contents home economics workshop 2017-2018 · strand 1: food, health and culinary skills this...
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Contents
HomeEconomicsWorkshop2017-2018
www.jct.ie
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JuniorCycleHomeEconomics...……………………………………………………………………………..………3
JuniorCycleHomeEconomics:RationaleandAim………………………………………………………….4
JuniorCycleHomeEconomics:GlossaryofHomeEconomicsTerms……………………………….5
JuniorCycleHomeEconomics:StatementsofLearning…………………………………………………..6
JuniorCycleFramework:TheKeySkills…………………………………………………………………………..7
JuniorCycleHomeEconomics:CourseOverview–TheStrands……………………………………...8
JuniorCycleHomeEconomics:CourseOverview–TheElements……………………………………9
JuniorCycleHomeEconomics:LearningOutcomes……………………………………………………….10
JuniorCycleHomeEconomicsLearningOutcomes–Strand1………………………………………..11
JuniorCycleHomeEconomicsLearningOutcomes–Strand2………………………………………..12
JuniorCycleHomeEconomicsLearningOutcomes–Strand3………………………………………..13
ExperiencingtheLearning……………………………………………………………………………………………..14
JuniorCycleHomeEconomics:ActionVerbs……………………………………………………………..15,16
JuniorCycleFramework:NewTerminology…………………………………………………………………..17
JuniorCycleHomeEconomicsSupport………………………………………………………………………….18
Notes…………………………………………………………………………………………………………………………….19
ContactDetails………………………………………………………………………………………………………………20
TableofContents
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InHomeEconomics,whatdoyouwantforyourstudents?
MyVisionforHomeEconomicsinJuniorCycle
Logontowww.menti.com
JuniorCycleHomeEconomics
VisionofJuniorCycle
“Juniorcycleplacesstudentsatthecentreoftheeducationalexperience,enablingthemtoactivelyparticipateintheir
communitiesandinsocietyandtoberesourcefulandconfidentlearnersinallaspectsandstagesoftheirlives.”
(TowardsaFrameworkforJuniorCycle,NCCA.2011,p.9)
A.2.
A.1.
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RationaleThecentral focusofhomeeconomicsasa fieldof study isachievingoptimal,healthyandsustainablelivingforindividuals,familiesandsociety.Individualsandfamiliesineverysocietyarecontinuallyfacedwithnewandemergentissuesthatcanimpactontheirwellbeing.Suchissuesincludeconcernsrelatingtofood,nutrition,dietandhealth;familyandsocialconcerns;consumerissues;sustainabilityinthehome;responsiblefamilyresourcemanagement;andtextilesandclothing.
In home economics, students learn how to address these practical, real-world, perennialproblems of individuals, families, households and society in socially responsible ways.Practical perennial problems or concerns are endured from generation to generation byfamilies and require critical decision-making skills to resolve them. Home economicseducationusesasystemsapproachtoempowerindividualsandfamilieswiththeknowledgeandskillstoaddressthesereal-lifeconcernsofeverydayliving.Homeeconomicsdrawsondiversedisciplinesintegratingsocial,physicalandhumansciences.Itstrivestosolveeverydaychallengesusingablendofknowledgeandskillsacquiredfrommultipledisciplines.Homeeconomics education develops students’ essential lifeskills and personal independence. Itsupports the development of studentswho are critical, creative thinkers and encouragesstudentstobeproblem-solverscapableofmakingethicallyandsociallyresponsibledecisions.
Aim
Homeeconomicsaimstodevelopstudents’knowledge,attitudes,understanding,skillsandvaluestoachieveoptimal,healthyandsustainable livingforeverypersonasanindividual,andasamemberoffamiliesandsociety.Studentsdeveloppracticalfoodandhealthliteracyskillssothattheyareenabledtoadoptahealthylifestyleandmakeinformeddecisionsthatpositivelyimpacttheirhealthandwellbeingasindividualsaswellaswithintheirfamiliesandsociety.Homeeconomicsnurturesstudents’resourcefulness, innovation,adaptability,andcompetency as consumers. It develops students’ creative design and textile skills. Homeeconomics develops students who are environmentally conscious and dedicated to asustainableandresponsiblewayoflife.
(JuniorCycleHomeEconomicsSpecification)
Notes
JuniorCycleHomeEconomics:RationaleandAim
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ThisglossaryisdesignedtoclarifytheterminologyasusedintheJuniorCycleHomeEconomicsspecificationtoenableteachersandstudentstounderstandhowthetermsareinterpretedandapplied.
