1. Welcome JCT/CLASSROOM BASED ASSESSMENT INFORMATION EVENING
THURSDAY 19TH SEPT 2019

2. Vision for Junior Cycle
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 lives.”

3. Overview Our students Structure of the Junior Cycle
10/04/2017
Overview
Our students
Structure of the Junior Cycle
Subjects, Short Courses and Other Learning Experiences
Assessment and Reporting
Junior Cycle Profile of Achievement
This is the order of evening
Aware that there is lots of new vocabulary
You will be given a quick reference guide
Relate this slide to Jack and Emma

4. Our Students Literacy and numeracy for learning and life
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Our Students
Literacy and numeracy for learning and life
Connecting primary and secondary
Settling in and making progress in first year
Ongoing assessment to support learning
A purposeful second year
National comparisons in Literacy and Numeracy over the past 20 years show a decline in standards. While accepting that these issues are not the sole responsibility of the school, they cannot be ignored by the school **See Supporting notes below**
By connecting primary and secondary the Junior Cycle aims to achieve an effective transition by bringing the experience of students at both levels closer together and establishing stronger lines of communication and consistency between schools in the interest of students.
A lack of progress in 1st year by many students
A disengagement in 2nd year
While 3rd year is all about the exam at the end of the year, on assessing the product of learning, not the process of learning
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Background thought:
Hislop (JMB September ‘14): “But the obvious problem is that conventional tests  and examinations cannot measure the achievement of many of the deeper skills or indeed the deeper knowledge that we say we value. One consequent and serious risk is often spoken about– that assessment or examinations come to distort good teaching rather than support it. ”
The information on this slide derives from the findings of Irish research.
This must be stressed by the presenter – robust research conduced in Ireland, into your children, into Jack and Emma, by the ESRI / Professor Emer Smyth, particularly Moving Up, Pathways through Junior Cycle and Gearing Up for the Exam.
Supporting Notes on Literacy and Numeracy
One in ten children In Irish schools has serious difficulty with reading or writing; in some disadvantaged schools this is as high as almost one in three students _ The literacy skills of students in Irish primary schools, measured by the National Assessments of English Reading, have not improved in over thirty years, despite considerable investments in reducing pupil-teacher ratios, the introduction of learning support (formerly remedial) and resource teachers, the provision of better teaching materials and considerable curricular reform Second-level teachers and principals have identified poor literacy levels as a barrier to accessing the post-primary curriculum and making a smooth transition into post-primary school _ Employers and third-level institutions have been consistently critical of the standards of literacy of students leaving post-primary education _ There has been a decline in the performance of post-primary students In Ireland in international literacy tests. In 2006, Irish fifteen-year-old students performed at the “above average” level in the OECD’s Programme for International Student Assessment (PISA) but in the 2009 round of the assessment, Irish students performed at the “average” level, ranking 17th out of 34 OECD countries _ The PISA 2009 tests showed that 17 per cent of all Irish fifteen year olds and almost one in four teenage boys lack the literacy skills to function effectively in today’s society
LITERACY AND NUMERACY FOR LEARNING AND LIFE The National Strategy to Improve Literacy and Numeracy
among Children and Young People

5. What is the purpose of education in Junior Cycle?
10/04/2017
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
What is the purpose of education in Junior Cycle?
There are many answers to this question, but these answers were found in the consultation by the NCCA in 2010, with all the educational partners including teachers and parents.
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Background references here

6. Structure of the Junior Cycle
Assessment and Reporting
Level 2 Learning Programmes
Subjects
Wellbeing
Short Courses
Other Learning
Experiences C U R I L M
8 Key Skills
The Junior Cycle Framework is based on 8 Principles mentioned in the introduction
The 24 Statements of Learning are the new curriculum– in your quick reference guide AROUND THE ROOM on the WALLS – They show the breadth of education during the Junior Cycle Years…
8 Key Skills have been identified.
Being Literate
Being Numerate
Managing Myself
Staying Well
Communicating
Being Creative
Working with Others
Managing Information and Thinking
These Key Skills are to be embedded in subjects, short courses, Other Areas of Learning and the Level 2 Learning Programmes. The Level 2 Learning Programmes are relevant to many students in Special Schools and a very small number of students in mainstream schools
For students the 24 Statements of Learning and 8 Key Skills will be embedded in Subjects, Short Courses and Other Areas of Learning.
For Level 2 Programme students they will be embedded in the 5 Priority Learning Units and the 2 level 2 short courses.
Assessment and Reporting are an integral part of the structure of the junior cycle process particularly over Second and Third years
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{{Speaker Please note: Level 2 Learning Programmes are mentioned here – they are not the purpose of tonight's presentation – If asked: they are relevant to many students in Special Schools and a very small number of students in mainstream schools - designed for students with particular special educational needs who currently can't access the Junior Certificate - general learning disabilities in the higher functioning moderate and low functioning mild categories}}
24 Statements of Learning
8 Principles

