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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!