(JuniorCycleHomeEconomicsSpecification)
Term Interpretation
Designbriefprocess
Anopenbriefisusedtooutlinetherequirementsofaparticulartask.TheDBPisideallycyclicalandreflectiveandmayinvolvethefollowingstages:definingtheproblem/task;investigation/research;generatingideas;developingpossiblesolutions;presentingideastoothersforfeedback;refiningthedesign;productionofproduct;evaluation.
Foodliteracy Foodliteracyinvolvestheinter-relatedknowledge,skills,attitudesandbehaviourswhicharerequiredtoplan,prepareandcookfood.
Practicalperennialproblems
Practicalperennialproblemsareconcernsenduredfromgenerationtogenerationbyfamilies,bothlocallyandglobally,whichrequirethoughtfulactionandreflective,criticaldecision-makingskillstoresolve.
Systemsapproach
Asystemsapproachlooksattheinterrelatednessofcontextsandnoonesituationinisolation.Itconsidersmultiplecontextsaffectingthecomplexitiesoflifeandfamilylifeinthetwenty-firstcentury.
FoodskillsFoodskillsreferstothebroadrangeofknowledgeandskillsappliedduringtheplanning,preparation,implementationandevaluationofameal/dish/product.
Diet-relateddiseases
Diet-relateddiseases(ornutrition-relatedchronicdiseases)arediseasesthatmayresultfromdietaryintakethatdeviatesfrompopulationdietaryrecommendations.Theseincludechronicdiseasessuchasobesity,diabetes,cardiovasculardisease,osteoporosisanddentaldisease.
Specialdietaryconsideration
Althoughthereisnolegaldefinition,peoplewith‘specialdietaryconsiderations’wouldincludethosewhoareadvisedto,orchoosetodeviatefrompopulationdietaryrecommendations.Thiscouldbeforbothmedical(e.g.coeliacdisease,foodallergies,foodintolerance,inflammatoryboweldisease)andnon-medicalreasons(e.g.vegetariandiets,religiousorculturalreasons).
JuniorCycleHomeEconomics:Glossaryof
HomeEconomicsTerms
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Thestatement Examplesofrelevantlearning
SOL9:Thestudentunderstandstheoriginsandimpactsofsocial,economic,andenvironmentalaspectsoftheworldaroundher/him.
Studentswillreflectonandanalysetheimpactsofproductsandprocessesinthehomeonpeople,societyandenvironments.
SOL10:Thestudenthastheawareness,knowledge,skills,valuesandmotivationtolivesustainably.
Studentswilldeveloptheircriticalthinkinganddecisionmakingskillsinordertoliveasustainableandresponsiblewayoflife.
SOL11:Thestudenttakesactiontosafeguardandpromoteher/hiswellbeingandthatofothers.
Studentswillmakeinformeddecisionsthatimpacthis/herhealth,wellbeingandsafetyandthatofothers.
SOL13:Thestudentunderstandstheimportanceoffoodanddietinmakinghealthylifestylechoices.
Studentswilldeveloptheirfoodandhealthliteracyskillssothattheymakepositivelifestylechoicesforthemselvesasindividualsaswellaswithintheirfamiliesandsociety.
SOL14:Thestudentmakesinformedfinancialdecisionsanddevelopsgoodconsumerskills.
Studentswilldeveloptheirskillsasdiscerningconsumersanddemonstrateconsumercompetencywhenmanagingfinancialresourcesinthehome.
SOL22:Thestudenttakesinitiative,isinnovativeanddevelopsentrepreneurialskills.
Studentswilldeveloptheirentrepreneurialskillsastheyseektobeinnovativeindealingwithlife’schallengesandopportunities.
SOL23:Thestudentbringsanideafromconceptiontorealisation
Studentswillapplythedesignbriefprocessintextilesandfoodtotakeanideafromconcepttorealisation.
(JuniorCycleHomeEconomicsSpecification)
JuniorCycleHomeEconomics:StatementsofLearning
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A.4.
(JuniorCycleHomeEconomicsSpecification)
OpportunitiesforembeddingKeySkillsinHomeEconomics
JuniorCycleFramework:TheKeySkills
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Strand1:Food,HealthandCulinarySkills
Thisstrandfocusesondevelopingstudents’food,healthandculinaryskills.Studentsareenabledtodevelopahealthy,sustainableattitudeandpositiverelationshipwithfoodthroughpracticalexperientiallearning.Theyapplytheirunderstandingofnutrition,dietandhealthprinciplesinordertoadoptahealthylifestyleandmakeinformeddecisionsthatimpactthehealthandwellbeingofthemselvesasindividualsaswellaswithintheirfamilies.Theapplicationofpracticalfoodandhealthliteracyskillsisintegraltothisstrandandincludesmenuplanning;shopping;cooking;healthandsafetyfoodskills;portioncontrol;readingfoodlabels;dietaryanalysis;costing;sensoryanalysis;foodwaste.
