1. A different kind of junior cycle experience
Name of school and presenter

2. The aim of this session is to discuss …
why change is needed in junior cycle
what will be different
what will stay the same
how you can support your child’s learning in a new junior cycle.

3. What will be different for your child?
Smoother transition from primary to post-primary
More actively involved in their learning
Greater emphasis on literacy, numeracy and the key skills
Assessment – nearer in time and place to the learning
Improved feedback and reporting to parents/guardians
Students will be more actively involved in their learning. We know that students learn best, not when they are passive, but when they are actively engaged in the learning e.g. pair and group work where students complete tasks together or when they engage in peer assessment (this is where they give feedback to their class mates on work that is being done and suggest how it can be improved. When students have to explain something to others, it also improves their own learning……’we learn best when we teach’.
Literacy and numeracy will feature in all class learning and not just in maths and language classes. For example, in History, what are the key/new words that I need to learn in this history lesson? How do I arrange the important facts in a clear way in my history homework? Or when students debate topics related to historical events, these are all ways that literacy skills can be developed.
The six key skills are – Managing information and thinking, Working with others, Managing myself, Communicating, Staying well, Being creative.
I’m sure you’ll agree these are the kinds of skills that all children need not just to help them learn but to prepare them for further learning and for life after school.
Assessment and reporting will be addressed in greater detail later.

4. But do we really need to change?
ESRI research
many students are turned off learning in junior cycle
the Junior Certificate exam is dominating teaching
and learning in many Irish classrooms
the curriculum is overcrowded
there is too much emphasis on covering content and
not enough time for deeper learning or developing skills
there is a narrow range of assessment activity - lots of tests!
ESRI – research into students’ experiences in post primary education starting with the students when they were in sixth class in the primary school and continuing right through to the end of post primary education. ESRI talked to over 1,200 students and asked them about their experiences in school.
What does the research tell us?
First year experience of post primary was mainly about making the transition from primary and settling in – and for many this transition is quite difficult – so many new subjects, change in teaching approach (less group work and more passive learning), etc.
Second year was a time when some students disengaged from their learning and lost interest.
Third year was mainly about gearing up for the exam
The other main findings are summarised in the bullets on this slide.
Last bullet – important to point out to parents that tests are just one way of assessing a students progress (and research shows that they are not always the best way of doing this).

5. What is the purpose of junior cycle?
To help students make the successful transition from primary to post primary school
To help students become better learners
To develop skills for learning and for life
To provide with a solid foundation for senior cycle
To give students a trial run for the Leaving Cert.
To encourage young people to develop a love of learning
In the NCCA consultation, the NCCA talked to parents as well as many others about the purpose of education in junior cycle.
In presenting these slides now pause and invite the parents to think about this question.
What do you think should be the main purpose of junior cycle education?
Some prompts:
Think about year olds, their interests, their needs in terms of learning, the skills they need to help them learn and to be happy and healthy.
Think about this stage of their personal development.
Taking all of this into account have a look at the ideas on this slide…….
Which would be your top three?
Would you add any others? Think, pair, share with another participant.
PAIR and SHARE – 3 mins
At the end of the sharing it’s likely that people will have concluded that there are 2-3 key purposes and that giving students a trial run for the Leaving Cert should not be the main one although in many cases this has become the main purpose.

6. This is the Framework for Junior Cycle which was published Oct 2012 and is now being used in all schools to guide them in planning a new junior cycle programme for their students
The Framework and more comprehensive information about junior cycle is available at

7. Focus on Junior Cycle learning
Teaching and Learning
Assessment
Curriculum
The changes to junior cycle involve changes to
The curriculum
Assessment
Ways of teaching and learning
We’ll look at each of these

