The Framework for Junior Cycle provides the basis for post-primary schools to plan quality, inclusive and relevant education programmes with improved learning experiences for all students.
Learner independence was promoted in the careful guidance to students during individual, group and whole-class activities to think critically about their own work relative to success criteria, checklists and teachers’ digital notes. Science Subject Inspection. Read the inspection report Science Subject Inspection
The Framework which contains 24 statements of learning, underpinned by the eight principles, provide the basis for schools to plan for, design and evaluate their junior cycle programmes. That process of planning focuses on the combination of curriculum components (subjects, PLU’s, and short courses) and other learning experiences. Schools will ensure that all statements of learning, alongside the key skills feature in the programmes of all junior cycle students.
We are delighted to offer a broad and balanced curriculum to junior cycle students.
| Core Subjects | |
| Irish | Music |
| English | Art |
| Maths | Classics |
| French or Spanish | Home Economics (3rd year students only) |
| History | Business |
| Science | German |
| Ethical Education | Geography |
| Wellbeing | Short Courses |
| PE | Coding |
| SPHE | Artistic Performance |
| CSPE | Philosophy
Digital Media Literacy |
All first year students will follow a taster program in each subject so that they can sample all subject options before making their final choice. Students will choose one option subject from the two bands as detailed below (these are subject to change and reviewed annually).
| Band 1 | Band 2 |
| Art | Business |
| German | Music |
| Classics | Geography |
Classroom-Based Assessments: Classroom-Based Assessments will provide students with opportunities to demonstrate their understanding and skills in a way which would not be possible in a formal examination. The tasks will cover a broad range of activities including oral presentations, written work of different genres, practical or designing and making activities, artistic performances, scientific experiments, projects or other suitable tasks. A particular purpose of the Classroom-Based Assessments will be to facilitate developmental feedback to students. Classroom-Based Assessments (CBAs) are best described as the occasions when the teacher assesses the students using the specific tasks set out in the curriculum specification for each subject. They are completed within the teaching time allocated for each subject.
Deciding the level of achievement for the Classroom-Based Assessments There are four level descriptors of achievement for each CBA; teachers use the Features of Quality, set out in The Assessment Guidelines for each subject to decide the level of achievement in each CBA. The Features of Quality are the criteria used to assess the student work as best fitting one of the following descriptors:
EXCEPTIONAL describes a piece of work that reflects the Features of Quality for the Classroom-Based Assessment to a very high standard. While not necessarily perfect, the strengths of the work far outstrip its flaws, which are minor. Suggestions for improvement are easily addressable by the student.
ABOVE EXPECTATIONS describes a piece of work that reflects all of the Features of Quality for the Classroom-Based Assessment very well. The student shows a clear understanding of how to complete each area of activity of the investigation, and the work is praised for its rigour. Feedback from the teacher might point to the necessity to address some aspect of the work in need of further attention or polishing, but, on the whole the work is of a high standard.
IN LINE WITH EXPECTATIONS describes a piece of work that reflects most of the Features of Quality for the Classroom-Based Assessment well. It shows a good understanding of the task in hand and is free from significant error. Feedback might point to areas needing further attention or correction, but the work is generally competent and accurate.
YET TO MEET EXPECTATIONS describes a piece of work that falls someway short of the demands of the Classroom-Based Assessment and its associated Features of Quality. Perhaps the student has made a good attempt, but the task has not been grasped clearly or is marred by significant lapses. Feedback will draw attention to fundamental errors that need to be addressed.
NOT REPORTED describes when a student has not submitted any piece of work for assessment