English in Junior Cycle aims to develop students’ knowledge of language and literature, to
consolidate and deepen their literacy skills and make them more self-aware as learners.
More specifically it encourages all students:
Junior Cycle Science aims to develop students’ evidence-based understanding of the natural world and their ability to gather and evaluate evidence to consolidate and deepen their skills of working scientifically. It gives students an understanding of the natural world and the changes made to it through human activity. Hands on engagement is encouraged throughout the Science Department, with two fully equipped laboratories providing space for lessons to be carried out. At Junior Cycle level, we teach students the fundamentals of the subject through four key strands:
Nature of Science
The elements of this strand place a focus on how science works; carrying out investigations; communicating in science; and developing an appreciation of the role and contribution of science and scientists to society. There is a strong focus on scientific inquiry.
Earth and Space
This strand provides an ideal setting for developing generalising principles and crosscutting concepts. To develop a sense of the structure of the universe and some organising principles of astronomy, students explore relationships between many kinds of astronomical objects and evidence for the history of the universe.
Chemical World
This strand involves the study of matter and the changes it undergoes. As students study this strand, they will develop understandings of the composition and properties of matter, the changes it undergoes, and the energy involved.
Physical World
This involves the exploration of physical observables, often in relation to motion, energy, and electricity. Students gain an understanding of fundamental concepts such as length, time, mass and temperature through appropriate experiments.
Biological World
This strand leads students to an understanding of living things and how they interact with each other and the environment. In this strand students are introduced to the cell as the basic unit of life, and how characteristics are inherited from one generation to the next. Students develop an understanding of the diversity of life, life processes and how life has evolved.
In SPHE students have a dedicated space and time to learn about themselves, caring for themselves and others and making informed decisions for their health and wellbeing.
There are four strands, each one focusing on learning in different but related areas of social, personal and health education: Understanding myself and others, Making Healthy Choices, Relationships and Sexuality and Emotional wellbeing.
Wellbeing in junior cycle is about young people feeling confident, happy, healthy ad connected. SPHE provides learning opportunities, which will help to develop these attributes thereby contributing significantly to the school’s wellbeing programme in junior cycle.
Religious Education promotes the holistic development of the person. It facilitates the intellectual, social, emotional, spiritual and moral development of students. Religious Education provides a particular space for students to encounter and engage with the deepest and most fundamental questions relating to life, meaning and relationships. It encourages students to reflect, question, critique, interpret, imagine and find insight for their lives. The students’ own experience and continuing search for meaning is encouraged and supported.
Religious Education supports the development of students by helping them to explore how religious and other beliefs are expressed; engage with life’s big questions; and reflect on moral values for life.
As students learn to live in an increasingly pluralistic world, Religious Education has a critical role to play in the curriculum in providing opportunities for them to consider the variety of religious beliefs found in Ireland and elsewhere, become aware of different understandings of the Divine, and examine other interpretations of life. It encourages respect and understanding of different beliefs, perspectives and ways of living, including both the religious and non-religious response to human experience
Business Studies encourages students to develop skills for learning, skills for work and skills for life. They become problem solvers, critical thinkers and analysts. It is consistently reinforcing the development of students’ numeracy, literacy and technology skills by providing real life context for their application.
The course consists of three strands:
Strand 1 Personal Finance:
Budgeting, Banking, Saving & Borrowing, Insurance, Personal Taxation, Consumer Studies.
Strand 2 Enterprise:
Enterprise, Employment, IT, Marketing, Business Finance, Business Plans, Business Documents, Accounts.
Strand 3 Our Economy:
Scarcity and Choice, Economic Resources, Demand & Supply, Taxation, National Budget, Economic Indicators, Economic Policy, Sustainable Development, International Trade & Globalisation, The EU.
Assessment Structure:
CBA 1 – 2nd Year Group Report: Business in Action
CBA 2 – 3rd Year Individual Presentation
10% Assessment Task
90% Final Exam – 2 hour written at common level.
Possible Careers:
Accountancy, Finance, Management, Sales, Marketing, Human Resource Management, IT, Tax, Banking, Industrial Relations, Economics, Education.
Metalwork will now be known as Engineering with the new Junior Cycle structure but most of the aspects to the subjects will remain the same. The topics we will learn about for the exam will remain the same but the Junior Cycle Exam is now worth 30% while the Project will now be worth 70% as the Day Practical Exam has been removed from the assessment.
Practical Assessment
The students will engage in a variety of different projects that will introduce the students to new processes and allow them to practice these processes to prepare them for the Final Practical Assessment. The projects will get progressively more challenging as the students move through the course, these projects will be differentiated to challenge students of all levels. The 2 CBA’s that take place before the Final project will directly influence the final project and need to be incorporated into it.
Students will complete 3 Classroom Based Assessments:
The Project will last for the whole length of 3rd year with submission in April and will assess students on:
Theory Assessment
The Junior Cycle Engineering Exam will be 90 Minutes long and be worth 30% of the student’s final grade, within the exam the students will be required to answer a selection of questions associated with their CBA’s. Students will study topics such as:
The art department at CNC aims to develop students, skills, creativity, imagination and enjoyment of the subject area of visual art, by providing an exciting and creative educational environment.
Art education offers a specific set of thinking skills and encourages students to develop these key skills for life in the 21st century. Self-directed learning, group work, self-reflection and evaluation are all skills fostered by students taking visual art.
