About Harold’s Cross Educate Together Secondary School
The school offers a child-centred education in which the teacher facilitates and guides the child’s learning through both formal and informal methods while encouraging the child to be an active participant in own their learning. Each child is encouraged to learn at their own pace and individual learning needs are met in so far as the class size allows. Interaction between the teacher, child and parent is actively encouraged.
Pádraig Conaty
Our Principal
Pádraig is the first principal of Harold’s Cross Educate Together Secondary School. His vision is of a school which provides outstanding teaching in a learner-centred and equality-based environment; a school where students can engage with a broad curriculum as well as a wide range of sporting and cultural extra- curricular activities in an atmosphere where kindness, effort and creativity are recognised and celebrated.
Pádraig comes to us from North Wicklow ETSS where he was deputy principal since the school opened in 2016. Working alongside the principal, Pádraig oversaw the school’s growth from a student body of 34 to a diverse community of nearly 400 students, teachers and other staff in just four years.
Prior to this, Pádraig worked as Head of Third Year in St. Andrew’s College, Blackrock, Co. Dublin where he taught English and also coordinated School Self-Evaluation, Green Schools Committee and the College’s Anti-Bullying Ambassadors Programme.
Pádraig graduated with a BA in English and Economics in University College Dublin (UCD) in 2003. This was followed by a Masters of American Studies also in UCD. In 2006, Pádraig completed a Postgraduate Diploma in Education in NUI Galway. He was awarded a Masters in Education in UCD and also studied in the Jagiellonian University, Krakow, Poland.
Pádraig is passionate about innovation and creativity in education and has completed a postgraduate diploma in innovation, creativity and entrepreneurship in the Innovation Academy in UCD. More recently, Pádraig completed a coaching diploma accredited by the European Coaching and Mentoring Council.
Pádraig has also worked as a Junior Cycle for Teachers (JCT) English Associate supporting the provision of continuous professional development support for teachers of English and has supported the National Council for Curriculum and Assessment (NCCA) with their Junior Cycle English Quality Assurance process.
Pádraig is currently the Educate Together representative on the executive of the Principal and Deputy Principal Executive (PDA) and continues to engage with professional development and learning opportunities through Educate Together, the National Association of Principals and Deputy Principals (NAPD), the Centre for School Leadership (CSL) & the Joint Managerial Body.
Mick Heffernan
Our Deputy Principal
Michael is the first deputy principal of Harold’s Cross ETSS. He joined the school from North Wicklow ETSS where he spent four years as an assistant principal and teacher of History and Business Studies.
During this time, Michael led two successful School Self-Evaluation processes, coordinated a number of year groups and led staff teams to improvements in areas such as differentiation and literacy. Interested in growth strategy, Michael recently worked with Dublin City University and a number of Educate Together secondary schools in developing and embedding aspects of school ethos.
Prior to this, Michael spent eight years working at two schools in London where he was the head of the History department and developed a level two inclusion programme creating a pathway for a number of students from GCSE to A-level.
A law graduate with a passion for lifelong learning, Michael also has a Masters in World History from Birkbeck College-University of London and a postgraduate Diploma in Education from University College Cork. More recently, Michael has trained as a facilitator in the Parents Plus Programme.
Lorraine Galvin
Lorraine is the Guidance Counsellor and is currently in second year of the Masters in Guidance Counselling in DCU. She is also an EMCC accredited coach with a practitioner diploma in coaching and a senior practitioner diploma in team coaching.
Previous studies and qualifications include BSc in Biochemistry from University of Galway, the Higher Diploma in Education from UCD, and restorative practice facilitator training from CDI.
Lorraine is passionate about having a guidance practice in HCETSS that is inclusive, holistic and student-centred which speaks to our Educate Together ethos.
Ciara Mealy
Ciara is the Business and CSPE teacher. Prior to training in education, she worked in the Not for Profit industry for 11 years in marketing, fundraising and campaign management. She is passionate about bringing her subjects out of a textbook and into the real world using practical examples from her own career and the wider world.
Amy Kerins
Amy teaches Science, Maths and Home Economics at our school. Amy graduated from NUIG with a both a Bachelor of Science degree in Physiology and Microbiology and a Professional Masters of Education. Amy is passionate and enthusiastic to ensure her lessons are student orientated through active learning, ensuring each student feels encouraged to achieve their full potential. She has a keen interest in exploring science beyond the classroom. She recently took part in the STEM teacher internship programme with DCU, seeking to further enhance her continuous professional development as well as develop innovative and creative lessons for her students.
