leadership spring 2019 student-centred strategic planning€¦ · conception and the student...

Name: _________________________

Leadership Spring 2019

Student-centred

Strategic Planning

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Students at the Centre: Building a Shared Understanding

Kember (1997) described two broad orientations in teaching: the teacher centred/content-oriented conception and the student centred/learning oriented conceptions. In a very useful breakdown of these orientations he supports many other authors views in relation to student–centred view including: that knowledge is constructed by students and that the lecturer is a facilitator of learning rather than a presenter of information. Rogers (1983b:188) identified the important precondition for student–centred learning as the need for: ‘... a leader or person who is perceived as an authority figure in the situation, is sufficiently secure within herself (himself) and in her (his) relationship to others that she (he) experiences an essential trust in the capacity of others to think for themselves, to learn for themselves’. Choice in the area of the learning is emphasised by Burnard, as he interprets Rogers’ ideas of student–centredness as ‘students might not only choose what to study, but how and why that topic might be an interesting one to study’ (1999:244). He also emphasises Rogers’ belief that students’ perceptions of the world were important, that they were relevant and appropriate. This definition therefore emphasises the concept of students having ‘choice’ in their learning. Harden and Crosby (2000:335) describe teacher–centred learning strategies as the focus on the teacher transmitting knowledge, from the expert to the novice. In contrast, they describe student– centred learning as focusing on the students’ learning and ‘what students do to achieve this, rather than what the teacher does’. This definition emphasises the concept of the student ‘doing’. O’Neill, G. & McMahon, T. (2005) Student–centred learning: what does it mean for students and lecturers?

Gibbs (1995) draws on similar concepts when he describes student–centred courses as those that emphasise: learner activity rather than passivity; students’ experience on the course outside the institution and prior to the course; process and competence, rather than content; where the key decisions about learning are made by the student through negotiation with the teacher. Gibbs elaborates in more detail on these key decisions to include: ‘What is to be learnt, how and when it is to be learnt, with what outcome, what criteria and standards are to be used, how the judgements are made and by whom these judgements are made’ (1995:1). In a similar vein in earlier literature, the student– teacher relationship is particularly elaborated upon by Brandes and Ginnis (1986). In their book for use in second level education (post–primary), entitled ‘A Guide to Student–Centred Learning’, they present the main principles of student–centred learning as: • The learner has full responsibility for her/his learning • Involvement and participation are necessary for learning • The relationship between learners is more equal, promoting growth, development • The teacher becomes a facilitator and resource person • The learner experiences confluence in his education (affective and cognitive domains flow together) O’Neill, G. & McMahon, T. (2005) Student–centred learning: what does it mean for students and lecturers?

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Research, policy and practice claiming to take a student-centred approach has continued to grow. However, one of the central problems with both theoretical and applied work in this area is that of definition. As Farrington (1991, p. 16) has noted, there is ‘considerable disagreement and confusion about what student-centred learning is’. A lack of attention to and consistency in defining the approach has resulted in a plethora of synonyms (e.g. learner-centred education, flexible learning) and an inability to compare studies or teaching practices directly. A range of potential definitions may be identified. For our purposes, Cannon and Newble (2000, p. 16) provide a good starting point. They define student-centred learning (SCL) as: ways of thinking and learning that emphasize student responsibility and activity in learning rather than what the teachers are doing. Essentially SCL has student responsibility and activity at its heart, in contrast to a strong emphasis on teacher control and coverage of academic content in much conventional, didactic teaching Thus, student-centred learning embodies the following tenets: reliance upon active rather than passive learning, an emphasis on deep learning and understanding, increased responsibility and accountability on the part of the student, an increased sense of autonomy in the learner, an interdependence between teacher and learner (as opposed to complete learner dependence or independence; Fay, 1988), mutual respect within the learner–teacher relationship, and a reflexive approach to the learning and teaching process on the part of both teacher and learner. Implicit within this approach is the principle that students should be consulted about the learning and teaching process; that is, that it is student- rather than teacher-centred (Biggs, 1999). Lea, S.J., Stephenson, D., Troy, J. (2003) Higher Education Students’ Attitudes to Student-centred Learning: beyond ‘educational bulimia’?

Rudduck and Flutter (2000) concluded from their research that young people have important insights on the teaching and learning environment which may serve as a ‘commentary on the curriculum’ but asserted that there are difficulties in eliciting their views on the curriculum beyond ‘bits and pieces’ such as, what does or does not engage them As a consequence, they argued the necessity to support students in developing a language for ‘talking about learning and about themselves as learners so that they feel it is legitimate for them actively to contribute to discussions about schoolwork with teachers’ (Rudduck and Flutter, 2000, p. 76).A significant motivation to support students to confidently engage in opportunities to change curriculum and instruction comes from research evidence that indicates this engagement can foster in students, a greater understanding of how they learn, and lead to a stronger sense of their own abilities (Mitra, 2003). Furthermore, there is also a body of literature which argues that student voice work should go far beyond ascertaining perspectives from young people and move towards a democratic process of shared curricular development and co-construction as well as a collective responsibility for developing solutions in education environments (Bovill, Cook-Sather and Felton, 2011; Fielding, 2015; Shirley, 2015). This position resonates with the practical and theoretical pursuits inherent to this study. Indeed, Shirley (2015) contends that, ...it is not simply greater voice that may be needed in educational change today, but rather greater skills in listening to our students and attending to our colleagues. The ability to open one’s mind and heart to diverse perspectives, including those that could challenge one’s own expertise and status, appears to be badly needed in the uncertain profession that is education. (2015, p. 127) NCCA, (2017) The Learner Voice Report, Embedding student voices in education discourse: Curricular co-construction and development

The Learner Voice Research report

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How can we place students at the centre of the educational experience in our schools?

Agreed Insights for Sharing:

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St. Luke’s College: School Scenario Background Information

Context Current Curriculum: The school week is 42 x 40-minute classes. Students study 10 Subjects – 8 Required and Core & 2 Option Lines (Taster Programme all First Year). They currently offer 300 hours of wellbeing

1st Year Required English, Irish, Maths, Wellbeing

Core Religious Education, History, Geography, Business Studies, Science

Taster German/French Materials Technology (Wood)/Technical Graphics/Visual Art/Music

2nd Year & 3rd Year

Required English, Irish, Maths, Wellbeing

Core Religious Education, History, Geography, Business Studies, Science

Optional Choose 2 subjects (one must be a language)

Rationale for change: St Luke’s College felt that they needed to examine their current curriculum provision for a number of reasons.

1. They had been running a yearlong taster programme in first year with in the optional subject bands (TG, WW,

Art, Music, French and German) for many years.

Over a period of time, Parents and students had expressed discontent that after trying six subjects in first year they were only able to choose two, one of which was a language for the junior cycle.

