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7/30/2019 JC Notes by NCCA
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Notes for Junior Cycle presentation: August 2012
Slide 1 Rationale
The rationale for junior cycle development is based in part on the concerns
raised by the Minister and the DES in the original request to the NCCA for
advice. That request asked the NCCA to advise on
How the space for deeper learning in class and innovation in schools
could be found?
How greater continuity with the experience of primary education could
be achieved?
What role key skills should play in junior cycle education?
The forms of assessment that would be most appropriate to this stage of
education?
In addition, in looking at junior cycle, the NCCA used the substantial evidence
base provided by the ESRI research on the experience of junior cycle. That
study confirmed what many had already believed about the experience of
junior cycle for students that it has three distinct phases a first year about
settling in, a third year dominated by the exams, and a second year where
students either become more, or less, connected to school. The research also
showed that the quality of engagement with the schools, with teachers and
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with learning is central to this phase of education. Disengagement with any
of these in junior cycle is not a phase, or a glitch, but a process that can deepen
in senior cycle and have consequences well beyond schooling, and that
disengagement tends to be concentrated disproportionately among
disadvantaged students. Overall, the theme of engagement was a constant in
the wider responses to the NCCA consultation a concern that while students
were present in class, their creative energies were often lacking with teachers
increasingly feeling that they were the ones doing all the hard work in schools!
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Slide 2 PISA
Recently, of course, we got more evidence about the quality of that
engagement, when the PISA results for Irish 15 year olds were published. While
you might contest the scale of the deterioration, it seems unavoidable to
conclude that across those three phases of junior cycle, significant numbers of
students are not developing the skills they need to learn, to live and to work.
From an NCCA perspective, the intention is that the new Framework for Junior
Cycle is part of the development that needs to take place so that those next
generations are equipped for the challenges ahead.
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Slides 3 & 4 - Framework on the web
The ideas for the reform of junior cycle are set out in Towards a Framework for
Junior Cycle. This is available online and for download on the NCCA website in a
section devoted to the junior cycle developments.
The website enables you to look at particular parts of the proposals, access
information for parents and students and also look at the most frequently
asked questions about the developments, what they involve and when they
will happen.
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Slide 5 Whats the difference? All
This presentation is structured around the main differences between the new
junior cycle and the one were all used to. There are seven main differences
identified and they lead us into the detail of how junior cycle will look and be
different in the future.
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Slide 6 Whats the difference 1?
The first big difference is that the introduction of the Framework will mean
that junior cycle is no longer based on a series of rules and requirements its
based on a Framework that a schools junior cycle must work within!
The Framework is intended is to create the conditions where schools, in
planning and organising their junior cycles, have greater autonomy and more
flexibility than they do now to focus on the learning taking place in classrooms.
The key idea is for students to connect with learning, to engage positively
with learning because we know that its the learning connection and the
interaction and relationships with teachers in the classroom that matters most.
The Framework will encourage innovation in schooling and teaching, and
creative learning in the classroom.
At the same time, it will also contribute to ensuring that literacy, numeracy and
key skills are embedded in the learning.
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Slide 7 Whats the difference 2?
Because the main focus of the junior cycle developments is on learning, the
Framework states very clearly what that learning is. It names the learning and
says what should be learnt.
And that learning is the new CORE of junior cycle it is the most important, the
main requirement of the new junior cycle! In the current junior cycle we tend
to see subjects and examinations as the CORE now its the learning.
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Slide 8 Learning
The learning at the CORE of the new junior cycle is described in statements of
learning that the junior cycle programme of the school mustcater for.
Another big feature of junior cycle learning is the emphasis placed on skills
the skills of literacy and numeracy as well as other key skills that are
embedded in all areas and subjects of the curriculum.
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Slide 10 Statements of Learning
Some statements of learning are closely related to subjects, e.g. 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
related to mathematics. That is not to say that students cant develop this
knowledge and skill in other subjects when they learn to research and interpret
quantitative data and/or to engage in problem solving for example in science
and geography.
But many others, like number 7 - that the student improves their observation,
inquiry and critical-thinking skills - are more general in nature and could come
within the domain of several subjects, e.g. art, music, business studies and
history.
So statements of learning dont necessarily relate to particular subjects
different subjects can contribute in different ways to the learning set out in the
statements.
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Slide 11 Key Skills
The skills of literacy and numeracy and these six other key skills should also be
emphasised in the junior cycle programmes of schools.
