12/11/2015 Mandela, after 27 years of imprisonment on Robin Island highlights for us the deep sense of care and passion that education rightly evokes in.

12/11/2015 Mandela, after 27 years of imprisonment on Robin Island highlights for us the deep sense of care and passion that education rightly evokes in students, parents, educators and society. It is with this deep belief in the importance of education for the life chances of people and for the nature of the society in which they live that we are presenting this to you this evening.

Information for Parents
12/11/2015 Junior Cycle Information for Parents Newbridge College Click Title All very welcome this evening The purpose of this evening is to bring you up to speed with the major components of the new Junior Cycle. We can’t cover every aspect of the reform tonight, but just enough so you understand the rationale of the reform, the structure of the new Junior Cycle and how it will impact on your son or daughters education in years 1 to 3.

Overview Our students Structure of the Junior Cycle
12/11/2015 Our students Structure of the Junior Cycle Subjects, Short Courses, Wellbeing and Other Areas of Learning Assessment and Reporting Junior Cycle Profile of Achievement (JCPA) This is the order of evening. We will focus on each of these areas throughout this session. We are also aware that there is new vocabulary and we will explain these new terms as we go through the evening.

Our Students – why change?
Auto Animated Version Connecting primary and secondary Our Students – why change? Settling in and making progress in first year A purposeful second year Ongoing assessment to support learning On this slide we look at some findings that derive from Irish research, particularly that of Emer Smith and the ESRI. This is research that began in the early 2000’s with its last major findings published in 2014. Note 1 – Connecting primary and secondary Through the revised Junior Cycle students will experience a smooth progression from primary school to secondary school. The new subject specifications will have a similar structure to the primary school curriculum. The NCCA are developing reporting guidelines for reporting to parents of post primary student and this will build on the practice already in place in primary school. System is catching up with practice in schools. Note 2 – Settling in and making progress in first year Research (particularly Moving Up – Emer Smyth) and general experience in first year shows the disconnect between the learning experience of the primary classroom and the classroom in lower secondary school. The research found that this had a measurable impact on the transition process and lead to a lack of progression in many areas in first year. Note 3 – A purposeful second year The ESRI research found that there was a mixed experience of education in second year. For some students ( more so boys) this lead to a negative interaction with their teachers and school and also lead to a disengagement from learning and school life. The intention of Junior Cycle is to develop a positive interaction with teachers which will in turn lead to a more positive self image, both academic and social, for the students. We are going to engage them more in 2nd year through broadening our approach to assessment through the Classroom Based Assessments in 2nd and 3r year. Note 4 – Ongoing assessment to support learning 3rd year is all about the exam at the end of the year, the product not the process. There is an overemphasis on covering content, teaching and learning is strongly influenced by exam preparation and past examination papers. Need to broaden our approach to assessment – not just one summative assessment at the end of 3 years. Literacy and Numeracy Strategy – Learning for Life – has been very successful and shows that if we highlight certain skills, we can work to improve their development significantly.

What is the purpose of education in Junior Cycle?
12/11/2015 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 feedback and reporting to both students and parents What is the purpose of education in Junior Cycle? There are many answers to this question, These answers were found in a consultation conducted in 2010 by the NCCA, the national body with responsibility for curriculum development in Ireland. Consultation was with all the educational partners including teachers and parents.

What will students experience in Junior Cycle?
This video was produced by the NCCA and it highlights just some of the most significant changes in the Junior Cycle.

