Curriculum

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. 

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

The Maths specification include learning outcomes across a unifying strand which permeate all the other strands: Number, Geometry and trigonometry, Algebra and functions and Statistics and probability. In each strand of the specification the learning outcomes associated with a particular mathematical idea have been grouped together thus supporting the conception of mathematics as an interconnected body of ideas and reasoning processes that students explore collaboratively with their teachers and their peers. In addition, the grouping makes explicit the cumulative nature of mathematics.

 There are also new assessments which offers students a chance to demonstrate their achievement as creators of mathematical reports. Teachers, students and parents will be able to check progress by logging in to examples of student work where they will see the range of annotated examples of work that students in junior cycle Mathematics create and see the learning outcomes in action.

English in junior cycle aims to develop students’ knowledge of language and literature, to consolidate and deepen their literacy skills and make them more self-aware as learners.

The specification sets out clear expectations for students, across the three integrated strands of oral language, reading and writing. 

The Science specification include learning outcomes across the unifying strand, Nature of science, and the four contextual strands: Physical world, Chemical world, Biological world and Earth and space. There is a new focus given to the Nature of science which aims to promote greater engagement and thinking about how science works; carrying out investigations, communicating in science, and the role and contribution of science and scientists to society. 

There are also new assessments which offers students a chance to demonstrate their achievement as creators of scientific research reports. Teachers, students and parents will be able to check progress by logging in to examples of student work where they will see the range of annotated examples of work that students in junior cycle Science create and see the learning outcomes in action.

Geography is the study of the Earth’s landscapes, peoples, places, and environments. It adheres to the scientific method and pursues scientific principles and logic. The study of geography empowers the person to explore and understand the world around them. Engagement with the subject promotes a deep understanding of people and place.  Students develop the skills to read their environment, enabling them to interpret the physical landscape, observe climatic events with an informed eye and discuss world events in a knowledgeable manner. 

Learning in geography supports students in making informed decisions, giving the ability to make valuable contributions to the economic, social, and cultural life of their communities, localities and countries.  

The study of history is about exploring human experience over time and how that experience has shaped the world we live in today. By asking questions of available evidence, students of history can make rational, informed judgements about human actions in the past and examine why people were motivated to act as they did and the effects of these actions. 

Studying history develops our historical consciousness, enabling us to orient ourselves in time and place our experiences in a broader framework of human experience.  Being historically conscious transforms the way that we perceive the world and our place in it, and informs how we see the future development of the world.

Wellbeing in junior cycle is about young people feeling confident, happy, healthy and connected.  PE contributes to the Wellbeing  by providing learning experiences which support students in being better able and more motivated to include regular physical activity in their lives, thereby contributing to their overall experience of wellbeing

Junior Cycle Religious Education focuses on developing knowledge, understanding, skills, attitudes and values to enable young people to come to an understanding of religion and its relevance to life, relationships, society and the wider world. The course is built around three interconnecting strands: Expressing Beliefs, Exploring Questions and Living our Values.  

Learning in SPHE aims to help students to

• build self-awareness and positive self-worth

• develop the knowledge, understanding, skills, dispositions and values that will support them to lead fulfilling and healthy lives

• feel empowered to create, nurture and maintain respectful and loving relationships with self and others

• enhance their capacity to contribute positively to society

Teaching and learning within the SPHE curriculum is designed to be appropriate for the age and stage of development of students, whether in first year, second year or third year. This is based on research and the extensive public consultation.

The CSPE course has three strands, rights and responsibilities, global citizenship and exploring democracy. There is a strong focus on student action aimed at giving students an experience of active citizenship.

CSPE is an important part of the wellbeing programme within junior cycle as it enables students to feel connected to and take responsibility for the wellbeing of others. It also develops students' confidence, agency and engagement, important wellbeing characteristics.

Computers are an everyday part of modern society. Software systems allow us to communicate, calculate, create, design, learn and play. Through gaining an understanding of how these digital systems work students will build up a bank of knowledge for use in the creation of their own programs.

Young people are growing up in a globalised and dynamic world. New opportunities and challenges will emerge in their lifetimes that are virtually unimaginable today. Developing technologies, environmental and societal challenges, demographics, global competition and changing consumer demand will drive these changes. Studying business helps to equip students with the understanding, skills and attitudes to participate fully in an interconnected world.

Business studies encourages students to develop an appreciation of how their lives are shaped by economic and social factors.  They are enabled to make informed decisions, to better manage their personal financial resources and to be adaptable, creative, and enterprising. Business studies also improves their knowledge and understanding of good business practice and of business as a productive activity.

Entrepreneurship enhances the quality of our collective and individual lives, often changing the way we work, communicate and live. Business studies provides an awareness, insight and positive attitude to entrepreneurship, demonstrating how it can improve our goods, services and institutions.

