THE NEW JUNIOR CYCLE
QUICK REFERENCE GUIDE
Wordle of the New Junior Cycle’s statements of learning
THE PRINCIPLES FOR JUNIOR CYCLE EDUCATION
Engagement
and
participation
Quality
Creativity
and
innovation
Wellbeing
Choice
and
flexibility
Inclusive
education
Continuity
and
development
Learning to
learn
24 STATEMENTS OF LEARNING
describe what the students should know, understand, value and be able to do
at the end of junior cycle.
REVIEW EACH STATEMENT BELOW, BASED ON CURRENT PROVISION
(TAKE ACCOUNT OF ALL SUBJECT AREAS AND ALL LEARNING EXPERIENCES ON OFFER TO
ALL/MOST STUDENTS)
EXAMPLES OF SUBJECTS,
SHORT COURSES & OTHER
LEARNING EXPERIENCES THAT
COULD CONTRIBUTE
communicates effectively using a variety of means in a range of contexts in L1*
listens, speaks, reads and writes in L2*and one other language at a level of
proficiency that is appropriate to her or his ability
creates, appreciates and critically interprets a wide range of texts
creates and presents artistic works and appreciates the process and skills involved
has an awareness of personal values and an understanding of the process of moral
decision making
appreciates and respects how diverse values, beliefs and traditions have contributed
to the communities and culture in which she/he lives
values what it means to be an active citizen, with rights and responsibilities in local
and wider contexts
values local, national and international heritage, understands the importance of the
relationship between past and current events and the forces that drive change
understands the origins and impacts of social, economic, and environmental aspects
of the world around her/him
has the awareness, knowledge, skills, values and motivation to live sustainably
takes action to safeguard and promote her/his wellbeing and that of others
is a confident and competent participant in physical activity and is motivated to be
physically active
understands the importance of food and diet in making healthy lifestyle choices
makes informed financial decisions and develops good consumer skills
recognises the potential uses of mathematical knowledge, skills and understanding in
all areas of learning
describes, illustrates, interprets, predicts and explains patterns and relationships
devises and evaluates strategies for investigating and solving problems using
mathematical knowledge, reasoning and skills
observes and evaluates empirical events and processes and draws valid deductions
and conclusions
values the role and contribution of science and technology to society, and their
personal, social and global importance
uses appropriate technologies in meeting a design challenge
applies practical skills as she/he develop models and products using a variety of
materials and technologies
takes initiative, is innovative and develops entrepreneurial skills
brings an idea from conception to realisation
uses technology and digital media tools to learn, communicate, work and think
collaboratively and creatively in a responsible and ethical manner
L1 is the language medium of the school (Irish in Irish-medium schools). L2 is the second language
(English in Irish-medium schools)
** English as per subject specifications
THE STUDENT
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THE NEW CURRICULUM FOR JUNIOR CYCLE
The learning at the CORE of the New Junior Cycle is described in
24 Statements of Learning
Schools will ensure that all statements of learning, along with the 8 key skills feature in the programmes of all
junior cycle students
Key Skills
Priority Learning
Units (PLUs)
Literacy
Numeracy
Communicating
Managing myself
Staying well
Managing information & thinking
Being creative
Working with others
Communication and
Literacy
Numeracy
Living in a community
Preparing for work
Personal care
Key skills help learners develop the knowledge, skills & attitudes to face the many challenges in
today’s world. They also support students in learning how to learn & take responsibility for their
own learning. They will, in the future, be embedded in the learning outcomes of every subject &
short course
Subject/s
Short Courses
Introduced in 2014 & certified in 2017
English
Introduced in 2015 & certified in 2018
Irish
Science
Business Studies
Introduced in 2016 & certified in 2019
Art, Craft & Design
French; German; Italian; Spanish;
Geography; Home Economics; Music
Introduced in 2017 & certified in 2020
Mathematics
Technology, Technical Graphics,
Metalwork, Materials Technology (Wood)
Religious Education, Jewish Studies
Classical Studies, History
Available to students from 2014
The new specifications for subjects
(replaces syllabus) will be outcomes-based & will be
introduced in 4 phases. Irish, English & Maths are
mandatory & are designed for a minimum of 240 hours at
higher & ordinary level. All other subjects are optional &
are designed for a minimum of 200 hours and will be
assessed at a common level.
