Holy Family Secondary School 12/11/2015 Click Title Holy Family Secondary School Information Evening New Junior Cycle

12/11/2015

Overview of Presentation 12/11/2015 Our students Structure of the Junior Cycle Subjects, Wellbeing and Other Areas of Learning Assessment and Reporting Junior Cycle Profile of Achievement (JCPA)

12/11/2015 Our Students & The New Junior Cycle Click Title

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

What will students experience in Junior Cycle? https://www.youtube.com/watch?v=U8E_79B9Klw

What is the purpose of education in Junior Cycle? 12/11/2015 What is the purpose of education in Junior Cycle? NCCA consultation with partners in education including teachers and parents, 2010 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

History Geography Music Home Economics 12/11/2015 Wellbeing Sept 2016 Sept 2017 Sept 2018 English Science Business Studies English Science Business Studies Irish Art, Craft & Design Modern Languages English Science Business Studies Irish Art, Craft & Design Modern Languages Maths History Geography Music Home Economics Current 3rd years Current 2nd years Subjects in Junior Cycle Current 1st years

Structure of the Junior Cycle 12/11/2015 Structure of the Junior Cycle Click Title

Flexible programme for student learning Balance between knowledge & skills Dual approach to assessment Reporting a broader picture of learning Supporting continuity of learning from primary school

Structure of the Junior Cycle Assessment and Reporting * HFSS is not currently providing any short courses for the Junior Cycle Level 2 Learning Programmes Subjects Wellbeing Short Courses* Other Areas of Learning C U R I L M Statements of Learning…. Describe the learning at the core of Junior Cycle Form the basis of more specific learning outcomes 8 Key Skills 24 Statements of Learning 8 Principles

Principles Of Junior Cycle Learning To Learn Engagement & Participation Quality Principles Of Junior Cycle Principles of Junior Cycle Choice & Flexibility Inclusive Education These principles inform planning, development and implementation of Junior Cycle programmes… Continuity & Development Creativity & Innovation Wellbeing

12/11/2015 Key skills help learners develop the knowledge, skills and attitudes to face the many challenges in today’s world They also support students in learning how to learn and to take responsibility for their own learning

12/11/2015 What stays the same? Students continue to experience a broad and balanced curriculum Standards and expectations remain high for all students 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

12/11/2015 What is improving? A better and a more engaging learning experience for your child Updated subject specifications (learning outcomes based) Changes to reporting back to parents and students Assessment to support learning (timely, next steps) An emphasis on Key Skills and preparation for life A sound preparation for learning at Senior Cycle and beyond New Junior Cycle grading CBA descriptors Other Areas of Learning

Subjects, Wellbeing & Other Areas of Learning 12/11/2015 Subjects, Wellbeing & Other Areas of Learning Click Title

Subjects 24 Statements of Learning Key Skills History Geography English German Irish Spanish French Mathematics Science Home Economics Business Studies Music Art, Craft and Design

Wellbeing 400 hours over 3 years in 2018-2021 Physical Education 12/11/2015 Wellbeing 400 hours over 3 years in 2018-2021 Physical Education Social, Personal and Health Education (including Relationship and Sexuality Education) Civic, Social and Political Education Guidance/ Digital Media Literacy

Why does wellbeing matter? Student wellbeing is present when the students realise their abilities, take care of their physical wellbeing, can cope with the normal stresses of life, and have a sense of purpose and belonging to a wider community. Junior Cycle Wellbeing Guidelines (2017)

Building a shared understanding of wellbeing It is important that the whole school community builds and shares a common understanding of wellbeing, especially of what we mean when we talk about student wellbeing Wellbeing for All Wellbeing Guidelines p.15

Assessment & Reporting 12/11/2015 Assessment & Reporting in Junior Cycle Click Title

Reporting Assessment The purpose of assessment at this stage of education is to support learning. (Framework for Junior Cycle 2015, p. 35)

A changing culture of Assessment 12/11/2015 A changing culture of Assessment 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

Your child will be involved in… 12/11/2015 Your child will be involved in… Reviewing feedback and identifying what they have done well Identifying what to do next (next steps for learning) Setting and achieving personal goals Redrafting and correcting their own work (self-assessment) Giving feedback to others Considering examples of good work and identifying how they can improve on their own work

English, Irish and Maths specified at Higher and Ordinary levels 12/11/2015 Assessment: Subjects Exams will be set, held and marked by the State Examinations Commission in June of third year. English, Irish and Maths specified at Higher and Ordinary levels All other subjects specified at a Common Level Duration of 2 hours or less

