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Jc presentation aug2012
- 2. Why change? • ESRI research - evidence base for junior cycle review • 1st year, 2nd year, 3rd year • nature of engagement • Request for advice from Minister and DES • Innovation and Identity- Ideas for a New Junior Cycle (2010) discussion paper 1
- 3. And of course, PISA… • A need to focus on literacy and numeracy • A need for connections and progression • Student resilience and persistence 2
- 5. 4
- 6. What’s the difference? • A Framework – not rules! • Greater flexibility and autonomy for schools • Clarity on junior cycle learning – a different kind of core • Focus on the programme as well as the exam • Access to a more varied curriculum/curriculum development • Teachers in closer relationship with assessment • Improved feedback, reporting and modern qualifications 5
- 7. What’s the difference? A Framework – not rules! Greater flexibility and autonomy for schools! 6
- 8. What’s the difference? Clarity on junior cycle learning – a different kind of CORE! 7
- 9. Learning •What a student will learn described in statements of learning •The skills of literacy and numeracy and other key skills embedded in learning and the curriculum 8
- 10. 9
- 11. 10
- 12. Key Skills Managing information and Working with thinking others Managing Being creative myself Staying well Communicating 11
- 13. Key Skills – Elements of Working with others • Developing good relationships and resolving conflict • Co-operating • Respecting difference • Contributing to making the world a better place • Learning with others • Working with others through ICT and digital media
- 14. Key Skills – Learning Outcomes for Working with others: Respecting difference I can • Appreciate difference and diversity • Talk with people from different cultures, backgrounds and beliefs • Respect people from different cultures, backgrounds and beliefs • Be open-minded about different ideas, values and ways of life
- 15. What’s the difference? Access to a more varied curriculum and to curriculum development! 14
- 16. Curriculum • Subjects continue as the main curriculum components • Schools can offer short courses • Subjects will be shorter
- 17. Art Craft Design Priority Learning Units Level 2 Business Studies Qualification Classics English Civic, Social and Political Education Communicating and French Literacy Digital Media Potential Short Courses Geography Numeracy Social, Personal and German Health Education Looking after myself Subjects History Chinese Living in a community Home Economics Physical Education Preparing for work Irish Artistic Performance Italian Programming/Coding Key skills Jewish Studies Managing myself Materials Technology (Wood) Staying well Mathematics Communicating Skills Metalwork Being creative Music Working with others Religious Education Managing information Science and thinking. Spanish 16 Technical Graphics Literacy Technology Numeracy
- 18. ELEMENTS OF COURSE SPECIFICATION 1. Introduction to junior cycle VISION 2. Aim 3. Rationale 4. Links (between the course and;) a. Statements of learning EXPECTATIONS OF LEARNERS b. Key Skills c. Literacy and Numeracy 5. Course overview • Strands • Learning Outcomes 6. Expectations for learners 7. Assessment and certification/qualifications 8. Learning and teaching SUPPORTS 17
- 19. What’s the difference? Focus on the programme as well as the exam! 18
- 20. A new junior cycle. QUALIFICATIONS 19
- 21. What’s the difference? Assessment closer to learning. Changed assessment relationships. 20
- 22. Assessment in junior cycle • Assessment plays a major part in everyday learning over the three years of junior cycle • Students more responsible for gathering and presenting evidence of their learning • Teachers give feedback and report on that evidence 21
- 23. Assessment for certification/qualifications • Combination of examination and school work • School involved in assessment • Supports – CPD, specification, exemplification, administr ative, information • Manageable and administration-light process 22
- 24. What’s the difference? Improved feedback, reporting and modern qualifications! 23
- 25. Qualifications • Qualifications that fit the learning, not just the exam • Smaller qualifications, giving schools more space and time to spend on their junior cycle programme, on literacy, numeracy and key skills • Two qualifications 24
- 26. Features of Level 2 Learning Programmes • Defined target group, range of settings • Based around Priority Learning Units (250hrs) • Communicating and literacy • Numeracy • Personal care • Living in a community • Preparing for work • PLUs set out in elements and learning outcomes – a learning menu • School-based assessment 25
- 27. Level 2 Qualification For introduction with junior cycle change from 2014 26
- 28. Frequently Asked Questions Categories • Framework for Junior Cycle and junior cycle developments • Planning for junior cycle development • Curriculum choices and the junior cycle programme • Issues that may arise 27
- 29. Junior Cycle developments • More detail on the Framework later in 2012 • Ongoing discussions with DES and SEC on detail • Template and guidelines for short courses • Work on JC English specification • Report card templates • Programme planning • Ongoing posting of FAQs 28