3.
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’
4. Staff profile
Phasing up to 2016
Leaving Cert.
connection
Assessment -60:40
Raising the bar and
narrowing the gapconsistency!
Timetable issues
Taster problemsclass size
Level of
engagement after 6
wks
E-portfolioscomputer access
Texts
5. Group
Characteristics
Ready-to-go •Eager to try new things
group
•Enjoy working with colleagues
•Confident
•About 10%-20% of staff
Wait-andsee group
•Eager to improve but cautious
about change
•Looking for quick signs of success
•About 60%-80% of staff
Put-on-thebrakes
group
•Want nothing to do with initiative
•Satisfied with their work as it is
•History of resisting initiatives
•About 10%-20% of staff
Challenges for
Tips for
working with working with
this group
this group
6.
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
7. SIXTH CLASS
JUNIOR CYCLE
Number
Number (strand 3)
Measures
Geometry and
Trigonometry (strand
Shape and Space
2)
Data
Statistics and
Probability (strand 1)
Algebra
Algebra /Functions
(strands 4 and 5 )
8.
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.
13.
They study subjects they like!
There are lots of practical activities.
Where there is group work.
When teachers care.
14.
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)
18. The focus is
on...
•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
18
19. Learning
•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?
19
21. A new Framework for Junior Cycle?
Assessment
• 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?
22. A new Framework for Junior Cycle?
Qualifications
• 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?
The same survey from two additional schools, a Vocational School and a Girls Secondary SchoolIt is the DES intention to band results from similar schools in order to provide a benchmark, but this is, obviously, fraught with difficlutiesIf we were to generalise by school type, can we extrapolate any information by comparing the three graphs?Although it would need further investigation the variation between teaching in Primary and the DEIS Vocational School is less pronounced than the other two
ALN booklet-spotted ages before by Principals and Deputy Principals! Askeaton.
Variation by social mix but variation within groupsTake-up in second year may yield key insights into later achievement and other outcomes.
