Junior Cycle

In Art, Craft, Design you will have the opportunity to create images and objects using a variety of tools, materials and special equipment. To understand Art, Craft, Design it is important to make things yourself so that you learn and understand by doing.

What is Engineering ?

Engineering is the application of Science and Mathematics to solve real world problems. Engineers figure out how things work and find practical uses for scientific discoveries. Advances in Technology whether it is with modern computers or the latest smart phones or Aerospace or advanced Materials, it is only made possible and it becomes a reality due to the input from Engineers.

Junior Cycle Engineering

Junior Cycle Engineering is what used to be referred to as Metalwork. But there have been some changes. The new syllabus in broken down into 3 strands. Each strand incorporates a number of different aspects of Engineering Principles.

Useful Links and Websites

• www.twi-global.com/technical-knowledge/job-knowledge#/
• www.engineeringtoolbox.com/si-units-engineering-t_19.html
• www.discovere.org/discover-engineering
• www.studyclix.ie/resources/leaving-certificate/engineering
• www.engineersireland.ie/schools
• www.engc.org.uk/education-skills/ 

Junior Cycle Engineering Syllabus

Strand 1 – Processes and Principles

• Processes
• Tools and Equipment
• Materials and Properties
• Engineering (General)

Strand 2 – Design Application

• Design
• Project Management
• Research Activities

Strand 3 – Mechatronics

• Mechanisms and Structures
• Electronics
• Computers and ICT
• Microbit 

Any Key Dates / Documents:

Classroom-Based Assessments

CBA 1: Engineering in Action
The teacher’s judgement is recorded for the purpose of subject learning
and assessment review, and for the school’s reporting to parents and
students.
The CBA will be completed within a three-week period during term two
of second year.

CBA 2: Research and Development
The teacher’s judgement is recorded for the purpose of subject learning
and assessment review, and for the school’s reporting to parents and
students.
This CBA will inform the student’s work under the Project assessment.
The CBA will be completed within a three-week period during term one
of third year.

Weighting

• Project 70%
  Will be specified and marked by the State Examinations
  Commission annually.
• Written examination 30%
  Set and marked by State Examinations Commission.

The English curriculum at Junior Cycle aims to educate students to use language in a variety of forms effectively, expose students to a wide range of literary and digital formats and to improve oral and written communication.
 
 Any relevant links i.e useful revision websites:

•  Studyclix.ie
• Examinations.ie
• Sparknotes.com

A breakdown of the syllabus in plain English. 
 
1st Year

In 1st year students will be introduced to the literary forms that they will be learning in both Junior Cycle and Senior Cycle English. The 1st year course aims to give students a solid grounding in a wide range of literary formats. Students will study a variety of poems, drama extracts, novels & novel extracts and media formats that will lay the building blocks for their study of prescribed material in later school years.
 
2nd and 3rd Year

In both 2nd and 3rd year students will continue their learning of language. Students are required to study a selection of poetry, two novels and two dramas. Students will study media formats also. The new Junior Cycle course contains Classroom-Based Assessments, or CBAs which are assessments that form part of the student’s Junior Cycle grade alongside the written exam.

In 2nd year students will undertake their CBA , an oral language communication task in which they will give an oral presentation on a topic and in a format of their choosing. Throughout 2nd year, students will produce work that they will edit under the guidance of a teacher. These edited works will be collected in the student portfolio which are then used as exemplars of work for their CBA 2 Collection of Texts.

Students will then undertake an Assessment Task as the final part of their CBAs.

Any key dates / documents for each of the coursework elements for each year:
 
CBAs
 
Please note that for the student cohort 2018 – 2021, revised assessment arrangements for the completion of CBAs apply. In summary, in the exceptional circumstances prevailing, students from this cohort will be required to complete one Classroom-Based Assessment in the subjects taken rather than the usual two.
 
(For this year’s 3rd years)
 
▪ the school management and its teachers, in discussion where feasible with students, will choose which CBA to complete for each subject. However, there will be some exceptions to this choice: 
 
-as they are linked in each case with the final examination in the subject, students studying Visual Art, Home Economics, and Music must complete CBA 2
 
Key Dates
 
Prescribed texts for students cohort 2018-2021, 2019-2022 & 2020 – 2023 - https://www.curriculumonline.ie/getmedia/d97431bc-e9f9-4896-b953-989631c871ce/JC_English_Text_List_2018-2023.pdf
 
Curriculum Specification – https://www.curriculumonline.ie/getmedia/69300aa1-104d-463b-bde8-6af571bea553/Jr-Cycle-English-Spec.pdf
 
Curriculum online - https://www.curriculumonline.ie/Junior-cycle/Junior-Cycle-Subjects/English-(1)/Rationale/

Junior Cycle French aims to develop communicative language skills for a basic user. It aims to enable students to develop their appreciation of French, by encouraging them to actively engage in language activities and tasks, developing the ability to understand written and spoken language, and to communicate effectively and confidently in French. They will use digital technologies to access information related to the target language and culture, and to engage with a range of formats (written, audio, video).