2. A second reason for the review was addressing the requirement to have 400 hours of wellbeing in the

curriculum by 2020.

Reviewing the Curriculum Two groups were set up to review the provision

1. A curriculum review group – school management and teachers (parents and students consultation focus groups)

2. A sub group of the school’s Student Support Team, with parents and students represented, to focus on the

Junior Cycle Wellbeing Curriculum.

All Boys Voluntary Secondary

Catholic Ethos

Student population: 700

All programmes offered

Large Rural Town

High progression rate to third level

Data has been reviewed from a variety of sources including their NCCA passports from primary school to look at the learning needs of the student cohort and their learning experiences to date

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St. Luke’s College: School Scenario Part One: Curricular Provision Review - One School’s Journey

The Curriculum Review group:

At a staff meeting in September, the review group outlined the rationale for changing the curriculum.

Looking at the profile of the learning needs of students in the school and the school context, the school

decided to explore all the aspects offered by the Framework for Junior cycle.

The school used the SSE questions and the Junior cycle statements of learning to reflect on their current

provision.

The group audited the curriculum and found the following:

Level 1 learning programme Level 2 learning programme Subjects

Not offered Not offered 10 subjects (8 core and 2 optional)

Short courses Wellbeing short courses Other areas of learning

Not offered Not offered Not currently reported in first and second year in the end of year report

Feedback from the stakeholders after the process of review:

Teachers Students (focus group with TY/Fifth Yr) Parents

Teachers identified that SOL 24 (Uses

technology and digital media tools to learn,

communicate, work and think collaboratively

and creatively in a responsible and ethical

matter) needed further support on the

curriculum as currently it was not offered in

the Junior cycle curriculum yet was offered at

senior cycle in TY, LCA and LCVP.

Teachers spent some time reflecting on the

school’s mission statement which seeks to

support the holistic development of all

students in the school. Did the offered

curriculum support the learning needs of all

students?

They wanted to review the taster programme

in first year as they felt that it had benefits

for students but with the restructuring of the

junior cycle curriculum, they were concerned

that they were losing time from their subject

over three years.

The students highlighted that the SOL 13

(Understands the importance of food

and diet in making healthy lifestyle

choices) and SOL 24 needed to be

further supported on the curriculum.

Home Economics was not offered on the

curriculum and the students felt that the

area of healthy eating needed to be

further addressed. ICT is not formally on

the school’s JC curriculum and the

students felt that it was a need that

should be supported.

They felt that the school offered lots of

subjects, but they felt they did not have

enough choice. They felt that there were

too many subjects that were chosen for

them. One student stated that he hated

Business Studies, but he was forced to do

it even though he knew that he was not

going to take it at senior cycle level.

The parents acknowledged that

the school offered lots of

subjects, but they raised their

concerns regarding a lack of ICT

on the curriculum for students at

junior cycle.

The other issue raised by the

parents was the lack of choice

and flexibility at the end of first

year as they felt it did not suit all

students to have to study

particular subjects as core.

After a lengthy process of reviewing all the gathered data from the different stakeholders, the following changes were suggested and agreed.

Frame for the process: SSE questions and the JC Statements of Learning

What are we currently offering on the curriculum? Why are we doing it? How well are we doing? What evidence do we have? What are our strengths in our curricular provision? What are the gaps in our provision? How can we improve our curricular provision?

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Circular 0079/2018: Some Considerations in Terms of Wellbeing

Level 1 learning programme Level 2 learning programme Subjects

There were no students in the school that would benefit from the programme

Students would benefit from following this programme with in the main stream class. They will introduce it to the main stream classes from 2019 for incoming first years.

Teacher CPD was identified as a need and a whole school approach needed to be planned before implementation.

To offer 9 subjects to all students with some students taking 8 subjects and a bundle of 2 short courses.

English, Irish, Maths, Religious Education and the Wellbeing subjects of PE, CSPE and SPHE were required subjects for all students.

To offer 5 option lines to include Geography, History, Business Studies, Wood Technology, Science, Visual art, Music, French, Technology, German and a bundle of short courses ( Coding/ Digital media literacy).

The school decided to shorten the taster programme to 8 weeks at the beginning of first year as they felt it impacted on the time afforded to subjects over the three years.

Short courses Wellbeing short courses Other areas of learning

To introduce a bundle of 2 short course focussing on ICT with in the option line. Digital media literacy and coding.

All students from 2019 will do the three wellbeing short courses

PE

SPHE

CSPE These will be reported on the JCPA from 2022

As part of reviewing reporting procedures in the school, they will report on OAL on the final report at the end of first and second year.

How is this process and the revised curriculum more student-centred in design? What additional advice would you give to the school?

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Key Updates What does this mean for my school? The Junior Cycle Wellbeing programme began with a minimum

of 300 hours of timetabled engagement in 2017 and will build

up to 400 hours by 2020 as the new Junior Cycle is

implemented fully in schools.

The NCCA Guidelines for Wellbeing in Junior Cycle aim to

support schools in planning and developing a coherent

Wellbeing Programme that builds on the understandings,

practices and curricula for Wellbeing already existing in

schools. When planning a Wellbeing Programme schools

should consider the NCCA developed short courses in PE, SPHE,

and CSPE. These are the result of widespread consultation with

education partners to ensure that the courses address

important, relevant and meaningful learning for young people

in these subjects. They also include assessment advice both for

ongoing assessment and summative assessment.

2.17.3 Recording and reporting arrangements

It will be possible for students who enter first year in

September 2019 to undertake one or more of the NCCA

Wellbeing short courses as part of a Wellbeing Programme, in

addition to a maximum of four other non-wellbeing short

courses, and these will first be reported in the JCPA in 2022.

This JCPA design is currently being developed.

Programme in the area of Wellbeing.

2.4 * Schools are reminded that there is a minimum threshold

of time across the three years of junior cycle which should be

provided for PE, SPHE and CSPE: PE: 135 hours spread across

first, second and third year (i.e. the most common current

allocation provided by schools–two class periods per week).

SPHE: 70 hours spread across first, second and third year (the

same time allocation as required by the current junior cycle

framework for SPHE, including RSE). CSPE: 70 hours spread

across first, second and third year (the same time allocation as

required currently).

St. Luke’s College: School Scenario Part Two: Curricular Provision Review - One School’s Journey

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Student Support Team - The wellbeing review process: The student support team consisted of school management, Guidance counsellor, SEN co-ordinator, year heads and the pastoral care co-ordinator. It was decided that a sub-committee to explore the schools Junior Cycle wellbeing programme would be set up from members of this team. Also included on the sub-committee were students and parents to best capture all voices. Two teachers of the wellbeing subjects also joined the sub-committee. The group used the wellbeing planning principles to support the process.

Consultation Using some of the Appendices in the wellbeing guidelines where appropriate and the SSE questions they explored the current wellbeing provision with all stakeholders.

