7.

Subject specifications in the new junior cycle

While some may have distinct characteristics, arising from the area of learning involved, all junior cycle
specifications, for subjects and short courses, will have several features in common. They will:

 Be outcomes based

 Reflect a continuum of learning with a focus on learner progression

 Set out clear expectations for learning

 Provide examples of those expectations

 Include a focus on all eight key skills

 Strive for clarity in language and for consistency in terminology.

To improve the connection with learning and teaching in primary school, these features are shared
with the Primary Curriculum. The specification for each junior cycle subject and short course will
include:

This will be common to all specifications and will

1 Introduction to junior cycle summarise the main features of the Framework for
Junior Cycle
This will describe the nature and purpose of the
subject as well as the general demands and
capacities that it will place on, and require of,
students.
Rationale
2
The text will, as appropriate, aim to draw attention
to challenges and any access issues associated with
study of the subject for students with specific needs
or disabilities.
3 Aims A concise aim for the subject will be presented
How the subject is linked to central features of
Links with
4 learning and teaching at junior cycle will be
Statements of learning
highlighted and explained.

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 Overview An overview of the subject will illustrate how it is
5 Strands organised and will set out the learning involved in
Learning outcomes strands and learning outcomes.
These will be linked with groups of learning
outcomes and will relate to examples of student
work. The examples will be annotated, explaining
6 Expectations for students
whether the work is in line with, ahead of, or behind
expectations for students.

This section refers to both formative and summative

assessment. It outlines the assessment
component/s through which students will present
evidence of learning on an ongoing basis, and for the
purposes of recording achievement for the Junior
7 Assessment and reporting
Cycle Profile of Achievement (JCPA) 5
This description of assessment is supplemented by
separate assessment guidelines for use in second
and third years.

5
The JCPA is the new award for all junior cycle students. It will replace the current award, the Junior Certificate.

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8. Brief for the review of the junior cycle technology

subjects

The review of the junior cycle technology subjects

 Materials Technology (Wood)

 Metalwork

 Technical Graphics

 Technology

will lead to new specifications presented in line with the template described above.

The specifications will be at a common level and will be designed to be taught and assessed in a
minimum of 200 hours and structured or organised around strands and learning outcomes.

The specifications will be developed in alignment with the statements of learning, including that the
student:

 Creates, appreciates and critically interprets a wide range of texts (statement of learning 3)

 Creates and presents artistic works and appreciates the process and skills involved (statement of
learning 4)

 Recognises the potential uses of mathematical knowledge, skills and understanding in all areas of
learning (statement of learning 15)

 Devises and evaluates strategies for investigating and solving problems using mathematical
knowledge, reasoning and skills (statement of learning 17)

 Observes and evaluates empirical events and processes and draws valid deductions and
conclusions (statement of learning 18)

 Values the role and contribution of science and technology to society, and their personal, social
and global importance (statement of learning 19)

 Uses appropriate technologies in meeting a design challenge (statement of learning 20)

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 Applies practical skills as she/he develops models and products using a variety of materials and
technologies (statement of learning 21, all technology subjects)

 Takes initiative, is innovative and develops entrepreneurial skills (statement of learning 22)

 Brings an idea from conception to realisation (statement of learning 23)

 Uses technology and digital media tools to learn, work and think collaboratively and creatively in
a responsible and ethical manner (statement of learning 24)

It will be completed for autumn 2018.

The development of the specifications will:

 take account of current research and developments in the field of technology education, emerging
understandings of the content and nature of technology in the context of students’ stages of
development, and the need for alignment with the ongoing development of the literacy and
numeracy strategy.

 address continuity and progression. It will consider whether the technology subjects should be
taught from a broader, general base in first year with a particular focus on consolidation of
learning from primary school and on the development of students’ understanding of cross-
curricular links, skills and attitudes that the technology subjects can form when combined with
other subjects. For example, the use of problem based and inquiry based learning to solve
problems, apply research skills to project work with the inclusion of reflective practice and the
application of technology in our everyday lives.

 consider the appropriate balance between relevant craft and process skills, design skills, and
problem-solving skills., to help the students become more innovative and independent learners,
which is required by the evolving nature of the subjects. The relevance and scope of theory to be
included in the specifications should also be reflected in this evolution.

More specifically, the development of the new specifications will consider:

 how to encourage student engagement, inclusion and motivation within the subjects

 how practical, inquiry-based teaching and learning will be promoted within the subjects

 how the subjects will assist in the development of student self-directed learning

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 how to assist in the development of the concept of lifelong learning within the technology subjects

 assessment approaches that align appropriately with the learning outcomes of the specification

 how to develop students’ conceptual, collaborative and communication skills

 how to reduce the gender imbalance in the uptake of the subjects, the alignment between the
learning within the subjects and the rapidly evolving technology environment

 how design as a skill might be best embedded in each specification

 the role of ICT in the learning and teaching of the subjects

 which craft skills should be learned and how they can best be represented in the specification

 how to create a cohesive learning experience of the technology subjects

The work of the technology subject development groups will be based, in the first instance, on this
brief. In the course of its work and discussions, elaborations of some of these points and additional
points may be added to the brief.

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