Cnoc an Chonnaidh, Muineachán, H18 W897

+353 (0) 47 72344

eolas@oiriall.ie

TÁ AN LEATHANACH SEO AR FÁIL FOSTA I: nGAEILGE

  • English
  • Irish
  • Mathematics
  • Business Studies
  • French
  • Geography
  • Home Economics
  • History
  • Metalwork
  • Music
  • Science
  • Graphics
  • Visual Art
  • Wood Technology
  • Wellbeing (to include Physical Education, SPHE, CSPE and Career Guidance)
  • Computing (to include Coding)
  • Religious Education

Coláiste Oiriall’s Junior Cycle programme is guided by twenty-four statements of learning, eight principles and eight key skills. Our programme encompasses learning in a wide range of subjects, including Wellbeing and it provides a range of other learning experiences. Our assessment supports and documents student learning in a balanced range of knowledge, skills and competences. We facilitate the process by which evidence of learning is generated, gathered, assessed and reported to students and shared regularly with their parents/guardians. We support continuity with primary education and progression to senior cycle education Ocht bPrionsabail

Principles

The following eight principles inform the planning for, as well as the development and the implementation of, the junior cycle programme:

  1. High quality curriculum, assessment, teaching and learning to support students in developing greater independence in learning and in meeting the challenges of life.
  2. The student experience contributes to their physical, mental, emotional and social wellbeing and resilience. Learning takes place in a climate focused on collective wellbeing of school, community and society
  3. The educational experience is inclusive of all students and contributes to equality of opportunity, participation and outcomes for all.
  4. Curriculum, assessment, teaching and learning enables students to build on their learning to date, recognises their progress and supports their future learning
  5. The experience of curriculum, assessment, teaching and learning encourages participation, generates engagement and enthusiasm, and connects with life.
  6. Our school’s programme is broad enough to offer a wide range of learning experiences to all and flexible enough to meet the needs of students.
  7. All students experience high quality education characterised by high expectations of learners and the pursuit of excellence.
  8. Curriculum assessment, teaching and learning provide opportunities for students is creative and innovative.

Statements of Learning

The following twenty-four statements of learning are central to planning for, the students’ experience of, and the evaluation of Coláiste Oiriall’s junior cycle programme. The student:

  1. Communicates effectively using a variety of means in a range of contexts.
  2. Listens, speaks, reads and writes in one other language at a level of proficiency that is appropriate to her or his ability
  3. Creates, appreciates and critically interprets a wide range of texts
  4. Creates and presents artistic works and appreciates the process and skills involved
  5. Has an awareness of personal values and an understanding of the process of moral decision making
  6. Appreciates and respects how diverse values, beliefs and traditions have contributed to the communities and culture in which she/he lives
  7. Values what it means to be an active citizen, with rights and responsibilities in local and wider contexts
  8. Values local, national and international heritage, understands the importance of the relationship between past and current events and the forces that drive change
  9. Understands the origins and impacts of social, economic, and environmental aspects of the world around her/him.
  10. Has the awareness, knowledge, skills, values and motivation to live sustainably
  11. Takes action to safeguard and promote her/his wellbeing and that of others
  12. Is a confident and competent participant in physical activity and is motivated to be physically active
  13. Understands the importance of food and diet in making healthy lifestyle choices
  14. Makes informed financial decisions and develops good consumer skills
  15. Recognises the potential uses of mathematical knowledge, skills and understanding in all areas of learning
  16. Describes, illustrates, interprets, predicts and explains patterns and relationships
  17. Devises and evaluates strategies for investigating and solving problems using mathematical knowledge, reasoning and skills
  18. Observes and evaluates empirical events and processes and draws valid deductions and conclusions
  19. Values the role and contribution of science and technology to society, and their personal, social and global importance
  20. Uses appropriate technologies in meeting a design challenge
  21. Applies practical skills as she/he develop models and products using a variety of materials and technologies
  22. Takes initiative, is innovative and develops entrepreneurial skills
  23. Brings an idea from conception to realisation
  24. Uses technology and digital media tools to learn, communicate,

Key Skills

The following eight key skills are required for successful learning by students across the curriculum:

