside the library.
Claire Singleton (2.1), Roisin Bergin (2.2), Aisling Dunne (2.3) and Catherine Kelly (2.4)
Karen Emerson (3.1), and Natalie Mitchell-Lee (3.2), Debbie Lowe (3.3), Ciara O'Reilly (3.4) and Jennifer Cullen (3.5)
Joanne Elliott (4.2) and Aisling Ryan (4.3)
Nikita Boylan (5.1), Lorna Robertson (5.2), Ruth Gilligan (5.3), Sarah McCormack (5.4) and Sorcha Turnbull (5.5)
Michelle Dunne (6.1), Fiona Scanlon (6.2), Emma McCarthy (6.3), Elizabeth McAdam (6.4) and Mairead Kelly (6.5)
The 1st Year Representatives will be elected before Christmas.
Dominican College Basketball Teams:
Heather Byrne, Catríona Darling, Sorcha Turnbull, Ciara Stephens, Keva O'Donoghue, Joanne Elliot, Julie Wilkins and Elaine Stone
Michelle McNamara, Jane McNamara, Aisling Andrews, Freya Monks, Andrea Ormond, Leanne O'Reilly, Charlotte Gartlan, Louise Brady, Sarah Brown, Leona Redmond and Frances Nic Reamoinn
Jessica Treacy, Katherine Bohan, Sarah McDonnell, Roisín McManus, Ailish Beakey, Penny Newman and Andrea McGinn
Elizabeth Murphy, Niamh O'Mara, Elaine Shanahan, Aisling Gaffney, Sarah Hasset, Nicole Berkery, Rachel Cowley, Deborah Cullen, Heather Sheehan, Caroline McMahon, Orla King, Rachel Cribben, Aoife Conroy, Ann Marie Lychenon, Anita Hanly and
Dominican College Badminton Teams:
Lise Anne O'Neill, Gillian McDonnell, Katie Collins and Sarah McGearty
Michelle Bohan, Suzanne O'Neill, Deirdre Killeen, Ruth Gilligan, Michelle Mulcahy and Michelle McCoy
Katherine Bohan, Fiona O'Hagan, Claire Singleton, Alanna Bucket and Maria Nangle
Catherine Kelly, Maeve Bolger, Aileen Bohan, Gillian McAteer, Caroline McNally and Michelle Linanne
Rachel Cassidy (3.4) who recently won the Senior Girls Golf Singles Championship.
Tara Cooling (6.2) & Rachel Quinn (6.4) who played for Dublin in the Leinster Under-18 Camogie Championship Final on the 5th October against Kilkenny.
Next Issue:We will have articles on Camp Rainbow, an update on the musical and sports and much much more. If you would like to include any items, please contact Mr. Moriarty.
Past and Present Pupils' Contact Addresses & Websites
If you wish to have a link to your website included, please visit 'Contact us'.
Simple Pixels Design www.simplepixelsdesign.com
Edith Heffernan (Class of 1999)
Simple Pixels Design is a small design studio based in Dublin, Ireland. With over 7 years online experience, we plan, design and develop beautiful, customer focused websites.
*As part of their Young Scientists Project, Michelle Picardo and Lise-ann O'Neill have put their project on the web
*Lyndsey Thomas, from the class of 2003, has started her own business called 'Oz Hair Design'. Among the other treats available are facial, eye, hand, nail and feet treatments.
Oz Hair Design, 63 Clontarf Road. Phone: 01 8336942
This programme focuses on the students having the experience of engaging in a Community Care Placement. In practical terms, this sees the students going out in groups, of at least two, one morning a week to spend some time helping caring organisations. These organisations are involved locally in providing a service to those in the community who have a need of one kind or another. Placement settings vary from public hospitals to nursing homes to community crèches. Students are visited on an ongoing basis by their R.E. teachers.
The Religious Education philosophy which underpins this particular programme is one which sees a value in taking Religious Education out of the classroom setting for a year and seeing what can be learned from all those who work, professionally and voluntarily, in the wider Christian caring community.