8. Clarity on junior cycle learning – a different kind of CORE!
What is different?
Clarity on junior cycle learning – a different kind of CORE!
Learning
Junior Cycle is more commonly described as a list of subjects that students are doing in Junior Cycle with little reference to what they are actually learning in these subjects. We tend to use the terms Junior Cycle and Junior Cert. interchangeably as if they mean the same thing which of course we know, they do not or should not.
This framework aims to make a very clear distinction between the Junior Cycle programme and the qualification that will happen at the end of it.
In the Junior Cycle Framework, what students will learn is described in 24 statements of learning. These statements form the core of
what all students will learn in Junior Cycle. (It might be useful to hand out a copy of the 24 Statements of Learning at this point)
The statements of learning do not necessarily relate to particular subjects. Rather, a range of subjects can develop the different statements of learning.
Schools will plan their programme in junior cycle so that students learn in relation to each of the statements of learning. Schools will select the subjects, short courses and other learning experiences that will support students learning in relation to the statements of learning

9. Sample of the statements of learning.
These statements form the core of what all students will learn in Junior Cycle. If you look at them you’ll see that they cover a very broad range of learning. Schools will plan a new JC programme that will develop students’ leaning in each of the statements of learning.
Some of the statements of learning are closely related to subjects like Number 5 which states that the student “recognises the potential uses of mathematical knowledge, skills and understanding in all areas of learning” and is clearly closely related to Mathematics.
Many other statements of learning, e.g. No. 7 – that students “improves their observation, inquiry and critical thinking skills” are more general in nature and could be addressed in a number of subjects, e.g. English, Geography, History and Art.
It is useful, if possible, to also highlight those opportunities for learning that may be outside of school or outside of the more traditional classroom but in the many activities supported by the school.
For example, statement of learning No. 10 could be addressed through the student’s learning as part of the Green Flag initiative, or the Young Environmentalist award in schools.

10. Key skills in junior cycle
Learning in the Key skills
Key skills are for now and for students’ future lives, both personal and vocational. These key skills have been identified in most countries as important skills for 21st century learning and living – skills that will support students in understanding and getting to grips with their learning now but they will also prepare them well for senior cycle and life after school.
It’s interesting to notice that students themselves recognise the importance of these skills too. In fact, as part of the consultation we brought students together from all over Ireland and asked them ‘What’s the most important thing you’ve ever learned?’ In most cases the students answered this by naming a social or personal skill. Such as…’how to communicate’ , ‘how to mix with people’, ‘ how to work together as a team’. How to cope with personal problems’, etc.
The key skills are named and explained in ways that students can understand what is involved. (See the following slide).
Key skills will be embedded in every junior cycle subject and short course. They will not be taught separately but come to life in the active teaching approaches that will be used in everyday teaching, e.g. through group work, pair work, debating, researching, decision making, reflecting. In these activities, students learn key skills that are needed throughout their lives including their working lives.

11. These explanations of the key skills will be displayed in classrooms and can be regularly referred to by the teacher and the students.

12. The kind of learning your child will experience
VIDEO
And find the link to 2 minute video entitled ‘
Students talk about key skills ‘
This is a 2 minute key skills video made as part of a project on key skills development in Irish schools. It is useful as a way of giving parents a clearer idea of the kinds of learning activities that support the development of key skills.

13. Priority Learning Units Short Courses
Other learning experiences
Subjects
Art Craft Design
Business Studies
Classics
English
French
Geography
German
History
Home Economics
Irish
Italian
Jewish Studies
Materials Technology (Wood)
Mathematics
Metalwork
Music
Religious Education
Science
Spanish
Technical Graphics
Technology
Civic, Social and Political Education
Digital Media Literacy
Social, Personal and Health Education
Physical Education
Chinese
Artistic Performance
Programming and Coding
Personal Project; Caring for Animals (Level 2)
...and school developed short courses.
Level 2 Qualification
Communicating and Literacy
Numeracy
Looking after myself
Living in a community
Preparing for work
Such as... Guidance
DEAR (Drop everything and read)
Tutorial Time
Choir Etc.
You’ll immediately recognise the subjects on this slide. They’re all fairly familiar. Subjects are usually 200 hours of student learning. Irish, English and Maths are 240 hours.
But there will also be short courses! Some of these have been developed by the NCCA and can be ‘taken off the shelf’ by schools choosing to include them in their junior cycle programme. These are listed here. But over time schools can also develop their own short courses locally to a template and guidelines set down by the NCCA. Short courses are usually 100 hours of class time.
Finally, schools can also time-table other shorter learning experiences as part of a new junior cycle such as those listed in the blue box.
We will talk about Level 2 in a later slide.