  1. Managing myself – knowing myself, making considered decisions, setting and achieving personal goals; being able to reflect on my own learning, using digital technology to manage myself and my learning
  2. Staying well - being heathy and physically active, being social, being safe, being spiritual, being confident, being positive about learning, being responsible, safe and ethical in using digital technology.
  3. Managing Information and Thinking – being curious, gathering, recording, organising and evaluation information and data, thinking creatively and critically, reflecting on and evaluating my learning and using digital technology to access, manage and share content.
  4. Being numerate – expressing ideas mathematically, estimating, predicting and calculating, developing a positive disposition towards investigating, reasoning and problem-solving, seeing patterns, trends and relationships, gathering, interpreting and representing data, suing digital technology to develop numeracy skills and understanding.
  5. Being Creative – imagining, exploring options and alternatives, implementing ideas and taking action, learning creatively, stimulating creatively using digital technology.
  6. Working with others – developing good relationships and dealing with conflict, co-operating, respecting difference, contributing to making the world a better place, learning with others, working with others through digital technology.
  7. Communicating – using language, using numbers, listening and expressing myself, performing and presenting, discussing and debating, using digital technology to communicate
  8. Being Literate – developing my understanding and enjoyment of words and language, reading for enjoyment and with critical thinking, writing for different purposes, expressing ideas clearly and accurately, developing my spoken language, exploring and creating a variety of texts, including multi—modal texts.

 Subjects

Your son/daughter will undertake the new Junior Cycle programme in all subjects.  The specifications for English, Irish and Mathematics are designed for a minimum of 240 hours. Coláiste Oiriall has chosen to timetable additional time for these subjects in recognition of the key role played by them in supporting and promoting literacy and numeracy. We provide opportunities for students to read and to engage in co-curricular activities related to literacy and numeracy. The specifications for other subjects are designed for a minimum of 200 hours of timetabled student engagement. The grade descriptors for the Junior Cycle are as follows: Distinction 90 – 100%; Higher Merit 75 < 90%; Merit 55 < 75%; Achieved 40 < 55%; Partially Achieved 20 < 40%; Not graded 0 < 20%

Wellbeing

Wellbeing is about young people feeling confident, happy, healthy and connected. Wellbeing is one of the principles that underpins junior cycle education. It is reflected in a number of the statements of learning and it is incorporated within a number of the key skills, in particular Staying Well, Communicating, Working with Others and Managing Myself. Wellbeing provides learning opportunities to enhance the physical, mental, emotional and social wellbeing and resilience of students, and to enable students to build life-skills and to develop a strong sense of connectedness to the school and to their community. It also emphasises the role that students play in their family, community and society in general. It complements the contribution that the family, the community and relevant agencies make to supporting student wellbeing. This area of learning incorporates PE, SPHE and CSPE. SPHE also incorporates Relationship and Sexuality Education (RSE). In Coláiste Oiriall guidance provision is also included in our Wellbeing programme. 400 hours of timetabled engagement is available for learning in the areas of Wellbeing over the three years.  Students’ engagement with learning in the area of Wellbeing is also supported through activities related to pastoral care and through student support systems. Students also engage with learning related to Wellbeing through the school culture and students’ experience of the implementation of related whole-school policies. Such policies will include Relationships and Sexuality Education (RSE), and the school’s Behaviour, Anti-Bullying, Health Promotion, Substance Use and Child Protection policies.

Other Learning Experiences

Students have the opportunity to engage with a range of other learning experiences in their junior cycle programme in Coláiste Oiriall and they play role in ensuring that students are provided with broad and balanced learning experiences include student engagement with:

  • Activities relating to guidance, pastoral care, student support, and our religious education programme
  • Co-curricular activities that complement the taught curriculum, and that augment and consolidate learning in a deliberate way.
  • Extra- curricular activities such as students participating in sports’ competitions
  • Other specific learning opportunities that do not form part of subjects.

All of the above activities enrich students’ overall experience during schooling. We document some of these under Other Learning Experiences in the Junior Cycle Profile of Achievement (JCPA) that we issue to students before the end of the first term following the completion of the junior cycle programme.