A further project has recently been added to the R.E. programme. The Churches Project aims to make TY students aware of the rich Religious heritage of Dublin City.
The work undertaken is usually in project form, each lasting several weeks, occasionally longer if appropriate. When a musical production is underway, students work on the design and manufacture of the stage sets and props. In previous years, projects have included visiting Lambert’s puppet theatre, a potter’s shop, workshops on ceramics, mask making, mirror frames, papier maché, 3D art, fashion design, photography and face painting.
We also try to visit an art gallery/museum as part of most programmes. Each year, we adjust what we do to accommodate the needs of the incoming group. Whether or not the students have studied art previously, we try to give the students an opportunity to try some artistic endeavour perhaps not previously experienced.
The European Computer Driving Licence establishes standards for everyone who uses a computer, in either a professional or a personal capacity. It is a certificate which verifies a student's competence, declares her computer skills, and makes her readily mobile within Irish business and across the community.
The ECDL builds around a special user-friendly skills card. This card records the skills demonstrated in each of seven computer-related modules. As each module is successfully passed, the corresponding skill is noted in the student's card. The final achievement of a full card leads to the awarding of a licence.
The modules are:
· Basic Concepts of Information Technology · Using a Computer and Managing Files · Word Processing · Spreadsheets · Databases/Filing Systems · Presentations and Drawings · Information Network Services
All but the first module are tests of practical skills rather than of theory. The guiding principle is reality; the licence is a definition of actual skills.
It is possible to offer a minimum of four of the above modules in Transition Year. The skills card can be used in any accredited centre within three years to continue towards ECDL certification.
This programme has theoretical and practical components. In the theoretical, we examine character, plot, structure and stagecraft. The practical element includes mime, improvisation, performance and script-writing.
These disciplines foster an appreciation of the technicalities of drama and allow students to develop leadership skills, to grow in confidence and self-esteem, to discover hidden talents and, most importantly, to have fun in the process.
The Transition Year English programme will build on the oral, reading, writing, creative and critical skills acquired at Junior Certificate. Students will learn to tackle, competently and effectively, areas to be examined in the new Leaving Certificate syllabus. We aim to explore an extensive range of genres, linguistic forms and styles. We plan to have a tour to a poetry workshop centre and may attend a theatre performance.
Assessment may be by project work, by written and oral presentation of work completed or by portfolio of original work.
Film Studies (Possible Module):
The TY Film Studies programme provides students with an opportunity to view films in an active andcritical way. Students will explore the different codes used by directors to create meaning on the screen.
Key areas of the programme include:
-an exploration of film genre -cultural settings in film -a brief introduction to film theory -writing film reviews
Financial Life Skills (Possible Module):
The aim of this programme is to provide TY students with an understanding of personal finance. It also aims to enable the students to find information for themselves.
On completion of this programme, it is hoped that the students will have:
- an understanding of money management and budgeting in a personal and household context. - a knowledge of the range of financial services and institutions available. - an appreciation of the necessity of having adequate protection for health, property, life and the future.
The programme consists of four modules:
- Budgeting and Saving - Borrowing and Credit - Insuring your assets - Protecting your future.
Gaeilge san Idirbhliain:
The Irish programme in Transition Year provides students with an opportunity to study aspects of language and culture, which, due to time constraints, are not covered for Junior or Leaving Certificate exams.
The programme consists of:
-Oral language programme to improve fluency in Irish. -Folklore module to include a guest lecturer from Irish Folklore Department, UCD. -Visit to Royal Irish Academy to encourage an appreciation of old Irish manuscripts such as ‘An Leabhar Breac’ and ‘An Cathach’. -Studying aspects of Irish folk tradition such as place-names, festivals and folk life, music and dance. -Introduction to TG4, with special emphasis on Ros na Rún -Project work.
This programme is divided into the following modules:
- Awareness of surroundings - Improving observational skills, mapping, surveying, looking with an understanding of patterns in the environment -Tourism -World Awareness: Irish Times foreign page, location of places in the news
The Guidance programme provides the time and space for students to explore their own special interests and talents and so become more aware of themselves and their place in society.