Choice and Flexibility
Learning to Learn Wellbeing Choice and Flexibility The Principles of Junior Cycle Education Inclusive Education Quality Continuity and Development Creativity and Innovation These are the Principles of Junior Cycle. Read them aloud. These are the foundations of the JC, and like the foundations of a house they give structure and support. The Principles will differ in priority between individuals, groups and schools depending on school contexts, etc. Engagement and Participation

Structure of the Junior Cycle
Assessment and Reporting Subjects Wellbeing Short Courses Other Areas of Learning C U R I L M 8 Key Skills The Junior Cycle Framework is based on 8 Principles just mentioned. The 24 Statements of Learning are the new curriculum. These outline what students should know, understand, and be able to do at the end of their Junior Cycle Education. They are embeded in the different programmes offered in Junior Cycle, including subjects, short courses and Wellbeing. 8 Key Skills have been identified – we will look at these in a minute. These Key Skills and 24 Statements of Learning are embedded and enacted in subjects, short courses, Wellbeing Other Areas of Learning. Assessment and Reporting are an integral part of the structure of the Junior cycle process and annual reporting takes place from 1st Year through to 3rd Year. Anne-Marie will speak about assessment later. 24 Statements of Learning 8 Principles

Your child in First-year
12/11/2015 3 - Sept 2016 7 - Sept 2017 12 - Sept 2018 English Science Business Studies Irish Art, Craft & Design French & German Wellbeing English Science Business Studies Irish Art, Craft & Design French & German Maths History Geography Music Home Economics Wellbeing English Science Business Studies Phased roll out of subjects was deemed the best way to proceed – ongoing. If your child entered 1st Year in 2016 ( current 2nd years), - learning from new Subject Specifications in English, Science, Business Studies. These students will complete Junior Cycle in June 2019 and will receive their Junior Cycle Profile of Achievement in late 2019. If your child entered 1st Year in 2017(current 1st years), - engage Subject Specifications in English, Science and Business Studies and in Irish, Art, Craft & Design, French and German. They will also engage with the Wellbeing area of learning. This consists of CSPE, PE and SPHE along with other areas such as guidance related learning. These students will complete Junior Cycle in 2020 and will receive their Junior Cycle Profile of Achievement in 2020. Next years 1st years who will enter in September 2018, they will cover all of the same Subject Specifications from 2017, along with Wellbeing and also Maths, Music, History, Geography and Home Economics. These students will complete Junior Cycle in 2021 and receive their Junior Cycle Profile of Achievement in 2021

Materials Technology Wood
15 - Sept 2019 All subjects from 2018 plus Materials Technology Wood Technical Graphics Religious Education Wellbeing Furthermore: Other Areas of Learning will also be reported on Schools can offer Short Courses 1st years in 2019, they will cover all of the same Subject Specifications from 2018, along with Wellbeing and Woodwork, Technical Graphics, Religious Education. These students will complete Junior Cycle in 2022 and receive their Junior Cycle Profile of Achievement in 2022. This cohort will be the first cohort to go through the entire range of new subject specifications, as all new subject specifications will have been introduced when these students commence Junior Cycle in 2019.

Key Messages of Framework for Junior Cycle 2015
Flexible programme for student learning Balance between knowledge and skills Key Messages of Framework for Junior Cycle 2015 Dual approach to assessment Reporting a broader picture of learning So what are the Key Messages of the Junior Cycle? Panel 1 (Flexible Programme) Schools will have greater flexibility in developing their own programme for Junior Cycle. The 8 Principals, 24 Statements of Learning and the 8 key skills can now be delivered through different combinations of subjects, short courses, wellbeing programmes and other areas of learning. Schools will have the discretion for the first time to decide what combination will be provided in their 3 year JC programme. Panel 2 (Balance between content and skills) The framework will provide learning opportunities that achieve a balance between learning subject knowledge and developing a wide range of skills and thinking abilities. We are moving up Blooms taxonomy where we are now asking students to create, analyze and evaluate knowledge. Panel 3 (Dual approach to Assessment) It will support a dual approach to assessment designed to support student learning over the three years of the JC and also measure achievement at the end of those 3 years. There will be a variety of both formative and summative assessment. We will look at assessment later in a little more detail. Panel 4 (Reporting a broader picture of learning) Parents and students will get a broader picture of students’ learning during the three years of JC. Formal reporting in the JC will take place annually from first year culminating with the award of a JCPA in the autumn term after completing their SEC exams. Panel 5 (Collaboration) The framework will allow for a greater level of collaboration between teachers to inform their understanding of teaching, learning, assessment and their practice in the classroom. One of the structured means of doing this will be through the SLAR meetings where teachers will discuss samples of their students work and make a judgement about their achievement. Panel 6 (Continuity and Learning) Students will experience a smoother progression from primary school to secondary school. The new subject specifications will have a similar structure to the primary school curriculum. Curriculum online now has curriculum information from early childhood right through to senior cycle. The new Education Passport will be complemented by this new continuity. Greater professional collaboration between teachers Supporting continuity and learning Greater autonomy

