Welcome

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 Subjects, Short Courses and Other Learning Experiences Assessment and Reporting Junior Cycle Profile of Achievement

4. Auto Animated Version Our Students Literacy and numeracy for learning and life Settling in and making progress in first year Connecting primary and secondary A purposeful second year Ongoing assessment to support learning

5. 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

6. Structure of the Junior Cycle Assessment and Reporting Other Learning Experiences Subjects Wellbeing ShortCourses Level 2 Learning Programmes C U R R I C U L U M 8 Key Skills 24 Statements of Learning 8 Principles

8. Mathematics Science Home Economics Business Studies 24 Statements of Learning History Geography Music Visual Art Religious Education Subjects English German Irish Spanish French I Technical Graphics Materials Technology Wood Technology Metalwork Key Skills

9. 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,

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 • Second Year • 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 www.ncca.ie • 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. SubjectDescriptors • 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. OVERALLGRADING 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 Ongoing assessment that supports student learning 3 2 1 Check In Check In Check In Transition from Primary School Final Assessment 1st Yr 2nd Yr 3rd Yr 2nd Year Classroom-Based Assessment 3rd Year Classroom-Based Assessment Ongoing Assessment Ongoing Assessment

22. Assessment Reporting ‘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 • 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

24. 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

25. 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

26. 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

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