Brendan Daly
Brendan graduated from UCD with a BA in Maths and Geography, and recently returned to education to complete his Master’s of Education in Hibernia College.
Having previously worked as an SNA and as a training coordinator in AsIAm, Brendan is passionate about creating an inclusive classroom atmosphere and tailoring his lessons to match his student’s needs. Brendan is a big sports fan, loves cooking and fosters cats with the DSPCA.
Claudia Murtagh
Claudia is a Geography and Learning support teacher who graduated from DCU St. Pats. Claudia is passionate about keeping her lessons student centred, accessible to all and interactive, in the hope of allowing all students to reach their potential. Claudia has always had a great interest in special education and understands that all students have multiple ways of learning and all deserve to be included in our education system. In light of this, Claudia went on to complete a post grad in inclusive and special education from DCU in 2024. Claudia is also the Transition Year co-ordinator at HCETSS since the programme was introduced in our school.
Katharina Harder
Kathi has a Bachelor of Education from the University College of Teacher Education Vienna in Austria. She worked for as a class teacher in an inclusive secondary school in Vienna, supporting students with a wide range of learning needs. Since relocating to Ireland, Kathi has worked in schools specialising in Autism Spectrum Disorder. Her approach to teaching is student-centred and highly individualised, focusing on creating supports empowering students. Kathi is trained in restorative practice, the low arousal approach and safety intervention techniques. She is passionate about inclusion and strongly believes in nurturing positive, supportive environment to ensure every student can reach their full potential.
Daniel Clark
Daniel is one of our teachers of English and CSPE. Both his undergraduate degree in English Literature and Professional Master of Education postgraduate were awarded by University College Dublin. As a teacher, Daniel is enthusiastic about keeping lessons student centred and encouraging students to participate in class. His recent teaching experience includes time with Loreto College Crumlin.
Mutsa Cadden
Mutsa is SET Lead for Transition Year. She holds a BMus from NUI Maynooth and a Postgraduate Diploma in Education (Music) from UL. She has taught at both primary and secondary level, including many years as a piano teacher and Leaving Certificate Music teacher, before moving into the area of Additional Educational Needs. She is a certified tutor with the Reading Academy and passionate about inclusive education. Mutsa strives to be an advocate for her students, promoting equity, creativity, and confidence in learning. Outside of school, she enjoys time with her children, piano, art, dance, and catching up with friends.
Gerard Vickery
Gerard has over ten years of experience in teaching Mathematics and a track record of encouraging and supporting students. He has a Bachelor of Science (Hons) in Mathematical Science, a Bachelor of Engineering (Hons) in Medical Mechanical Engineering and a Professional Diploma in Education. He has taught students at all levels and age groups at 2nd level as well as mathematics to third level students studying engineering.
Áine Burns
Áine teaches Spanish at HCETSS. She graduated from UCD with a BA International Modern Languages majoring in Spanish and German. During this time, she studied for a year in the University of Salamanca in Spain. She also holds an MSc International Business and Management from Liverpool John Moores University. Áine is passionate about languages and the opportunities it brings. In the classroom she believes in using active methodologies and cultural input to increase student engagement and interest in language-learning.
Laura Power
Laura is the first-year coordinator. She has a BA in International Relations from Dublin City University and graduated as a teacher from the University of Canterbury in New Zealand. Laura is passionate about inclusive education, and bringing language, culture and history to life for her students. Prior to becoming a teacher, Laura worked as a Programme Director working on humanitarian and educational projects in the Philippines, El Salvador, and Ethiopia. Laura is extremely passionate about bringing her experience, and authentic learning to the classroom.
Emily O’Dwyer
Emily is an English teacher here at HCETSS. She graduated from Maynooth University with both a Bachelor of Arts in English Literature and Music and a Professional Masters of Education. In her classroom, inspiring a love of literature is her desire. Emily believes in equity in education and encourages students to produce their work in creative and individual ways. She has a love of the performing arts and music, both classical and Irish traditional. As a result of this her lessons are student centered and often theatrical where students can flourish and express themselves in a safe space.
Caoimhe McHugh
Caoimhe teaches Spanish, Business and Accounting. Prior to becoming a teaching professional, Caoimhe worked in the financial services industry. Caoimhe graduated from the University of Galway with a Bachelor of Commerce International with Spanish and a Professional Master of Education. During her studies, she had the opportunity to study in Spain at the University of Valencia. Caoimhe is passionate about instilling the principles of Global Citizenship Education into her teaching methodology, aiming to make it an engaging part of the everyday classroom experience.
