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Portmarnock Community School
Donal O’ Mahony
Our experience – over three phases...
 Autumn 2012
 2013 / 2014
 2014 / 2015
Portmarnock Community School
 850 pupils approximately, co-educational
 Wide catchment-area across North County Dublin
 Strong academic and extra-curricular focus
Experience of Junior Cycle Short Courses in Portmarnock Community School
Some history
 Portmarnock Community School became an NCCA

Junior Cycle Network School in May 2012
 I am the Link-teacher
 Very supportive Principal, Pat O’ Riordan

 I presented about the possibilities involved with Junior

Cycle reform to my colleagues in September 2012
N.S.P.I
A new vocabulary
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Framework document
Short Courses
Subject specifications
Toolkits
Key Skills
Statements of Learning
Assessment for Learning
Moderation
Priority Learning Units
Portfolios
Level Two learning programmes (L2LP’s)
2014: J.C.S.A. – Junior Cycle Student Award
Keep in mind – the student experience is central
 In Portmarnock there seemed to be a lot of interest in

Short Course development
Why this interest?
 A strong history of innovation in Transition-year e.g.

Photography, Heritage, Film, Animation, English,
History...
 A confidence and capacity to introduce new and

innovative methods of teaching
 Junior Cycle reform – an opportunity to mainstream

from Transition-year to the Junior Cycle
NCCA support from 2012
 Online space – J.C. 2.0
 Many teachers from Network Schools were very active

in this during 2012/2013
 Lots of ideas
Experience of Junior Cycle Short Courses in Portmarnock Community School
www.juniorcycle.ie
 Noticed that many Link schools were working with

their strengths, whether Short-courses, Assessment for
Learning, Key-skills etc
We promised
 Support to teachers
 November 2012:
 In-house staff-development particularly in the area of Key

Skills (used a cross-subject approach)

 Denise Kelly from the National Council for Curriculum and

Assessment) presented in the school to about fifteen
teachers (who volunteered) on Short Course development

 Very well received – learned a lot
We lead...
 Management and I are very supportive of the move

from product to process in relation to learning
 Want to develop the students appreciation of the

“how” and “why” of learning over a period of time
 This is a rationale we bring to the table at all meetings
Experience of Junior Cycle Short Courses in Portmarnock Community School
We asked...
 Teachers to volunteer to develop their own Short

Courses
 This was at a time when the NCCA had subject titles

for their for Short Courses but no developed ones as
such (not the case now)
 The NCCA had a template however which was (is)

what the teachers worked off
Experience of Junior Cycle Short Courses in Portmarnock Community School
Areas to be covered
Title
1. Introduction to Junior Cycle: Standard for all short
courses
2. Rationale: Setting the course in the broader context
3. Aim
4. Links: Statements of Learning / Literacy and Numeracy /
Key Skills
5. Course Overview
6. Expectations for Students
7. Assessment and Certification
8. Resources
Experience of Junior Cycle Short Courses in Portmarnock Community School
 Some teachers worked as a group
 Some alone and then consulted each other
 Denise Kelly (NCCA) was available for advice via email. I

was the conduit, as the Link-teacher
 Three Short Courses emerged – Media literacy (David

Clarke and Aileen Bradley), Animation (Karen Tynan),
Robotics (Michael Sweeney and Danny Murphy).
Decisions...
 December 2012 and January 2013
 Principal, Deputy Principal, Link-teacher and our

Time-tabler
 Go with two Short-courses? Yes

 Which ones? Animation and Media Literacy
Why these two?
 The Robotics Short Course was not fully finished
 Animation had been highly developed in Transition-year
 Animation and Media Literacy very much complemented

each other - Good mix of ideas – teachers saw possibilities
between the subjects
 Attractive to boys and girls
Caveat about using pre-existing courses
 Material must be re-modelled for the younger

students, taking into account the principles of the
Junior Cycle Framework
Where on the timetable?
 Within an existing option-block
 No change to the structure of the timetable as such
 Treading slowly...
 Students have to do both Media Literacy and Animation
 One double each – for three years (c. 120 hours each)
 Block with Materials Technology (Wood), Home-

