New Junior Cycle Emma Lynch JCT Coordinator In

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New Junior Cycle Emma Lynch JCT Coordinator

New Junior Cycle Emma Lynch JCT Coordinator

In this presentation the following areas will be highlighted • The reasons for change

In this presentation the following areas will be highlighted • The reasons for change in the junior cycle • How this change will affect our students • Key Skills and Statements of Learning • Curriculum and Assessment • Wellbeing

Reasons for change The Economic and Social Research Institute (ESRI) conducted research in 12

Reasons for change The Economic and Social Research Institute (ESRI) conducted research in 12 case study schools which provided significant insights into the processes shaping student experiences and outcomes in the junior cycle PISA - Programme for International Student Assessment

Reasons for change According to the ESRI The junior cert exam heavily influences teaching

Reasons for change According to the ESRI The junior cert exam heavily influences teaching and learning Lack of student engagement Students Rote learning over understanding There is a need for on-going assessment and support 2 nd year - key period for students to ensure longer term engagement with schooling

How will this change affect students • Students are Actively involved in the learning

How will this change affect students • Students are Actively involved in the learning process • Independent learning takes place • An emphasis is placed on literacy, numeracy and the key skills • Assessment changes – CBA’s and final exam • Improved feedback and reporting

Learning to Learn Choice and Flexibility Wellbeing Inclusive Education Continuity and Development The Principles

Learning to Learn Choice and Flexibility Wellbeing Inclusive Education Continuity and Development The Principles of Junior Cycle Education Engagement and Participation Quality Creativity and Innovation

Your child in First-year Sept 2016 English Science Business Studies Sept 2018 Sept 2017

Your child in First-year Sept 2016 English Science Business Studies Sept 2018 Sept 2017 English Science Business Studies Irish Art, Craft & Design Modern Languages Wellbeing English Science Business Studies Irish Art, Craft & Design Modern Languages Maths History Geography Music Home Economics Wellbeing

Sept 2019 All subjects from 2018 plus Materials Technology Wood Metalwork Technology Technical Graphics

Sept 2019 All subjects from 2018 plus Materials Technology Wood Metalwork Technology Technical Graphics Religious Education Jewish Studies Classics Wellbeing

Structure of the Junior Cycle Assessment and Reporting Level 2 Learning Programmes Subjects Wellbeing

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

Key skills 8 Key Skills to be taught by all teachers in all subjects

Key skills 8 Key Skills to be taught by all teachers in all subjects and Short Courses Through engaging with the key skills students will be more actively engaged with learning Take greater ownership of their learning Have a critical engagement with digital technology Be encouraged to problem solve and think critically and creatively

Statements of learning ◆ ◆ The twenty-four statements of learning describe what your child

Statements of learning ◆ ◆ The twenty-four statements of learning describe what your child should know, understand value having participated in junior cycle. Schools will ensure that all statements of learning feature in the programme offered to their junior cycle students.

Mathematics Science Home Economics Business Studies Music Art, Craft and Design Classics Religious Education

Mathematics Science Home Economics Business Studies Music Art, Craft and Design Classics Religious Education 24 Statements of Learning History Geography Jewish Studies Subjects English German Irish Spanish French Italian Key Skills Technical Graphics Materials Technology Wood Technology Metalwork

Short courses may be offered by schools but at present we are not offering

Short courses may be offered by schools but at present we are not offering short courses at this time but may revise this in the future Short courses that have been made available by the NCCA include Chinese language and Culture, Philosophy and Artistic Performance to name but a few.

Level 2 learning programmes There is a new Junior cycle pathway for students with

Level 2 learning programmes There is a new Junior cycle pathway for students with particular special educational needs (L 2 LPs) They are available in special schools and to certain students in mainstream post primary schools.

Wellbeing • 300 hours from 2017 & moving to 400 hours in 2020 over

Wellbeing • 300 hours from 2017 & moving to 400 hours in 2020 over 3 years • Wellbeing class introduced to current 2 nd years and 1 st years – 1 hour per week • In this class teachers concentrate on areas such as Healthy eating, Guidance, IT and more. .

 Why does wellbeing matter? Student wellbeing is present when the students realise their

Why does wellbeing matter? Student wellbeing is present when the students realise their abilities, take care of their physical wellbeing, can cope with the normal stresses of life, and have a sense of purpose and belonging to a wider community. Junior Cycle Wellbeing Guidelines (2017)

The New Curriculum English, Irish & Maths Min 240 Hours Other Subjects Min 200

The New Curriculum English, Irish & Maths Min 240 Hours Other Subjects Min 200 Hrs Wellbeing 300 hours, rising to 400 hours

Maths, English & Irish will have HL and OL. All other subjects and Short

Maths, English & Irish will have HL and OL. All other subjects and Short Courses examined at Common Level 10 subjects 9 Subjects and 2 Short Courses 8 Subjects and 4 Short Courses

Assessment Reporting The purpose of assessment at this stage of education is to support