12/11/2015 What stays the same? Students experience a broad and balanced curriculum Standards and expectations remain high Subjects continue to play an important role in the Junior Cycle The Department of Education and Skills will monitor quality across all schools The State Examinations Commission will continue to be involved in assessment for certification So, we can see that there are changes happening in junior cycle. However, some things are staying the same. ● Students experience a broad and balanced curriculum The 24 Statements of Learning allow for schools to provide a broad and balanced curriculum that supports student learning. Schools will have to conduct an audit to ensure all 24 statements are offered in their JC Programme. ● Standards and expectations remain high In fact, the standards and expectations for student learning will be clearer than ever because each subject specification will be set out in learning outcomes describing what the student will be able to do and will have examples of assessment tasks and student work marked by teachers which will show how students can go about achieving a high standard in their work. ● Subjects continue to play an important role in the Junior Cycle 21 Subjects all will have updated and relevant specifications. The subjects are being introduced on a phased basis. The final phase, Phase 5, will be implemented in September 2019. ● The Department of Education and Skills will monitor quality across all schools Emphasis on quality – particularly on the quality and nature of the learning itself - on the process of learning – inspectorate. ● The State Examinations Commission will continue to be involved in assessment for Certification State examinations will be held in June of 3rd Year every year.

12/11/2015 What is improving? A better and a more engaging learning experience for your child Updated subject specifications Quality reporting back to parents and students Assessment to support learning An emphasis on Key Skills and preparation for life A sound preparation for learning at Senior Cycle and beyond ●A better and a more engaging learning experience for your child The subject specifications are written with this in mind, as are the Short Courses. ●Updated subject specifications Following consultation with Subject Matter Experts and experienced teachers. Written in the form of learning outcomes unlike old subject syllabii. ●Quality reporting back to parents and students This will be central to the Junior Cycle. •School-based components will be assessed by students’ teachers; they will be reported to students and parents by the school, using more comprehensive reports outlined by the NCCA ●Assessment to support learning The purpose of assessment at this stage of education is to support learning ●An emphasis on Key Skills and preparation for life We will look at the 8 Key Skills on the next slide ●A solid preparation for Senior Cycle and beyond The broadening of the focus on learning will help all students to engage with Senior Cycle which is changing also. Economics, Politics and Society, etc.

Key Skills are happening in every Junior Cycle classroom.
12/11/2015 Key Skills help learners develop the knowledge, skills and attitudes to face the many challenges in today’s world They support lifelong learning and indeed preparation for learning at senior cycle Key Skills are happening in every Junior Cycle classroom. Junior Cycle will involve a more planned and thoughtful approach to embedding the Key Skills in the classroom. They will be activated by the teacher in the classroom using active learning strategies and developed by students through the experiences created by teachers.