-Advice on subject choice for senior cycle, bearing in mind possible career options -Interest inventories and personal profiles -Students undertake to complete a career project involving entry routes and entry requirements for various courses -Personal and social education with emphasis on personal aptitudes, abilities and interests -Preparation for work and career exploration -Students are encouraged to attend, when posssible, career information seminars and open days
The TY History programme aims to provide students with learning opportunities which help to bridge the gap which exists between Junior and Leaving cycle History. A wide variety of materials is explored drawing upon topics from the local, national, European and global contexts. Students are expected to engage in individual and group activities researching, collating and presenting information in a variety of formats.
Transition Year Home Economics is made up of three parts:
1. Cookery aims to deepen each student's knowledge of culinary skills from around the world, through investigation, analysis, manipulation, problem solving and communication.
2. Interior Design enables students to develop skills in interior design and room planning. They produce a room plan and decorating scheme, which reflects their understanding of style and design principles.
3. Human Nutrition aims to develop an awareness of the importance of diet, health and physical activity in order to prevent the onset of diet-related chronic disease in later life.
4. The Craft module introduces the students to a handicraft, developing skills of creativity, dexterity and appreciation.
5. The Social Studies module explores issues related to family life today and/or mental health matters.
Legal Studies (Possible Module):
This programme aims to develop each student’s awareness of the impact of the law on the community and of the individual’s rights and obligations under the law.
The following topics are amongst those covered: definition and sources of law, administration of the law, review of the court structure and the function of the jury in modern times.
The programme consists of formal input by the teacher, project work, debates, classroom discussion, use of video tapes and a visit to the Four Courts.
Transition Year provides students with an opportunity to explore some of the more practical elements of Mathematics. It allows students to consolidate core material previously studied at Junior Certificate level. Students are introduced to a number of Leaving Certificate concepts throughout the year. This introduction facilitates the transition from the Junior Certificate to Leaving Certificate courses.
By setting up a company of their own, selling shares, developing, marketing and selling actual products, the students will, through first hand experience in a real business, develop skills in personal development and enterprise. They will gain knowledge of the values, freedoms and responsibilities of the business system.
They will experience the organisation, operation and management of business. The programme will provide motivation for leadership through the development of skills, abilities and confidence.
For the past few years, all Mini-Company participants have benefitted from the Junior Achievement programme. A volunteer from the business community acts as advisor to the mini-companies and each student is presented with a certificate after completing the programme.
Modern European Languages (French/German/Spanish):
The Modern Language syllabus in Transition Year aims to maintain and build on skills acquired for Junior Certificate. Its main emphasis is to provide the students with a communicative competence in the target language through written and oral proficiency in order to prepare them for the Leaving Certificate programme.
Emphasis is placed on cultural awareness, grammar, oral work and through the use of written exercises, role-plays and aural work. Film and other audio-visual material will form part of the course.
The aim of the Transition Year Music programme is to help students develop an appreciation of all types of music ie. Classical, Irish, Jazz and Popular music. They are exposed to music from a variety of eras and develop their listening and composing skills in the course of the year. Music students and non-music students alike, are encouraged to participate in the songwriting module and enter the song contest which is held in the last term.
When there is a musical, each student takes responsibility for a designated role and gains an understanding of the importance of teamwork.
The programme is designed to offer students a versatile range of skills and activities not experienced in the school P.E. programme. The skills learned are life skills and we hope that the students will use them in their present and later life. Activities such as self-defence, first aid, water sports, pitch and putt and grooming may form an integral part of the Transition Year P.E. programme.
This course is divided into three modules:
-Horticulture introduces the students to the main areas of horticultural practice involving the preparation for spring bulbs, Christmas floral arrangements, plant propagation, hanging baskets, window boxes and summer bedding plants. -Health issues will be explored, during the non-growing season, which will involve attending some lectures on women’s health topics. -The use of Biology, Chemistry and Physics in everyday life through the use of experiments, to assist students to make an informed choice about Leaving Certificate options. -Students are encouraged to enter The Young Scientist Exhibition. To date, we have enjoyed considerable achievement in this area.