Strand2:ResponsibleFamilyLiving
Thisstrandfacilitatesstudentstoexplore,fromasystemsperspective,responsiblefamilyliving.Studentsdevelopanunderstandingofthedifferentformsandroleoffamiliesasthecoresocialunit.Theydevelopanunderstandingoftheroleofthefamilyinthedevelopmentofthechildinasafeandnurturingenvironment.Studentsdeveloplifeskillstoenablethemtomanageresourcesresponsiblyandsustainablyinthehome,familyandcommunity.Theyarefacilitatedtobecomediscerning,competentconsumerswhoareabletoapplyeffectivedecision-makingskillsineverydaycontextsinthehomeandcommunity.Enablingstudentstobecomeresponsibleandhaveacaringattitudetowardsotherindividuals,familymembers,societyandtheenvironmentisintegraltothisstrand.
Strand3:TextilesandCraft
Thisstrandfocusesondevelopingstudents’textileskills,knowledgeandcreativity.Practicaltextileandcraftskillsareintegraltothisstrandandincludehandandmachinesewingskills,andfabrictexturingandembellishmenttechniques.Studentsareenabledtomakesustainabledecisionsasconsumersinthechoiceandmaintenanceofclothingandtextile.Studentswillapplythedesignbriefprocessindesigningandmakingatextileitemforanindividualorthehome.
(JuniorCycleHomeEconomicsSpecification)
JuniorCycleHomeEconomics:CourseOverview-TheStrands
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(JuniorCycleHomeEconomicsSpecification)
JuniorCycleHomeEconomics:CourseOverview-TheElements
IndividualandFamilyEmpowerment
Acrossthestrands,thelearningoutcomesinthiselementfocusonasystemsapproachtoindividualandfamilyempowerment.Studentsdeveloppracticallifeskillsthatcanbeadaptedtoaddresspractical,realworld,perennialproblemsorconcernsineverydaycontextsinthehome,familyandsociety.Theyarefacilitatedtodevelopascritical,creativethinkersandproblemsolversabletomakeinformeddecisionstoachieveoptimal,healthyandsustainablelivingforindividuals,households,familiesandsociety.
HealthandWellbeing
Thiselementfocusesondevelopingstudents’knowledge,skillsandunderstandingtomakeinformeddecisionsthatpositivelyimpactontheirhealthandwellbeingofthemselvesasindividualsaswellaswithintheirfamilies.Acrosseachofthethreestrandsstudentsarefacilitated,usingasystemsapproach,toaddressnewandemergentpracticalconcernsthatcanimpactonthewellbeingofindividuals,familiesandsociety.
SustainableandResponsibleLiving
Acrossthestrands,thelearningoutcomesinthiselementfacilitatestudentstodevelopasfuture-orientedthinkersandenvironmentally-consciouscitizens,committedtoasustainableandresponsiblewayoflife.Developingstudents’self-efficacy,criticalreflectionanddiscernmentinthechoiceanduseofresourcesinthehome;intechnologicalchange;inenvironmentalissuesandtheimpactoftheseonresourcemanagementinthehomeandinpersonalconsumptionforeverydaylivingunderpinthelearningoutcomesinthiselementacrosseachofthethreestrands.
ConsumerCompetence
Thiselementfocusesondevelopingstudentswhohavetheknowledge,skillsandunderstandingtomakeinformedanddiscerningconsumerchoicesthataffectindividuals,familiesandhouseholdsincontemporarysociety.Studentsdeveloptheessentiallifeskillstobecomeactive,adaptable,consumerliteratecitizensabletoapplyeffectivedecisionmakingskillsineverydaycontexts.
A.5.
A.5.
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1
2
1
Notes
TwothingsIknowaboutLearningOutcomes
OnethingIwouldliketofindoutaboutLearningOutcomes
JuniorCycleHomeEconomics:LearningOutcomes
A.1.