The school used the Appendix F (student focus group) with different year groups to ascertain what did students see as their specific wellbeing needs.

They used Appendix G to discuss the wellbeing programme with a parent focus group.

With the teachers, they gathered data using Appendix H and then used the outline in Appendix C to start a discussion with the full staff on the school’s Junior cycle wellbeing programme.

Collaboration Teacher collaboration: All the teachers of the wellbeing subjects (SPHE, CSPE and PE) came together and explored the following issues:

Whether to use the Syllabus or the short course Specification in the school?

The interrelatedness of the three wellbeing subjects. Could they use a thematic approach to planning?

The pastoral care/wellbeing yearly plan and how did that link with the taught curriculum in the classroom?

Who was teaching the subjects and the CPD requirements for teachers? The sub-committee analysed all the accumulated data and collaborated on what were the clear identified needs that should be addressed in the JC Wellbeing Programme

Mapping to local context

The sub- committee examined the range of services available locally and generated a map to promote them with students.

They explored issues that might be particular to an all-boys secondary school and how these issues might be supported within the Wellbeing Programme

Meeting new and emerging needs

A key question for all stakeholders was how to address any new or emerging needs which were pertinent with the current JC students.

Some of the new and emerging needs included: Safe online behaviour, managing stress and mental health, Sexual health/consent, slagging/’put down’ behaviour and supporting resilience.

Linking to the SSE process

The school used the SSE questions to explore the wellbeing provision with all stake holders.

Wellbeing curricular provision 2018-19: The school wellbeing programme for 2018-2019 meets the 300 hours of wellbeing requirement. They have the minimum time required for PE (135 hours), SPHE (70 hours) and SPHE (70 hours) with an additional period delivered in 1st year which focuses on transitioning to 2nd level and Guidance Wellbeing curricular provision 2019-20: Incoming 1st year in 2019-2020 will have 396 hours of timetabled wellbeing provision. They are following the three short courses, PE, SPHE and CSPE and the remaining Wellbeing Programme time will address the identified student needs from the data gathered. This will be delivered in 1st year and 2nd year in a 10-week rotation programme.

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These modules will be captured in 6 different appendix I documents and be reviewed by the wellbeing

subcommittee of the student support team at the end of the year.

First year Second year

Term 1 (10 weeks) 1x 40 minute period

Mentoring for learning

Managing myself- coping and relaxation skills


Guidance related learning

Guidance related learning – developing positive coping skills


Healthy eating and associated skills

Digital literacy skills

Having reflected on the scenario, consider any actions your school community may need to make regarding the Junior Cycle Wellbeing Programme to ensure that it is needs and context driven and student-centred in approach?

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Reflecting on Leadership and Management

DOMAIN 1: LEADING LEARNING AND TEACHING

DOMAIN 3: LEADING SCHOOL DEVELOPMENT

Using Looking at our School 2016

How close is our practice to these statements? What areas of our practice are highly effective? Where are we not yet reaching effective practice? How can we work towards highly effective practice?

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Odhrán’s Learning Journey in Business Studies

First Year In first year, I experienced lots of different learning in the Business Studies classroom. Throughout the year, amongst other things, I learned about my needs and wants and how to prepare and analyse student budgets to help me manage my spending which is a very useful skill. I researched the different types of spending in a household and role-played different consumer rights and responsibility scenarios with my friends in class. In class I also learned about the process of research and how to check, record and reference my sources. At the parent-teacher-student meeting in November my teacher talked about how I was settling in and progressing in class and we talked about my research skills. We learned about supply and demand by doing a group trading activity using chocolate bars and this helped me to understand how explain supply and demand affects the prices of a range of common goods and services. Throughout the year I received feedback from my teacher on my work and could ask questions if it didn’t make sense. My parents received two other reports from the school, one in February and one in May which reported on my learning throughout the year and included my own reflections on my learning.

Second Year In second year, I learned about areas such as personal insurance, being an ethical consumer, the impact of organisations, sustainable business practices and used my understanding of income and expenditure to prepare and analyse accounts for a business. We listened to some podcasts of Irish entrepreneurs and used these to explore the skills and characteristics of entrepreneurs. In November, our teacher asked the students to research and develop a presentation on a topic of our choice showing how either consumers or businesses can be more sustainable. We reflected on our presentations and received feedback on how to improve our communication and presentation skills at the parent-teacher-student meeting in December. In February, I had an examination based on the work we had done in class between Christmas and February and my parents received feedback on this examination on my school report. Our teacher asked the class to choose from Business in Action, Finance in Action or Economics in Action for our first CBA which we had to do in a group. We agreed on Enterprise in Action because we would have an opportunity to develop a product or service which we could devise or create ourselves or we could focus on a product or service that we identify as having the potential to expand its market. We can also organise an enterprise event or activity. I worked with a group of three other students to investigate the potential for the school shop to expand. In our group we carried out research and evaluated our findings. For my research I surveyed other students in the school about their use of the school shop. Based on our research, we developed a simple business plan for the proposed expansion. We reflected on our learning, both as an individual and our role in the group. We wrote up our report and included graphics and images too. A month after the CBA was completed, we received our descriptors and some feedback on our work which was useful in helping to know how to improve in the future.

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Third Year In third year, I could see that we were building on our learning from first and second year. We learned more about the importance of accounts in an organisation and how to evaluate the financial position of a company. Our class were really interested in Brexit so we had an opportunity to research the topic and used this to understand the importance of Ireland’s membership of the EU. We also used our research skills both individually and in groups to research economic policies and to consider how these impacted on our local area. In November, my teacher asked us to research and develop a presentation on a business-related topic of their choice for CBA2. Once I had completed my research, I had to reflect on my findings and present my reflections on the findings to my class. For my Presentation, I picked the increase in VAT rates and interviewed some local businesses to find out the impact this was having on their business because I noticed the signs in coffee shops about future increases in prices due to the budget. I presented my reflections on my findings to the class explaining my opinions on the increase in VAT and the teacher asked me some questions about my research. After completing CBA 2, we did an Assessment Task. For this, I reflected on my ability to evaluate new knowledge or understanding that emerged through my experience of the presentation, my capacity to reflect on the skills I had developed in undertaking the presentation and my ability to reflect on how my perspectives/viewpoints/opinions had been influenced by the experience of the presentation. I found that the reflection that I had been doing in different classes really helped me to complete this task. At the parent-teacher-student meeting my parents and I got feedback on my progress in class and also feedback on the descriptor I was awarded for the Presentation. In February, my class had an examination based on the learning from the three years so far. My parents received feedback in a report from the school. The teacher supported our class in reflecting on our answers to the questions on the examination to help us to identify areas that they needed to revisit. I used this to make a study plan for myself. My parents also received a report from the school with my CBA descriptor and feedback. In June, I will sit the final examination in Business Studies and I will get my JCPA later this year with all of my learning from the three years.