Materials Technology Wood
Mathematics Science Home Economics Business Studies 24 Statements of Learning Key Skills Subjects History Geography Music Art, Craft and Design Religious Education There will be 21 subjects in total that schools can offer once the implementation of Junior Cycle is complete. We offer 15 of these. English, Irish and Maths require 240 hours over 3 years and will be examined at Higher and Ordinary level. All other subjects require 200 hours over 3 years and will be examined at a common level. A maximum of 10 subjects can be taken for certification purposes. English German Irish French Technical Graphics Materials Technology Wood

Short Courses Civic, Social & Political Education
Social Personal Health Education Physical Education Coding Philosophy Digital Media Literacy Three relate to the Wellbeing area of learning • Civic, Social and Personal Education (CSPE) • Physical Education (PE) • Social Personal and Health Education (SPHE) Some schools currently provide Computers or ICT on the Junior Cycle Programme. Now school can package this learning, and also allow student to profile their achievements in this area through the ICT short courses: • Coding • Digital Media Literacy The remaining Short Courses are examples which may be based on existing practice or tradition within a school, or which allow a school to explore a new area of learning. • Artistic Performance • Chinese Language and Culture • Philosophy Short Courses require 100 hours over 3 years and contain 1 CBA for assessment. Chinese Language and Culture Artistic Performance

Wellbeing 300 & moving to 400 hours over 3 years Physical Education
12/11/2015 Wellbeing 300 & moving to 400 hours over 3 years Physical Education Social, Personal and Health Education (including Relationship and Sexuality Education) Civic, Social and Political Education Guidance This slide refers to Wellbeing and we are all aware that a positive school climate and culture is fundamental to staff and student wellbeing. Wellbeing must include PE, SPHE and CSPE and can include other areas a school sees as contributing to wellbeing. Wellbeing is central to all aspects of Junior Cycle reform • It is both one of the 8 Principles and one of the 8 Key Skills. • Wellbeing features in many of the Statements of Learning, particularly number 11 “Takes action to safeguard and promote her/his wellbeing and that of others”.

As the slide highlights, student wellbeing is central to the Framework for Junior Cycle. Over the next few slides, we will have a look at how wellbeing is central to the Framework.

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. This quote is taken directly from the Wellbeing Guidelines. There are a lot of different definitions of wellbeing from different fields such as psychology and philosophy. However, this is the definition that the NCCA have developed for wellbeing in Junior Cycle. The environment in which students learn can shape students’ development and life satisfaction. Every school has its own distinct climate and there is no universal recipe for creating a “happy” school. But schools, together with other social institutions, can attend to children’s fundamental psychological and social needs, and help students develop a sense of control over their life and resilience in the face of unfavourable situations. Junior Cycle Wellbeing Guidelines (2017)

Building a shared understanding of wellbeing
It is important that the whole school community builds and shares a common understanding of wellbeing, especially of what we mean when we talk about student wellbeing Wellbeing for All Wellbeing is a whole school endeavour; and an endeavour that it is for everybody in our school community. With this in mind, it is important that the entire school community develops a common understanding of wellbeing. The next slide will help to develop a common understanding of wellbeing. Wellbeing Guidelines p.15

The Wellbeing Programme is supported by these six Indicators of Wellbeing. These are used to plan, evaluate and review the school’s Wellbeing Programme, and your child will engage with these indicators throughout their three years in Junior Cycle. Speaker talks through the 6 indicators. Notes for presenters Each of the indicators has a number of descriptors associated with it. Each of these is written as a question from a student’s perspective. This allows for students to reflect on each of the indicators throughout their time in Junior Cycle. Reflection, by students, is an important part of Wellbeing

Other Areas of Learning
Spirituality Ethics 24 Statements of Learning Key Skills Other Areas of Learning Guidance and Counselling Co-curricular & Extra- curricular activities Pastoral Care Visiting Speakers Debating Musicals Other Areas of Learning will be reported on the Junior Cycle Profile of Achievement. These include co-curricular and extra-curricular activities that students have engaged and participated in during their time in junior cycle. Other Areas of Learning support the development of the Key Skills and allow for engagement with the 24 Statements of Learning. Speaker read the experiences on the slide These are a combination of learning experiences that a school will offer (e.g. Pastoral Care/ Tutor class) and might offer (e.g. school garden). The list is NOT exhaustive. Citizenship Student Council Sports Young Scientist

