5.2.1 Programmes

5.2.1 Programmes

The continued implementation of the Junior Cycle Framework has led to positive developments in classroom practices; the sharing of good practices among teachers will be a key factor in maintaining momentum

One of the major changes in post-primary education over the period covered by this report has been the continued implementation of the Junior Cycle Framework, with the various subject specifications being rolled out on a phased basis. With all of the subject specifications now in place, it is timely to look at some of the emerging findings from inspections in relation to how the roll-out of the framework has impacted on classroom and planning practices.

Inspection findings show that group work has become much more prevalent in lessons. This is a very welcome development as group work can facilitate more active learning, deeper engagement with subject matter and the improvement of collaborative skills. To build on the progress so far, inspectors advised teachers and subject departments in a considerable proportion of schools to make sure that the use of group work was planned and thought through carefully to ensure it aligned clearly with the objectives of lessons.

While the move towards a ‘key skills’ approach to teaching and learning was evident in many lessons, inspectors reported that the learning intentions of lessons often focused on the content to be delivered, rather than on the explicit teaching key skills. Furthermore, in some plans provided by subject departments, the focus was on the coverage of content, rather than on the intended learning outcomes.

Inspectors noted that teachers had made significant advances in the use of student self-assessment and peer-assessment in junior cycle lessons. These practices enable students to review their progress and are important in helping them in the next steps of their learning. To build on this, it is important that teachers incorporate the explicit teaching of assessment skills and the modelling of quality judgements into their classroom practice. Inspectors observed the development of very good practice in this area in some subject areas. The sharing of expertise across subject departments will, therefore, be a key factor in the further development of practice in this area.

Enabling students to learn and consolidate concepts, and to apply their learning in new contexts is an important aim of the changes in methodologies emphasised in the revised junior cycle curriculum. Being able to apply learning in this way is also important if students are to achieve their full potential in classroom-based assessments (CBAs). Therefore, teachers have to exercise great care in designing suitable tasks for all students to complete.

It was also noted that the process of task design could be strengthened considerably by greater collaborative practice and sharing of expertise among teachers, for example, through the subject department planning process. While it is clear that collaborative practice with regard to subject department planning has continued to develop, inspectors found that department plans often lacked full alignment between learning outcomes, pedagogy, success criteria, assessment tasks and feedback. Improving this alignment in subject department plans should further support task design for lessons by individual teachers.

During the COVID-19 pandemic, most schools moved to the use of common, single, digital platforms across classrooms, and both teachers’ and students’ digital skills developed significantly, often reflecting the digital key skill elements in the Junior Cycle Framework. It will be important to build upon these successes in the coming years.

While the initial roll-out of the Junior Cycle was met with some resistance from various education stakeholders, including teachers, the experience of Junior Cycle in practice has led to much more positive feedback over time. COVID-19 imposed unwelcome restrictions on teaching methodologies, for example group work. However, education partners reported a general shift in mind-set and an increasing recognition of the value of the teaching, learning and assessment approaches promoted by Junior Cycle.

Inspectors noted issues associated with over-assessment during Junior Cycle in some schools. With the addition of CBAs to the school calendar, there was an opportunity for schools to rethink their overall approach to assessment. While many availed of this opportunity, in some schools the CBA became an add-on to an already taxing assessment regime, often weighted heavily towards termly summative assessments. As we emerge from COVID-19, schools should take the opportunity to reflect on their overall approach to assessment. This reflection should take into account the need to allow space for continuous assessment without the unnecessary burden of overly-frequent summative assessments.

Transition Year remains a successful element of senior cycle provision

Transition Year has been one of the major innovations in Irish education. Although Transition Year is an optional year in most schools, more than seven in ten students opt into the programme.

Transition Year is designed to act as a bridge between Junior Cycle and Senior Cycle, and provides an opportunity for students to experience a wide range of educational inputs, including work experience, over the course of a year that is free from formal examinations. The programmes are designed at school level, within guidelines developed by the Department, and are based on a multi-layered approach. The content of each aspect of the programme varies between schools depending on location, the number of participating students, and access to co-curricular and extra-curricular activities.

The closure of schools in 2020 and the restrictions on co-curricular and extra-curricular activities resulting from COVID-19 were especially challenging in the context of Transition Year. In particular, there were significant difficulties for students in securing work experience which, for many students, is a core learning activity in Transition Year. Schools had to adapt their programmes and were provided with guidance from the Department to support them in doing so in a COVID-19 context.

In late 2016, the National Council for Curriculum and Assessment (NCCA) commenced a review of Senior Cycle education. Part of this review process focused on exploring pathways and flexibility in Senior Cycle, and the types of learning experiences teachers, students and parents would like to see. The many strengths of Transition Year were identified during the review, including the rich opportunities for students to mature and develop personally and the wide range of subjects and learning experiences available. The programme is seen as most inclusive of a wide range of talents and abilities.

Leaving Certificate Applied uptake has levelled off; there is a need for further research into the outcomes for students studying the Leaving Certificate Applied programme

The Leaving Certificate Applied (LCA) programme continues to be an option that is availed of by approximately 3,000 students annually on entry into fifth year. While the uptake of the programme has fluctuated slightly year-on-year since 2016, there is no clear trend of increase or decrease evident in the proportion of students opting for the LCA programme. However, from a peak uptake of 7.3% in 2004, uptake in 2016 and 2017 was just 5% of the senior cycle student cohort.78

LCA provides students with a more varied range of assessment modes and, hence, allows students to demonstrate their knowledge and skills in a variety of ways. Assessment in LCA is spread out over the two-year period, relieving pressure on students in the final examination. While the programme is currently taken by some students who are likely to find the established Leaving Certificate too challenging, the methodologies and assessment modes used in LCA are likely to be of value to all students.

Economic and Social Research Institute (ESRI) research conducted in 201979, showed that, while students and parents spoke favourably about the continuous assessment approach adopted in LCA, there were some concerns about the perceived stigma attached to the programme and the feeling of segregation from other students in the school. This is compounded by the restrictions in many schools that prevent LCA students taking one or more subjects from the established Leaving Certificate programme. For example, only a tiny number of LCA students take Leaving Certificate Mathematics, despite this being a requirement for entry to many third-level education programmes and jobs. The lack of a wide range of progression opportunities for LCA students into higher education is a concern. The forthcoming reform of Senior Cycle will present an important opportunity to address this inequity. At the same time, it will also be important to ensure that the broader approaches to teaching, learning and assessment that are currently used within LCA are maintained and made available to a wider range of students, while promoting the full inclusion and engagement of all students. Data from an Inspectorate survey of parents in the first half of 2020 indicates that many LCA students disengaged from their learning during the initial period of school closures, when compared with other senior cycle students.

78 National Council for Curriculum and Assessment (2017) Leaving Certificate Applied Programme Discussion Paper. Available at: https://ncca.ie/en/resources/leaving-certificate-applied-discussion-paper/ 79 Smyth, E., McCoy, S. and Banks, J. (2019) Student, Teacher and Parent Perspectives on Senior Cycle Education. Available at: https://www.esri.ie/publications/student-teacher-and-parent-perspectives-on-senior-cycle-education