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Strand1:Food,HealthandCulinaryskills
Briefoverviewofstrand
This strand focuses on developing students’ food, health and culinary skills. Students are enabled todevelopahealthy,sustainableattitudeandpositiverelationshipwithfoodthroughpracticalexperientiallearning.Theyapplytheirunderstandingofnutrition,dietandhealthprinciplesinordertoadoptahealthylifestyleandmakeinformeddecisionsthatimpactthehealthandwellbeingofthemselvesasindividualsaswellaswithintheirfamilies.Theapplicationofpracticalfoodandhealthliteracyskillsisintegraltothisstrand and includesmenu planning; shopping; cooking; health and safety food skills; portion control;readingfoodlabels;dietaryanalysis;costing;sensoryanalysis;andfoodwaste.
Elements LearningOutcomes
Studentsshouldbeableto:
IndividualandFamilyEmpowerment
1.1 identifythefactorsthataffectpersonalfoodchoices1.2 plan,prepare,costandevaluatehealthyandnutritiousindividualandfamily
mealsandsnacks1.3 applyarangeofcookingprinciplesandtechniquesinthepreparationof
healthyindividualandfamilymealsincorporatingbudgetaryconsiderations1.4 demonstrateculinaryandcreativeskillsinrelationtothepreparation,
cookingandpresentationoffood1.5 applysafeandhygienicpracticesinfoodhandling,preparation,storageand
serving1.6 usingaproblem-basedlearningapproach,applynutritionalknowledgein
theplanningandpreparationoffoodforthefamily1.7 useavailabletechnologyforfoodplanningandpreparation
HealthandWellbeing 1.8 discusstheelementsofahealthylifestyle1.9 recognisetheimportanceofnutritionanddietincontributingtohealthand
wellbeing1.10 explaintheroleofthenutrientsincontributingtoahealthybalanceddiet1.11 describethebasicstructureandbasicfunctionsofthedigestivesystem1.12 investigatethenutritionalrequirementsateachstageofthelifecycle1.13 planandpreparemealsforindividualswithdiet-relateddiseases1.14 applythenutritionalrequirementsofindividualswithspecialdietary
considerationswhenplanningandpreparingmealsSustainableandResponsibleLiving
1.15 investigatetheimpactoftheirfoodchoicesfromanecologicalandethicalperspective
1.16 applysustainablepracticestotheselectionandmanagementoffoodandmaterialresources
ConsumerCompetence
1.17 comparecommonfoodsusedinfoodpreparationandhowtheyaffectthenutritionandsensoryqualityoftheproduct
1.18 evaluatecommercialandhomemadefoodproducts1.19 interprettheinformationfoundonavarietyoffoodproductsusingfront-
andback-of-packfoodlabels
JuniorCycleHomeEconomics:LearningOutcomes–Strand1
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Strand2:ResponsibleFamilyLiving
Briefoverviewofstrand
Thisstrandfacilitatesstudentstoexplore,fromasystemsperspective,responsiblefamilyliving.Studentsdevelopanunderstandingofthedifferentformsandroleoffamiliesasthecoresocialunit.Theydevelopanunderstandingoftheroleofthefamilyinthedevelopmentofthechildinasafeandnurturinghomeenvironment. Students develop lifeskills to enable them to manage resources responsibly andsustainablyinthehome,familyandcommunity.Theyarefacilitatedtobecomediscerning,competentconsumerswhoareabletoapplyeffectivedecision-makingskillsineverydaycontextsinthehomeandcommunity. Enabling students to become responsible and have a caring attitude towards otherindividuals,familymembers,societyandtheenvironmentisintegraltothisstrand.
Elements LearningOutcomes
Studentsshouldbeableto:
IndividualandFamilyEmpowerment
2.1 discussthedifferentformsofthefamily2.2 exploretherolesandresponsibilitiesofthefamily2.3 discussfamilyrelationshipsandtheimportanceofstrengthening
relationshipsbetweenindividualsandfamilies
HealthandWellbeing 2.4 discusstherequirementsofasafeandnurturinghomeenvironment2.5 assesstheimportanceofmakinginformedandresponsibledecisionsin
everydaylife2.6 applythedesignprinciplesandguidelinestoroomplanningandthedesign
ofaninteriorspaceinthehomeSustainableandResponsibleLiving
2.7 identifyhowindividuals,familiesandhouseholdscancontributetosustainableandresponsibleliving
2.8 describesustainableeverydaypracticesinthehometoincludeenergyefficiency,wastemanagementandwaterconservation
2.9 exploretheinfluenceoftechnologyonthemanagementofpersonal,familyandhouseholdresources
ConsumerCompetence
2.10 applyconsumerdecision-makingskillsinthemanagementofpersonal,familyandhouseholdresourcesforeverydayliving
2.11 debateconsumers’rightsandresponsibilities2.12 examinehowconsumersareprotectedinIrelandbylegislation,statutory
andnon-statutoryagencies2.13 applyfinancialliteracyskillsinthepreparationandevaluationofabudget
forindependentliving
JuniorCycleHomeEconomics:LearningOutcomes–Strand2
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JuniorCycleHomeEconomics:LearningOutcomes–Strand3
Strand3:TextilesandCraft
Briefoverviewofstrand
Thisstrandfocusesondevelopingstudents’textileskills,knowledgeandcreativity.Practicaltextileandcraftskillsareintegraltothisstrandandincludehandandmachinesewingskills,andfabrictexturingandembellishmenttechniques.Studentsareenabledtomakesustainabledecisionsasconsumersinthechoiceandmaintenanceof clothing and textile. Studentswill apply thedesignbrief process indesigning andmakingatextileitemforanindividualorthehome.
