1. Curriculum: Issues and Developments at National Level Peter Johnson Director, Curriculum and Assessment 23rd August 2006

2. 2 Role of NCCA, how we ‘do’ curriculum  to advise the Minister of Education on curriculum and assessment in early childhood, primary and post-primary schools… Committees CouncilMinister

3. 3 Partnership Model: representation on course committees  ASTI (2)  TUI (2)  JMB  ACCS  Subject Association  IVEA  IUA  HETAC  DES  SEC

4. 4 Curriculum development: the Netherlands experience  1999 review by Inspectorate concluded that: –the curriculum was overloaded and fragmented –only about 60% of the attainment targets were being met –teachers were working harder and harder, while students were working less  2000 Ministerial Commission set up to revise the curriculum –attainment targets for basic education reduced from 260 to 58 for 1 st and 2 nd year –generic to encourage a more integrated approach to learning –effective reduction of statutory curriculum by one third  2006/7 reforms introduced in all schools

5. Issues and developments: senior cycle

6. 6 History of Senior Cycle Review 1  April 2005 - NCCA ‘advice’ to Minister –a restructured senior cycle –two or three year programmes of study –new curricular components –embedding of key skills –assessment reform –new certificate of senior cycle –improved educational guidance –professional development resourced at school level

7. 7 History of Senior Cycle Review 2  June 2005 - Minister’s response –prioritise subject review –common template –learning outcomes –unitisation –embedded key skills –endorsement of assessment proposals –retain integrity of transition year –develop transition units and first short course: enterprise education

8. 8 Curriculum components ComponentLengthAssessmentRecognition SUBJECT180 hoursExternal (2) CAO SHORT COURSE 90 hoursExternal (1) CAO TRANSITION UNIT 45 hoursNo external assessment. Recorded on certificate.

9. 9 Unitisation of subjects  large chunks of learning (2-4 units)  conform to 45/90 hour structure  flexible approach, appropriate to nature of subject 45 90 CORE45

10. 10 Transition Units  45 hour units of study  School devised, NCCA validated  Building on successful TY modules  Assessment built into teaching and learning in TUs  No external assessment and not reckoned for points  Certification on basis of completion  One TU a requirement for matriculation

11. 11 Key skills

12. 12 First phase of the work Subjects to be reviewed New subjects Short coursesTransition units Mathematics Applied Mathematics Languages Biology Chemistry Physics Social and Political Education Physical Education Enterprise Education Other short courses, e.g. Psychology Media & Communication Studies Develop exemplars, set up validation process and produce handbook for schools

13. Issues and developments: junior cycle

14. 14 The Junior Certificate: a history 1 1989 Junior Certificate Programme  single national programme - ending academic/vocational divide  broad and balanced curriculum for all, with certification at the end of junior cycle  flexibility in subject provision, greater autonomy for schools  single examination, variety of modes and techniques to meet the needs of all learners

15. 15 The Junior Certificate: a history 2 1996-99 JC Review Progress Report  Junior Certificate programme seen as suitable for needs of majority of students  JCSP intervention for those underachieving  mismatch between aims of JC programme and current modes/techniques of assessment  over-emphasis on product in assessment - little reflection on the quality of learning  emergence of issue of the ‘overcrowded curriculum’  identified need for support for greater flexibility in curriculum planning at school level

16. 16 Major issues  the impact of developments at senior cycle  providing for the growing diversity of the junior cycle cohort  implications of the ESRI longitudinal study  rethinking the junior certificate examination  addressing curriculum overload

17. 17 Impact of developments at senior cycle  stronger role for key skills in junior cycle curriculum  pressure to ‘scale back’ junior cert exams  need to harmonise junior and leaving cert courses  potential impact of a different school culture at senior cycle on junior cycle  increased demand for educational guidance

18. 18 Responding to diversity  legislation establishing entitlement and expectations  locating learners more and more in mainstream settings  NCCA guidelines in support of inclusion –SEN guidelines –Intercultural guidelines  suitability of JCSP for SEN students  if Junior Certificate cannot ‘stretch’ to meet needs, what about a different award for these students?

19. 19 Implications of ESRI longitudinal study  evidence of a ‘dip’ in student performance in second year  emergence of two distinct groups of students: one becoming more involved in school and in school work, the other disengaging  negative effects of streaming and its increased use, particularly in disadvantaged school settings  strong preference among students of all ability levels for subjects with a practical orientation  preference for active teaching methods that involve students more in their learning  importance of the ‘informal’ climate of the school in maintaining positive relationships

20. 20 Rethinking the Junior Cert Examination Some thoughts  a national test at the end of junior cycle is desirable  the Junior Cert is a ‘low-stakes’ examination  exams test a very narrow range of competencies. This has a limiting effect on teaching and learning styles  there is an over-emphasis on product rather than process and little account is taken of other key skills  there is a need to assess process (e.g. key skills) as well as product.  could assessment be ‘scaled back’ to reflect the low- stakes nature of the examination?

21. 21 Rethinking the Junior Cert Examination Some possibilities?  alternative assessment components including e-assessment  a sharper focus on key skills in syllabus development and assessment  some involvement of schools in assessment of students at this level?  reduction in the number and length of papers, especially where the same competencies are tested repeatedly  limit the number of examinations that Junior Cert students may take in any one year