Reporting Assessment This slide is about assessment and reporting during and at the end of Jack and Emma's time in Junior Cycle education. As the slide says “The purpose of assessment at this stage of education is to support learning”. The new approach to assessment and reporting will: Place a new emphasis on the assessment that happens in classrooms and the way this is reported to parents by schools. Use a wide variety of methods, tasks and strategies so that high-quality feedback can be reported to students across the three years of Junior Cycle. Such feedback will be based on sources of evidence such as questioning, tests, project work, presentations, experiments and other kinds of classroom-based activities. Ongoing assessment and reporting will allow students to review their own progress and discuss their progress with their teachers and other students with a view to identifying next steps to be taken. This will help to build students’ capacity to manage their own learning and their motivation to stick with a complex task or problem. It will also form the basis of more informed conversations between parents and schools on the learning of their students Ongoing assessment and reporting will help students to demonstrate their learning achievements over time and in a range of learning contexts which the current examination system cannot capture The purpose of assessment at this stage of education is to support learning. (Framework for Junior Cycle 2015, p. 35)

A changing culture of Assessment
12/11/2015 A changing culture of Assessment Assessment in support of learning Assessment focused on offering effective feedback Greater variety of assessment activity - “fit for purpose” and relevant to students Teachers talking to teachers about assessment Building capacity, knowledge and confidence in assessment, in schools This slide outlines how assessment is changing in junior cycle. In recognising and catering for this stronger emphasis on assessment as a vital part of the teaching and learning process, a changing assessment culture is encouraged. There will be a more varied approach to assessment in ensuring that the assessment method undertaken is fit for purpose, timely and relevant to the students. Teachers are encouraged to talk about assessment with their colleagues and in this way build capacity, knowledge and confidence in assessment practice in schools. Notes for presenters: Speaker reads through each of the bullet points on the screen

Assessment: Subjects Short Courses
12/11/2015 Assessment: Subjects Short Courses We now want to take a look at Assessment in three areas: 1)Subjects 2)Short Courses Notes for presenters: The intention of this slide is to set up the assessment structure in these three areas. The next 8 slides directly refer to assessment in subjects, short courses If asked about Assessment in the Wellbeing Area of Learning? The Junior Cycle Wellbeing Guidelines (2017) states that: The focus of assessment in Wellbeing is on gathering evidence of what the student has learned about wellbeing, i.e. the knowledge, skills and dispositions students have gained. While not everything needs to be assessed, it is important that students are encouraged to reflect regularly on their learning throughout the Wellbeing programme. (pg. 72)“Ongoing assessment should contribute to ensuring that students have a positive sense of themselves as learners and a strong sense of their own self-efficacy and capacity to improve.” (pg. 35)

12/11/2015 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 This slide directly refers to the assessment of subjects by the State Examinations Commission. English, Irish and Maths specified at Higher and Ordinary levels. All other subjects specified at a Common Level. Exams will be set, held and marked by the State Examinations Commission in June of third year. The exams will be of a duration of 2 hours or less. Notes for presenters: Be prepared to take questions around the reasoning of common level. The NCCA and the SEC will be requested to work in close collaboration to ensure that the examinations assess a broad range of knowledge, skills and competences, and that problematic prediction is avoided. Student appeals regarding the State certified examination will be processed as per the current appeals arrangements.

One Subject’s Journey 1 2 3 Check In Check In Check In Transition from Primary School First Year Second Year 2nd Year Classroom-Based Assessment Third Year 3rd Year Classroom-Based Assessment Final Assessment Ongoing Assessment Ongoing Assessment This slide outlines the journey that students will make in each of their subjects, highlighting important points along the way. Firstly, students transition from Primary school and will experience ongoing assessment from the outset of 1stYear. Ongoing Assessment is a key feature of 2nd and 3rd Years also. In 2nd Year, students will complete their first Classroom-Based Assessment (CBA). The dates for each CBA in each subject are decided by the National Council for Curriculum and Assessment (NCCA). In 3rd Year, students will complete their second Classroom-Based Assessment. Again, the dates for this assessment are decided by the NCCA for each subject. Furthermore, the Final Assessment, which is set and graded by the State Examinations Commission (SEC) is completed in 3rd Year. Notes for presenters: A potential question here could be: 1)Who grades the CBAs? Answer: The teachers in that subject department. SLAR Meetings are used to allow teachers review the learning that has taken place in each CBA. It’s also important to know that 20 of the 21 subjects will have their first CBA in 2nd Year and their second CBA in 3rd Year. Irish is the exception to this norm as both CBAs in Irish will take place in 3rd Year. Ongoing assessment that supports student learning

