Investigate the impact of human activities on local and global ecosystems.
Analyze the environmental consequences of various energy sources and propose sustainable alternatives.
Examine the ethical considerations related to scientific research and technological advancements.
Explore the social and economic implications of using certain chemicals and materials.
Investigate the effects of climate change on ecosystems and human communities.
Develop an understanding of sustainable resource management and conservation practices.
Analyze data and evidence to make informed decisions on global scientific challenges.
Consider the interconnections between scientific concepts and their impact on society and the environment.
Communicate scientific findings and ideas effectively, considering diverse audiences and global contexts.
Collaborate with others to address scientific challenges and propose solutions with global significance.
Demonstrate an awareness of the role of science in addressing global issues and contributing to sustainable development.
Engage in practical and inquiry-based learning experiences to understand the real-world applications of science.
Reflect on the implications of scientific decisions on local and global communities.
Recognize the importance of responsible and ethical scientific practices in promoting global citizenship.
Analyze and evaluate the impact of technological innovations on the environment and society.
Develop critical thinking skills to address complex global scientific challenges.
Investigate the relationships between environmental factors and human health, both locally and globally.
Recognize the value of biodiversity and ecosystems in sustaining life on Earth.
These learning outcomes reflect the curriculum's emphasis on fostering an understanding of global issues, ethical considerations, sustainability, and responsible citizenship within the context of science education. By achieving these outcomes, students can develop the knowledge, skills, and attitudes necessary to become informed and conscientious global citizens who appreciate the role of science in addressing real-world challenges.
The curriculum is divided into four strands:
Nature of Science
Biological Science
Chemical Science
Physical Science
Within each strand, there are specific learning outcomes (see above) that encourage students to engage with real-world applications, consider the impact of scientific decisions on the environment and society, and develop critical thinking skills. For example, students might explore the effects of human activity on ecosystems, study the implications of using certain chemicals, or investigate the environmental impact of various energy sources. By understanding the interconnections between scientific concepts and their real-world implications, students are exposed to CGE principles.
The strands also incorporate practical and Inquiry-Based Learning:
The Science curriculum emphasizes practical and inquiry-based learning. Students are encouraged to engage in hands-on activities, conduct experiments, and carry out investigations. This approach aligns with CGE's emphasis on learning through practical experiences. By exploring scientific concepts in a real and tangible manner, students develop a deeper understanding of their impact on the world around them, fostering a sense of responsibility as global citizens.
While CGE may not be explicitly mentioned, the Junior Cycle curriculum promotes cross-curricular connections. Themes related to global challenges, sustainability, and ethical considerations are explored: genetic engineering, climate change, and resource management. By considering these ethical dilemmas, students are encouraged to think critically and make informed decisions that align with CGE principles. This approach allows students to develop a broader understanding of global issues and their interconnectedness with scientific concepts.
Two Classroom-Based Assessments:
Classroom-Based Assessment will take place in second year and a second Classroom-Based Assessment in third year.
Classroom-Based Assessment 1 is an Extended Experimental Investigation (EEI), which offers students an opportunity to research a question they have, related to specific topics.
Classroom-Based Assessment 2 is a Science in Society Investigation (SSI), offering students the opportunity to explore a scientific topic or issue, and its impact on society or the environment.
Assessment Task:
The Assessment Task is a written task completed by students during class time, which is not marked by the class teacher, but is sent to the State Examinations Commission for marking. It will be allocated 10% of the marks used to determine the grade awarded by the SEC.
Examination paper:
There will be one examination paper at a common level, set by the State Examinations Commission (SEC). The examination will be two hours in duration and will take place at the end of third year.
GCE: he assessment methods in the Junior Cycle Science curriculum provide opportunities for students to apply their scientific knowledge to real-world scenarios, encouraging them to consider the broader implications of their actions. These assessment tasks can indirectly reinforce CGE principles by promoting awareness of global issues and encouraging students to communicate their ideas effectively.