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Junior Cycle Physical Education (JCPE)

Introduction to Junior Cycle Physical Education (JCPE)

The aim of Junior Cycle Physical Education (JCPE) is to develop students as knowledgeable, skillful and creative participants who are confident and competent to perform a range of activities safely.  The course aims to build students appreciation of the importance of health-enhancing and inclusive physical activity and a commitment to it now, and in the future.

Overview - Course

Strand 1 - Physical activity for health and wellbeing

This strand aims to build students understanding and commitment to regular health-enhancing physical activity as apart of a healthy lifestyle.  Students apply their learning as they design, implement and evaluate their own physical activity programme.

Strand 2 - Games

The strand focuses on building students’ competence and confidence in two of the following games categories: divided court, invasion and striking and fielding games.  Students learn how to develop a range of transferable movement skills and competencies and the ways in which these can be used within and across the different games categories.

Strand 3 - Individual and team challenges

This strand focuses on building students’ competence and confidence in two of the following physical activity areas:  orienteering and team challenges, aquatics and athletics.  Students are encouraged to set challenging goals for themselves individually and/or as part of a team and to reflect on the experience and progress made.  In this strand, schools may choose an adventure activity other than orienteering if their location facilitates this choice.

Strand 4 - Dance and gymnastics

This strand aims to build students’ competency in and understanding of artistic and aesthetic movement, as they create and perform in a group for an audience in either dance or gymnastics.  The process of creating the dance of gymnastic movement sequence is seen as being equally important as the final performance.

Assessment and reporting

We as a school are following the JCPE specifications but we are not formally assessing and reporting through the CBA’s.

Junior Cycle Geography

JC Geography Journey

The study of geography empowers the student 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. Through the study of geography, people are encouraged to appreciate the processes that shape their world and view global issues as ethical citizens. Geography provides a platform to analyse world events, empowering young people as informed, active citizens.

Studying geography enhances students’ ability to engage with issues such as sustainable development, economic systems, hazard management and climate change. The topics experienced help develop students’ awareness and understanding of cultural variations fostering a respect of difference. Students are growing up in a globalised, dynamic world. Geography provides a medium to explore current events in our world. Students viewing events through a geographical lens are well placed to be part of a generation which can deal effectively with and mitigate global challenges, and can rise to related opportunities. The skills developed through the subject are transferrable and will benefit students in study and life. Geography encourages structured inquiry: this critical thinking involves students asking questions, gathering data, evaluating and interpreting, and presenting information. It encourages collaboration and communication with their peers and experts in other fields.

Strand 1: Exploring the Physical World

This strand focuses on facilitating students’ exploration of how the physical world is formed and changed. Students develop knowledge and skills to understand and explain the physical world. Students engage and interact with topics related to physical geography and explore their interrelationships and any implications those topics might have on students’ lives. They apply their knowledge and skills to explain spatial characteristics and the formation of phenomena in the physical world.

Strand 2: Exploring How We Interact with the Physical World

This strand focuses on facilitating students’ understanding of how people interact with the physical world and the implications this might have for their lives. Students explore how we depend on, adapt, and change the physical world. Students apply their knowledge and skills to explain how we interact with our physical world for economic purposes, as well as how we adapt to physical phenomena.

Strand 3: Exploring People, Place and Change

This strand focuses on students exploring people, place and change. Students engage with topics related to globalisation, development, population and interdependence. Students interact with topics while exploring interrelationships and the implications those topics might have for their lives. They apply their knowledge and skills to explain settlement patterns, urbanisation, demographics, and human development.

CBA 1: Geography in the News

·         Structured inquiry through a response to a recent geographical event(s) Reports which may be presented               in a wide range of formats.

·         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

·         Completed during the second term of second year.

CBA 2: My Geography

·         Structured inquiry into a geographical aspect(s) in a local area.

·         Reports which may be presented in a wide range of formats Students will, over a three-week period,                       investigate geographical aspects in a local area.

·         Completed in first term of first year.

Final Examination

·         There will be one examination paper at a common level, set and marked by the State Examinations Commission (SEC). The examination will be no longer than two hours in duration and will take place in June of third year. In any year, the learning outcomes to be assessed will constitute a sample of the relevant                         outcomes from the tables of learning outcomes.

Assessment Task:

·         The Assessment Task is a written task completed by students during class time. It is not marked by the class teacher, but is sent to the State Examinations Commission (SEC) for marking as part of the state certified examination in Geography. The Assessment Task is specified by the NCCA and is related to the                  learning on which the second Classroom-Based Assessment is based. In the case of Geography, this will be My Geography.

     

DML

Digital Media Literacy & Wellbeing

Digital media Literacy forms part of the Wellbeing programme. Wellbeing in junior cycle is about young people feeling confident, happy, healthy and connected.

The junior cycle years are a critical time in young people’s  lives. Students are exposed to a range of influences and require support to make positive responsible decisions relating to their health and wellbeing and the wellbeing of others. DML plays an important role in a students wellbeing as it  aims to extend and refine students’ ability to use digital technology, communication tools, and the internet creatively, critically and safely, in support of their development, learning and capacity to participate effectively in social and community life.

Students & the Digital World

Young people are actively manipulating digital media to participate in social and cultural life. Making and sharing media has become an increasingly important feature of how young people communicate and engage with each other and with the wider world. For them, posting, linking, sharing and searching are among the ways they participate in their communities and socialise. This short course offers students opportunities to explore and discover the information and knowledge accessible online, enabling them to pursue their interests, to express themselves online and solve problems relevant to their lives.

DML encourages students to                                              

  • learn to use digital technology, communication tools and the internet to engage in self-directed enquiry.
  • develop their digital literacy skills and improve their capacity to know what they are looking for, what information to ignore or discard, and how to identify what can be useful or significant.
  • learn to discriminate between the multiple sources of information available online and to challenge the views they find there.
  • learn how to create, collaborate and communicate effectively and to understand how and when digital technologies can best be used to support these processes.

Course Overview                                                                                              

The specification for this junior cycle short course in digital media literacy develops in students a greater sense of what it takes to thrive in a digital environment through four inter-connected strands: My digital world; Following my interests online; Checking the facts and Publishing myself.                                                                                              

Strand 1: My digital world.                                                                           

In this strand, students explore how and why to use digital technologies; investigate the ethical and legal issues around downloading media from the internet and develop an understanding of online safety for themselves and others.                                                                          

Strand 2: Following my interests online.                                                                             

In this strand, students will explore how digital texts are published and their various purposes; they will compare how similar information is presented in different formats and explore how to represent information using digital imagery.                                                                             

Strand 3: Checking the facts.

In this strand, students will investigate how the choice of digital media influences and impacts on

consumer patterns and explore the notion of bias and influence online.

Strand 4: Publishing myself.

In this strand, students investigate online rights and risks, demonstrate good standards and protocols for online sharing of information and learn to cite and reference accurately when using online sources.

Students explore these interconnected strands through a diverse range of creative lessons and projects working together as a class,  individually and also in smaller groups. One weekly class period is allocated to DML.