Economics and Technology
 An option block that allowed corresponding subjects to be

taken in 4th / 5th Year
 Banding meant two class groups – offered it to one class in

the band
 Twenty-four students
 School certificate at end of Third-year (2016)

 Assessment focus in Second and Third-year
 There was a very strong presentation to the parents

and guardians of the incoming Sixth-class (January
2013)
 Covered a lot of positives about Junior Cycle reform

and education in general
 Our choice of Animation and Media Literacy reflects

what is relevant to real-world needs and expertise
Digital Animation and Media
 Minimised the use of the phrase Short Course and

looked at it as the introduction of a new subject
A digression!
 I think the term Short-course was unfortunate
 “You mean I’m going to replace my subject with a short-

course”
 “I’ll be a short-course teacher...”
 There is the potential of short-courses to promote and

develop subjects, and indeed to define the identity of a
school over time
Back to Portmarnock!
 A draw from the hat if oversubscribed...

 67 students applied
Lessons learned
 A lot of work (time) developing in-house short courses

– teachers found the Short Course Template a
challenge, but fulfilling when completed
 Reliance on one teacher – what if our animator leaves?
 Don’t become a hostage to one teachers specialism...

 Implications for numbers in the other subjects in the

block
Lessons Learned
 Need for some updated training in Animation – speed

of change of applications
 The need for technical backup – in our case relying on

a technically literate teacher to manage software
updates for the animation teacher
 Need for digital resources – Broadband and Wi-Fi
 NCCA in discussions on ICT infrastructure
ICT Infrastructure
Lessons Learned
 Need for time for conversation with fellow Short

Course teachers
Lessons learned
 Using First-year to establish the Group-work and other

skills – no assessment focus is of great value
 Its insights like this that give an idea as to how First-

year might be re-imagined...
Lessons Learned
 Don’t presume that because students opt for a course

that they have certain competencies

 Don’t underestimate students either – confidence built

during First-year is now becoming obvious
 Hard work to establish the course identity

 Keep trying to establish the Short Course / New-

subject identity – do things to highlight the course – at
Assemblies, on the website etc.
Experience of Junior Cycle Short Courses in Portmarnock Community School
2014 / 2015 Context is changing
 NCCA has drafts of eight Short Courses for incoming

2014 First-years – consultation process in place
2014 / 2015 Context changed in/for
Portmarnock
 Two teachers have been involved with the NCCA,

examining aspects of teaching and learning from the
Short Course in Coding
 Two P.E. teachers have been exploring possibilities

with the Physical Education Association of Ireland and
the draft Physical Education Short Course
 One P.E. Teacher had developed a Sports Science

module in Transition Year
2014 / 2015
 Decided to introduce two new short courses / subjects
 To spread the load amongst a variety of teachers /

subject areas
 In the same block
 Offered to both bands
 A minimum of 48 students
2013 / 2014
 Coding – as per the NCCA draft short course

specification – two teachers
 Sports Science – at the request of a member of the P.E.

Department, who has developed his own Sports
Science course in Transition Year – two teachers
Current teacher concerns
 Sports Science – to develop a separate identity from

the existing Junior Cycle P.E. classes
 Timetabling needs around Sports Science
 Assessment in general, assessing our own students in

particular and exploring moderation
Other Concerns
 Costs associated with these courses – can students asked to

pay for swimming? Buses for external trips...
 Any formal funding for running Short Courses from the

NCCA or others?..... Saving money one way, so give us
money another way
 Do we need to look for sponsorship?

 Do we need to develop linkages with a University who will

work with us as a local-school?
Other concerns
 Started to collect feedback from current First-year

parents / guardians
 Students were telling them about the subjects
 Concern about feedback to date
Other concerns
 If we go with Robotics in 2015 / 2016, what subject

would we place with it so as to attract the balance of
boys and girls?
 What do parents think of the changing of the Short