7. 10/04/2017
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.
Each subject specification will indicate to the teacher how he/she can activate them in their classroom.

8. Materials Technology Wood
Mathematics
Science
Home Economics
Business Studies
24 Statements
of Learning
Key Skills
Subjects
History
Geography
Music
Visual Art
Religious Education
English
German
Irish
Spanish
French I
Technical Graphics
Materials Technology Wood
Technology
Metalwork
These are the 21 subjects of the Junior Cycle.
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Speaker: Just go through the subjects or let parents read quietly from screen

9. Your child in Second and Third-year
10/04/2017
Your child in Second and Third-year
Religion is the only subject that remains for your daughter under the old Junior Cycle.
Second Year 19/20
New Specifications
English, Maths
Science, Home Economics
Business Studies, Music
Irish , History
Spanish, Geography
French
German
Art, Craft, Design,
Speaker – be aware that Gaeilge may be moved to 2017 and included with the Modern Languages

10. MAXIMUM NO. OF SUBJECTS
Under the new JCT student’s can only sit a maximum of ten subjects.
Due to the CBA element of subjects all subjects must now be completed in school.
Students who are studying another subject outside of school (eg music) cannot sit it at the Junior Cert.
They can undertake it as extra curricular.

11. SUBJECT LEVEL
English/Irish and Maths can be taken by a student at higher or ordinary level.
There is now only one paper per subject for the Junior Cert.
This is a two hour exam paper marked by the SEC.
All other subjects are taken by students at a common level.
These are two hour papers marked by the SEC.

12. Second Year 2019//2020 CBA timeline
On school website

13. Student Particiption in CBA’s
Students are given a three week window in class to complete CBA’s
If a student is absent due to medical/bereavement reasons teachers will assist students in catching up when they return.
If a student is absent due to holidays they school cannot be responsible for the work completed by the student.

14. Subject in Action Subject English:
CBA: Oral Communication Individual or group communication or presentation
A period of 3 weeks, with support/guidance by the teacher
All CBA’s can be found on
Subject: Geography
CBA: Structured inquiry through a response to a recent geographical event (s)
Response to a media source
Response may be presented in a wide range of formats Individual or group
At the end of a three week period students will report on their inquiry, based on a recent media source, relating to a geographical event.

15. Subject Learning & Review(SLAR) Meeting
Teachers will meet as a department once the CBA’s are completed.
Teachers will discuss the criteria for descriptors.
The DES will provide samples of work for each descriptor
Teachers will award descriptors after discussion.
Feedback will be given to students
Results will be submitted to the Principal and issued to students and parents in the summer reports.

16. GRADING SYSTEM Classroom Based Assessment (CBA) Exceptional
Above Expectations
In line with Expectations
Yet to meet Expectations

17. Subject Descriptors
The decision to award which descriptor is given to a student rests with the teacher.
This descriptor cannot be queried or appealed by either the student or parent.
Where possible the CBA’S will be returned to students.

18. Third Year Subject: Geography
CBA: My geography Structured inquiry into a geographical aspect (s) in a local area Geographical investigation
Response may be presented in a wide range of formats Individual or group Students will, over a three-week period, investigate geographical aspects in a local area
First term of Year 3
Subject : English
CBA: Collection of the Student’s Texts Two texts chosen by the student from his/her collection of texts
Texts produced over time with support and guidance by the teacher

19. Assessment Task (AT)
The Assessment Task is a written task completed by students during class time.
It is not marked by the class teacher but is sent to the State Examinations Commission for marking as part of the state certified examination in English.
The Assessment Task is specified by the NCCA and is related to the learning on which the second Classroom-Based Assessment is based.
Subject English:
Assessment Task:
Students complete a specified written task which is sent to the SEC for marking The Assessment
Task will link to the Collection of the Student’s Texts
The assessment Task is worth 10% of the students overall Junior Cert Result.

