Neartú 19/20 Nov.’12

Act provisionally-only God knows for sure!

The future........

Move teachers to a different zone

To narrow the Junior Cycle curriculum

Opportunity to blend with Primary

Opportunity to refocus and make the profession more professional-‘exam skill’

Staff profile

Phasing up to 2016

Leaving Cert. connection

Assessment -60:40

Raising the bar and narrowing the gap-consistency!

Timetable issues

Taster problems-class size

Level of engagement after 6 wks

E-portfolios-computer access

Texts

Group Characteristics Challenges for working with

this group

Tips for working with

this group

Ready-to-go group

•Eager to try new things

•Enjoy working with colleagues

•Confident

•About 10%-20% of staff

Wait-and-see group

•Eager to improve but cautious about change

•Looking for quick signs of success

•About 60%-80% of staff

Put-on-the-brakes group

•Want nothing to do with initiative

•Satisfied with their work as it is

•History of resisting initiatives

•About 10%-20% of staff

Mismatch

Irish, English, and Maths between P. and P.P.

Familiarity with P. curriculum

Only half of P.P. teachers

Taster subjects

No negative impact on student progress

Streaming

Higher streams - longer to settle

Lower streams less progress in reading and writing

Number

Measures

Shape and Space

Data

Algebra

Number (strand 3)

Geometry and

Trigonometry (strand

2)

Statistics and

Probability (strand 1)

Algebra /Functions (strands 4 and 5 )

SIXTH CLASS JUNIOR CYCLE

Teaching methodologies –generally traditional

Test scores - in Reading and Mathematics do not improve for majority in 1st yr of PP.Is there sufficient challenge?

Student attitude to school- less positive

Learning support – helped but would like help with homework.

All Girls Voluntary Secondary School

Gaelcholáiste

DEISVocational School

Critical year for student engagement-template for Leaving Certificate performance?

How do you maintain student engagement in second year?

0

0.5

1

1.5

2

2.5

3

1st year

(September)

1st year

(May)

2nd year JC year 5th year LC year

Positive Negative

They study subjects they like!

There are lots of practical activities.

Where there is group work.

When teachers care.

Negative interaction with teachers and misbehaviour

Academic self-image: capacity to cope with school-work (from 2nd year)

Educational aspirations

Time spent on homework/study

Outside school (social life, part-time work)

0

1

2

3

4

5

6

7

8

Mixed ability Higher

stream

Middle

stream

Lower stream

The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013

Maths JC LC 2011 LC 2012

% % %

Higher 46 16 22*

Ordinary 46 72 67

Foundation 8 12 11

English JC LC

% %

Higher 72 64 65

Ordinary 26 36 35

Foundation 3

© PDST, 201017

The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013

* Bonus Points Awarded

18

•Students making a greater connection with learning

•Improving the quality of learning that takes place

•Ensuring literacy, numeracy and key skills are

embedded in the learning

The focus is on...

19

•What a student will learn described in statements of

essential learning across a number of areas of

learning?

•The skills of literacy and numeracy and other key

skills embedded in areas of learning and the

curriculum?

Learning

20

• Assessment playing a major part in everyday learning

over the three years of junior cycle?

• Students being more responsible for gathering and

presenting evidence of their learning?

• Teachers judging, giving feedback, and reporting on

that evidence?

Assessment

A new Framework for Junior Cycle?

• Two new qualifications?

• Smaller qualifications with caps on the number of

curriculum components, giving schools more space

and time to spend on their junior cycle programme, on

literacy, numeracy and key skills?

Qualifications

A new Framework for Junior Cycle?

Mary-over to you!