Niamh Hogan
Niamh graduated from UCD with a Bachelor of Commerce, followed by a postgraduate qualification in Mathematics and a Professional Masters of Education. Niamh teaches maths, coding and applied technology. In the classroom she is passionate about making learning engaging for students through active participation and integrating technology in the learning process.
Aideen Kinsella
Aideen is an Irish teacher and 3rd Year class tutor. She has recently graduated from the Professional Master of Education programme in UCD and completed a Bachelor of Arts degree studying Irish and English in NUI Maynooth. She has taught English as a Foreign Language overseas and enjoys travelling, yoga and meditation. She uses both yoga and meditation in restorative circles within the classroom. She would like to continue her studies in a couple of years to become a Guidance Counsellor.
Lucia Kennedy
Lucia is an English teacher with special interests in Drama and SEN. She graduated with a Honours B.A in English with Drama in UCD and went on to acquire her PME from Hibernia College in English. Lucia’s many years of coaching debate means that her lessons are centred around students expressing their opinions, thoughts and feelings with eloquence and pride. She believes in understanding students as individuals and aims to incorporate student interests such as sports, drama and all types of literature in her lessons so that students have opportunities to explore their interests, engage deeply with the material and develop a lifelong love of learning.
Aodhan Clabby
Aodhan is a Business and Digital Media Technologies teacher at HCETSS. He recently completed a two-year Professional Masters of Education, bringing a fresh perspective to the classroom. Aodhan is passionate about integrating technology with business education, believing that digital literacy is essential for student success in today's world. He fosters a dynamic learning environment where students are encouraged to think critically and engage creatively. Aodhan’s lessons are interactive, student-centered, and designed to equip students with practical skills for the future.
Niamh Small
Niamh has come late to the teaching profession having previously worked in St. James’s hospital as a Pharmaceutical Technician in the aseptic compounding unit. She graduated as a mature student from Dublin City University in 2023 with a bachelor's degree in physical education with Biology. She will be teaching both Science and P.E in HCETSS. Outside the classroom Niamh has a huge interest in sport such as field hockey and soccer and also a keen interest in coaching.
Hannah Doyle
Hannah is an Art teacher at HCETSS. Her varied career in artistic practice, web design, user experience and product design led her to pursuing a Professional Master of Education from the NCAD. She also holds a BA in Fine Art from IADT, and an MA in Professional Design Practice from TUD. As an Art and Design educator Hannah focuses on creating an inclusive classroom, with flexibility, creativity, respect and experimentation at its roots. Hannah is excited to bring her experience and varied skills to the classroom.
Suzanne Byrne
Suzanne holds a BA and Higher Diploma in History and Classical Studies, along with qualifications in JTEFL and Montessori Education. She has extensive experience across early years, primary, and post-primary education. A passionate advocate for social inclusion, Suzanne recently completed a Diploma in Inclusive and Special Education and is currently pursuing a BA in Child and Developmental Psychology.
Megan Brodie
Megan is a Physical Education and Science Teacher at HCETSS. She graduated from St. Mary's University, Twickenham with both a Bachelor of Science in Physical Education and Youth Development with Sports Science and a Postgraduate Certificate of Education in Physical Education. Megan's teaching philosophy centres on the beliefs that physical activity is crucial for the overall development and well-being of students. She strives to create a positive and inclusive environment where every student feels encouraged and motivated to participate.
Amie Hughes
Amie currently holds a Bachelor Degree in International Languages from Dublin City University and a Professional Masters in Education from Trinity College Dublin. Amie also had the opportunity of studying abroad at Bremen University, Germany. Amie is a passionate Irish teacher who aims to promote the language in a modern and fun way. Amie completed her primary and secondary education through Irish and frequently speaks Irish with her family and friends. Amie has completed training in Restorative Practice and believes in a holistic, child centred approach to both teaching and learning. Amie promotes inclusion, equity and respectful communication in her classroom.
Caoimhe Quigley
Caoimhe completed a degree in science in Trinity College Dublin, specialising in Environmental Science, before returning to study Home Economics and Biology at St. Angela's (NUIG).
She completed the BA and PME programme in St. Angela's which included placements across a wide variety of educational settings. Her dissertation focussed on teachers' understanding of the student voice.
Caoimhe is passionate about Home Economics and promoting the subject both within the classroom and through extra-curricular extension. She is a member of the Association of Teachers of Home Economics as well as the International Federation for Home Economics, having attended the most recent IFHE World Congress in Galway.