One Subject’s Journey 1 2 3 Check In Check In Check In Transition from Primary School First Year Second Year 2nd Year Classroom-Based Assessment Third Year 3rd Year Classroom-Based Assessment Final Assessment Ongoing Assessment Ongoing Assessment Ongoing assessment that supports student learning

Classroom-Based Assessment 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 types, 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. Framework for Junior Cycle 2015, p. 37

Classroom Based Assessment (CBAs) Show understanding & skills in a different way Broad range of activities & format Oral presentations Written work in different formats Digital technologies Scientific experiments & practical activities Facilitate developmental feedback to students CBA completed in classroom as part of teaching & learning within a timeframe determined by the Assessment guidelines for the subject

How do Classroom-Based Assessments take place? 12/11/2015 How do Classroom-Based Assessments take place? Details of the Classroom-Based Assessment are set out in Assessment Guidelines of each Subject and Short Course   Teachers will choose Classroom-Based Assessment tasks as per the subject / short course Assessment Guidelines The NCCA will provide guidance on assessing these Classroom-Based Assessments Features of quality are described for each Classroom- Based Assessment

12/11/2015 How are CBAs assessed ? Subject teacher assesses the student’s CBA and assigns a descriptor Teachers in the subject department will come together at a SLAR meeting to compare their assessment of students’ work and ensure a common approach across the department JCT providing in-service for teachers to ensure that the Classroom-Based Assessments align to a national standard  CBA Teacher Descriptor SLAR Final Descriptor Reported

Classroom-Based Assessment Example: English https://www.youtube.com/watch?v=zCqE3gEVcIE

Descriptors for the CBAs 12/11/2015 Descriptors for the CBAs The features of quality in the assessment guidelines for each subject will be used to apply descriptors to students’ work. The features of quality as well as these descriptors are specified by the NCCA Exceptional Above Expectations In line with expectations Yet to meet expectations

Assessment Task The written Assessment Task is marked by the State Examinations Commission It may require the student to demonstrate an understanding of the knowledge and skills developed during the second Classroom-Based Assessment. The written Assessment Task may also provide an opportunity for students to refer to skills and competences that were developed and describe ways in which their learning might be applied to new situations. The Assessment Task will be completed in class under the supervision of the teacher and will be sent to the SEC for marking along with the script for that subject in the state-certified examination. Framework for Junior Cycle 2015, p. 38

Assessment Task Assessment Task Refers to CBA 2 Show knowledge & skills developed Describe how learning can be applied to new situations Completed in school Sent to the SEC with exam script Corrected by the SEC 10% of overall result Assessment Task completed in school within a timeframe determined by the SEC

New Junior Cycle Grades & The JCPA 12/11/2015 New Junior Cycle Grades & The JCPA Junior Cycle Profile Award Click Title

New Junior Cycle Grades… What’s the difference? 12/11/2015 New Junior Cycle Grades… What’s the difference? DN HM MT AD PA NG

Steps towards the Junior Cycle Profile of Achievement 12/11/2015 Steps towards the Junior Cycle Profile of Achievement Classroom-Based Assessments of subjects will be completed in second and third year Students will sit written SEC prepared examinations in June of third-year for subjects Schools will report on student engagement and participation in the Other Areas of Learning section of the JCPA over the course of Junior Cycle

Other Areas of Learning Spirituality Ethics 24 Statements of Learning Key Skills Other Areas of Learning Guidance and Counselling Co-curricular activities Pastoral Care Visiting Speakers Debating Citizenship Student Council Sports

The Junior Cycle Profile of Achievement will report on 12/11/2015 The Junior Cycle Profile of Achievement will report on SEC examinations of subjects Classroom-Based Assessments including subjects and short courses Other Areas of Learning

Subjects

Classroom-Based Assessments 01/12/2017 State Examinations Distinction Higher Merit Merit Achieved Partially Achieved Not Graded Classroom-Based Assessments Exceptional Above expectations In line with expectations Yet to meet expectations Not reported

Key messages from this evening’s meeting Continuity of learning from primary school Move away from purely Content & Knowledge (Syllabus) Balance of Content & Skills (Learning Outcomes based Specification) Student involvement in learning Importance of Wellbeing programme Fresh approach to assessment (dual assessment - supports learning, variety of activities, student reflection, reviewing next steps for learning) CBAs in 2nd and 3rd year (Descriptors) Assessment Task in 3rd year worth 10% marked by SEC JCPA to replace Junior Certificate Students involvement in Other Areas of Learning now reported on New grading system for SEC exam in June