A student-centered framework for the first three years of post-primary education in Ireland. It focuses on 8 key skills, 24 statements of learning, and a move t
Ireland
A student-centered framework for the first three years of post-primary education in Ireland. It focuses on 8 key skills, 24 statements of learning, and a move toward a dual approach to assessment involving both state exams and classroom-based assessments.
A student-centered framework for the first three years of post-primary education in Ireland. It focuses on 8 key skills, 24 statements of learning, and a move toward a dual approach to assessment involving both state exams and classroom-based assessments.
Year Adopted: 2015
First Year, Second Year, Third Year
Know and use the conventions of oral language interaction, in a variety of contexts, including class groups, for a range of purposes.
Key skills: Communicating, Working with othersRead texts with fluency, understanding and competence, decoding groups of words/phrases and not just single words.
Key skills: Being literate, Managing information and thinkingWrite for a variety of purposes, for example to analyse, evaluate, imagine, explore, engage, amuse, narrate, inform, explain, argue, persuade, criticise, comment.
Key skills: Being creative, CommunicatingRecall and understand the concepts that underpin each strand, and be able to carry out the resulting procedures accurately, effectively and appropriately.
Key skills: Being numerate, Managing information and thinkingInvestigate the representation of numbers and relationships between them, including fractions, decimals, percentages, and indices.
Key skills: Being numerateUse the idea of equality to form and interpret equations, and the syntactic rules of algebra to transform expressions and solve equations.
Key skills: Managing information and thinkingAnalyse characteristics and properties of two- and three-dimensional geometric shapes.
Key skills: Working with others, Being numerateAppreciate how scientists work and how scientific ideas are modified and developed over time.
Key skills: Managing information and thinking, Being creativeInvestigate the structures of animal and plant cells and relate them to their functions.
Key skills: Communicating, Managing information and thinkingDevelop and use models to describe the atomic nature of matter and account for conservation of mass.
Key skills: Being numerate, CommunicatingIdentify and measure/calculate length, mass, time, temperature, area, and volume.
Key skills: Being numerate, Staying wellDevelop a sense of historical empathy by viewing people, issues and events encountered in their study of the past in their historical context.
Key skills: Working with others, CommunicatingDevelop historical judgements based on evidence about personalities, issues and events in the past, showing awareness of historical significance.
Key skills: Managing information and thinkingInvestigate the causes, course and consequences, nationally and internationally, of the Great Famine.
Key skills: Being literate, Managing information and thinkingDiscuss the general causes and course of World War II and the immediate and long-term impact of the war on people and nations.
Key skills: Communicating, Managing myselfThe Junior Cycle is a three-year programme. Learning outcomes are designed to be achieved over the full duration rather than year-by-year. Schools have flexibility in how they sequence these outcomes across the three years. Key skills (e.g., Being Literate, Being Numerate, Staying Well) are embedded across all subjects.
Assessment is dual-pronged: 1) Classroom-Based Assessments (CBAs) occur in 2nd and 3rd year, marked by the teacher. 2) A terminal State Examination is taken at the end of 3rd year. Results are compiled into the Junior Cycle Profile of Achievement (JCPA).
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