Jenny Tynan
Jenny is a teacher of English, History, Learning and EAL support. She has taught in a variety of different schools and settings which provided great insight into meeting the needs of all students in the classroom and beyond. Jenny chose to move to the diverse school community in Harold's Cross ETSS due to the ethos of inclusion and equality, where there is a clear emphasis on kindness and respect for all.
Jenny believes there is no one size fits all education or system, and the focus of her lessons are on students creating meaningful connections with learning.
In her spare time, Jenny loves travelling, reading, playing music and spending time with her family.
Paul Kavanagh
Paul teaches Maths and Physics and holds a Bachelor’s Degree in Science Education and completed the PME programme at Maynooth University. He aims to promote a peer collaborative approach to the classroom, particularly in Maths where he encourages students to work together and help each other in class. He promotes self/peer assessment during classwork. He is passionate about LGBTQ+ topics, where he runs the GSA and acts as one of the coordinators for the Belong To Quality Mark programme. He recently began the Gold Gaise programme and hopes to complete the programme by the end of 2026/early 2027.
Irene Madinabeitia Manso
Irene is one of our Special Education Teachers. She has over 7 years of experience in different educational sectors in Spain and Ireland.
She finished her BA in Education at La Rioja University (Spain). Irene comes from a background in special education at Setanta Special School. She embraces diversity, inclusion, and integration, and is committed to supporting all students, ensuring every child feels valued and included.Her positive and dynamic attitude is key to building strong relationships with her students.
Additionally Irene has completed training in Restorative Practice and Low Arousal Approach.
Caoimhe Naughton
Caoimhe is a teacher of History, English, and Ethical Education at Harold's Cross Educate Together Secondary School. She holds a Bachelor of Arts in History and English from Maynooth University, where she developed a particular interest in social history, with a focus on amplifying underrepresented voices in both historical contexts and literature. Caoimhe earned her Professional Master's in Education from Trinity College Dublin, centering her thesis on media literacy in the digital age. This research has deepened her commitment to fostering critical thinking skills in her students. She is passionate about creating an inclusive and supportive classroom environment where students feel encouraged to express their views and engage in thoughtful discussion.
Hazel Egan
Hazel is a teacher of history and classical studies at HCETSS.
Hazel holds a joint Bachelor of Arts in History and Classics from University College Dublin. She also has a Master of Arts in Classics from UCD. Before UCD, she studied engineering for two years at Carlow IT then deciding to pursue her passion and hobby of history. However, from that course she also strengthened her maths skills and has worked in her previous school in Terenure as both a maths teacher and numeracy support teacher at Junior Cycle and Leaving Certificate levels. Hazel was also a tutor of mythology with the UCD School of Classics, which sparked her interest in teaching and decision to complete the Professional Master of Education through UCD. Hazel aims to teach history and classics in a modern and fun way. In her classroom, she promotes respect, kindness, and the idea that learning is a lifelong lesson.
Andrzej Mazur
Andrzej is a Visual Art educator and practitioner, holding a Master’s Degree in Fine Art from UMCS Lublin and a BA in Pedagogy of Mental Health, Poland. Before moving into post-primary teaching, he worked across the social, non-profit, cultural and gallery sectors, delivering workshops, exhibition projects, and community arts programmes. His teaching practice blends hands-on art room exploration with inclusive, student-centred learning, encouraging personal expression, curiosity and visual storytelling. Alongside teaching, Andrzej maintains an active art practice and he enjoys gardening, cooking, and is currently learning to play the bass guitar.
Lottie Hughes
Lottie is a science teacher at HCETSS. She holds a BSc (Hons) in Science with Nanotechnology from TUDublin where she gained an appreciation for both chemistry and physics. Lottie is currently in her second year of the Professional Masters in Education in UCD where she is developing her pedagogy. Lottie strives to create an inclusive classroom where her students can discover the real-life manifestations of scientific theory.
In her spare time, Lottie enjoys music and crochet.
Nicola McCann
Nikki is an Assistant Principal I, the Inclusion Lead, Primary School Transition Coordinator and Inclusion Coordinator (1st & 3rd Year) as well as the Kindness Ambassador.
Nikki holds the titles of BA, PGCE, PGDSEN and MA. She has worked in the Education sector for nearly twenty years. She was awarded a BA Honours Degree in Geography & History from The National University of Ireland (NUI), Maynooth. Following this, she completed a Post Graduate Certificate in Education from the University of Wales, Aberystwyth, and taught Geography in the UK Education System for a two year period.