How does this reflect our understanding of a student-centred learning experience? Consider learning experiences, skills development, assessment and reporting

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Collaborating to Develop Our Assessment Calendar

Our Subject Department: English There are four teachers involved in teaching Junior Cycle English. Meadbh, Simon and Ester teach first

years, second years and third years as there are three class groups. Amy team teaches with her three

colleagues across the three years. Simon is also a music teacher and externally assesses the SEC music

practical component each year. He also directs the annual school musical in October each year. Last

year, the department asked students how they felt about the timing of the CBAs. The students felt

that they would like to complete the oral communication task in May and that they were happy to

have their collections of work assessed before Christmas. The students’ feedback showed that the

students enjoyed building their collection of texts from the beginning of second year and used the

feedback from their teachers to refine and polish their pieces of work. The teachers also like this idea

from a planning perspective, as it helps to have sufficient time for their units of learning exploring

drama after Christmas

Our Subject Department: Science Mary, Declan and Stuart are the Science teachers. In Junior Cycle, Mary, Declan and Stuart all have

groups in 2nd and 3rd year Science this year. Following discussion at their Science Department meeting

they have requested to have their 2nd year CBA1 scheduled in February/March. This school has a

tradition of engagement with the Scifest Programme and intend to allow students to show case some

of their research from CBA1 in the regional Scifest following their own school showcase day in late

March. The Science department considered the scheduling of CBA2 initially and decided they would

like the CBA2 in Third Year to take place in November/December. This decision reflects the desire for

teachers who all have both 2nd and 3rd years to be able to focus on either CBA1 or CBA2 separately in

their teaching, learning, assessment and reporting planning. There is also a concern amongst teachers

regarding access to laboratories, equipment and ICT resources if both CBAs ran concurrently.

Our Subject Department: Business Studies Caoimhe and Seán are the two Business Studies teachers. In Junior Cycle, Caoimhe teaches third year

and first year and Seán teaches second year. They work closely together when planning for Junior

Cycle. Reflecting on their previous experience of the CBA 1, they feel that February is a good time for

students to complete the CBA and they would like to keep the CBA around this time. In terms of CBA

2, they would like to complete the CBA before Christmas as they feel the students would have a good

insight into a range of Business Studies-related topics and this would give them a wide range of topics

to choose from. Last year’s students felt that completing CBA really helped them when they were

analysing economic policies and presenting informed views.

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Our Subject Department: Visual Art Mary is the only Art teacher in the school and therefore she teaches all year groups. She has agreed

to liaise with the Art teachers in her two neighbouring schools for the SLAR meetings for the CBA1 and

the CBA2. The windows for the CBA1 and CBA2 in Art are wide so she is flexible about when to have

the SLAR meetings. However as there are three schools involved in the process, she needs to consult

with her Art colleagues to find a suitable date and then ensure that they date is agreeable with the

management in all three schools. To allow flexibility for all schools it is agreed that the SLAR meeting

will be as late as possible within the windows so their preference for the CBA1 is in April. It was agreed

that they would like the third year CBA to finish before Christmas to allow time for the SEC component

in the last two terms of third year.

Our Subject Department: MFL Aoife, Paul and Sarah are the MFL teachers. In Junior Cycle, Aoife teaches French to 2nd years and

German to 3rd years, Paul teaches French to 2nd years and Gaeilge to 1st and 3rd years while Sarah

teaches German to 3rd years and English to 1st and 2nd years. The MFL department take it in turns to

externally examine the SEC Leaving Certificate orals. The MFL department would like to have their 2nd

year CBA as late as possible in 2nd year due to the students’ language acquisition. They are flexible with

the window for CBA2 in Third Year as the students will have been compiling their student language

portfolios from normal classwork and will simply select and refine their chosen pieces before

submitting for assessment with a reflection note. They feel that the feedback students will receive on

CBA2 will be very valuable to their development as language learners in third year.

Our Subject Department: Gaeilge T1 Breda, Siobhan and Selma are the three Irish teachers in the department. All teachers have third year

students as the school timetables them on a band so that different ability groupings can be formed.

The assessment guidelines state that it is best to have CBA1 at the end of the first term so they would

like to have it in November, but they are flexible about this as the students have been compiling their

student portfolios from normal classwork over two years and they will simply select and refine their

chosen pieces before submitting them with a reflection note. CBA2 which is the communicative task is

to be completed in the middle of term 2 so they would like to have it in February if possible.

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Our Subject Department: Geography Meadbh and Seán teach Geography to students from first to third year. Meadbh also teaches second

and third-year English. Seán is a PE teacher but does not currently teach second or third-year students.

The 2nd year CBA is called Geography in the News and in this CBA students investigate a geographical

event across a wide variety of media sources. Meadhbh and Seán would like the CBA to take place mid-

way through second year if possible.

Our Subject Department: Music Simon is the only music teacher in the school, and he assesses the SEC practicals each year around

Easter. He would like if the second year CBA was timetabled for after the SEC practicals but he is also

relatively flexible as the second year CBA is a Composition Portfolio which is built up over time and from

which they chose two pieces of work for assessment within the CBA moment. Simon has established

links with two other schools for the purpose of holding a SLAR meeting and will need to travel to the

neighbouring town for this

Our Subject Department: History

Tom and Siobhán teach History to students from first to third year. Siobhán is also an English teacher

but only teaches first year English in the current academic year. They will have a CBA in History in second

year for the first time this year and from speaking to colleagues at the cluster days they would like the

CBA to take place towards the end of second year. The CBA is called The Past in My Place and students

have an opportunity to investigate local, place or family history

Our Subject Department: Maths There are four teachers involved in teaching Junior Cycle Maths. Ian, Pam and Denis teach first years,

second years and third years as there are three class groups in each year. Lisa team teaches with her

three colleagues across the three years. Pam is also involved in the school musical production that

happens each year after Easter. The second-year maths students will have a CBA for the first time in

the coming year and will complete a mathematical investigation over a three-year period. The teachers

would like to have the CBA as late as possible in the year as they are conscious of doing the CBA for the

first time.

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Our Subject Department: Home Economics Sandra is the only Home Economics teacher in the school and therefore she teaches all year groups.

She has agreed to liaise with the Home Economics teachers in her two neighbouring schools for the

SLAR meetings for CBA1. As there are three schools involved in the process, she needs to consult with

her Home Economics colleagues to find a suitable date and then ensure that the date is agreeable with

the management in all three schools. Sandra also assesses the LCA task for a week in February. She

would like her CBA to take place after this.