Business studies encourages students to develop skills for learning, skills for work and skills for life. It supports the development of analytical and critical thinking skills, encouraging students to be problem solvers. It reinforces the development of students’ numeracy, literacy and digital technology skills by providing a real-life context for their application.

Business studies explores the interdependence of economic prosperity, societal well-being and the environment and encourages students to think and act as responsible and ethical citizens. They will be provided with a set of foundational skills, understandings and personal attributes, which will help them to engage with the dynamic business environment and fulfil their potential in their personal and professional lives, now and into the future. 

Engineering addresses the process of cyclical design to produce products and systems that adhere to defined conventions and standards. The focus of junior cycle Engineering is goal-oriented problem solving for the manufacture of products, with emphasis on efficiency, accuracy, precision and a high- quality finish. This project-based approach to junior cycle Engineering requires students to develop a knowledge of materials and processes, and to demonstrate a capacity to select appropriate materials and processes for given applications.

Engineering offers students a lens through which to view the role and impact of engineering within their classroom, community and the world. Through the study of engineering, students will have the opportunity to behave as engineers, and develop an engineering mindset. The engineering process is both reflective and systematic. It is reflective in that students continually test their design and modify it based on what they have learned. It is systematic in that students undertake several characteristic steps in reaching a solution. Students identify problems, integrate ideas for how to solve identified problems, and try to improve the design or devise a better one.

Graphics is recognised as the underpinning language of the technology disciplines and is transferable across a wide range of subjects such as mathematics, science and art. Students will use a variety of media to communicate their ideas and designs through this unique language. Throughout the course, students will explore the geometric world to gain an appreciation of the importance of graphics in the world around them. They will develop cognitive and practical skills such as graphical ommunication, spatial visualisation, creative problem-solving, design capabilities and modelling, both physically and through the use of computer-aided design.

Students will develop their creativity as they investigate and solve design challenges. During the problem-solving process, they will work with their peers to refine their ideas from an abstract concept to a final, detailed, drafted design. Abstraction, and spatial reasoning are fundamental to this process; graphics provides multiple and varied opportunities for students to develop these high level cognitive and creative skills in engaging contexts. 

Accurate technical drawings are essential in the design and manufacture of components and arefacts . The need for precise communication in the preparation of a functional document distinguishes technical drawing from the expressive drawing of the visual arts. Producing accurate drawings requires significant attention to detail and a patient and resilient mind-set. Students will continually review and reflect on their working drawings developing strategies for improvement as they progress.  

The central focus of Home Economics as a field of study is achieving optimal, healthy and sustainable living for individuals, families and society.  Individuals and families in every society are continually faced with new and emergent issues that can impact on their wellbeing. Such issues include concerns relating to food, nutrition, diet and health; family and social concerns; consumer issues; sustainability in the home; responsible family resource management; and textiles and clothing. 

In Home Economics, students learn how to address these practical, real world, perennial problems of individuals, families, households and society in socially responsible ways. Practical perennial problems or concerns are endured from generation to generation by families and require critical decision-making skills to resolve them. Home Economics education uses a systems approach to empower individuals and families with the knowledge and skills to address these real-life concerns of everyday living.  Home Economics draws on diverse disciplines integrating social, physical and human sciences. It strives to solve everyday challenges using a blend of knowledge and skills acquired from multiple disciplines. Home Economics education develops students’ essential lifeskills and personal independence. It supports the development of students who are critical, creative thinkers and encourages students to be problem solvers capable of making ethically and socially responsible decisions.  

Through engaging with music,  students are offered opportunities to develop new skills, while drawing on their previous experiences. These previous experiences are often central to our existence as music is everywhere. From the moment we are born we are in a musical world. Music is a natural early connection between infant and caregivers. International research shows that from the very early months of a child’s life there is a human propensity to respond and engage with music. With music, students can immerse themselves intellectually, emotionally, physically and kinaesthetically in the learning experience. Music performance and composition are collaborative and interpersonal activities, where social skills are developed through the sharing of ideas, skills, or instruments. 

Music can provide an environment for the student where they are safe to explore, experiment and be allowed to take creative risks. The subject can engage students in learning that engages, inspires, challenges, provokes, exhilarates, and liberates. Students are encouraged to collaborate in the formation of ideas and the presentation of these ideas and to critically reflect on their work and the work of others. Through listening to the music of others, and assimilating this into their own ideas, students learn how musical works are created. Through understanding how to evaluate and critique the works of others, students learn to be self-reflective and improve on their own musical creations.

As a creative endeavour, music can facilitate the development of imaginative and exploratory experiences, where individuality and personality are provided with the opportunity to grow and be given a voice. The study of music offers lifelong opportunities to develop the imagination in unique ways, through listening to familiar and unfamiliar works, coming to know and understand sounds internally, creating sound pictures or stories and expressing feelings and emotions in sound. 