On returning to Ireland, Nikki completed a Post Graduate Diploma in Special Education from Trinity College and more recently, in 2022, she accomplished a Master of Educational Leadership and Inclusion from University College Dublin, (UCD). She has engaged in leadership training such as Comhar and ‘Leading Inclusion in Post Primary Schools, NCSE’, currently, she is responsible for Leading Inclusion in HCETSS.
Additionally, Nikki is Droichead trained and has vast experience in mentoring newly qualified teachers (NQTs). She has a keen interest in inclusion, learning, teaching and differentiation.
In her spare time, Nikki enjoys ballroom dancing, pilates, spa days, listening to music and going for coffee.
Ashley Glacken
Ashley is a Special Education Teacher from Winnipeg, Canada and is the Second Year SET Lead at HCETSS. She graduated from Concordia University and University of British Columbia and has worked as a Secondary School Special Education Teacher for 14 years in both Canada and the UK. She is passionate about the importance of social and emotional learning, adolescent mental health and fostering positive self-esteem for her students. In her spare time she loves to travel, sing, play board games, read and hike.
Lucia Damas Garcia
Lucia is a Transition Year teacher at Harold’s Cross ETSS. She previously worked as a Spanish Language Assistant at the school, supporting students in developing their communication skills. She holds a Degree in English Studies from the University of Extremadura (Spain) and a Master in Education and English Literature from the University of Málaga. She has also coordinated English language immersion camps in Spain.
Lucia strives to make her classes inclusive and enjoyable, helping students discover culture through language while building confidence in communication. A passionate reader, she brings her love of literature into the classroom, encouraging students to see language as a bridge to new worlds.
In her spare time, Lucia enjoys music and cooking.
David Ward
David is a teacher of Music and Irish at HCETSS.
David holds a bachelor of Music degree with Irish from Maynooth University as well as a Masters Degree in Education from Maynooth. During those years he worked directing the Knocklyon Gospel Choir while teaching piano and Irish as well as working as a Cinnire at a Gaeltacht in Connemara called Coláiste Sheosaimh. He developed a passion for student voice during his different teaching experiences and is determined to provide an inclusive and supportive environment within the classroom. David fosters a dynamic learning environment where students are encouraged to think critically and engage creatively. Outside the classroom he has a huge interest in student musical performance and the use of the Irish language in today's world.
Liam O’Sullivan
Liam is a PE and SPHE teacher. He received his Bachelor of Science in PE and Coaching from London Metropolitan University, while also having a joint honours degree from UCD in French and Economics. Recently, Liam completed his Professional Masters of Education with Hibernia College. He values the role that physical activity has in promoting student wellbeing and the benefits that it can provide for overall school life. Liam employs an empathetic approach to teaching where student voice is promoted. His interests include sports and languages. Liam helps coach both the soccer and tennis extracurricular teams. He has also completed language course in Bordeaux and Nice to further his studies in French, outside of third level education.
Joanna Brooks
Joanna holds a BA (Hons) in Psychology and a QQI Level 6 in Special Needs Assisting, Therapeutic Play Skills, Life & Workplace Coaching and is TEFL trained. Having worked as an Equine Assisted Learning Facilitator and a Therapeutic Riding Coach for kids and adults with various disabilities, Joanna's experience is in holding a space for social and emotional development and promoting and supporting young people's mental health.
Miriam Quinn
Miriam has over 20 years’ experience working within the private sector and 15 years’ experience of volunteering with Dundrum Arch Club and Special Olympics. She has completed a Level 5 & 6 QQI awards in Childcare with SNA, is LAMH & Autism in Sport certified and is a Gaisce President’s Award Leader for TY students. Miriam holds a Bachelor of Financial Services from UCD.
Michele Gilmore
Michele holds QQI Level 5 and 6 Component Certificates in Special Needs Assisting and QQI Level 5 Certificate in Children with Additional Needs. She worked as a Customer Services Support and Sales Administrator before training as an SNA. Michele is excited to start in Harold’s Cross ETSS and believes that each student will bring their own set of attributes with them into the classroom.
Luke Hickey
Luke Hickey is a special needs assistant in Harold's Cross Educate Together Secondary School. He attained a level 5 QQI SNA qualification in the Progressive College. He has had this qualification since January 2023, before his current role he worked as substitute SNA and bus escort in Kildare as well as working July provision in 2023. Luke has a strong belief that all children should have equal opportunities regarding education and that proper support should be given to children who need it. Luke continues to study and upskill in his field whenever possible.
Orla Brazil
Orla joined HCETSS in February 2023. Having worked in the Financial Services Industry for close to twenty years, she changed career paths and has since been awarded both QQI Level 5 & 6 awards as a Special Needs Assistant. She also holds a Diploma in Psychology from Dublin Business School and last year completed a Diploma in Inclusive School Support from University College Dublin.