For the purposes of the learning outcomes and assessment in this specification the term ‘textile item’encompassesalltextile-basedcraftsforanindividualandthehome.
Elements
LearningOutcomes
Studentsshouldbeableto:
IndividualandFamilyEmpowerment
3.1 demonstratebasichandandmachinesewingtechniques3.2 applythedesignbriefprocessandprinciplestothemakingofacreative
textileitemforanindividualorthehome3.3 applybasichandsewingand/ormachinesewingtechniquestothemakingof
atextileitemforanindividualorthehomeinasafeandappropriateway3.4 demonstratefabricembellishmenttechniques
HealthandWellbeing
3.5 appreciatethetherapeuticandleisureroleofparticipatingintextilework
SustainableandResponsibleLiving
3.6 demonstratewaysinwhichclothingand/ortextilehouseholditemscanberepaired,re-used,re-purposed,recycledandupcycled
3.7 evaluatetextilecareproceduresusedinthehomefromanenvironmentalperspective
3.8 discusstheinfluencesoftrendsandchoicesontextileandclothing,includingethicalandecologicalconsiderations
ConsumerCompetence
3.9 applytheirknowledgeoftextilecaresymbols
(JuniorCycleHomeEconomicsSpecification)
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A.2.
The Cube: Having discussed the information on the cube,choose one snack from each of the four types of snacksexploredandexplainwhyyouchoseit.
Typesofsnacks
Chosensnack Explainwhyyouchosethissnack
Cerealbar
Yoghurt
Cheese
Smoothie
Other
Completethesurveyanddiscusstheresults
Notes:
ExperiencingtheLearning
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Analysestudyorexaminesomethingindetail,breakdowninordertobringouttheessentialelementsorstructure;identifypartsandrelationships,andtointerpretinformationtoreachconclusions
Applyselectanduseinformationand/orknowledgeandunderstandingtoexplainagivensituationorrealcircumstances
Appreciaterecognisethemeaningof,haveapracticalunderstandingof
Deviseplan,createorformulateaprocedureorsystembycarefulthought
Convertchangetoanotherform
Createtomakeorbringintoexistencesomethingnew
Debateargueaboutasubject,especiallyinaformalmanner
Assessjudge,evaluateorestimatethenature,ability,orqualityofsomething
Classifygroupthingsbasedoncommoncharacteristics
Comparegiveanaccountofthesimilaritiesand(or)differencesbetweentwo(ormore)itemsorsituations,referringtoboth(all)ofthemthroughout
Completefinishmakingordoing;bringtoasuccessfulconclusion
Conductorganiseandcarryout
Developprogressorimprovetobecomemoremature,advanced,orelaborate
Differentiaterecogniseorascertainwhatmakessomethingdifferent
Demonstrateproveormakeclearbyreasoningorevidence,illustratingwithexamplesorpracticalapplication
Considerdescribepatternsindata;useknowledgeandunderstandingtointerpretpatterns,makepredictionsandcheckreliability
Constructdevelopinformationinadiagrammaticorlogicalform;notbyfactualrecallbutbyanalogyorbyusingandputtingtogetherinformation
Describedevelopadetailedpictureorimageof,forexampleastructureoraprocess,usingwordsordiagramswhereappropriate;produceaplan,simulationormodel
Determineascertainorestablishexactlybyresearchorcalculation
Discussofferaconsidered,balancedreviewthatincludesarangeofarguments,factorsorhypotheses;opinionsorconclusionsshouldbepresentedclearlyandsupportedbyappropriateevidence
HomeEconomics:ActionVerbs
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Distinguishmakethedifferencesbetweentwoormoreconceptsoritemsclear
Recommendputforwardsomethingwithapprovalasbeingsuitableforaparticularpurpose
Investigateobserve,study,ormakeadetailedandsystematicexamination,inordertoestablishfactsandreachnewconclusions
Justifygivevalidreasonsorevidencetosupportananswerorconclusion
