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Framework for Junior Cycle

The Framework for Junior Cycle, provides the basis for post-primary schools to plan quality, inclusive and relevant education programmes with improved learning experiences for all students, including those with special educational needs.

  • Introduction

    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.

  • The Principles

    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.


    Learning to Learn

    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.


    Choice and Flexibility

    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.


    Creativity and innovation

    Curriculum, assessment, teaching and learning provide opportunities for students to be creative and innovative.


    Engagement and participation

    The experience of curriculum, assessment, teaching and learning encourages participation, generates engagement and enthusiasm, and connects with life outside the school.


    Continuity and development

    Curriculum, assessment, teaching and learning enables students to build on their learning to date, recognises their progress in learning and supports their future learning.


    Inclusive education

    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.


    Principles of Junior Cycle, transcribed above


  • The Statements of Learning

    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
  • The Key Skills

    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.

    Key Skills of Junior Cycle

    Here you will find a set of booklets that support a whole-school approach to integrating key skills into learning and teaching. 


    Being Literate

    • Developing my understanding and enjoyment of words and language
    • Reading for enjoyment and with critical understanding
    • Writing for different purposes
    • Expressing ideas clearly and accurately
    • Developing my spoken language
    • Exploring and creating a variety of texts, including multi-modal texts

    Managing Myself

    • Knowing myself
    • Making considered decisions
    • Setting and achieving personal goals
    • Being able to reflect on my own learning
    • Using digital technology to manage myself and my learning

    Staying Well

    • Being healthy and physically active
    • Being social
    • Being safe
    • Being spiritual
    • Being confident
    • Being positive about learning
    • Being responsible, safe and ethical in using digital technology

    Managing Information and Thinking

    • Being Curious
    • Gathering, recording, organising and evaluating information and data
    • Thinking creatively and critically
    • Reflecting on and evaluating my learning
    • Using digital technology to access, manage and share content

    Being Numerate

    • Expressing ideas mathematically
    • Estimating, predicting and calculating
    • Developing a positive disposition towards investigating, reasoning and problem-solving
    • Seeing patterns, trends and relationships
    • Gathering, interpreting and representing data
    • Using digital technology to develop numeracy skills and understanding

    Being Creative

    • Imagining
    • Exploring options and alternatives
    • Implementing ideas and taking action
    • Learning creatively
    • Stimulating creativity using digital technology

    Working with others

    • Developing good relationships and dealing with conflict
    • Co-operating
    • Respecting difference
    • Contributing to making the world a better place
    • Learning with others
    • Working with others through digital technology


    • Using language
    • Using numbers
    • Listening and expressing myself
    • Performing and presenting
    • Discussing and debating
    • Using digital technology to communicate


    The Key Skills, transcribed above