Course subjects each year?
 What are the implications for Transition Year?
Assessment / Moderation
 We are conscious we have got the Short Courses off the

ground in a creative way – now want to get the
Assessment right
 Support for Short Course Assessment / Moderation

training for teachers
 We would like Portmarnock to get support from the

NCCA in developing this, not alone for the Short
Course teachers, but for all teachers in the school
 Website

www.juniorcycle.ie

 Twitter

@JCforTeachers
Thank you!
 Twitter @domaho

 Website www.elearningisland.ie

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Experience of Junior Cycle Short Courses in Portmarnock Community School

  • 2. Our experience – over three phases...  Autumn 2012  2013 / 2014  2014 / 2015
  • 3. Portmarnock Community School  850 pupils approximately, co-educational  Wide catchment-area across North County Dublin  Strong academic and extra-curricular focus
  • 5. Some history  Portmarnock Community School became an NCCA Junior Cycle Network School in May 2012  I am the Link-teacher  Very supportive Principal, Pat O’ Riordan  I presented about the possibilities involved with Junior Cycle reform to my colleagues in September 2012 N.S.P.I
  • 6. A new vocabulary             Framework document Short Courses Subject specifications Toolkits Key Skills Statements of Learning Assessment for Learning Moderation Priority Learning Units Portfolios Level Two learning programmes (L2LP’s) 2014: J.C.S.A. – Junior Cycle Student Award
  • 7. Keep in mind – the student experience is central
  • 8.  In Portmarnock there seemed to be a lot of interest in Short Course development
  • 9. Why this interest?  A strong history of innovation in Transition-year e.g. Photography, Heritage, Film, Animation, English, History...  A confidence and capacity to introduce new and innovative methods of teaching  Junior Cycle reform – an opportunity to mainstream from Transition-year to the Junior Cycle
  • 10. NCCA support from 2012  Online space – J.C. 2.0  Many teachers from Network Schools were very active in this during 2012/2013  Lots of ideas
  • 13.  Noticed that many Link schools were working with their strengths, whether Short-courses, Assessment for Learning, Key-skills etc
  • 14. We promised  Support to teachers  November 2012:  In-house staff-development particularly in the area of Key Skills (used a cross-subject approach)  Denise Kelly from the National Council for Curriculum and Assessment) presented in the school to about fifteen teachers (who volunteered) on Short Course development  Very well received – learned a lot
  • 15. We lead...  Management and I are very supportive of the move from product to process in relation to learning  Want to develop the students appreciation of the “how” and “why” of learning over a period of time  This is a rationale we bring to the table at all meetings
  • 17. We asked...  Teachers to volunteer to develop their own Short Courses  This was at a time when the NCCA had subject titles for their for Short Courses but no developed ones as such (not the case now)  The NCCA had a template however which was (is) what the teachers worked off
  • 19. Areas to be covered Title 1. Introduction to Junior Cycle: Standard for all short courses 2. Rationale: Setting the course in the broader context 3. Aim 4. Links: Statements of Learning / Literacy and Numeracy / Key Skills 5. Course Overview 6. Expectations for Students 7. Assessment and Certification 8. Resources
  • 21.  Some teachers worked as a group  Some alone and then consulted each other  Denise Kelly (NCCA) was available for advice via email. I was the conduit, as the Link-teacher  Three Short Courses emerged – Media literacy (David Clarke and Aileen Bradley), Animation (Karen Tynan), Robotics (Michael Sweeney and Danny Murphy).
  • 22. Decisions...  December 2012 and January 2013  Principal, Deputy Principal, Link-teacher and our Time-tabler  Go with two Short-courses? Yes  Which ones? Animation and Media Literacy
  • 23. Why these two?  The Robotics Short Course was not fully finished  Animation had been highly developed in Transition-year  Animation and Media Literacy very much complemented each other - Good mix of ideas – teachers saw possibilities between the subjects  Attractive to boys and girls
  • 24. Caveat about using pre-existing courses  Material must be re-modelled for the younger students, taking into account the principles of the Junior Cycle Framework
  • 25. Where on the timetable?  Within an existing option-block  No change to the structure of the timetable as such  Treading slowly...  Students have to do both Media Literacy and Animation  One double each – for three years (c. 120 hours each)
  • 26.  Block with Materials Technology (Wood), Home- Economics and Technology  An option block that allowed corresponding subjects to be taken in 4th / 5th Year  Banding meant two class groups – offered it to one class in the band  Twenty-four students
