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CA1 Professional Studies -

2014-2015

Professional Studies- Junior Cycle Reform

Name of Student:
Article/Reading:
Date of Submission:

Toms Spellman
Towards a
Framework for
Junior Cycle
08/12/2014

1. CONCISE SUMMARY OF READING

The aim of this article issued by the National Council for Curriculum and Assessment
(NCCA) is to outline the ideas, rationale, its visions and values, assessment of learning and
qualifications of the new junior cycle reform. It aims to focus on the students making a
greater connection with learning and improving the quality of learning that takes place. It
strives for better literacy and numeracy in the classroom and sets sights on improving the
skills of literacy and numeracy in the context of learning and the curriculum as well as
developing the learning skills that will assist them in meeting the challenges of life beyond
school, of further education, and of working life.
The document sets out the visions, values and principles of the junior cycle. They are
designed to assist the school in reflecting on junior cycle education and in planning junior
cycle programmes. Its vision is to place students at the centre of the educational experience,
enabling them to actively participate in their communities and in society and to be resourceful
and confident learners in all aspects and stages of their lives. The fundamental values of the
junior cycle education are equality and inclusion, justice and fairness, freedom and
democracy and respect for human dignity and identity. The junior Cycle principles focus on
quality, wellbeing, creativity and innovation, choice and flexibility, engagement, inclusive
education, continuity and lifelong learning.
It gives an account of what exactly the students will do and the rationale for change. This is to
place a greater emphasis on the learning and the quality of that learning and on the roles of
teachers and students. In the first year of the cycle the challenge is described as progress as
research shows that most students make little progress in the key areas such as reading and
mathematics in first year and some even regress. In second year the challenge is purpose.
Students are not sure of the purpose of second year as it is not an official exam year. Some
students become disengaged and this becomes worse in the years ahead. In third year the
challenge is product. Student learning becomes focused on the examination and teachers and
pupils focus on covering the coursework at the expense of deep learning.
The text outlines what the students will learn which is described in the 24 statements of
learning. The statements do not set out everything the student can learn in the junior cycle
and will provide a basis for schools planning and evaluating their junior cycle programmes.

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CA1 Professional Studies -

2014-2015

The statements describe what is essential for the pupils to know and understand and provide a
broad account of what the junior cycle will entail.
The document describes the curriculum components on engagement with the statements of
learning. These include the subjects, short courses, and for the small group of students
working towards a Level 2 qualification, Priority Learning Units (PLUs). Most subjects will
be based at a common level apart from English, Irish and Maths which will be set at two
different levels. The common subjects will be designed for approximately 200 hours of
student engagement and English Irish and Maths will be designed for a minimum of 240
hours of engagement. Short courses were introduced to connect schools with their
communities. They will be designed for approximately 100 hours of learner engagement and
schools will develop their own short courses to a template designed by the NCCA. There are
five PLUs.
In conclusion, the document is an outline of what the junior cert cycle reform entails. It
describes clearly what exactly is going to be changed and the rationale for the change.
According to the research provided, literacy and numeracy are key areas of concern that need
to be improved. It also aims to focus the students on making a greater connection with the
learning and developing skills that will help them in challenges in school, further education
and working life. Overall the reform will see a more practical and functional examination for
the future generations of Ireland. Hopefully students will learn life skills rather than having a
life focused around high pressure exams.

2. CRITICAL REFLECTION

I found the document to be interesting and insightful. I could relate the rationale for change to
my own junior cycle years ago. I remember that it was all about settling in during first year,
in second year I was confused as to what its purpose really was, and in third year I completely
focused on rote learning for my exams. The research outlined in the text fully reflected my
own experiences in school and therefore I fully agree with the changes and rationale of the
reform. I believe that students should focus on the learning and make a greater connection
with the learning. I think this will be effective as it will enable students to develop skills and
in school, further education and in the working world.
The article is very well laid out and provides solid information based on facts and figures.
The language is easy to understand which makes the text clear and concise. It is logically
structured beginning with the ideas and rationale of the reform, and its visions and values of
the cycle. It then specifics what learning is going to take place and how the learning will be
organised and the different subjects they can choose from. The 24 statements of learning are
very clear in what they set out and logically explains how the learning is assessed and the
qualifications of the junior cycle. The use of tables, graphs, and colour is very effective at the
end of each chapter which visually describes what was written previous to that. These are
very useful particularly for visual learners who may struggle to interpret large amounts of text
that are shown. There is a large amount of information and text given in this document and I
feel by using these tables and other visual aids, they break the article making it more
approachable and reader friendly. This is one of the strengths of the article.
Personally, I feel that it is a large project to get up and running with every school but I feel
that it will be very successful and beneficial for all students if it gets the correct funding and