Theyve been named and explained in language students can access. Theres
more detail available on each in the Framework document.
The six key skills are Managing information and thinking, Working with
others, Managing myself, Communicating, Staying well, Being creative.
In other words, the kinds of skills that have been identified in most countries as
important skills for 21st
century learning and living skills that support students
in understanding and getting to grips with learning and that contribute to
preparing them well for senior cycle and life after school.
Key skills will be embedded in the learning outcomes of every junior cycle
subject and short course they wont be taught separately as such!
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Slide 12 and 13 Key skills continued.
Each key skill is broken down into a number of elements to clarify what that
skill involves. So, the skill of Working with Others involves these elements.
A further level of detail is provided too! This takes the form of I can
statements about each of the elements. Overall, this level of detail gives
teachers a very clear picture of what a student who has developed the key skill
will be able to do.
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Slide 14 Whats the difference 3?
So, learning is at the heart of the new junior cycle, but how will schools
organise the curriculum in this context?
When it comes to curriculum, the main difference is that the curriculum
components will be more varied and, for the first time at junior cycle, schools
will be involved, to a certain extent, in developing their own curriculum.
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Slide 15 Curriculum
Subjects will continue! And subjects will continue to play an important role. At
this point, the plan is that all of the existing subjects will continue to be
available. The schools job will be to decide how to use the range of subjects to
meet the statements of learning and the skills of junior cycle.
But there will also be short courses! Some of these will be developed by the
NCCA and taken off the shelf by schools choosing to include them in their
junior cycle programme. But schools can also develop their own short courses
locally to a template and guidelines set down by the NCCA.
To create the space and flexibility to do this the specifications (syllabuses) for
subjects and short courses will be smaller, less detailed, with less extensive
outcomes than at present. Most subjects will be designed to be taught in 200
hours, short courses in 100. The subjects English, Irish and Mathematics will
continue to be allocated at least 240 hours. Overall, the reduction in time
allocation will give schools more time to ensure deeper learning, to focus on
key skills and to track the learning progress of students.
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Slide 16 Curriculum components
Youll immediately recognise the subjects on this slide. Theyre all fairly
familiar. A list of potential NCCA off-the-shelf short courses is also provided.
Some of these short courses are familiar courses or subjects in schools at the
moment, like CSPE, SPHE and PE. In the new junior cycle these will be viewed
as short courses that can be part of the certification/qualification gained at the
end of junior cycle.
But there are other kinds of potential short courses too.
Some are in areas of learning with many potential applications like Digital
Media OR Artistic Performance.
Others could introduce new areas of learning to the curriculum, like Chinese.
Or new areas of competence, like Programming/Coding.
Work is commencing on the short courses that will be available off-the-shelf
in 2014. And remember, this list doesnt include the short course/s a school
might decide to develop itself!
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Slide 17 Specification
Subjects and short courses will be specified in a different way. The
specifications (what we previously called syllabuses) will be shorter and stated
in terms of learning outcomes. They will include examples of student work (to
support teacher judgement in assessment) and will also contain resources and
guidelines for learning and teaching.
To allow for the greatest possible level of flexibility and access to more
substantial learning and teaching material, the specifications will be accessed
online.
This slide sets out the different parts of the specification.
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Slide 18 Whats the difference 4?
So a range of possibilities in the area of short courses! The critical point to keep
emphasising here is that the attention given to statements of learning, basic
and key skills, and the choice of subjects and short courses presents
possibilities for every school to take a fresh look, in a relaxed timeframe, at
developing their junior cycle programme.
A real opportunity for schools to focus on the programme as well as the exam!
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Slide 20 - Whats the difference 5? Assessment
The greatest change in the new junior cycle is in the area of assessment.
From an NCCA perspective, the focus here is on restoring the natural
connection between learning and its assessment, on bringing assessment
closer to learning, and on bringing teachers into closer relationship with
assessment.
Why? Because the feedback from consultation on junior cycle development
was clear. If assessment practice doesnt change, learning and teaching wont
change either.
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Slide 21 Assessment in junior cycle
Assessment in the new junior cycle will be seen as inextricably linked, on an
everyday basis, to the learning taking place. Students should be more involved
in, and more responsible for, gathering and presenting evidence of that
learning. In general terms, the teachers role lies in giving feedback on and
reporting on, evidence of learning. And some of the results of assessment
activity in schools should also be used for certification purposes and the
qualification being pursued by the student.