Relevant links / useful revision websites:

• https://www.studyclix.ie/Blog/Show/how-to-get-a-distinction-in-junior-cycle-french
• https://www.frenchnotes.ie/free-junior-cert/

Goals: 
Students will develop their communicative skills through listening, reading, writing and speaking. Students will learn how to use appropriate structures and vocabulary for the purposes of communication, both written and oral. They will also learn about France, it’s traditions and culture.

Any key dates / documents:

Junior cycle French includes two Classroom-Based Assessments. CBA’s will relate to the students’ work during second and third year of junior-cycle education. CBA 1 occurs in second year and is for the student to demonstrate the skills of oral production and oral interaction. CBA 2 is a student language portfolio that will include a broad range of items, such as written texts, projects, audio-visual materials, learning logs, student reflections and learning goals from first, second and third year.

Junior Cycle Irish builds upon the language developed during primary education. The learner’s vocabulary is both reinforced and enriched at this stage and the language skills (listening, speaking, reading, spoken interaction and writing) are further developed. Emphasis is placed on promoting and developing awareness: language awareness, cultural awareness as well as student self-awareness as a language learner. 

There are currently two Irish syllabuses at junior cycle. In Irish-medium schools, Irish is the working language of the school and Irish L1 is taught as a subject. In English-medium schools, English is the working language of the school and Irish L2 is taught as a subject.

A candidate may take the examination at one of two levels i.e. Higher Level or Ordinary Level.

Students complete two classroom based assessments (CBA’s) in 3rd year. CBA 1 is reported on the JCPA (Junior Cycle Profile of Achievement). CBA 1 takes place in October-November of 3rd year. This assessment task involves choosing pieces from the students language portfolio and reflecting on these pieces. CBA 2 is worth 10% of the final grade and is based on the presentation of any chosen topic from the Irish syllabus. This usually occurs between January and March of 3rd year. The CBA’s are a fantastic way of reinforcing the language and enables the students to grow in confidence with it also.

Link to online syllabus:

https://curriculumonline.ie/getmedia/40d9a3cb-f6a6-47b0-9b7b-ed5163b17c77/JC-GAE-L2_final-specification.pdf

Junior Cycle Geography focuses on developing students’ knowledge and skills to explore and understand the world around us, our role within it and recognise the interconnections amongst systems. This is achieved through the three interconnected strands: Exploring the physical world; Exploring how we interact with the physical world; and Exploring people, place, and change. 
 
Any relevant links i.e useful revision websites:

• https://curriculumonline.ie/getmedia/2a7a8d03-00e6-4980-bf20-f58def95688f/JC_Geography-en.pdf
• https://twitter.com/jctgeography?lang=en
• https://www.jct.ie/geography/geography
• https://www.scoilnet.ie/go-to-primary/theme-pages/geography/
• https://www.bbc.co.uk/bitesize/subjects/zcdqxnb
• https://www.youtube.com/watch?v=64R2MYUt394&ab_channel=Netflix

A breakdown of the syllabus in plain English:
 
The aim of Geography is to stimulate curiosity in students about the world around them.
 
To acknowledge  how we  interact with our world and to recognise the interconnections between systems.
 
To  create opportunities for students to read, analyse, investigate and communicate with their immediate environment and wider world. 

Any key dates / documents for each of the coursework elements for each year:
 
Classroom-Based Assessment 1: Geography in the news
CBA- Geography in the news Structured inquiry through a response to a recent geographical event(s)
Format Reports: which may be presented in a wide range of formats.
Student preparation: At the end of a three-week period students will report
on their inquiry, based on a recent media source, relating to a geographical event
Completion of assessment: First or Second term of second year.
Classroom-Based Assessment 2: My geography
 
Classroom-Based Assessment 2: My Geography
CBA - My geography: Structured inquiry into a geographical aspect(s) in a local area.
Format: Reports which may be presented in a wide range of formats.
Student preparation: Students will, over a three-week period, investigate geographical aspects in a local area.
Completion of assessment: First term of third year.
 
State Examination - One paper - Common Level. 

Did you know there are over 90 million native German speakers in Europe? German is one of two modern languages offered in Ringsend College. We aim for students to understand German and communicate through the target language to the best of their ability.