Assessment Reporting The purpose of assessment at this stage of education is to support learning. (Framework for Junior Cycle 2015, p. 35)

Assessment: Subjects Exams will be set, held and marked by the State Examinations Commission

Assessment: Subjects Exams will be set, held and marked by the State Examinations Commission in June of third year. • English, Irish and Maths specified at Higher and Ordinary levels • All other subjects specified at a Common Level • Duration of 2 hours or less

One Subject’s Journey Transition from Primary School 2 1 First Year Second Year Ongoing

One Subject’s Journey Transition from Primary School 2 1 First Year Second Year Ongoing Assessment Check In nd Year 2 3 Third Year Check In 3 rd Year Classroom. Based Ongoing Assessment Ongoing assessment that supports student learning Check In Final Assessment

Classroom-Based Assessments will provide students with opportunities to demonstrate their understanding and skills in

Classroom-Based Assessments will provide students with opportunities to demonstrate their understanding and skills in a way which would not be possible in a formal examination. The tasks will cover a broad range of activities including oral presentations, written work of different types, practical or designing and making activities, artistic performances, scientific experiments, projects or other suitable tasks. A particular purpose of the Classroom- Based Assessments will be to facilitate developmental feedback to students. Framework for Junior Cycle 2015, p. 37

Assessment Task ◆ ◆ The written Assessment Task is marked by the State Examinations

Assessment Task ◆ ◆ The written Assessment Task is marked by the State Examinations Commission It may require the student to demonstrate an understanding of the knowledge and skills developed during the second Classroom-Based Assessment. The written Assessment Task may also provide an opportunity for students to refer to skills and competences that were developed and describe ways in which their learning might be applied to new situations. The Assessment Task will be completed in class under the supervision of the teacher and will be sent to the SEC for marking along with the script for that subject in the state-certified examination. Framework for Junior Cycle 2015, p. 38

How do Classroom-Based Assessments take place? • Details of the Classroom-Based Assessment are set

How do Classroom-Based Assessments take place? • Details of the Classroom-Based Assessment are set out in Assessment Guidelines of each Subject and Short Course • Teachers will choose Classroom-Based Assessment tasks as per the subject / short course Assessment Guidelines • The NCCA will provide guidance on assessing these Classroom-Based Assessments • Features of quality are described for each Classroom-Based Assessment

Ensuring Quality • Schools will organise “Subject Learning and Assessment Review” (SLAR) meetings •

Ensuring Quality • Schools will organise “Subject Learning and Assessment Review” (SLAR) meetings • Teachers will compare their assessment of students’ work and ensure a common approach across the school • CPD will be provided for teachers to ensure that the Classroom-Based Assessments align to a national standard

Reporting • Junior Cycle will build on reporting currently carried out at Primary level

Reporting • Junior Cycle will build on reporting currently carried out at Primary level • Reporting will happen in first, second and third-year • First-year reporting will focus on student learning and self-development • Second and third-year reporting will include the school-based components that will form part of the Junior Cycle Profile of Achievement • The NCCA will develop guidelines for providing these reports to students and parents

Steps towards the Junior Cycle Profile of Achievement • Classroom-Based Assessments of subjects will

Steps towards the Junior Cycle Profile of Achievement • Classroom-Based Assessments of subjects will be completed in second and third-year • Students will sit written SEC prepared examinations in June of third-year for subjects • Schools will report on student engagement and participation in the Other Areas of Learning section of the JCPA over the course of Junior Cycle

The Junior Cycle Profile of Achievement will report on • SEC examinations of subjects

The Junior Cycle Profile of Achievement will report on • SEC examinations of subjects • Classroom-Based Assessments including subjects and short courses • Priority Learning Units PLUs • Other Areas of Learning

Grades CBA • • Exceptional Above expectations • In line with expectations • Yet

Grades CBA • • Exceptional Above expectations • In line with expectations • Yet to meet expectations Grades in CBAs are awarded based on Features of Quality and following a SLAR meeting. There are no corresponding marks. Junior Cycle • Distinction 90 -100% • Higher Merit 75 – 89% • Merit 55 – 74% • Achieved 40 – 54% • Partially Achieved 20 – 39% • Not Graded Less than 20%

Find out more www. juniorcycle. ie www. ncca. ie www. curriculumonline. ie www. jct.

Find out more www. juniorcycle. ie www. ncca. ie www. curriculumonline. ie www. jct. ie

Subjects

Subjects

Other Areas of Learning

Other Areas of Learning

Spirituality Ethics Co-curricular activities Visiting Speakers Debating 24 Statements of Learning Other Areas of

Spirituality Ethics Co-curricular activities Visiting Speakers Debating 24 Statements of Learning Other Areas of Learning Key Skills Sports Guidance and Counselling Pastoral Care Citizenship Student Council

What is the purpose of education in Junior Cycle? • Help students become better

What is the purpose of education in Junior Cycle? • Help students become better learners and develop a love of learning • • • Provide a solid foundation for further study To develop skills for learning and life To support learning through improved reporting to both students and parents