Our Subject Department: SPHE There are three teachers involved in teaching Junior Cycle SPHE. Brian, Sarah and Nicola teach first years,

second years and third years as there are three class groups in each year. The school have decided to

follow the short course in SPHE and would prefer to do the CBA in second year if possible. Sarah also

teaches Religious Education and Home Economics. Nicola teaches Geography and Mathematics. Brian

teaches Woodwork and Technology

Our Subject Department: PE Pam and Seán are the PE teachers for second and third year. Their colleague Síle also teaches PE and

would like to attend the SLAR. The school have decided to follow the short course specification in PE

and having looked at the assessment guidelines they would prefer to do the CBA in third year if

possible.

Our Subject Department: CSPE There are three teachers involved in teaching Junior Cycle CSPE. Shane, Joanne, Mary, John and Helen

all teach CSPE in the school. The groups that they teach can tend to vary from year-to-year. The school

have decided to follow the short course in CSPE and the teachers have decided that they would prefer

to do the CBA in second year if possible.

Notes

Classroom Based Assessment Synopsis for School Leaders

English CBA One: Oral Communication CBA Two: The Collection of the Student’s Texts

Link to Assessment Guidelines: https://www.curriculumonline.ie/getmedia/40f1f58f-5a57-4d0f-b9b7-67af7fe50380/JC_English_Assessment_Guidelines.pdf

Student Learning Students are given an opportunity to choose a topic or issue that is of interest or importance to them and to carry out an exploration over time. The development of basic research skills will be central here. This Classroom-Based Assessment provides useful opportunities for the study of a range of oral presentation styles. In addition, the task offers students opportunities, where appropriate, to collaborate with classmates.

Creative writing is a vital part of English, but students are not ‘born’ writers. They need to develop a voice and an identity, a good sense of audience, and an awareness of the process of writing. This is best done over time, with supportive feedback and scaffolding from the teacher.

How will students demonstrate their learning?

In completing the Oral Communication CBA, students may use the following formats: 1. Performance 2. Presentation 3. Interview 4. Response to stimulus material Oral Communication can be completed by the student as an individual or as a member of a group.

In the majority of cases, the work in the student’s collection will arise from normal classwork. Students will, during Years Two and Three, plan to complete and retain at least four texts. Completion of this Classroom-Based Assessment in Year Three involves each student choosing two texts from their collection to submit for assessment.

Length of Classroom based assessment

While oral communication will form part of everyday learning and teaching across Years One and Two, the preparation for and communication by students of their Oral Communication Classroom-Based Assessment must be completed over a period of three school weeks. (Usually Term 2 of second year.)

The collection is developed across second year and third year. The CBA is completed in third year. (Approx. 18 months)

The grid below represents an overview of the Classroom based assessments taking place in all Junior Cycle Subjects and the Wellbeing short courses. The information has been taken from the most recent subject assessment guidelines. For a full understanding of these classroom-based assessments, it is important to read the relevant subject assessment guidelines in full available on www.curriculumonline.ie. A link to the relevant assessment guidelines (where available) is provided in line with each subject below. These assessment guidelines provide schools with the autonomy to complete the Classroom-Based Assessments so that they can suit the particular needs, contexts, and circumstances of students. A school supports the completion of the assessments by, among other actions, ensuring that the most up to date version of NCCA Guidelines for the Classroom-Based Assessments and Assessment Task are provided to teachers.

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Business Studies CBA One: Business in Action CBA Two: Presentation

Link to Assessment Guidelines: https://www.curriculumonline.ie/getmedia/db49a6b8-0cf8-446f-bc28-b382d37cb53d/AssessmentGL_BS_0119_EN.pdf

Student Learning Students will act as consumers, entrepreneurs, managers and decision-makers as they plan and conduct research, analyse data and information, problem-solve and make decisions, use digital technology to manage information, and take action. They will learn about, and make informed decisions about, their own resources and issues of social, cultural and global importance. These are essential skills required for life, work and further education.

This Classroom-Based Assessment helps students to apply course learning to their daily lives, integrate theoretical ideas to practical contexts and begin to develop reflective skills. It is designed to build on the positive dialogue between students and teachers on business-related interests throughout the three years of study. The Presentation is an individual project. It comprises of three areas of activity: ▪ Investigating ▪ Making informed judgements ▪ Communicating.


This group-based research project comprises of four areas of activity: conducting research; evaluating information; developing action plans; and reporting findings. Students should collaborate with classmates in order to complete the project but teachers should ensure that each student makes an individual contribution to the project, and produces their own evidence to meet the Features of Quality for this assessment

Each student will present orally on what they have learned having examined a business-related topic. The information should be presented in their own words to demonstrate personal understanding of the knowledge and ideas relevant to the chosen topic. Students can use a range of different support materials and tools, taking into account a school’s unique context and the abilities and interests of the individual students


To be completed within a four-week window during second year To be completed within a three-week window during third year

Science CBA One: Extended Experimental Investigation CBA Two: Science in Society Investigation

Link to Assessment Guidelines: https://www.curriculumonline.ie/getmedia/19b09ccd-6a02-495e-b7a0-cd7276e5dd5b/Assessment-guidelines_Science_Oct_2018.pdf

Student Learning A student will, over a three-week period, formulate a scientific hypothesis, plan and conduct an experimental investigation to test their hypothesis, generate and analyse primary data, and reflect on the process, with support/guidance from the teacher.

A student will, over a three-week period, research a socio-scientific issue, analyse the information/secondary data collected, evaluate the claims and opinions studied, and draw evidence-based conclusions about the issues involved, with support/guidance from the teacher.

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Through submitting a report and research records in a format of their choosing

Through submitting a report and research records in a format of their choosing


3 weeks 3 weeks

Gaeilge CBA One: An Phunann Teanga (Language Portfolio)

CBA Two: Tasc Cumarsáideach (Communicative Task)

Link to Assessment Guidelines: https://www.curriculumonline.ie/Junior-cycle/Junior-Cycle-Subjects/Gaeilge?lang=ga-ie

Student Learning Through their language portfolio students develop and reflect on their language acquisition across all five language skills. Pieces of student work will be in a wide range of formats including oral, audio-visual, written and multi-modal and in a variety of genres and styles including creative pieces (poems, songs, dramas, stories that the student composes themselves), projects, reflective pieces, blogs, recorded oral work, learning logs and responses to literary texts.

Learning centres on the development of skills in oral communication and oral interaction including shaping the style and format of the communicative task, using vocabulary and language register suited to the type of communication, demonstrating an awareness of the target audience, and the development of accuracy in syntax and language patterns. It may also include the development of basic research skills, time-management, self-management, collaboration with others and ownership of learning.


Students choose three pieces of work from 2nd and 3rd year to demonstrate the development of their language skills. They include at least one piece of recorded oral work and at least one piece for which literature was a stimulus. Each piece is accompanied by a reflective note demonstrating the student’s self-awareness as a learner.