Classroom-Based Assessment
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. The purpose of this slide is to introduce the concept of Classroom-Based Assessments. Presenter should allow parents/guardians to read this slide for a few moments. Notes for presenters: The video on the next slide is very effective at demonstrating one form of a Classroom-Based Assessment, from an English context. It may be prudent to show the video first, before taking questions as the video may help to answer many questions A particular purpose of the Classroom- Based Assessments will be to facilitate developmental feedback to students. Framework for Junior Cycle 2015, p. 37

Classroom-Based Assessment Example: English
This video is going to give us an insight into the Classroom-Based Assessment that students undertake in English in 2nd Year. Notes for presenters: The video is approximately 6 minutes and 40 seconds long.

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 This slide provides information on the Assessment Task, which is completed as part of the SEC assessment in 3rd Year. Read through each point on the slide. Notes for presenters: The Assessment Task is only completed in subjects. The combination of the Assessment Task and the Final Examination contribute to the SEC Grade Descriptor that students are awarded. Secondly, it is also important to note that there are 7 subjects which have “slightly modified assessment structures”. These 7 subjects are: Visual Art, Music, Home Economics and the Technology subjects (Circular Letter 0015/2017, pg. 15).

How do Classroom-Based Assessments take place?
12/11/2015 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 This slide outlines how and when Classroom-Based Assessments take place. Each subject has two Classroom-Based Assessments, while each Short Course has one Classroom-Based Assessment. Read through each point on the side. Notes for presenters: Features of quality are used by teachers when grading students’ that is submitted as part of the Classroom-Based Assessments in subjects and short courses. The features of quality are outlined for each individual Classroom-Based Assessment in the Assessment Guidelines for each subject and short course. The NCCA also provide exemplars for student work for Classroom-Based Assessments.

12/11/2015 Ensuring Quality Schools will organise “Subject Learning and Assessment Review” 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 The following structures and supports have been put in place to ensure quality. First of all, schools will organise “Subject Learning and Assessment Review” meetings. Secondly teachers will compare their assessment of students’ work and ensure a common approach across the school. This will be supported by the features of quality that were discussed on the previous slide. Thirdly, CPD will be provided for teachers to ensure the school-based assessment component aligns to a national standard. Ensuring Quality National curriculum specifications National assessment specifications Annotated examples of student work showing expected standards Multiple judgements of student work in SLAR meetings Information for parents/guardians and students External assessment through the SEC Assessment tool kits Professional development Notes for presenters: It will need to be stressed to parents that the content of this slide marks a major change in assessment and reporting practices in schools. This change is to ensure the quality of assessment for all students nationally.

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 This slide highlights the key points in relation to Reporting in Junior Cycle. Read through each point on the slide.

Steps towards the Junior Cycle Profile of Achievement
12/11/2015 Steps towards the Junior Cycle Profile of Achievement Classroom-Based Assessments of subjects (and Short Courses if offered) will be completed in second and third-year Students will sit written SEC prepared examinations in June of third-year for subjects Assessment in Short Courses is school-based Schools will report on student engagement and participation in the Other Areas of Learning section of the JCPA over the course of Junior Cycle This slide highlights the different areas that a student’s Junior Cycle Profile of Achievement (JCPA) will report on. The JCPA is given to students after they have completed Junior Cycle. Guidelines on reporting the area of Wellbeing will be developed by the NCCA.