Assessment

Coláiste Oiriall use a range of assessment approaches to complement learning:

  • Ongoing assessments, including routine teacher-designed tasks and tests
  • Structured Classroom-Based Assessments for subjects conducted in second and third year
  • Structured Classroom-Based Assessments for short courses
  • A written Assessment Task for subjects that is based on the second Classroom-Based Assessment and is submitted to the State Examinations Commission for marking.
  • An externally assessed, state-certified examination for subjects at the end of third year
  • There are specific arrangements for Visual Art, Music, Home Economics, Wood Technology and Metalwork.

The Junior Cycle is underpinned by the integration of formative assessment as a normal part of teaching and learning in classrooms. Formative assessment involves teachers and students reflecting on how learning is progressing and deciding next steps to ensure successful outcomes. A vital part of formative assessment is the feedback that teachers provide to their students. Through a range of assessment activities the teacher helps the student to identify what has been achieved and where there is room for further learning and development. Assessment in junior cycle has at its primary purpose, the support of student learning. Ongoing classroom assessment practices are of crucial importance in supporting student learning and promoting student achievement.Ongoing assessment involves practice that is both formative and summative. Formative assessment, complemented by summative assessment, is a key feature of the Junior Cycle.

Classroom-Based Assessments

Students undertake Classroom-Based Assessments in a defined time period within class contact time to a national timetable. The second Classroom-Based Assessment for each subject is followed by a formal written Assessment Task based on the topic or task undertaken in the second Classroom-Based Assessment. This Assessment Task, is completed in class under the supervision of the teacher, is submitted to the State Examinations Commission to be marked along with the state certified examination in the subject. They are set at a common level. Marks for the Assessment Task in each subject is subsequently, incorporated into the presentation of the grade for that subject. In the case of Visual Art, Music, Home Economics, Wood Technology and Metalwork, the second structured Classroom-Based Assessment involves practical work, or the creation of an artefact or a performance. Coláiste Oiriall reports the formative assessment related to the production of these artefacts and performances to the student and the parent as is the case for all other second structured Classroom-Based Assessments. However, the State Examinations Commission marks the finished artefact and performances. The written examinations are no longer than two hours duration in any of the nine subjects undertaken by students in Coláiste Oiriall. The final examination is available at common level apart from English, Mathematics and Irish where there are two levels (higher and ordinary) available. Student achievement or grades on the externally assessed state-certified examinations, which incorporates the results of the Assessment Task, also assessed by the State Examinations Commission, issue in provisional form in September following the end of third year and are subsequently confirmed and included in the Junior Cycle Profile of Achievement (JCPA).

Subject Learning and Assessment Review

Teachers engage in Subject Learning and Assessment Review meetings where they share and discuss samples of their assessments of student work and build common understanding about the quality of student learning. Each Subject Learning and Assessment Review meeting is subject-specific and focuses on the Classroom-Based Assessment undertaken by the particular year group.

Junior Cycle Profile of Achievement

Coláiste Oiriall provides students with a Junior Cycle Profile of Achievement which records:

  • Students’ achievement in subjects in the examinations (including Assessment Tasks)
  • Students’ achievement in short courses (Physical Education and SPHE)
  • Students’ progress and achievement in the Classroom-Based Assessments
  • Students’ achievement in other areas of learning, including Wellbeing

Reporting at the end of second year documents the achievement of students in Classroom-Based Assessments completed in that year, and reports on the Classroom-Based Assessments in both second and third year is included in the Junior Cycle Profile of Achievement issued to each student in the autumn following third year. The JCPA draws upon and reports on achievement across all elements of assessment including ongoing, formative assessment; Classroom-Based Assessments; and State Examinations Commission grades, which include results from the state-certified examinations and the Assessment Tasks. The Junior Cycle Profile of Achievement has a nationally determined format. Coláiste Oiriall compiles and students receive the JCPA in the autumn following third year, when all assessment results from the State Examinations Commission and us are available and confirmed. Students are aware of their results before receiving the JCPA.

Self-Evaluation

We evaluate our programme through our ongoing process of self-evaluation and improvement. We place the needs of students at the core of teaching and learning and we wish to improve the quality of the learning experiences and outcomes of all students.