Students work individually, in pairs or in groups to research a topic or issue of particular interest to them. Students are free to choose the format of their oral communication: a presentation, an interview, role-play, a conversation in response to a stimulus, a performance or demonstration of a creative piece of their own (e.g. poem, song, dramatic piece or story) to best illustrate their oral and interactive competencies. The presentation lasts between 3 and 4 minutes, including time to answer non-scripted questions from the teacher (and respond to input from fellow students, T1)


While the language portfolio is built up as part of normal classwork across 2nd and 3rd Year and demonstrates the student’s learning journey, the CBA is completed in a three-week period before the end of Term 1 in 3rd Year.

While the student’s communicative skills are developed over three years, the student researches and presents CBA 2 in a three-week period by the middle of Term 2 of 3rd Year.

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Visual Art CBA One: Process to Realisation CBA Two: Communicate and Reflect

Link to Assessment Guidelines: https://www.curriculumonline.ie/getmedia/96b1498e-8eac-4391-80b0-2744098568fe/Assessment_Guidelines_Visual_Art.pdf

Student Learning Students may work individually or groups of up to three. Using their Visual Art Sketchpad students: Research and explore theme/s issued by the NCCA Use primary sources appropriate to their selected theme Develop and refine their ideas and skills through an artistic process Realise an artefact primarily in one of the Visual Art Strands (Art, Craft or Design)

Students will work individually The third year of Visual Art will involve a project brief issued by SEC. The brief will specify three themes which will of necessity serve as the brief for CBA 2 (Phase 1) and the final assessment (Phase 2).

Using their Visual Art Sketchpad students will:

Research, experiment and develop ideas and techniques from a range of primary sources based on theme/s in the brief

Develop their ideas and skills primarily through two strands not carried out in CBA 1

Present their research work and reflect on feedback from their teacher and peers

Propose how they might develop their ideas further towards two artefacts for phase 2.


Students may work individually or groups three. Students will record their research and developmental work,

annotations and reflections in their Visual Art sketchpad Complete and present a realised work (2-dimensional artefact,

3-dimensional artefact, instillation, site-specific sculpture, animation, film etc...)

Completed by students on an individual basis. Students will record their research, experimentation, developmental work, annotations and reflections in their Visual Art sketchpad

Students will use the material from their Visual Art sketchpad to present or discuss their initial thoughts, ideas and experimentations and how they might shape their work for the final assessment

Based on feedback students reflect upon their work and the direction they will take it in for the state–certified final assessment

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Themes issued on the first date back to school in January. (2019 window is 7th January to 20th May). The teacher has the autonomy to decide the duration, the start date, finish date to suit their students and context within this window.

In third year, students work from a project brief. The project brief is issued by SEC and is carried out in two phases during the year, started beginning of September.

The first phase, which constitutes CBA 2. The window opens early September to mid Dec.

The teacher has the autonomy to decide the start date, duration and finish date to suit their students and context within this window

Phase 2 involves separate work to be submitted to the State Examinations Commission

MFL CBA One: Oral Communication CBA Two: The Student Language Portfolio

Link to Assessment Guidelines: https://www.curriculumonline.ie/getmedia/e21d9e9d-cede-4b50-8377-9268f8cb7166/MFL_Assessment_Guidelines.pdf

Student Learning The purpose of this Classroom-Based Assessment is for the student to demonstrate the skills of oral production and oral interaction. However, other skills may be developed, e.g. reading, writing, listening, basic research. The student will focus on an aspect of the target language country(ies) or culture; or on a simulation of an experience in a target language country; or on a topic or stimulus of interest. Students may work individually, in pairs or in a group.

Students learn a lot from the process of language acquisition when they are taught how to use a portfolio to document and reflect on their learning. They need to develop confidence in interaction and an awareness of the process of language acquisition.


In completing the oral communication activity students may use any one of the following formats:

Interview Role-play Presentation Conversation in response to stimulus material.

The teacher asks a number of questions, irrespective of the format chosen, to help gauge student comprehension and capacity to respond to simple, unscripted questions, appropriate to the age and stage of language learning.

The student language portfolio will include a broad range of items, such as written texts, projects, audio-visual materials, learning logs, student reflections and learning goals. It is recognised that in this context the student’s created texts may be presented in different formats—handwritten, digital, multi-modal, and so on. Completion of the Classroom-Based Assessment process involves each student choosing three texts from the portfolio to submit for assessment, one of which will be in oral format.

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Three weeks. Term 2, second year.

Whilst students begin compiling a portfolio of their language learning from first year onwards, only texts (oral, written, digital) which are created in second and third year of their junior cycle can be submitted for the purposes of assessment and reporting in the JCPA.

History CBA One: The Past in my place CBA Two: A life in time

Link to Assessment Guidelines: https://www.curriculumonline.ie/getmedia/adcacb84-1886-4ea2-9b0a-36063e84cedc/JC_History-Assessment_Guidelines.pdf

Student Learning The students will have the opportunity to develop the research skills of the Historian. In groups, pairs or individually they will identify and investigate sources of evidence on into a historical aspect or theme relating to the locality, place or personal/family history of the student.

The students will have the opportunity to further develop the research skills of the Historian. Individually, they will undertake a structured evidence-based enquiry into the historical life and experiences of a person of interest.


The students will demonstrate their learning by creating a display of their findings of the type you may encounter in a museum or library. The display will incorporate their reflections on their experience of conducting Historical research.

The students will demonstrate their learning by composing a written record outlining their findings on the person they chose to investigate. The written record will be accompanied by a reflection note outlining their experience of historical research.


3-week window 3rd term of 2nd year

3-week window 2nd term of 3rd year

Geography CBA One: Geography in the News CBA Two: My Geography

Link to Assessment Guidelines: https://www.curriculumonline.ie/getmedia/99635529-c82b-4224-9a2f-6b878b8debf9/Junior-Cycle-Geography_AG.pdf

Student Learning Students will undertake a structured inquiry into a recent geographical event of significance on a local, national or global scale, reported in the media and analyse the significance of this event through the lens of the three elements: processes, patterns, systems and scale, geographical skills and sustainability.

Students undertake a structured inquiry into a geographical aspect(s) in a local area. Students explore and analyse if and how the elements (processes, patterns, systems and scale, geographical skills and sustainability) manifest themselves in the geographical aspect(s). As part of data gathering, students are encouraged to engage in geographical investigations, including field work.

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Students will demonstrate their learning by producing a report which can be completed individually or within groups, focusing upon their structured inquiry that is based upon a recent media source relating to a geographical event. Students may shape their response using different formats which is decided upon with their teacher.

Students will demonstrate their learning by producing a report, individually or in groups, on their structured inquiry based upon their investigation into geographical aspect(s) of a local area. Students may shape their response using a range of different formats, to be decided upon in agreement with their teacher.


