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.
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.
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 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.
Here you will find a set of booklets that support a whole-school approach to integrating key skills into learning and teaching.
- Communicating - April 2015
- Staying Well - April 2015
- Managing Information and Thinking - April 2015
- Managing Myself - April 2015
- Working With Others - April 2015
- Being Creative - April 2015
- 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
- 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
- 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
- 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
- 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
- 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