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Slide 22 - Assessment for certification/qualifications
Assessment for certification/qualifications will combine external assessment
and school-based assessment. The detail of these assessment arrangements
are being finalised at the moment by the DES, SEC and NCCA and will be
available shortly.
In general terms, there will continue to be an exam (worth 60% of the marks).
There will alsobe a schoolwork component (worth 40% of the marks). Itwill
include a small number of specified pieces of school work worked on during
second and third year. These will be assessed by the school. The assessment of
short courses will also be school based.
To support teachers to engage with assessment in all its dimensions, clear
assessment specifications and requirements for subjects and short courses
will be provided, along with examples of student work showing the standard
expected. Teachers will also receive professional development and support
when the new arrangements are being introduced. Schools will be supported in
administering assessment results. Clear information on assessment
arrangements will be available for parents and students. The intention is that
the arrangements will be manageable and administration-light.
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Assessment change has the potential to be an important lever of overall
change in the experience of junior cycle students. The last time junior cycle was
reformed the structure of the curriculum changed, but the examination was
left largely unchanged. The consequence of this was that very little changed in
classrooms. This time around, the thinking is that change in assessment will be
the lever of all other change.
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Slide 23 Whats the difference 6?
The new junior cycle will feature
Improved feedback to students on their learning through the changed
assessment arrangements
And improved reporting to parents through the use by schools of new
report card templates (examples of which will be available in 2013).
But there will also be new certification/qualifications at junior cycle.
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Slide 24 - Qualifications
In looking afresh at certification/qualifications, the aim was to ensure that the
qualifications should serve the learning and shouldnt dominate the
organisation of schooling and the experience of junior cycle for students in the
way that the Junior Certificate does at present.
So, the new qualifications will be smaller than at present. That means that
students should take assessments and exams in a smaller number of
subjects/short courses. Students will take eight subjects OR seven subjects and
two short courses OR six subjects and four short courses for their
certification/qualification at the end of junior cycle. 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.
There are two qualifications proposed, one a replacement for the current
Junior Certificate (like JC aligned to Level 3 of the National Framework of
Qualifications) and the other designed for students with particular special
educational needs who currently cant access the Junior Certificate. This
qualification will be aligned to Level 2 of the National Framework of
Qualifications.
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Slides 25 and 26 Level 2 Learning Programmes and Qualification
A little bit more detail on the Level 2 Learning Programmes and qualification.
This is targeted at a very specific group of students who have general learning
disabilities in the higher functioning moderate and low functioning mild
categories. They are small in number (one or two in a typical school or special
school), all have IEPs, and currently cannot access the Junior Certificate
because it is pitched at too high a level for them.
It follows that the Learning Programmes for this group of students are built
around Priority Learning Units that focus on developing the basic, social and
pre-vocational skills of the students involved.
Each of the PLUs Communications and literacy, Numeracy, Personal care,
Living in a community and Preparing for work is described in detail in elements
and learning outcomes that comprise a learning menu from which the teacher
and student select to build their programme. The assessment of the
programme is school based.
The L2LPs and the related certification/qualification have been developed with
schools already working with this target group of students and the NCCA has
drawn on this experience to produce a Toolkit on L2LPs for Teachers
including getting started guidelines, an online planning tool for developing
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and assessing a programme, and video examples of how the programmes can
operate in junior cycle subject classrooms.
The Level 2 Learning Programmes are due to be introduced in 2014 but may be
available for use on a trial basis before then.
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Slide 27 - Frequently Asked Questions
NCCA has been working on and will continue to work on developing
information and clarifications on the Framework and related developments.
We currently have Frequently Asked Questions available in the categories listed
here on the FAQ section of our junior cycle website.
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Slide 28 Junior Cycle developments
In the coming months work on the junior cycle developments will involve;
Providing more information and details on a number of aspects of the
Framework, such as assessment
This detail will arise out of the work of the NCCA and ongoing discussions
with DES and SEC on areas like assessment and qualifications
Providing a template and guidelines for short courses (and developing
initial drafts of NCCA short courses)
Commencing work on the new specification for JC English
Starting to produce report card templates that will be available for
optional use in schools in 2013
Publishing examples of junior cycle programmes developed in the
context of the Framework. These samples will offer some insights into
the planning opportunities and challenges that the new junior cycle
presents.