Three-week window in Year Two Three-week window in Year Three

Mathematics CBA One: Mathematical Investigation CBA Two: Statistical Investigation

Link to Assessment Guidelines: https://www.curriculumonline.ie/getmedia/f5af815d-5916-4dc9-bfda-4f3d73bc4787/Assessment_Guidelines_Mathematics.pdf

Student Learning Students engage with the mathematical problem-solving cycle; defining the problem statement, finding a strategy and translating it to mathematics (if necessary), engaging with the problem and solving it if possible, and interpreting the solution in the context of the original problem. Students will have the opportunity to develop their mathematical, communicative, research and collaboration skills, competencies and knowledge.

Students engage with the statistical enquiry cycle; designing the investigation, identifying the variables of interest and choosing reliable, valid measurement methods for gathering data on each variable, gathering, organising and managing the data, analysing and interpreting the data in the context of the original question. Students will have the opportunity to develop their mathematical, communicative, research and collaboration skills, competencies and knowledge.


Students research a question that they have about the world around them or that they have explored in the course of their mathematical studies. Students will produce a report and submit their research records. They have choice about the format of their report and possibilities to collaborate.

Students research a statistical question that they have about the world around them or that they explored in the course of their mathematical studies. Students will produce a report and submit their research records. They have choice about the format of their report and possibilities to collaborate.


Three-week window in Year Two Three-week window in Year Three

Home Economics CBA One: Creative Textiles CBA Two: Food Literacy Skills Brief

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Link to Assessment Guidelines: https://www.curriculumonline.ie/getmedia/23c8f863-8812-4141-8224-886f69ab291a/HomeEC_AssessmentGL_0219_EN.pdf

Student Learning Students will have the opportunity to demonstrate their practical textile and crafts skills in a creative way. Students will actively engage with the design brief process and develop their knowledge, understanding, skills and values of many of the learning outcomes across Strands 2 and 3.

Students will use the design brief process to demonstrate their culinary and creative food literacy skills and nutritional knowledge in researching analysing and planning of a food literacy brief for everyday living.


Students will: Make a textile item for an individual or the home or Recycle or upcycle a textile item for an individual or the home. They will submit a short concise written account of how they have applied the design brief process and a student reflection.

Briefs will be issued by SEC. Students will follow the design brief process, undertake research, generate ideas and examine all aspects of the brief. Students will provide a short-written account which will include a summary of teacher/peer feedback and a reflection.


Year Two. 8-10 weeks, dependent on access to appropriate and specific resources.

Year Three. Length not stated in Assessment Guidelines. Linked to the SEC practical food skills examination. NO ASSESSMENT TASK

Music CBA One: Composition Portfolio CBA Two: Programme Note

Link to Assessment Guidelines: https://www.curriculumonline.ie/getmedia/4973d0a3-759a-440e-acc4-faece5073663/AssessmentGuidelines_Music

Student Learning An opportunity to celebrate students’ achievements as creators of music artefacts, by compiling a collection of their musical ideas. Through this process, students will develop their musical voice and their identity. When composing music for their chosen audience, students will learn how to bring an idea from concept to realisation.

The student will prepare a programme note to illuminate the content of their three pieces for their practical performance in an interesting and relevant way. While this illumination is important for the audience, it also enriches the performance by the student.


The learning is on the developmental nature and process of creating and composing music. There is no restriction on the types, styles, genres, choices the students make. Two pieces from the portfolio will be presented in written, digital, visual, audio or any other format for assessment purposes.

Through the provision of background information which provides important insights into the composer’s intentions, and an understanding of the wider context of the music to be performed. Providing the listener with aural signposts and interesting anecdotes about the composer/piece, enlightens and informs their experience. Any format is acceptable for assessment purposes.


Learning begins from Year One. As per Assessment Guidelines: will take place towards the end of Year Two

Learning begins from Year One. As per Assessment Guidelines: will take place 2 weeks in advance of the practical examination, towards the end of term 2 or the

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start of term 3, in Year Three. No more than 3 weeks to complete.

Engineering CBA One: Engineering in Action CBA Two:

Link to Assessment Guidelines: Will be available on curriculumonline.ie

Student Learning Students will investigate real-life applications of the processes and principles of engineering. Students can focus their investigation through the lens of a specific strand, a combination of two strands or can adopt an integrated approach across all three strands. The students will communicate their findings through any appropriate media

This Classroom-Based Assessment will encourage students to carry out research based on a theme which will be reflective of an aspect of the final project. The purpose of this CBA is to research, explore and present their findings through any appropriate media. Classroom-Based Assessment 2 will inform the project assessment.


Further information will be set out in the Assessment Guidelines



The CBA will be completed within a three-week period during term two of second year.

The CBA will be completed within a three-week period during term one of third year.

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Wood Technology CBA One: Wood science in our environment CBA Two: Student Self-Analysis and Evaluation


Student Learning Students will explore a wood science-related issue within a local/global context. They will analyse the information/data collected, evaluate and present the findings of their research of the issue they have investigated, with support/guidance from the teacher. It is important to instil in students a curious disposition where they are free to experiment and encouraged to explore new and challenging opportunities and to reflect on the process.

The student, individually, will conduct an analysis of their coursework and skills to date in Wood Technology. Students will focus their analysis and evaluation on a range of completed tasks or on a specific task. Students are expected to critically review their progress and identify areas of strength and areas for improvement, with a view to informing their planning and decisions for the project





The CBA will be completed within a three-week period during term one of second year.

The CBA will be completed within a three-week period during term one of third year and will inform the student’s work on the project.

Applied Technology CBA One: Exploring the application of controlled systems in a local context

CBA Two: Student Self-Analysis and Evaluation


Student Learning This is an investigation-based project that will provide students with the opportunity to individually or collaboratively explore the role of controlled systems in their local environment such as their classroom, school, community, etc.

The student, individually, will conduct an analysis of their coursework and skills to date in Applied Technology. Students will focus their analysis and evaluation on a range of completed tasks or on a specific task. Students are expected to critically review their progress and identify areas of strength and areas for improvement, with a view to informing their planning and decisions for the project.




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The CBA will be completed within a three-week period during term two of second year.

The CBA will be completed within a three-week period during term one of third year and will inform the student’s work on the project.

Graphics CBA One: Communicating Through Sketching CBA Two: Graphical presentation skills


Student Learning This Classroom-Based Assessment will provide students with the opportunity to develop their skills to become competent in communicating through sketching. Students will be asked to graphically communicate their ideas using two-dimensional and three-dimensional sketching techniques in response to a chosen stimulus theme.

This Classroom-Based Assessment will focus on how effectively students present their research graphically. Through this CBA, students research and investigate the domain in which the project is situated and present their findings graphically through any appropriate graphical media.