Technical Graphics (Possible Module):
Working with Ard Scoil Rís is a mutually beneficial arrangement for both schools. The boys come to our school for Cookery and the girls have a Technical Graphics module in Ard Scoil Rís.
The course aims to develop the creative imagination by encouraging the students to reason in two and three dimensions and by applying these abilities to the solution of graphical and spatial problems. The cognitive and practical skills developed will allow students to interpret and communicate information and ideas graphically, thereby encouraging competency in the universal language of design and technology.
All things being equal, age may be a determining factor.
Note: The above criteria are not related to academic ability but are about the willingness to be involved.
RATIONALE FOR TRANSITION YEAR
The Transition Year Programmes is intended to facilitate the integrated development of the intellectual, emotional, spiritual, physical, social and vocational capacities of each individual student through a structured learning experience.
AIMS OF TRANSITION YEAR
Education for maturity with an emphasis on social awareness and increased social competence,
Education through experience of adult and working life as a basis for personal development and maturity,Promotion of general, technical and academic skills with an emphasis on inter-disciplinary and self-directed learning.
(Department of Education and Science Guidelines)
The Transition Year is intended to cater for the needs and capacities of young people within a framework of a broad general education, which includes academic studies, personal development and education for working life. The following is an outline of the main areas covered in our programme.
Transition Year begins with an induction session where the aims of the year are explained to all students. The expectations we have for each of our students, and which we hope each student has for herself, are examined.
A Contract of Learning is signed by each student, her parent/guardian and the TY Co-ordinator. Signing the contract is a mark of each student’s commitment to the success of her Transition Year. From the staff’s point of view, it represents our commitment to treat Transition Year students as young adults participating in a course which we have planned with the goals of developing greater maturity, relevant skills and an orientation to the working world.
At the beginning of Transition Year, a trip is organised to an outdoor pursuits centre in Recess, Co. Galway. This ‘bonding session’ has proved to be very successful and is now an integral part of our programme. Activities include canoeing, hill-walking, orienteering and wind surfing.
As well as providing the students with a wonderful opportunity to acquaint themselves with their new classmates, it is guaranteed enjoyment and exercise in a healthy, safe and picturesque environment.
This involves spending time as part of the Transition Year programme, learning at first-hand about life in a work place. The employer agrees to co-operate with the school, in taking on a student in a Work Experience placement. The employer knows that s/he is taking on a person, as part of a learning experience, not as some form of cheap labour.
Work Experience is an integral part of education for working life. In addition to giving students an insight into the world of work, it also provides them with opportunities for developing their social and life skills. Students are therefore not normally paid during their placement. To be effective, work experience must be planned properly in advance, must not be with a family member and will be monitored closely by the school.
To date, work experience has taken place for two weeks in the second term.
Gaisce is the National Challenge Award from the President of Ireland to the young people of Ireland aged between fifteen and twenty-five years.
The purpose of the award is to encourage young people to set and achieve a demanding challenge for themselves in each of four different areas of activity as follows:
- Community Involvement - Personal Skill - Physical Recreation - Venture Activity
The basic requirements for each participant is measured by hours of effort and commitment to earn an award. All TY students are encouraged to accept the challenge of the Gaisce Award and the progress of the participants is monitored throughout the year. For further information about the President's Award, see the following web site: http://www.gaisce.ie
Transition Year students do not always get what is traditionally known as ‘homework’. Homework in TY will include project work, research, information gathering and presentation preparation. Students who are committed to the programme find that they have a lot of work/study to do out of school. The new study skills developed throughout the year are very beneficial for the Leaving Certificate.
TY students follow the same timetable as other students in the school. Within the forty period week, adjustments are made according to the number of class groups within TY. For example, in recent years, the time allocation for subjects was adjusted, which facilitated possible modules such as Film Studies and Legal Studies.
It is impossible to know, in advance, the definite arrangements for the incoming group of students, until the number of accepted applicants is established.
To date, all students have studied virtually all subjects with the aim of broadening their educational experience.
When we think of assessment, many of us automatically think of examinations, often where several years’ work is evaluated based on what can be produced in a few hours.
