Curriculum: Issues and Developments at National Level

Peter JohnsonDirector, Curriculum and Assessment

23rd August 2006

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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

Council Minister

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Partnership Model: representation on course committees

ASTI (2) TUI (2) JMB ACCS Subject Association IVEA IUA HETAC DES SEC

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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 1st and 2nd 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

Issues and developments:senior cycle

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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

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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

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Curriculum components

Component Length Assessment Recognition

SUBJECT 180 hours External(2)

CAO

SHORTCOURSE

90 hours External (1) CAO

TRANSITIONUNIT

45 hours No external assessment.Recorded on certificate.

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Unitisation of subjects large chunks of learning (2-4 units)

conform to 45/90 hour structure

flexible approach, appropriate to nature of subject

45 45 45 45

90 90

CORE 45 45

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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

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Key skills

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First phase of the work

Subjects to be reviewed

New subjects

Short courses Transition units

Mathematics

Applied Mathematics

Languages

Biology Chemistry Physics

Social and Political Education

Physical Education

Enterprise Education

Other short courses, e.g. PsychologyMedia & Communication Studies

Develop exemplars, set up validation process and produce handbook for schools

Issues and developments:junior cycle

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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

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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

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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

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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

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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?

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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

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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?

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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