  • 27.  School certificate at end of Third-year (2016)  Assessment focus in Second and Third-year
  • 28.  There was a very strong presentation to the parents and guardians of the incoming Sixth-class (January 2013)  Covered a lot of positives about Junior Cycle reform and education in general  Our choice of Animation and Media Literacy reflects what is relevant to real-world needs and expertise
  • 30.  Minimised the use of the phrase Short Course and looked at it as the introduction of a new subject
  • 31. A digression!  I think the term Short-course was unfortunate  “You mean I’m going to replace my subject with a short- course”  “I’ll be a short-course teacher...”  There is the potential of short-courses to promote and develop subjects, and indeed to define the identity of a school over time
  • 32. Back to Portmarnock!  A draw from the hat if oversubscribed...  67 students applied
  • 33. Lessons learned  A lot of work (time) developing in-house short courses – teachers found the Short Course Template a challenge, but fulfilling when completed  Reliance on one teacher – what if our animator leaves?  Don’t become a hostage to one teachers specialism...  Implications for numbers in the other subjects in the block
  • 34. Lessons Learned  Need for some updated training in Animation – speed of change of applications  The need for technical backup – in our case relying on a technically literate teacher to manage software updates for the animation teacher  Need for digital resources – Broadband and Wi-Fi  NCCA in discussions on ICT infrastructure
  • 36. Lessons Learned  Need for time for conversation with fellow Short Course teachers
  • 37. Lessons learned  Using First-year to establish the Group-work and other skills – no assessment focus is of great value  Its insights like this that give an idea as to how First- year might be re-imagined...
  • 38. Lessons Learned  Don’t presume that because students opt for a course that they have certain competencies  Don’t underestimate students either – confidence built during First-year is now becoming obvious
  • 39.  Hard work to establish the course identity  Keep trying to establish the Short Course / New- subject identity – do things to highlight the course – at Assemblies, on the website etc.
  • 41. 2014 / 2015 Context is changing  NCCA has drafts of eight Short Courses for incoming 2014 First-years – consultation process in place
  • 42. 2014 / 2015 Context changed in/for Portmarnock  Two teachers have been involved with the NCCA, examining aspects of teaching and learning from the Short Course in Coding  Two P.E. teachers have been exploring possibilities with the Physical Education Association of Ireland and the draft Physical Education Short Course  One P.E. Teacher had developed a Sports Science module in Transition Year
  • 43. 2014 / 2015  Decided to introduce two new short courses / subjects  To spread the load amongst a variety of teachers / subject areas  In the same block  Offered to both bands  A minimum of 48 students
  • 44. 2013 / 2014  Coding – as per the NCCA draft short course specification – two teachers  Sports Science – at the request of a member of the P.E. Department, who has developed his own Sports Science course in Transition Year – two teachers
  • 45. Current teacher concerns  Sports Science – to develop a separate identity from the existing Junior Cycle P.E. classes  Timetabling needs around Sports Science  Assessment in general, assessing our own students in particular and exploring moderation
  • 46. Other Concerns  Costs associated with these courses – can students asked to pay for swimming? Buses for external trips...  Any formal funding for running Short Courses from the NCCA or others?..... Saving money one way, so give us money another way  Do we need to look for sponsorship?  Do we need to develop linkages with a University who will work with us as a local-school?
  • 47. Other concerns  Started to collect feedback from current First-year parents / guardians  Students were telling them about the subjects  Concern about feedback to date
  • 48. Other concerns  If we go with Robotics in 2015 / 2016, what subject would we place with it so as to attract the balance of boys and girls?  What do parents think of the changing of the Short Course subjects each year?  What are the implications for Transition Year?
  • 49. Assessment / Moderation  We are conscious we have got the Short Courses off the ground in a creative way – now want to get the Assessment right  Support for Short Course Assessment / Moderation training for teachers  We would like Portmarnock to get support from the NCCA in developing this, not alone for the Short Course teachers, but for all teachers in the school
  • 51. Thank you!  Twitter @domaho  Website www.elearningisland.ie

Hinweis der Redaktion

  1. A practice based presentation