Our goal is to enable students to handle practical, everyday situations through the medium of German and to give them the confidence and foundations necessary to cope with the language, should they choose to pursue their studies, work with one of the many Irish-based German companies, or indeed work or spend time in a German-speaking country at a later stage.

In First Year we start at the beginning. A wide range of themes is covered (details about myself, where I live, family and friends, school, hobbies, expressing opinions, in town, sport). Students are encouraged to understand, speak, read and write the language to the best of their ability, using a variety of media, the textbook and authentic materials.

Focus is placed upon the following areas:

Oral German
As a language is primarily spoken, the emphasis is placed on spoken German. Many words are similar to English, and students are encouraged to communicate in German to the best of their ability. Use of the target language is encouraged in the class. By the end of First Year, students will have built up a good range of vocabulary, which will enable them to ask questions and maintain a basic conversation in German.

Aural Work
Listening to spoken German helps to reinforce and revise the material being learned. It also helps students to improve their pronunciation and familiarises them with a range of authentic accents.

Written German
Themes covered will again be based on everyday practical situations. During the year, students will have built up a range of vocabulary and sentences from their reading, enough to write a simple letter to a pen pal.

Landeskunde/ General knowledge
This is an essential aspect of language learning. As well as learning a language, students will also start to learn about the countries in which the target language is spoken e.g. customs and festivals, comparing aspects of life in Ireland with those of German speaking countries.

Assessment
In addition to school Christmas and summer exams, there will be class tests to check each student’s progress. Written, oral and aural German will be tested. Above all, we emphasise that students do their best and enjoy learning German.

Viel Spaß beim Lernen!

Junior Cycle Home Economics develops the knowledge, understanding, skills and values necessary achieve optimal, healthy and sustainable living for every person as an individual, and as a member of families and society. It is studied through three interconnected strands: Food, Health and Culinary Skills; Responsible Family Living; and, Textiles and Craft.

Relevant links

• Studyclix.ie
• Examinations.ie
• Bbcgoodfood.com
• Odlums.ie
• https://apps.apple.com/us/app/room-planner-home-design-3d/id1076159017

The syllabus

Strand 1: Food, health and culinary skills
This strand focuses on developing students’ food, health and culinary skills. Students are enabled to develop a healthy, sustainable attitude and positive relationship with food through practical experiential learning. They apply their understanding of nutrition, diet and health principles in order to adopt a healthy lifestyle and make informed decisions that impact the health and wellbeing of themselves as individuals as well as within their families. The application of practical food and health literacy skills is integral to this strand and includes menu planning; shopping; cooking; health and safety food skills; portion control; reading food labels; dietary analysis; costing; sensory analysis; and food waste.

Strand 2: Responsible family living
This strand enables students to explore, from a systems perspective, responsible family living. Students develop an understanding of the different forms and role of families as the core social unit. They develop an understanding of the role of the family in the development of the child in a safe and nurturing environment. Students develop lifeskills to enable them to manage resources responsibly and sustainably in the home, family and community. They are facilitated to become discerning, competent consumers who are able to apply effective decision-making skills in everyday contexts in the home and community. Enabling students to become responsible and have a caring attitude towards other individuals, family members, society and the environment is integral to this strand.

Strand 3: Textiles and craft
This strand focuses on developing students’ textile skills, knowledge and creativity. Practical
textile and craft skills are integral to this strand and include hand and machine sewing skills,
and fabric texturing and embellishment techniques. Students are enabled to make sustainable decisions as consumers in the choice and maintenance of clothing and textiles. Students will apply the design brief process in designing and making a textile item for an individual or the home.

4. Any key dates / documents for each of the coursework elements for each year.
Please note that for the student cohort 2018 – 2021, revised assessment arrangements for the completion of CBAs apply. In summary, in the exceptional circumstances prevailing, students from this cohort will be required to complete one Classroom-Based Assessment in the subjects taken rather than the usual two.

(For this year’s 3rd years)

The school management and its teachers, in discussion where feasible with students, will choose which CBA to complete for each subject. However, there will be some exceptions to this choice:

 - as they are linked in each case with the final examination in the subject, students studying Visual Art, Home Economics, and Music must complete CBA 2

The Junior Cycle history course is a wide-ranging and comprehensive programme, spanning 9,000 years of world history.
Beginning with our roots in ancient Ireland, the course weaves an intricate tapestry of the past throughout the millennia,
ending at the close of the 20th Century.
A focus on both cultural and political history allows students to explore the ordinary people of the past alongside the ‘big’ events and ideas of history,
helping to develop an appreciation for our cultural heritage as well as developing an understanding of key concepts, such as change and continuity,
cause and consequence and historical significance.
The course aims to provide students not only with a broad understanding of our past, but also with an understanding of the nature of history
and the difficulties faced by historians in reconstructing the past. Students will practice source analysis, synthesising information and thinking critically
and independently in order to make reasoned judgements. A commitment to objectivity and fairness is promoted throughout the course,
in turn helping students
to become more active and engaged as democratic citizens.