20. OVERALL GRADING SYSTEM AT JUNIOR CYCLE
State Examinations Commission
Distinction (90-100%)
Higher Merit (75-89%)
Merit (55-74%)
Achieved (40-54%)
Partially Achieved (20-39%)

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

22. Assessment
Reporting
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 regime cannot capture.
‘The purpose of assessment at this stage of education is to support learning’.
It is the teacher who decides the balance and timing of formative and summative assessment
Putting Assessment for Learning into Practice – Spendlove, 2009

23. A changing assessment culture
10/04/2017
A changing assessment culture
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
Via original NCCA notes:
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.

24. Your child will be involved in
10/04/2017
Your child will be involved in
Reviewing feedback and identifying what they have done well
Identifying what to do next
Setting and achieving personal goals
Redrafting and correcting their own work
Giving feedback to others
Considering examples of good work and identifying how they can improve on their own work
Via original NCCA notes:
Assessment  that  strongly  supports  learning  might  look  different  for  students.  They  might  be  correcting  their  own  work  before  handing  it  up  using  a  marking  plan  set  by  the  teacher. 
They  might  also  be  giving  feedback  to  other  students  about their  work  and  offering  suggestions  as  to  how  that  work  might  be  improved,  again  following  clear  criteria. 
They  will  be  able  to  look  at  examples  of  other students’  work  to  identify  differing  standards,  and  use  this  to  assist  them  in  reaching  a  higher  standard  in  their  own  work. 
Through  this  they  will  be  identifying what  they  need  to  learn,  what  they  need  to  do  and  what  to  change  in  order  to  improve  their  own  learning. 

25. 10/04/2017
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
Students experience a broad and balanced curriculum
Look again at the 24 Statements of Learning around the room
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 examples of assessment tasks and student work marked by teachers 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 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
The State Examinations Commission will continue to be involved in assessment for certification
State examinations will be held in June of Third year every year.

26. 10/04/2017
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….
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
Updated subject specifications
Following consultation with Subject Matter Experts and experienced teachers
Quality reporting back to parents and students
This will be central to the Junior Cycle.
School-based components will be assessed by the students’ teachers, and reported to students and parents by the school.
Schools will document and report to students and their parents on the students’ progress and achievement including the outcomes achieved on the school-based components.
A standard template for this school report will be provided.
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
To next slide on Key Skills

27. Wellbeing Indicators
Wellbeing subjects must include PE, SPHE and CSPE (CSPE is no longer examinable at the JC)
Each school determines any other wellbeing area they wish to develop based on the needs of their pupils.

28. Wellbeing
At least 300 hours of wellbeing must be timetabled students from 2018 – 2021 over their 3 years in Junior Cycle.
Wellbeing will be reported on in their term reports
1st Year 2018/2019 per week
Double PE
Double Hockey
CSPE
SPHE
Learning to Learn
Approx 148 hrs

29. Wellbeing Cont’d Second Year 2019/2020 per week Double PE
Learning to Learn
CSPE
SPHE
Digital Media Literacy
Approx 136
Third Year 2020/2021
Double PE
CSPE
SPHE
Approx 80hrs

30. OTHER AREAS OF LEARNING
Learning experiences could include student engagement with:
 activities relating to guidance, pastoral care and student support, and a school’s own religious education programme
 co-curricular activities that complement the taught curriculum, and that augment and consolidate learning in a deliberate way, for example, students engaging in a science fair
. In addition, students may also engage in extracurricular activities, such as:
 membership of their school’s student council  participation in their school’s sporting activities
 membership of school clubs or societies
 students participating in a musical performance; students participating in a debating competition; students participating in a dance performance  other specific learning opportunities that do not form part of subjects or short courses, for example, leadership training, school attendance initiatives, participation in a homework club, etc.
 social, entrepreneurial and philanthropic endeavours
 student-led initiatives, such as producing a school newsletter.
All of the above activities enrich students’ overall experience during schooling. Some of these may be documented under Other Learning Experiences in the Junior Cycle Profile of Achievement

32. Chaplaincy Role