Learning music is intrinsically motivating, meaningful and a rewarding activity for young people because it is hands-on; fully engaging the students in activities that relate to and have a connection with the world experienced by them outside the classroom. Music fosters both the specific skills related to the subject, and a range of transferable skills that may apply to other individual and collaborative endeavours. Through movement, sound, symbol and image, engaging with music can transform people’s creative ideas into expressive works that communicate feelings, meanings and interpretations to a wider audience.

Music is important as a catalyst for building cultural capital within the individual student and the class collective. Through encountering and engaging with an array of music activities, we can ensure that we continue to develop future citizens that are culturally engaged, culturally aware and culturally connected. Being culturally aware heightens student understanding of both national and international cultural identities. With an increasingly diverse and pluralist population, this understanding of others through a cultural lens will encourage students to develop as responsible and ethical citizens. 

Music is a source of understanding history, reflecting the social and cultural context and the era of its creation. Music can portray the cultural identity of a country, the mood of the people or the thoughts of the individuals who live there. Music education brings the young person to an awareness and appreciation of their own unique cultural environment and ethos. In engaging students with the rich background of their native musical traditions as well as other musical genres, music education contributes to the students' knowledge and understanding of others, their times, their cultures and traditions.

Visual Art is a subject that promotes teaching and learning through art, craft and design. For adolescents and young adults, this involves becoming familiar with and applying the elements of art and principles of design, and the knowledge and skills associated with these processes, their histories and their contemporary practices. Visual Art also recognises and rewards a number of different forms of intelligence, including emotional intelligence; it develops personal qualities of expression and empathy.

Visual Art encompasses art, craft and design and involves practical work in a wide range of media leading to a specific outcome, e.g. an artwork, a design, architectural study, an installation or an event. Making art develops the learner's imagination through developing an idea or concept and allows them to exercise personal responsibility for specific tasks.

Visual Art is ambiguous; there is no single 'correct answer' in Visual Art: The subject promotes divergent thinking and develops the learner's ability to interpret, make judgements and express opinions on a work. It also promotes respect for the work and the opinions of others.

Visual Art is concerned with the personal, cognitive and physical fulfilment of the learner in both the present moment - producing work that gives personal pleasure and reward in the short-term, as well as in preparation for longer-term, more distant goals.

The qualities that Visual Art develops are crucial components of the rounded general education that all young people should experience. These personal characteristics and attributes include creativity, critical judgement, working with others or working individually, providing and receiving constructive criticism, and respecting differences.  

Visual Art provides the learner with a space within which it is safe to experiment, to fail and to learn. It allows learners to collaborate on ideas and work. It facilitates and encourages the questions a learner may raise in travelling a path that may not lead to an anticipated outcome or that may produce a different outcome to what was planned. It gives them the capacity to understand and to express ideas, feelings and opinions: both their own and those of others.

Contemporary culture is highly visual. Visual literacy is an essential requirement of active citizenship. It enhances the young person’s ability to interpret, critique and decode visual messages. The capacity to engage in critical thinking in the art class fosters the young person’s competence and confidence in responding to and engaging with the visual culture of the contemporary world and with the natural and built environments. It opens their minds to the traditions and values of other cultures and influences. Visual literacy and the ability to appreciate visual culture adds to the wealth of learning available through historical artefacts and to an understanding of the evolution of works of art, craft or design across the development of human society.

In Visual Art, students build on the progress and skills they have already achieved in primary school in order to help them further improve. Students of the subject will develop the transversal skills, such as creativity, collaboration, ability to question, risk-assessment, problem identification, problem-solving and management of their own emotions; skills that form a natural learning mechanism that can enhance their own development. Students learn how best to use traditional and contemporary technologies for both creative and operational purposes. All these skills and dispositions are key to future learning in senior cycle, higher education, and also in the world of work.

Wood Technology is a subject that will allow students to explore and learn about a key natural resource that nature has provided. Trees and wooden material have a unique relationship with nature and humankind. The sustainable use and management of this natural resource is important as the world faces the challenges of the 21st century. From habitats to construction or recreation to oxygen creation this resource can play a significant role in wellbeing of our planet. To this end it is important that citizens be given the opportunity to become knowledgeable about this resource, exploring its heritage and potential as a material for the future.

In Wood Technology, students will explore the natural and made world through the medium of design, seeking out opportunities to creatively and innovatively apply the material/resource in making and shaping their environment. Wood as a material resource has seen much innovation and change. Technological advances have created significant opportunities to expand the use of wood as a resource for a broad range of applications. However, the uniqueness of this material and craft is that many of the traditional applications and processes are still of value, transcending the test of time.

Learning in this subject will be active and student centred, with learners collaborating in the pursuit of knowledge and in the safe management of the technology classroom environment. Through the challenges posed by the design-based philosophy of the subject, students will develop the relevant knowledge, skills and values to bring ideas from conception to reality in a way that will allow them to be expressive, creative and innovative.