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support from parents, teachers and students. It does however raise the question for me that
many older teachers have become accustomed to their ways and teaching techniques. How
will this reform affect these teachers and will it result in these teachers in having to get
special training to accommodate for the change? Many teachers support aspects of the
proposals but many others challenge the merit behind them. Many are concerned about
implementing the change proposed at system and school level, especially in this time of
austerity. I think the running of pilot schools is a good idea but there will more than likely
need to be more done to cater for the teachers who have not done any training in this area. In
an article from the Irish times (2014), the pilot schools fall into the adventurous category.
The general secretary of the Association of Secondary Teachers Ireland (ASTI) Pat King
added that the one day of in-service training to be provided for teachers of English, the first
subject to change curriculum, was totally inadequate (King, 2013). This document by the
NCCA can be a starting point but I cant imagine it will be enough. This opinion was
reflected with the recent strikes that took place on the 2nd of December 2014. According to a
newspaper article from the Irish Times, Gerry Quinn of the TUI has denied the strikes are
related to pay and conditions (Irish Times, 2014). The strike is about the internal marking of
students continued assignments however Minister of Education Jan OSullivan has described
school-based assessment as integral to reform of the junior cycle (Irish Times, 2014). My
opinion is that if the reform is going to be successful, all teachers will need to come on board
and accept the new terms of the Junior Cycle.
In addition, I feel that many schools are disadvantaged, lacking in resources which could be
problematic. When I researched more on this I noted that general secretary of the Teachers
Union of Ireland, John MacGabhann made a similar point. We also believe that small
schools or schools in communities worst hit by the recession could be particularly
disadvantaged in the proposed new process (MacGabhann, 2013). The general concensus
from schools are that they feel they are not ready for the change. They feel as if they are not
prepared. Pat King said 50 per cent of principals believe schools dont have the capacity to
deal with the reforms. This is a worrying statement as the cycle is due to take its course in
2014.
However, I think if this new junior cycle is organised and orchestrated correctly it will lead to
a more accurate means of student assessment. I think it will be very beneficial for all students
to be continually assessed in this way as opposed to final exams in third year. Therefore,
students will be more motivated in first and second year as well as third year as they will
realise that their results will depend on their overall effort throughout the junior cycle as well
as address the problems of rote learning and curriculum overload while providing for greater
creativity and innovation.
I noted that one of the key aims of this reform is to focus, emphasise and improve on literacy
and numeracy in the classroom. As we know they are two very important aspects of education
in Ireland today that constantly need to be improved on.-particularly seen as Ireland is found
to be performing below average according to the OECD report carried out in 2009. However,
I didnt note any references in the text to either graphicacy or oracy which I believe are of
equal importance. Interpreting graphs and tables can be difficult to understand for some
students and I feel there is not enough emphasis placed on this in education nowadays. I
suggest that emphasis is placed on it similar to the numeracy and literacy. Likewise, oracy is
an everyday skill that should be emphasised. I believe it shouldnt be completely up to the
maths teachers to focus on graphicacy and English teachers for oracy; it should be
highlighted and stressed in every single class the students attend.
From my reading of this document, I have learned that education is always changing in an

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2014-2015

effort to progress and move forward. As teachers we must move with the change and facilitate
the best possible learning environment for students. I intend to teach my classes in the future
in accordance with the 24 statements of learning, in an attempt to help students reach their
full potential and guide them to self actualisation which is the vision of Abraham Maslows
hierarchy of needs. If this Junior Cycle is to work, all teachers must agree to its terms and
stop protesting if we are to progress on the matter. Education is always changing and we
should move with the change.

3. LIST OF REFERENCES

Bibliography
Irish Times. (2014, December 3). Teachers on Strike and Junior Cycle reform.
Retrieved 12 10, 14, from The Irish Times:
http://www.irishtimes.com/opinion/letters/teachers-on-strike-and-junior-cyclereform-1.2022931
Irish Times. (2014, 12 1). Unions eye comprimise but teachers' strike to go ahead.
Retrieved 12 3, 2014, from Irish Times:
http://www.irishtimes.com/news/education/unions-eye-compromise-but-teachersstrike-to-go-ahead-1.2020410
King, P. (2013, November 25). Irish Times. Retrieved from
http://www.irishtimes.com/news/education/serious-concerns-raised-by-unionsover-junior-cycle-changes-1.1606673
MacGabhann, J. (2013, November 25). Irish Times. Retrieved from
http://www.irishtimes.com/news/education/serious-concerns-raised-by-unionsover-junior-cycle-changes-1.1606673