Useful websites:

• http://www.examinations.ie/
• www.scoilnet.ie
• www.studynotes.ie
• www.historylearningsite.co.uk/
• www.youtube.com/channel/UCwSRyMOwB_mw8ZFmyiRPS7g
• www.eyewitnesstohistory.com
• www.examinations.ie
• www.bbc.co.uk/history
• www.spartacus-educational.com

Music 

Music aims to contribute to the development of artistic awareness and understanding, self-expression, self-esteem, imagination and multicultural sensitivity, and therefore, to the development of the whole person. Students will develop the knowledge, skills and understanding necessary to produce and engage with authentic and original music, that is both theirs and the music of others. In doing so, they will develop the music literacy, critical skills and language necessary to engage with today’s musical world.

• Students will complete a composition portfolio in 2nd year for their CBA.
• In 3rd year students will perform 3 pieces of music which makes up 30% of their overall grade.
• The final exam, at the end of 3rd year, is worth 70% of their grade.

A new Junior Science course was introduced in September 2016.

Junior Cycle Science focuses on the development of students’ knowledge of and about science through the unifying strand , Nature of science, and the four contextual strands: Physical world, Chemical world, Biological world, and Earth and space. It has been designed for a minimum of 200 hours of timetabled student engagement across the three years of junior cycle.

The purpose of Physical Education is to provide a safe environment for young people to explore different activities and to learn more about their own health and wellbeing. Physical education recognises the mental, emotional as well as physical needs of the students are important for human development.

At Junior Cycle students will be taking part in a variety of different sports and activities which will challenge our students to improve their skills and knowledge.

• Adventure activities
• Aquatics
• Athletics
• Invasion games (football, basketball etc)
• Gymnastics and Dance
• Health Related activity
• Net and field games (badminton, rounders etc)

 During transition year our students are given the opportunity to take part in activities which are not offered to the rest of our classes and to work with outside organisation.

At senior cycle students will continue with what they learned at Junior cycle, focussing more on tactics and game play. 

Religious education

Religious Education promotes the holistic development of the person.  It facilitates the intellectual, social, emotional, spiritual and moral development of students.. It encourages students to reflect, question, critique, interpret, imagine and find insight for their lives.  

Religious Education supports the development of students by helping them-to explore how religious and other beliefs are expressed; engage with life’s big questions; and reflect on moral values for life.  

As students learn to live in a multi-denominational world, Religious Education has a critical role to play in the curriculum in providing opportunities for students to consider the variety of religious beliefs found in Ireland and elsewhere.  It encourages respect and understanding of different beliefs, perspectives and ways of living. 

Religious Education helps to equip students with the knowledge, understanding, skills, attitudes and values to support their life journey and enable them to participate in their communities and in the world as informed, respectful, responsible and caring members of society.  

Websites:

https://www.jct.ie/religious_education/religious_education 

https://www.curriculumonline.ie/Junior-cycle/Junior-Cycle-Subjects/Religious-Education/ 

SPHE

 Social Personal and Health Education (SPHE) provides opportunities for teaching and learning to take place that are directly related to health and wellbeing. SPHE aims to develop students’ positive sense of themselves and their physical, social, emotional and spiritual health and wellbeing. It also aims to build the capacity of young people to develop and maintain healthy relationships.

The aims of SPHE: 

• To enable the students to develop skills for self-fulfilment and living in communities
• To promote self-esteem and self-confidence
• To enable the students to develop a framework for responsible decision-making
• To provide opportunities for reflection and discussion
• To promote physical, mental and emotional health and well-being

Websites :

https://pdst.ie/SPHE

https://sphe.ie/ 

https://www.curriculumonline.ie/Junior-cycle/Short-Courses/SPHE/ 

Civic, Social and Political Education is part of JCSP in all post-primary schools. One class period per week is allocated over the three years of the Junior Cycle.

Aims

To make students aware of the civic, social and political dimensions of their lives and the importance of active participation in it.
Encourage students to apply positive attitudes, imaginations and empathy in learning about other people and cultures.
Enable students to develop their critical thinking skills in the area of human rights and responsibilities.
Develop knowledge and understanding of processes taking place at all levels of society which lead to social, political and economic decision-making.