Creeda Mahon
Having completed her QQI level 6 in Special Needs Assisting, Creeda joined HCETSS as a SNA in September 2023. Since joining the school, Creeda has completed the ADHD Friendly School Programme with ADHD Ireland and is now a Kindness Ambassador at the school. Prior to joining the SNA Team at HCETSS, Creeda worked in the private sector for over 25 years, primarily in Human Resources. She holds a BA in History, Politics and Irish from UCD. Creeda is also a qualified Life Coach and promotes meditation in order to manage stress and to promote a sense of calm and wellbeing.
Damien Murray
Having worked in education for over 20 years, Damien joined HCETSS in October 2024. He is a Special Needs Assistant and also has a background in Childcare with FETAC Level 5 and 6 certificates.
Damien recently taken up a role a boxing coach and is very passionate about his work in the school.
Cara Landers
Cara studied B.Ed. in St. Patrick's College of Education in Drumcondra and went on to complete courses Montessori Teaching and Special Needs Education.
She advocates for equality and diversity. She strongly believes in child centred learning and is passionate about student's wellbeing and mental health.
Maria Cardona Bordes
Having completed her QQI Level 6 in Special Needs Assisting, Maria joined HCETSS in September 2025. She also holds a Higher Vocational Diploma in Social Integration and has completed additional training in Conscious Education.
She gained experience working with children and young people since 2020 in summer schools, youth groups, and special education settings, supporting students with complex needs and challenging behaviours. Maria is passionate about fostering emotional wellbeing and creating a school environment where every student feels safe, understood, and valued. She is also an active member of the school’s Spanish Club.
Aleksandra Dempsey
Aleksandra is our school administrator. She holds a Master’s Diploma in International Business from Poland. Aleksandra has been working in the secondary school administration for the last 14 years, originally in Sandford Park School and most recently in Stepaside Educate Together Secondary School.
Sarah Durney
Sarah has a Bachelor of Arts in Environmental Studies from the University of Oregon. She worked for the National Park Service in Yosemite and as a wildland firefighter hotshot in Idaho before making a career change to education. She since has been a Behaviour Interventionist and is currently a Yoga Teacher and School Secretary at HCETSS. Sarah is an outdoor enthusiast and enjoys spending time with her kids, rock climbing and practicing yoga.
JUNIOR CYCLE PROGRAMME
In Harold’s Cross Educate Together Secondary School our students study a broad range of subjects with a focus on developing key skills. Students study nine subjects for certification and two short courses. Students will also encounter a range of learning experiences in other areas of learning.
TRANSITION YEAR PROGRAMME
The Transition Year (TY) is a one-year programme taken after the Junior Cycle and before the Leaving Certificate Programme. It forms the first year of a three-year senior cycle. It is designed to act as a bridge between the Junior Cycle and Leaving Certificate programmes.
Transition Year is compulsory in HCETSS.
Transition Year offers learners an opportunity to mature and develop without the pressure of an examination. It also provides an opportunity for learners to reflect on, and develop an appreciation of, the value of learning in preparing them for the ever-changing demands of the adult world of work, further and higher education and relationships. Students participate in active and experiential learning, which helps to develop a range of transferable critical thinking and creative problem-solving skills.
Presentation Slides from our Parent Information Evening can be viewed here.
SENIOR CYCLE PROGRAMME
In HCETSS, we offer the established Leaving Certificate programme. Please note that we not offer the Leaving Certificate Applied programme.
During Transition Year, students follow a guidance programme which helps them to make informed subject choices for Fifth Year. Additionally, students get to experience a range of subject modules, for example, in all three Sciences.
The subject choices offered are determined by the preferences identified in the year group. This means that subject bands vary from year to year.
Information on the Leaving Certificate Subjects offered for 2027 at Harold's Cross ETSS is available below
Information on the Leaving Certificate Subject Curriculum can be found on the NCCA website:
We offer a wide variety of porting, musical, cultural, linguistic and scientific activities – both at lunchtime and after school. Being involved in activities outside of the classroom enables students to widen their social skills, build lifelong skills and develop a sense of belonging to our school community. We encourage all students to make the most of these amazing opportunities.
What is the Learning Community?
The Learning Community is a team of teachers in HCETSS whose purpose is to promote evidence-based practice around teaching and learning; we add to what’s already there.
What do we do?
This year the Learning Community is trying to completement our school’s SSE goals of UDL and homework. Based on staff feedback, we led two workshops that align with our SSE goals: one on cold calling in the classroom and one on best practice around sharing examples of students’ work.
