JC Notes by NCCA

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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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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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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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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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.

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