Junior Cycle Reform So the journey begins Starting

Junior Cycle Reform So the journey begins. . . .

Starting Point ! CPD & Support services Specifications & Courses Assessment Toolkits -Department Reference Folder -Junior Cycle Leaflet - Whole School Introduction -Department CPD- Wednesday?

The Vision “Junior cycle places students at the centre of the educational experience, enabling them to actively participate in their communities and in society and to be resourceful and confident learners in all aspects and stages of their

The Vision “Junior cycle places students at the centre of the educational experience, enabling them to actively participate in their communities and in society and to be resourceful and confident learners in all aspects and stages of their https: //www. youtube. com/watch? v=Ax 5 c Nlut. Ays

Rationale 2011 Literacy and numeracy for learning and life A purpose f second ul year Con prim necting a sec ry and ond ary Settling in and making progress in first year 2015 Passport ing to o g On ent sm t s e ass uppor s ing n r lea

Curriculum Changes As set out in the Framework • • Subjects Short courses Priority learning units • Level 1 Learning Programmes • Level 2 Learning Programmes (L 2 LP’s)- Low Mild students Other learning areas Phasing Maximum number of subjects/short courses Wellbeing

L e a r n e r G r Key Messages. Rationale e a t e r a n d

Structure of the Junior Cycle Assessment and Reporting Subjects Level 2 Learning Programmes Wellbeing Short Courses 8 Key Skills 24 Statements of Learning 8 Principles Other Learning Experiences C U R R I C U L U M

Short Courses Level 3 Civic, Social & Political Education Social Personal Health Education Physical Education Coding Philosophy Digital Media Literacy Chinese Language and Culture Artistic Performance Level 2 A Personal Project: Caring for Animals Exploring Forensic Science Enterprise in Animation

c i W p I e l n e c C l s. E l o r b C n u n e h og s t e a o fa i i i t i Jg v nn i c ue e ug v e i nm i ie E t t on. L d y y u rte C a c a a yar a n n cnn t d d ldi i e n I o D Q Pg n e n

The 8 Key Skills . . are required for successful learning by students across the curriculum and for learning beyond school. DES (2015)

r o c e s s Key Skills are…. t e a c h

What is the purpose of assessment in Junior Cycle? A 1

Assessment is the focus but learning is the goal Moving away from summative being the dominant style of assessment. This style of assessment narrows the teaching & learning experience

Dual Approach to Assessment ‘The purpose of assessment at this stage of education is to support learning’. (Framework for Junior Cycle) Formative assessment, complemented by summative assessment, will be a key feature of the new Junior Cycle Framework for Junior Cycle 2015, p 35

Assessment in the Junior Cycle Classroom Based Assessments including short courses State certified examinations (inclusive of the Assessment Task) Level 2 Learning Programmes (L 2 LPs) Wellbeing Other areas of learning

ASSESSMENT

Classroom-Based Assessment

1 CBA in Short Course 2 CBA in Full Course- 2 nd sent to SEC for HE/Art/Technology/Music 1 AT- not in practical subjects!! Classroom-Based Assessments (CBAs) • provide students with opportunities to demonstrate their learning and understanding in a way that formal pen and paper examinations cannot • focus on the processes involved in the learning and not just the end product • Students will be given developmental feedback that will help them move their learning forward • All students can achieve success what ever that may look like for each student

Descriptors State Examinations • Distinction 95+ • Higher Merit 75 -90% • Merit 55 -75% • Achieved 40 -55% • Yet to be 20 -40% achieved • Not Graded <20% Classroom-Based Assessments • • Exceptional Above expectations In line with expectations Yet to meet expectations

Assessing the Classroom-Based Assessment For each Classroom-Based Assessment: • The NCCA will articulate standards that describe performance on the Classroom-Based Assessment at 4 different levels. • The features of quality are the criteria that will be used to assess the pieces of student work. • These quality descriptors will be accompanied by exemplars of students’ work at the different levels. 1. Exceptional 2 Above expectations 3 In line with expectations 4 Not yet in line with expectations

SLAR- SUBJECT LEARNING & ASSESSMENT REVIEW MEETINGS ▸ SLAR facilitators pack provided by management. ▸ SLAR facilitator has 2 hours per academic year to prep & coordinate the meeting (position rotated) ▸ Teachers to attend 2 SLAR meetings for EACH subject they teach (1 in 2 nd Yr & 1 in 3 rd yr) ▸ Meetings to be 2 hours in length & Wednesday the proposed time for this ▸ Purpose: to develop a shared understanding of national standards by using the 4 level descriptors

SLAR- SUBJECT LEARNING & ASSESSMENT REVIEW MEETINGS ▸ Facilitator to ask one member to present a Yet to reach expectations. ▸ Facilitator leads a general discussion on the extent the work matches the descriptor awarded. If a disagreement the facilitator should have examples from NCCA to refer to. ▸ The discussions should be to encourage a professional dialogue on why it suits that descriptor rather than a general consensus. ▸ Facilitator must give reasonable time for discussion but ensure that at least 2 samples for each descriptor is discussed. ▸ Facilitator to generate a short report focusing on the outcomes of the discussion & submits to Principal ▸ Facilitator to build up a bank of samples for future analyse.

JUNIOR CYCLE PROFILE OF ACHIEVEMENT: THE END RESULT SEC EXAM RESULTS CBA RESULTS L 2 LP Achievements ACHIEVEMENT IN OTHER AREAS OF LEARNING PPOD User System ACHIEVEMENT IN WELLBEING

JUNIOR CYCLE PROFILE OF ACHIEVEMENT: THE END RESULT SEC EXAM RESULTS CBA RESULTS ACHIEVEMENT IN OTHER AREAS OF LEARNING L 2 LP Achievements Email jtreanor@olss. ie and this will help us plan for CPD support … ACHIEVEMENT IN WELLBEING PPOD User System