The CBA will be completed within a three-week period


Religious Education CBA One: A Person of Commitment CBA Two: The Human Search for Meaning


Student Learning Students will, over a specified time, research and present on a person whose religious beliefs or worldview have had a positive impact on the world around them, past or present.

Students will, over a specified time, explore artistic or architectural or archaeological evidence that shows ways that people have engaged in religious belief/the human search for meaning and purpose of life.


Individual or group report that may be presented in a wide range of formats – Further information will be set out in the Assessment Guidelines (Expected May 2019)

Individual or group report that may be presented in a wide range of formats – Further information will be set out in the Assessment Guidelines (Expected May 2019)




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Classics CBA One: Storytelling Using Myth CBA Two: If studying non-language course: Rome, Centre of an Empire. If studying language course: Student Language Portfolio


Student Learning Students develop their own storytelling abilities by applying the techniques of storytelling to create their own myth, prepare storytelling guides, adapt an existing myth or perform a myth for an audience. When creating a myth, or adapting a myth to a new context, students will learn how to bring an idea from concept to realisation.

Non-Language: Students will compile a record of their imagined visit to a public building in the city of Rome. Students should select a building that is associated with a leisure activity, or with the current political leader or emperor. Language: Each student will develop a language portfolio. The student language portfolio focuses on the process of learning the classical language.


Students can present their myth in a variety of ways, approaches, or in any way that reflects the essence of what it is they are trying to tell; the message or moral they are trying to get across. (Assessment guidelines expected in May 2019)

This can be presented in any format. The record should be accompanied by a model or other visual representation of the building. Students select three items from their portfolio for assessment. One piece related to language acquisition, one related to authentic texts, and the third related to classical civilisation.


Within a period of three weeks Three-week period for non-language. Over the three years of Junior Cycle for language. Over the three years of Junior Cycle for language

Physical Education CBA One: Choice from six potential physical activity assessments (e.g. Personal Physical Activity Programme, Team Orienteering Event, Performance Assessment in Athletics)

Link to Assessment Guidelines: https://www.curriculumonline.ie/getmedia/bce8ddab-9592-4af4-b8bb-9a4de6bf92a0/PE_AssessmentGuidelines_Feb2017.pdfwater

Student Learning Each strand of the short course has an associated assessment. Students should complete a minimum of two assessments, ideally one assessment in each year of the short course. The assessments are designed to encourage students to strive for overall improvement in the selected physical activity.


Examples Personal Physical Activity Programme: Students are assessed on their ability to plan for, implement and evaluate their personal physical activity programme, designed to meet their personal improvement goals over a focused period of time. Performance Assessment in Dance/Gymnastics: Students are assessed on their final group performance in dance or gymnastics.


This varies for each of the six, but in each case the assessment is an integral part of the normal teaching and learning that happens in PE class

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SPHE CBA One: The Classroom-Based Assessment will be designed in consultation with the students based on learning outcomes in more than one strand of the course

Link to Assessment Guidelines: https://www.curriculumonline.ie/getmedia/4a1aeaca-013c-4dd1-9185-fbca7c726801/SPHE_AssessmentGuidelines_Feb2017.pdf

Student Learning Students will complete one Classroom-Based Assessment. A particular purpose of the Classroom-Based Assessment will be to facilitate developmental feedback to students during their engagement with the task and at the end of the process.


The Classroom-Based Assessment can be produced in written, digital, visual or audio formats and it may be supported in these formats through the use of an interview or presentation.


It will take place over approximately six hours of class time in second or third year.

CSPE CBA One: Citizenship Action Record

Link to Assessment Guidelines: https://www.curriculumonline.ie/getmedia/85185792-37f3-4249-be55-a0525aa850f8/CSPE_AssessmentGuidelines_Feb2017.pdf

Student Learning Students will undertake at least three actions as part of their learning in CSPE and create a citizenship action record for one of these actions. The students will research their chosen issue/topic, plan the action that will take, complete the action and then reflect on their learning as part of the action.


Students have choice in how they present their Citizenship Action Record. It can be produced in written, digital, visual and/or audio formats and it may be supported through the use of an interview or presentation. The students must demonstrate their learning in relation to the action and their reflections on the action.


Six-eight hours of class contact time. This will vary depending on the timetabling structure of CSPE in second or third year

L2LP Crime Scene Investigation

CBA One

Link to Assessment Guidelines: https://www.curriculumonline.ie/getmedia/f403e2b2-dfc3-47b3-b170-ba5516005310/L2_CSI_AssessmentGuidelines_Feb2017.pdf

Student Learning This short course is designed to develop the student’s science process skills at an elementary level: observing, recalling, retelling, naming, labelling, sequencing, classifying and measuring, in addition to skills needed for following procedures and problem-solving.


In preparation for the Classroom-Based Assessment the student is presented with an unfamiliar mock crime scene (physically/ orally/using sign language/visually/in written format). The student listens/reads/observes closely and identifies one or more pieces of physical evidence which could be tested to help solve the crime in this new case.

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Students prepare for the Classroom-Based Assessment over a suggested period of time in second or third year. The Classroom-Based Assessment should begin after work in the fourth strand has been completed. (approximately 15-20 hours of class time).

L2LP Caring for Animals

CBA One

Link to Assessment Guidelines: https://www.curriculumonline.ie/getmedia/0f4a2b84-5539-4779-9376-ae3334237e0e/L2_PP_AssessmentGuidelines_Feb2017.pdf

Student Learning This short course aims to develop the student’s knowledge, as well as cognitive, social and practical skills in the context of learning about and caring for an animal of interest.


The Classroom-Based assessment for this short course is a Presentation. This can include any format – conversation, interview, role-play, spoken, signed or electronic which allows learning to be presented by the student. Students may work in pairs or groups but it should be clear that each student has made a meaningful contribution to the preparatory work and the presentation itself.


Students prepare for the Classroom-Based Assessment over a suggested period of time in second or third year. The Classroom-Based Assessment should begin after work in the four strands has been completed. The length of presentation for the Classroom-Based Assessment should reflect the student’s capacity. As a guideline, it should not exceed three minutes.

Making Strategic Decisions

Reflecting on the learning across the day, what one action could you take on your return to school. Share at your table explaining why this is a priority for you.

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Notes

Contact Details

Administrative Office:

Monaghan Ed. Centre,

Armagh Road,

Monaghan.

www.metc.ie

For all queries please contact: [email protected]

Follow us on Twitter:

@JCforTeachers

Director’s Office:

LMETB,

Chapel Street,

Dundalk

Key websites:

www.jct.ie

http://schoolself-evaluation.ie/post-primary/

https://www.education.ie/en/Publications/Poli

cy-Reports/wellbeing-policy-statement-and-

framework-for-practice-

2018%E2%80%932023.pdf

www.curriculumonline.ie

www.ncca.ie

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