14. Curriculum and programme planning
A new Junior Cycle
An opportunity to review the school’s junior cycle programme
All existing subjects being revised on a phased basis
New curriculum components added such as short courses
Curriculum and programme planning
The Programme
The new Junior Cycle presents exciting possibilities for schools to plan locally for a more exciting and relevant junior cycle education for all students.
Each school will have the freedom to use the framework to plan their unique junior cycle programme for their students
Schools will offer a combination of subjects and short courses as well as other learning experiences.
There is a real opportunity for this schools to design a program for our students in this school based on their needs and interests and maximising the skills and resources that we have available to us here and in our community.

15. Timeline for change 2014 English 2015 Science 2016 Business and Irish
2017
Art Craft and Design and Modern Languages
2018
Home Ec., Music, Maths and Geography
2019
History, Technologies, Jewish Studies, RE and Classics

16. Greater focus on assessment that helps students to become better learners
Throughout the consultation, it was made clear that if the assessment did not change, then nothing else would change.
With a new junior cycle, assessment will be more than just preparing for tests. Assessment will be linked on an every day basis to the learning taking place in the classroom.
Students will be more involved in gathering, and presenting evidence of their learning and in different ways – presentations, videos, projects, interviews, posters etc.
And there will be more emphasis on students giving and getting feedback on how to improve, e.g. In English, writing and re-writing in the light of feedback received.
The teacher’s role lies in judging, giving feedback, supporting students’ efforts to improve their work and reporting on evidence of learning to students, parents and the school. It’s important to understand that the teacher judges the work not the student!
Some of the results of the assessment activity in school will also be used in the context of the final qualification that will be awarded by the school

17. Assessment for certification is different……
Students will present evidence of learning in a combination of subjects and short courses
60% of the marks will be for a final examination
40% will be for school based work completed during 2nd and 3rd year
Students will be more responsible for creating, gathering and presenting evidence of their learning.
Assessment for qualification
Students will present evidence of learning in a combination of subjects and short courses. The new qualifications are smaller than at present. That means that students will take fewer subjects as part of their qualification. (see next slide)
This reduced number of subjects/short courses gives schools more space and time to spend on other aspects of their junior cycle and reduces the amount of examination and assessment pressure that the student has to deal with at the end of third year.
Both teachers and students will be shown what is required for subjects and short courses as they will be able to see examples of student work showing the standards expected. Teachers will also be supported with professional development in the area of assessment.
State examinations will be retained for a period of time in English, Irish and Mathematics.
The Dept of Education and Skills will monitor assessment results across all subjects and all schools.

18. Subject limit Eight subjects Or 7 subjects + 2 short courses
6 subjects and 4 short courses
Nine subjects
8 subjects + 2 short courses
7 subjects + 4 short courses
Ten subjects
9 subjects + 2 short courses
8 subjects + 4 short courses

19. Main features of the Framework for Junior Cycle
School Certificate (JCSA)
Includes results in subjects and short courses taken
Also School Report – other achievements, attributes, certification and comments
New School Certificate and School Report
The school report will give more detailed information on your child’s learning in junior cycle
You will get a better idea on how well they are doing across a range of learning and achievements
Students could be asked to comment on their progress before the report is sent to you
A new report card template will be developed for each year of junior cycle. Examples of these report cards will be available soon.