Evaluate(data)collectandexaminedatatomakejudgmentsandappraisals;describehowevidencesupportsordoesnotsupportaconclusioninaninquiryorinvestigation;identifythelimitationsofdatainconclusions;makejudgmentsaboutideas,solutionsormethods
Evaluate(ethicaljudgement)collectandexamineevidencetomakejudgmentsandappraisals;describehowevidencesupportsordoesnotsupportajudgement;identifythelimitationsofevidenceinconclusions;makejudgmentsaboutideas,solutionsormethods
Explaingiveadetailedaccountincludingreasonsorcauses
Examineconsideranargumentorconceptinawaythatuncoverstheassumptionsandrelationshipsoftheissue
Exploresystematicallylookintosomethingclosely;toscrutiniseorprobe
Proposeputforwardaplanorsuggestionforconsideration
Relateassociate,givingreasons
Preparemakesomethingreadyforuseorpresentation
Identifyrecognisepatterns,facts,ordetails;provideananswerfromanumberofpossibilities;recogniseandstatebrieflyadistinguishingfactorfeature
Presentpromoteorproposeanidea;deliverorillustrateevidence;showsomethingforotherstoexamine
Recogniseidentifyfacts,characteristicsorconceptsthatarecritical(relevant/appropriate)totheunderstandingofasituation,event,processorphenomenon
Useapplyknowledgeorrulestoputtheoryintopractice
Interpretuseknowledgeandunderstandingtorecognisetrendsanddrawconclusionsfromgiveninformation
Understandhaveandapplyawell-organisedbodyofknowledge
Suggestproposeasolution,hypothesisorotherpossibleanswer
Stateprovideaconcisestatementwithlittleornosupportingargument
Verifygiveevidencetosupportthetruthofastatement
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(JuniorCycleHomeEconomicsSpecification)
Specification Asubjectorshortcoursespecificationdetailstheintendedlearningoutcomes,andhowtheycanbeachievedanddemonstrated.Thespecificationoutlineshowthelearninginanysubjectorshortcourseislinkedtoparticularstatementsoflearningandkeyskills.
Classroom-BasedAssessment:
CBA
Assessmentsinsubjectsandshortcoursesprovidestudentswithopportunitiestodemonstratetheirunderstandingandskillsinwaysnotpossibleinaformalexamination.Classroom-BasedAssessments,facilitatedbytheclassroomteacher,areundertakenbystudentsinadefinedtimeperiod,withinclasscontacttimeandtoanationaltimetable.
SubjectLearningandAssessmentReview
meeting
SLAR
FollowingthecompletionofaClassroom-BasedAssessment,teacherswillengageinreviewmeetings,wheretheywillshareanddiscusssamplesoftheirassessmentsofstudentworkandbuildcommonunderstandingaboutthequalityofstudentlearning.
JuniorCycleProfileofAchievement
JCPA
TheJCPAistheawardthatstudentswillreceiveattheendoftheirjuniorcycle.Theawardwillrewardachievementacrossallareasoflearningandassessmentincludingongoing,formativeassessment;Classroom-BasedAssessments;andSECgrades,whichincluderesultsfromthefinalexaminationsandtheAssessmentTasks.
LearningOutcomes Learningoutcomesarestatementsincurriculumspecificationstodescribetheunderstanding,skillsandvaluesstudentsshouldbeabletodemonstrateafteraperiodoflearning.
LearningIntentions Alearningintentionforalessonorseriesoflessonsisastatement,createdbytheteacher,whichdescribesclearlywhattheteacherwantsthestudentstoknow,understandandbeabletodoasaresultofthelearningandteachingactivities.
JuniorCycleFramework:NewTerminology
18
JuniorCycleHomeEconomicsSupport
Notes
19
Notes
20
ContactDetails:
AdministrativeOffice: DirectorsOffice:
MonaghanEducationCentre, LMETB,
ArmaghRoad, ChapelStreet,
Monaghan. Dundalk.
www.metc.ie
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@jctHomeEc
UsefulWebsites:
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www.curriculumonline.ie www.schoolself-evaluation.ie
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