In conjunction with our SSE goals, the Learning Community also sends out a newsletter to staff each month with links to upcoming CPD webinars and events by subject.
Finally, the team also organised a peer observation initiative where teachers got to see how their colleagues work.
Class based assessments or CBAs are small projects completed in class during second and third year that complement the knowledge and know-how students learn through their subjects.
They typically run for three weeks of class time, but for practical subjects, they can go on a little longer.
They do not carry any weight towards a student’s final grade in most subjects, but students do receive a separate grade based on the merits of their CBA.
For a couple of reasons, students can find CBAs stressful, but they are not something to worry about. They are quite low stakes, come with plenty of structured time in class to do them, and they are usually a chance for students to explore their interest in the subject.
Let’s briefly go through the English CBA students complete in second year for a taste of what they’re like.
The English CBA is called the Oral Communication Task and runs for three weeks. At the end of those three weeks students present to the class on the topic of their choice. It does not have to be a presentation (it could be speech, a mock interview, acting a scene from a play etc.) but most students choose to present.
The students are graded on their oral communication skills, so the success criteria focus on tone, pace, body language, projection, use of a hook, the script they’ve written etc.
The week by week is easy to follow. In week one, students select their topic or mode and start to research and prepare. In week two, students finalise their work and start to rehearse for feedback. And finally in week three, students present (or perform).
CBAs are just a chance to show off what students know or can do outside of how they’re usually assessed.
As we are a developing school, our reports will be added here as our school progresses.
School self-evaluation is a collaborative, inclusive, and reflective process of internal school review. It involves gathering information from a range of sources, and then making judgements about practice and about how well pupils and students are doing. The key focus of school self-evaluation is to bring about improvements in pupils’ and students’ learning. Our School Self Evaluation and Improvement Plan is available below:
Homework has been found to have a valuable impact on student learning outcomes. This is most likely to be the case when there is a definite purpose regarding student learning, underpinned by clear instructions. By linking homework directly to what has been done in class, learners can practise skills, deepen their understanding, and learn how to review content that will be useful in an examination setting. Similarly, it is hoped that students will learn the benefits of perseverance and hard work so that they are able to ‘stick with’ tasks as the tasks become more challenging.
Therefore, we assert that:
1. Homework should be ‘doable’ and relatively ‘low stakes.’ This means that most learners should be able to approach the work set, confident that they can finish it on their own.
2. Learners need feedback to improve the standard of their work. This feedback can be given in a variety of ways, for example, in a written or formative comment, orally where the learner is asked to write down the feedback, in peer-to-peer assessment where learners are told the rubric for assessing and where they identify features of quality.
3. Although, homework may be given to ‘pre-teach’ or engage students in an initial activity, homework is not used to cover large sections of content or curriculum.
4. Sanctioning students for not doing homework by giving them more work to do is unlikely to have a positive outcome.
Homework Guidelines
The classroom teacher will assign homework including due date during class time. They will communicate the task to students in oral and written form (via Teams Subject Specific Home Channel) and allow reasonable time for students to record their homework in their journal.
Teachers will provide appropriate scaffolding of the homework and provide guidelines on the successful completion of the homework.
Homework is scaffolded, differentiated to challenge gifted and talented and support students with additional needs, and linked to class learning.
Homework should be meaningful and worthwhile, relating to the topic(s) covered in class to reinforce the learning.
Homework should be included in lesson planning including time for feedback.
Students must record all homework in their journal including due date and tick when complete.
Students should refer to the Homework Checklist for Success in their journal (see page 5 of these guidelines)
Journals are the property of the school and will be checked regularly by tutors and subject teachers and should be kept neat.
Teachers will post all homework on the relevant subject’s homework channel on Teams.
Homework should be completed on time and to the best of the student’s ability
All work completed at home must be authentic and reflect the student’s own ability.
Students are not permitted to use any forms of AI to complete their work or assignments unless specifically instructed to do so by a teacher.
It is the parents/guardian's responsibility to inform the relevant subject teacher of any reasons why a student was unable to complete a homework assignment. A parent/guardian should communicate this via Tyro.
Parents/guardians are encouraged to check journals and teams' homework channel, and communicate any issues via tyro app.
Subject teachers will check homework and speak to the student directly if homework is not complete. The following sanctions will apply every half term:
1st time – warning & recorded on Tyro “homework warning first time”
2nd time – negative point on Tyro (homework not complete) & communicate to the student
3rd time – detention & contact home
Ongoing – follow Ladder of Referral
If a student is absent due to extra-curricular activities, it is their responsibility to check Teams or check with a classmate what they missed.
