The Framework contains 24 statements of learning, underpinned by the eight principles, provide the basis for schools to plan for, design and evaluate their junior cycle programmes. That process of planning focuses on the combination of curriculum components (subjects, PLU’s, and short courses) and other learning experiences. Schools will ensure that all statements of learning, alongside the key skills feature in the programmes of all junior cycle students.
Eight principles underpin the Framework for Junior Cycle. These principles will inform the planning for as well as the development and the implementation of junior cycle programmes in all schools.
High quality curriculum, assessment, teaching and learning support students in developing greater independence in learning and in meeting the challenges of life beyond school, of further education, and of working life.
The school's junior cycle programme is broad enough to offer a wide range of learning experiences to all, and flexible enough to offer choice to meet the needs of students.
All students experience a high quality education, characterised by high expectations of learners and the pursuit of excellence.
Curriculum, assessment, teaching and learning provide opportunities for students to be creative and innovative.
The experience of curriculum, assessment, teaching and learning encourages participation, generates engagement and enthusiasm, and connects with life outside the school.
Curriculum, assessment, teaching and learning enables students to build on their learning to date, recognises their progress in learning and supports their future learning.
The educational experience is inclusive of all students and contributes to equality of opportunity, participation and outcomes for all.
The student experience contributes directly to their physical, mental, emotional and social wellbeing and resilience. Learning takes place in a climate focused on collective wellbeing of school, community and society.
The learning at the core of junior cycle is described in 24 statements of learning. Schools will ensure that all statements of learning, along with the key skills feature in the programmes of all junior cycle students.
| The Student | |
| 1 | Communicates effectively using a variety of means in a range of contexts in L1 |
| 2 | Listens, speaks, reads and writes in L2 and one other language at a level of proficiency that is appropriate to her or his ability |
| 3 | Creates, appreciates and critically interprets a wide range of texts |
| 4 | Creates and presents artistic works and appreciates the process and skills involved |
| 5 | Has an awareness of personal values and an understanding of the process of moral decision making |
| 6 | Appreciates and respects how diverse values, beliefs and traditions have contributed to the communities and culture in which she/he lives |
| 7 | Values what it means to be an active citizen, with rights and responsibilities in local and wider contexts |
| 8 | Values local, national and international heritage, understands the importance of the relationship between past and current events and the forces that drive change |
| 9 | Understands the origins and impacts of social, economic and environmental aspects of the world around her/him |
| 10 | Has the awareness, knowledge, skills, values and motivation to live sustainably |
| 11 | Takes action to safeguard and promote her/his wellbeing and that of others |
| 12 | Is a confident and competent participant in physical activity and is motivated to be physically active |
| 13 | Understands the importance of food and diet in making healthy lifestyle choices |
| 14 | Makes informed financial decisions and develops good consumer skills |
| 15 | Recognises the potential uses of mathematical knowledge, skills and understanding in all areas of learning |
| 16 | Describes, illustrates, interprets, predicts and explains patterns and relationships |
| 17 | Devises and evaluates strategies for investigating and solving problems using mathematical knowledge, reasoning and skills |
| 18 | Observes and evaluates empirical events and processes and draws valid deductions and conclusions |
| 19 | Values the role and contribution of science and technology to society, and their personal, social and global importance |
| 20 | Uses appropriate technologies in meeting a design challenge |
| 21 | Applies practical skills as she/he develop models and products using a variety of materials and technologies |
| 22 | Takes initiative, is innovative and develops entrepreneurial skills |
| 23 | Brings an idea from conception to realisation |
| 24 | Uses technology and digital media tools to learn, communicate, work and think collaboratively and creatively in a responsible and ethical matter |
Key skills help learners develop the knowledge, skills and attitudes to face the many challenges in today’s world. They also support students in learning how to learn and to take responsibility for their own learning.
Here you will find a set of booklets that support a whole-school approach to integrating key skills into learning and teaching.
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