20. Qualifications are different
Two qualifications on National Framework for Qualifications
Level 3
Level 2
The qualification is smaller allowing more space and time for deeper learning, key skills, literacy and numeracy
Qualifications
The aim of the new qualifications in junior cycle is to ensure that the qualifications should serve the learning (i.e. have a positive effect on what students’ learning) and shouldn’t dominate most of what happens in the way that the Junior Cert. does at present.
We’ve already mentioned that he new qualifications are smaller. Students complete assessments and exams in a smaller number of subjects and short courses for qualification. This ensures that more space and time will be available for the other aspects of junior cycle. It will also reduce the amount of examination and assessment pressure that a student has to deal with at the end of third year.
There are two qualifications replacing the existing Junior Cert:
Level 3 for the majority of students and this corresponds with Level 3 on the National framework for Qualifications
Level 2 on the National Framework for Qualifications is designed for students with particular special education needs who currently cannot access the learning associated with Level 3, even through the JCSP.

21. Level Two Programme
Level 2 is for students who cannot access the learning associated with Level 3 subjects and short courses
5 priority learning units (PLUs):
Communicating
Literacy and numeracy
Preparing for work
Personal care
Living in a community
Level 2 Programme
SEN students will continue to access the junior cycle curriculum in mainstream classes with differentiated teaching and learning methodologies as they do at present.
Level 2 students will have an individual learning programme (IEP) based on five priority learning units as outlined above. The NCCA has developed a Level 2 planning tool which can be used by schools to plan IEPs for Level 2 students.
These students will have access to a wide ranging curriculum including the possibility of taking short courses and taking these short courses through as part of their Level 2 qualification.
It is also possible that some students following a Level 2 Learning Programme may take some subjects at Level 3 in addition, where they are able and wish to do so.
Level 2 students will received a qualification on the National Framework for Qualifications just like all other students in junior cycle.

22. In summary - what will be different for your child?
Smoother transition from primary to post-primary
Students more actively involved in their learning
Greater emphasis on literacy, numeracy and the key skills
More focus on learning how to learn
Assessment will be part of everyday learning
Combination of terminal exams with assessment of school work
Improved feedback and reporting to parents/guardians 22

23. What stays the same?
Students will experience a broad and balanced curriculum
Standards and expectations will remain high for all students
Subjects will continue to play an important role in junior cycle
State Examinations Commission will continue to be involved in assessment for certification
The Department of Education and Skills will monitor results across all schools
4th bullet – to clarify this it should be mentioned that the SEC will provide final assessment papers and marking schemes for subjects until the new school-based system of assessment is established. For English, Irish and Mathematics, papers will continue to be set and marked by the SEC and these marks will be returned to the schools to be combined with the 40% weighting for the school work component.
This arrangement will continue for English, Irish and Mathematics until standardised testing becomes established in junior cycle.
The DES will also monitor results across all schools to ensure that standards are maintained. 23 23

24. How can I support my child’s learning?
Show interest, ask questions, listen and affirm
Read notes and progress reports that are sent home
Attend school meetings and events
Encourage your child to participate fully in learning opportunities both within and outside school
Encourage your child to develop skills and take on challenges in and out of school
Support them by creating structures and routines so that they can keep up with homework and project work
Promote good sleep, diet and exercise habits
If you need more information, please contact the school
Supporting my child in junior cycle
Encourage children to make choices, take responsibility for their decisions and solve their own problems – with your support.
Encourage them to take on challenges they enjoy in and out of school. This will help develop knowledge, skills, confidence, self-esteem.
The best support comes from your supportive relationship with your child, together with their regular attendance at school, keeping up with their homework and coursework throughout the term, getting enough sleep, a healthy diet and plenty of exercise.
Regular reports from the school will let you know how your child is doing. If you’re worried, ask for help.  
Good idea here to mention who are the relevant people in the school that parents should contact if they are concerned about any aspect of their child’s participation in school.
Final word – a happy child is a successsful learner!

25. In small groups…..
What do you think is good about these changes?
Any questions or concerns?

26. Website