Repeated failure to complete assigned homework due to involvement in extracurricular activities may result in some of these privileges being revoked for a particular period. In the event of such a repeated failure, subject teacher to discuss this with relevant Year Coordinator.
Feedback for Students
Teachers will check and correct all homework and provide appropriate and effective feedback to promote learning. These are in line with Assessment for Learning.
Please see below following expectations around corrections and feedback:
Teacher written or typed correction – once every three weeks / twice every six weeks (half-term) (sign and date copybooks/notebooks)
Class correction
Class discussion
Peer-assessment
Self-assessment under the direction of the teacher
Formative feedback using WWW (What Went Well) and EBI (Even Better If)
Teachers should maintain records of this feedback.
Check on journal and homework assignments regularly until students develop good independent skills.
Encourage students to complete work to the best of their ability.
Encourage students to communicate difficulties with teachers.
Check the journal for notes from teachers regarding homework and initial these as a way of acknowledging them.
Support students and teachers in working towards a common goal.
Unlocking the Unique Potential of Every Student
In HCETSS we use Athena Analytics to unlock the unique potential of every student and to ensure that no student gets overlooked within our school.
Athena Analytics is an award-winning EdTech company that provides a range of academic tracking solutions to secondary schools in Ireland.
The Athena Tracker uses machine learning to identify a student’s baseline potential for each subject, based on their own unique capabilities. Athena Reports provides schools with in-depth reports of their Junior and Leaving Certificate results.
Each student’s journey is unique and success is different for everyone. But traditional academic tracking tools only focus on the extremes; celebrating those at the top and spotting those at the bottom. This system is flawed as it fails to support a whole cohort of students in ‘the forgotten middle’.
Using the data from CAT4, NGRT, and Junior Cycle results, HCETSS can compare the cognitive abilities measured by CAT4 with current attainment shown in NGRT and Junior Cycle results to identify students who may be underachieving.
By analysing these datasets together, we can identify learning preferences, create tailored interventions, and provide support for students' individual needs.
Using CAT4 data
Individual Profiles: CAT4 provides individual student profiles that detail learning preferences and potential performance indicators across different areas like verbal, quantitative, non-verbal, and spatial reasoning.
Identifying Potential: CAT4 uses these profiles to suggest which subjects might be a good fit for a student's learning potential, although subject relevance can be complex.
Identifying Risks: CAT4 calculates the "Verbal Deficit" (the difference between verbal and non-verbal scores) to flag students who may be at risk of underachieving due to low English language ability.
Integrating NGRT and Junior Cycle results
Compare Ability to Attainment: Compare CAT4 scores with NGRT results to see if a student's current attainment matches their predicted ability. An inconsistency could indicate a specific learning difficulty.
Tailor Interventions: NGRT breaks down scores to show how specific skills compare, allowing for targeted interventions and better support strategies for literacy.
Inform IEPs: Assessment data from CAT4 and NGRT is helpful when designing Individual Education Plans (IEPs) for students with special educational needs.
Practical applications for schools
Improve Teaching: Use the combined data to help all students reach their potential by informing teaching and learning strategies.
Address Underachievement: Identify students who are not performing at the level of their ability and conduct further screening to identify specific learning difficulties.
Communicate Effectively: When communicating with staff, parents, and students, match the level of detail to the audience. Use visuals and check for understanding to ensure the information is clear and actions are agreed upon.
Plan for the Future: Junior Cycle results can be analysed in the context of national results to identify areas where a school's teaching or curriculum may need improvement, in addition to informing interventions for the next stage of a student's education.
Differentiate Teaching and Personalise Learning:
Use the individual CAT4 reports to understand a student's preferred learning bias (e.g., verbal or spatial) and adapt teaching methods accordingly. For example, a student with a spatial bias may benefit from multi-sensory lessons using visual aids.
Use NGRT data to pinpoint specific reading weaknesses (e.g., decoding, comprehension) and provide targeted support, such as structured reading interventions or "gap fill" tasks.
Junior Cycle results analysis, particularly from Classroom-Based Assessments (CBAs), helps inform ongoing, formative assessment and planning within subject departments.
In HCETSS we use a teacher-student mentoring support system to ensure students reach their full potential. Student mentoring is when a teacher guides a student to help them succeed academically and personally. Benefits include smoother transitions to university, improved self-confidence, better academic performance, and career guidance. It provides students with that bit of extra support to reach their potential.
