Richard McKenna

Article: A Framework for Junior Cycle

NCCA
Junior Cycle Reform

1. CONCISE SUMMARY OF READING

In this document A framework for Junior Cycle it focuses on innovation and identity schools
developing Junior Cycle. It states the challenges faced by implementing the new curriculum and
assessment arrangements, how it is intended to focus attention on the school as the site of innovation
and on teachers and school leaders, whilst focusing on young people and their experience and
expectations of those three years of Junior Cycle. Steering away from the unified three-year Junior
Certificate from the 1990s.
This report address the big concern regarding the link or lack of links between primary school
education and post primary education, this has three distinct phases with first year is about settling in
to school, second year students become more or less connected to the school then finally third year
being dominated by exams. The new reform will give schools a chance to develop certain aspects of
the course offering their students a better Junior Cycle experience that was both a follow on from
primary education and a preparation for senior cycle but that was first and foremost connected to the
lives and learning of 12-15 year olds.
It dates back ten years when the NCCA led a series of nationwide debates on the future of the junior
cycle curriculum and assessment, which led to a published report called issues and options for
development (1999) as a result the NCCA had a view of creating more space for active learning and
student engagement originally envisaged for junior cycle.
This article explains the main features of the reform, its focus on getting the students to make a
greater connection with learning while improving the quality of learning that takes place, also
improving literacy and numeracy outcomes and a strong profile for key skills. It addresses what a
student will learn in the 24 statements of learning. Subjects will continue to play an important role in
junior cycle and new short courses will also be available where schools can develop some courses of
their own. Curriculum specifications will be less detailed than what it is at the moment this will give
teachers the scope to ensure deeper learning and allowing them to focus on the key skills.
Two qualifications will replace the present Junior Cert firstly a Level 3, the second will be at Level 2,
Level 2 is designed for students with particular special educational needs, and qualifications will be
smaller, these are called PLUs priority learning units giving schools more space and time to focus on

deeper learning as previously mentioned.

It then explores the visions, values and principles, how it will place the students at the centre of the
educational experience allowing them to become more creative and participate in their communities
and in society and be resourceful and confident learners in all aspects of their lives. The curriculum
principles are quality; wellbeing; creativity and innovation; choice and flexibility; engagement,
relevance and enjoyment; inclusive education; continuity and lifelong learning which will develop the
latter in each student.
In the new junior cycle, teachers will continue to assess and report on their students progress and
achievement in the subjects, short courses and key skills that make up the programme of the school.
This will involve them and their students in the process of generating, gathering, judging and
reporting on evidence of learning as has always been the case. But in the new junior cycle a closer
relationship between assessment and learning is envisaged, a relationship supported by a reduced
focus on assessment in terminal examinations. As the assessment will be ongoing and progressive, it
wont all happen at the end of a sequence of learning, allowing the incremental progress of student
learning to be seen and built upon.
There are two assessment components for each subject, firstly a portfolio based on school work
completed during the junior cycle weighting 40% of the marks, and an examination completed in Year
3 weighting the remaining 60%. In all of the short courses and PLUs, there will be a single assessment
component a portfolio based on school work.
The exams will be set by the SEC in line with the specification for the subject, But the school will be
responsible for running the examinations to a schedule set out by the SEC. It outlines a concern from
Teachers that have expressed concern about the impact that judging their own students work for a
national qualification might have on the teacher-student relationship.
The main focus of the Framework for Junior Cycle will be on learning. The focus of that learning is
clearly set out in the Statements of Learning and in the Key Skills of Junior Cycle. The vehicle for the
learning will be programmes that use newly specified subjects, new short courses and, in some cases,
PLUs. The aim is for all these to contribute to connecting the learner to the experience of junior cycle
education from start to finish.