Transition Year offers a unique opportunity to assess the overall contribution made by the student to the success of her year. We are assessing the present Transition Year students using the following criteria:
Attendance, Classroom behaviour, Punctuality, Overall standard of work, Uniform, Co-operation with others, Initiative, Contribution to show, Reliability, Work experience, Effort/Enthusiasm, Meeting deadlines, Having required class materials, Handing up forms/letters/money and so forth.
A Mid-Year Assessment report is sent out at the end of January to update all parents/guardians about their daughter’s progress.
At an Open Night, at the end of the school year, each student will be presented with a certificate based on her performance throughout the year. The levels of certification are: Distinction, Merit Plus, Merit and Credit. They will also be presented with a general certificate of participation, issued by the Department of Education and Science.
Students have an opportunity to display many of their newly acquired and developed talents at the Open Night, to which all parents/guardians are invited. Art displays, project displays, a variety show and presentation of certificates to students provide a busy finish to a very busy year.
Dominican College Camogie club is having a very successful season
with both the senior and junior teams reaching the Dublin College's League
Finals. The senior team began their campaign on November 7th against
a very strong Baldoyle side who went on to beat our girls by one
goal and two points. This disappointing result made the team more determined
to change the poor start to the season and, with continued training, the
team's hardworking spirit led them to well deserved wins over Scoil Chaitríona
and Maynooth P.P..
With just two teams emerging from our group, we found ourselves on equal points with St. Mary's Baldoyle and Scoil Chaitríona and were faced with a three-way play-off battle to step into the league semi-final position. However, Domincan College overcame this obstacle with ease, beating both teams and emerged as winners of the 'Northside' group.
The team now faced its next tough encounter against the runner-up team of the 'Southside' group, Lucan C.C. This proved to be a challenging contest but nothing could beat our dedicated stronghold and the girls now march on to the final hurdle against Sancta Maria, Templogue. This will be a nail-biting final and it is difficult to predict the winning team but if team spirit, dedication and passion for the game are anything to go by, our girls will be victorious. Good luck girls!
Congratulations to the following students who have all helped Dominican
College reach the Colleges League Final:
Rachel Quinn, Sarah Quinn, Tara Cooling, Emma Cooling, Mary McCarthy, Emma Flanagan, Louise Markham, Yvonne McMahon, Katherine Hanney, Doireann O'Rourke, Sorcha Turnbull, Maria Sweeney, Kate Mooney, Elaine Stone, Sinéad Ní Dhonabháin, Maeve Bolgar, Julie Anne Cooper and Muireann Ní Ghormáin.
The Dominican College junior team have had an incredible 2002/'03 season winning all their league fixtures and Round one of the Division One College's Championship so far this season. The girls' dreamlike campaign began on November 19th with an easy win over Maynooth P.P. This ultra confident skillful team continued its winning path over coming Holyfaith S.S., Manor House Raheny, St. Mary's Baldoyle and Loreto, Ballbriggan. The girls now eased into a semi-final place against Sancta Maria, Templogue and won this match to earn a place in the final against St. Mac Dara's, Templeogue. There's no doubt that this team are overwhelming favourites to win out the competition. The team's maturity, commitment, confidence and 'never give-up' attitude has strengthened continually as the season progressed and we all eagerly await the final step in the hope of gaining the league title. Good luck in the final to the following students who are part of this proud talented junior team:
Maria Sweeney, Debbie Lowe, Kate Mooney, Elaine Stone, Maeve Bolgar, Sarah Cooper, Julie Anne Cooper, Muireann Ní Ghormáin, Deirdre Canning, Sara Jane Tynan, Ciara Ni Mhaolagáin, Miriam Dorney, Joanne Shiel, Hazel McCourt, Eabha Lankford, Carol Ann Canning, Heather Mulligan, Amy Sheehy, Emma McInerney, Sinéad Ní Dhonnabháin , Ann Marie McMahon, Therese McCarthy, Catherine Hanlon, Maobh Mooney, Hannah Symes and Sarah Truman.