The Junior Cycle Profile of Achievement will report on
12/11/2015 The Junior Cycle Profile of Achievement will report on SEC examinations of subjects Classroom-Based Assessments including subjects and short courses Other Areas of Learning Your child will receive a Junior Cycle Profile of Achievement, it will contain 4 areas, as in the slide above. There will be a standard template that all schools will use.

This is a template for the Junior Cycle Profile of Achievement (JCPA).
These students will have their achievements in up to 10 subjects profiled through the SEC examinations (and Assessment Task) and the Classroom Based Assessments for the subjects that they have completed. If they do any Short Courses (they can do a maximum of four short courses) these will also be profiled here. Finally, engagement and participation in things such as co-curricular, extra-curricular activities will also be reported on in the Other Areas of Learning. This could also include other areas of the curriculum that are not reported in any other part of the JCPA, such as a school’s own Religious Education Programme. Notes for presenters: ●Wellbeing will be first reported on the JCPA in This will be when the 2017 entry cohort complete their Junior Cycle.

Subjects Subjects on the Junior Cycle Profile of Achievement
Reporting on achievements in subjects is now broader than just the final examination that students complete in June of 3rd Year. As the two circles highlight above, students will still receive this grade, but they will also have their learning in both Classroom Based Assessments reported on in the Junior Cycle Profile of Achievement

Classroom-Based Assessments
01/12/2017 State Examinations Distinction Higher Merit Merit Achieved Partially Achieved Not Graded Classroom-Based Assessments Exceptional Above expectations In line with expectations Yet to meet expectations Not reported The descriptors for State Examinations are Distinction (90 –100%), Higher Merit (75 –89%), Merit (55 –74%), Achieved (40 –54%) and Partially Achieved (20 –39%). The descriptors for Classroom-Based Assessments are Exceptional, Above expectations, In line with expectations and Yet to meet expectations. Not reported will appear if a CBA has not been reported on. CBAs are assessed at common level and based on Features of Quality, found in the Assessment Guidelines of each subject or short course as highlighted earlier. These descriptors on the right-hand side of the screen, are not aligned to any percentage scale. The descriptors for each are very deliberately different in both names and numbers. This is to ensure that no comparison can be made between the two. Notes for presenters: These descriptors are all found on the reverse of the Junior Cycle Profile of Achievement (JCPA) that students receive upon completion of Junior Cycle.

Short Courses If a school chooses to offer Short Courses for certification, each Short Course has one Classroom-Based Assessment. This Classroom-Based Assessment will also be reported on the student’s Junior Cycle Profile of Achievement, under the heading Classroom-Based Assessments-Short Courses. Notes for presenters: If a school wishes to report on student achievement in Short Courses it is important to remember the following: Students can do 10 subjects for certification or Students can do 9 subjects and up to 2 short courses for certification Students can do 8 subjects and up to 4 short courses for certification

Other Areas of Learning
This section of the Junior Cycle Profile of Achievement reports on students’ engagement and participation in the different areas outlined above. Notes for presenters: Speaker read through the text on screen slowly, to highlight the areas that this will report on. It may be useful to have some examples that are specific to your school also; i.e. co-curricular or extra-curricular activities that students in junior cycle currently engage and participate in that supports the development of some of the Key Skills and engagement with some of the Statements of Learning.

What is the purpose of education in Junior Cycle?
12/11/2015 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 This is returning to the slide that we had earlier in the workshop. The hope is that you have seen how the changes in Junior Cycle aim to support the purpose as outlined here. Thank you for attending today/tonight.

12/11/2015 Mandela, after 27 years of imprisonment on Robin Island highlights for us the deep sense of care and passion that education rightly evokes in.

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12/11/2015 Mandela, after 27 years of imprisonment on Robin Island highlights for us the deep sense of care and passion that education rightly evokes in.

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Presentation on theme: "12/11/2015 Mandela, after 27 years of imprisonment on Robin Island highlights for us the deep sense of care and passion that education rightly evokes in."— Presentation transcript:

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