2. CRITICAL REFLECTION

From reading this article and exploring this topic in class I am in favour of the Junior Cycle Reform.
As it is in contrast to the current junior certificate that is in place at the minute, this is a radical change
in the education system taking the focus off the final state exam after third year, the reform places the
emphasis on continual assessment taking the pressure off students which allows them to settle into 1 st
year and get use to the format of post primary school, as it focuses on the program and not just the
exam (NCCA, 2011. P. 19). The 40% for the continual assessment will promote active learning in the

classroom, as Aristotle said you learn more by doing (Broadie, 1991. p140) the remaining 60% will be
a final year exam at the end of 3rd year. (NCCA, 2011, p. 4). This will help the students connect with
the learning while improving the quality of learning that takes place, the 24 statements of learning
describing what each student will learn that the minister of education as implemented is promoting
creativity allowing each student to become higher order thinkers and problem solvers adding a more
holistic approach towards the learning of each student.
When the NCCA published Towards a Framework for Junior Cycle Innovation and Identity in
November 2011, Towards a Framework sets out a vision; values and principles for the junior cycle
(Quinn, 2012, p. v). For my future teaching I will have to take the eight principles on board, them
being; quality; wellbeing; creativity and innovation; choice and flexibility; engagement, relevance and
enjoyment; inclusive education; continuity and lifelong learning, and focuses on giving each student a
high quality of education at the same time meeting the needs of the students allowing each individual
to develop their abilities and talent while promoting creativity in each student (NCCA, 2011, p. 10).
The impact this will have in my subject areas are minimum, although when Quinn first released the
intended changes, there was mixed feelings on the ground and I at first did not agree with these
change, TUI secretary John MacGabhann criticized, saying the failure to engage with teachers was
poor practice in the formulation of educational policy also suggesting that this change has more to do
with budgetary needs rather than educational needs (Reilly, 2013 Par 3) Mac Gabhanns counter part
Pat King also arguess that the move to continual assessment, that is now in the hands of the students
teacher, was a step backward from the current regime where papers are marked by an independent
teacher who does not know the student involved (Reilly, 2013. Par 3). I have to disagree with that
statement as this type of system is proven to work in countries such as Australia, Canada and Scotland
at the same time Quinn stated that teachers are constantly correcting their own students work, be it
Christmas; Summer or Easter exams.
I am very interested in the key features involved in the new Junior Cycle Reform and believe it has
more of a humanist approach to the students, teaching what is necessary in this day and age. Quinn
has done something good that should have been done a long time ago. The key features focus on
learning; curriculum; assessment and qualification (NCCA, 2011, p. 7). Within the main features there
are six key skills these are managing myself; staying well; being creative; communicating; working
with others and managing information and thinking, these have become priority in a vast number of
educational institutes around the world as previously mentioned (NCCA., 2012, p. 17).
I think it is vital that as a teacher we deepening the students learning and make them more self-aware
as learners which is the route Quinn is going. The development of these skills needs to be addressed in

a variety of contexts and in a way that will lead to action, requires a creative approach to teaching and
to learning (NCCA, 2011, p. 21). The aim is to produce creative thinkers in our schools, allowing
each student to self-actualize as a person while highlighting the universal importance of higher order
thinking skills and being able to problem solve as being vital for the learner and their potential life
chances.

3.

LIST OF REFERENCES

Bibliography
Broadie, S. (1991). Ethics with Aristotle. New York: Oxford University.
NCCA. (2011). Towards a Framework for Junior Cycle. Towards a Framework for Junior
Cycle , 46.
NCCA. (2012). Innovation & Identity Schools Developing Junior Cycle. Dublin: NCCA.
Quinn, R. (2012). A Framework for Junior Cycle. Dublin: Department of Education and
Skills.
Reilly, G. (2013, October 5th). Teachers and opposition parties attack Quinns Junior Cert
reforms . Retrieved December 11th, 2012, from The Journal.ie:
http://www.thejournal.ie/teachers-and-opposition-parties-attack-quinns-junior-cert-reforms623054-Oct2012/