CSPE
(From 2017, CSPE will be assessed as a short
course & not through SEC)
SPHE
PE
Artistic Performance
Digital Media Literacy
Programming/
Coding
Chinese
A Personal Project: Caring For
Animals (L2LP)
NCCA short courses
are designed for approximately 100
hours of student engagement over 2 to 3
years
Schools & other organisations can also
develop their own short courses locally
to a template, guidelines & standard set
down by the NCCA
PLUs are the core of L2LPs
and will focus on developing
the basic social, prevocational & life skills of the
students involved
Level 2 Learning
Programmes
(L2LPs)
L2LPs will target the very
specific group of students with
general learning disabilities in
the higher functioning
moderate & low functioning
mild categories
These students are small in
number (one or two in a
typical school, more in a
special school) and all have
Individual Education Plans
(IEPs)
On-line curriculum
specifications are already
available for feedback on the
NCCA website
L2LP are not designed for
JCSP students
If appropriate for the student, a mix of level 2 and level 3 subjects/short courses may be
studied
Examples of maximum & minimum combinations for certification
8 subjects or 7 subjects + 2 short courses or 6 subjects + 4 short courses
9 subjects or 8 subjects + 2 short courses or 7 subjects + 4 short courses
10 subjects or 9 subjects + 2 short courses or 8 subjects + 4 short courses
Other Learning Experiences (not for certification) guidance, aspects of pastoral care, elements of RE and
other specific learning initiatives, pursuits and activities are areas of learning that will not take the form of a short course or
subject for formal certification but which will be prioritised within a school’s junior cycle programme.
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ASSESSMENT FOR LEARNING
Ongoing Assessment for Learning (AfL) for students.
STANDARDISED TESTING
Standardised testing for all students at the end of 2nd year
English reading & Mathematics, Irish reading in Irish medium schools and science literacy
The new standardised tests will give teachers information on how well students are achieving in
these areas relative to the rest of the cohort.
ASSESSMENT OF SUBJECTS PRESENTED FOR CERTIFICATION
Generally 40% of the marks will be allocated to the schoolwork component (e.g. projects, case
studies, oral work, etc.) which will be marked by the teacher using a marking guide included in the
subject specification (work from first year will not be included as part of the assessment of the school work
component).
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Generally 60% of the marks will be for the final assessment set by the SEC initially and marked by
the teacher at the end of the 3rd year using marking schemes provided by the SEC.
Final assessment for Irish, English & Mathematics will continue to be set and marked by the SEC
until standardised testing has become integrated into the assessment system.
The SEC will continue to operate an appeals mechanism for those subjects that are centrally
examined.
ASSESSMENT OF SHORT COURSES & L2LPs PRESENTED FOR CERTIFICATION
100% of the marks will be allocated for schoolwork components assessed in Years 2 & 3.
Assessment of L2LPs will be based on five PLUs.
QUALITY ASSURANCE
School leaders will receive CPD in curriculum leadership, educational assessment, moderation and
change management and teachers will receive CPD in assessment, feedback and moderation.
Subject specifications will contain clear learning outcomes, expectations for learners and examples
of students’ work showing the standards expected.
The SEC will provide examination papers and marking schemes for subjects initially and will
administer and mark the final assessment for Irish, English and Mathematics for an initial period.
The results awarded on every school certificate will be sent to the DES, who will monitor the
national and school patterns along with standardised testing.
The DES will provide each school with a Data Profile based on the information provided, which will
highlight patterns of achievement relative to schools with a similar school context.
In the event of an unusual pattern of achievement, the school will be informed.
Evaluation of teaching, learning and assessment in the school will be carried out by the
Inspectorate.
MODERATION
The NCCA assessment and moderation toolkit will offer guidelines and resources for
assessment and in-school moderation and show how professional dialogue can create a shared and
common understanding of work expected. The toolkit will also provide examples of student work
that demonstrate what is expected of students.
Internal moderation in schools, in accordance with guidance will be confirmed by the principal.
External support may be provided to schools during moderation process.
REPORTING & CERTIFICATION
A new reporting system will be introduced in autumn 2017 (for students who started in 2014).
NEW GRADE STRUCTURE
 Not Achieved (0% to 39%), Achieved (40% to 54%), Achieved with Merit (55% to 74%), Achieved
with Higher Merit (75% to 89%), Achieved with Distinction (90% to 100%).
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