Our students have access to a range of drawing, painting and craft materials along with specialist equipment such as a kiln and potter’s wheel. They have unlimited opportunities to discover their potential in this subject and foster a lifelong appreciation for visual art and culture. Students are encouraged to attend field trips to galleries, museums and exhibitions, to help develop their awareness and enjoyment of the visual world around them.
Visual art encompasses art, craft and design and involves practical work in a wide range of media leading to specific outcomes. Students also learn about art history and visual culture and study a comprehensive a range of artists and designers throughout the years in art class both at senior and junior levels.
Visual Art Overview
The specification for junior cycle Visual Art focuses on the students’ practical and cognitive engagement with art. Students will be enabled to progressively improve their skills as an artist/ craftsperson/designer in a space that is safe for them to explore ideas and diverse processes both creatively and imaginatively. This can be achieved through the completion of projects and CBAs in all of the three strands of the disciplines of art, craft and design over a three-year period. Students will experience learning in each of the three strands below as they progress through their junior cycle.
Art, or fine art, is the expression of creative skill in a visual form. It emphasises ideas, feelings and visual qualities through imaginative and/or technical skill. Apart from the creation of artworks, fine art also encompasses the study of art through appreciation and critical discussion.
Craft is the application of a range of particular artistic skills and knowledge to produce artefacts of aesthetic worth. With an emphasis on processes and materials, the artefacts created may represent either traditional crafts or a more individual approach by the craftsperson.
Design is the process of planning, problem-solving and creating. It can be a response to a brief, a need or a situation. Emphasising the process of planning, problem-solving and completion, with drawing as a means of thinking, formal visual elements and imagery are used to communicate messages and ideas.
Assessment will include: Various continuous assessment practices through out 1st & 2nd year as well as Classroom Based Assessments (CBAs) in both 2nd and early 3rd year, and all students will take the state-certified final assessment (Jan- May) in 3rd year.
For more information on the visual art course please follow the links below:
https://www.jct.ie/perch/resources/art/junior-cycle-visual-art-information-leaflet-2017.pdf
Home Economics is an applied subject combining theory with practice in order to develop understanding and problem solving skills. The subject’s key focus relates to management of resources (material and human) to meet the physical, emotional, intellectual, social and economic needs of the individual and the family. Within a changing society, it prepares students for life in a consumer-dominated society and provides a learning foundation for those seeking employment in a range of careers.
Junior Cycle Home Economics Syllabus
This is a three-year course.
The Junior Cycle Home Economics involves three strands:
Strand 1 – Food, health and culinary skills
Learning outcomes-
Strand 2 –Responsible family living
Learning outcomes-
Strand 3 – Textiles and craft
Learning outcomes-
In Junior Cycle Home Economics, students will be examined in three ways:
Roinn na Gaeilge
Irish language and culture have always played an integral part CNC Kilcormac. Irish, as a language and a subject, is promoted through curricular and extra-curricular activities in Coláiste Naomh Cormac.
First year students are in common level classes. 2nd and 3rd year students can study the language at both higher and ordinary levels. All students embark on a journey of listening, speaking, reading, writing, and interaction through Gaeilge.
Assessment
The new Junior Cycle Irish course places emphasis on continuous assessment with two CBA’s to be complete in 2nd and 3rd year. Students study a range of literature including: short stories, plays, poems, songs, and novels.
CBA 1 is a language portfolio with samples of the students work. As evidence of their learning, students choose three portfolio items to submit for assessment. The portfolio may include projects, learning logs, creative pieces (poems/songs etc. created by the student) reflective pieces, recorded material, texts, presentations.
CBA 2 is a Communicative Task that gives students the opportunity to choose a subject, topic or issue and explore it over a period of time. As evidence of their learning, students research, prepare, give a short classroom presentation and respond to questions. Emphasis is on the students oral and interactive skills.
An assessment task, worth 10%, will be completed after CBA 2 and is marked by the State Exams Commission.
Final Exam
A final exam takes place at the end of 3rd year in the format of one exam paper at each level. The 2 hour exam will assess student language competency in written and aural tasks.
More information is available at: / Tá níos mó eolas le fail ag:
Geography aims to stimulate curiosity, creating opportunities for students to read, analyse, synthesise and communicate about their immediate environment and wider world. It develops knowledge and skills to enable students to engage with the world around them. Geography promotes critical thinking and supports students in making informed decisions, developing their ability to make valuable contributions to the economic, social, and cultural life of their communities, localities and countries.
Strand 1: Exploring the physical world
Strand 2: Exploring people, place & change
Strand 3: Exploring how we interact with the physical world
Assessment: The assessment of geography for the purposes of the Junior Cycle Profile of Achievement (JCPA) will comprise two Classroom-Based Assessments: Geography in the News; and My Geography.
There is 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 3rd Year.
In the Geography classroom in Colaiste Naomh Cormac, students are invited to make models of geographical features and to engage with the physical environment around them. For more on what is done in the Geography classroom you can observe the Geography twitter page @ms_a_cullen.
Junior Cycle History
At the Junior Cycle level, our history curriculum focuses on developing students’ core historical skills and understanding, as well as nurturing their ability to engage with the subject in a meaningful way. The curriculum covers a broad spectrum of historical topics, ranging from local and national history to global events and perspectives. This approach ensures that students develop a well-rounded understanding of historical events and their impact on the world today.
The Junior Cycle History curriculum is structured around three interconnected strands that provide students with a comprehensive understanding of the subject and the necessary skills to engage with it effectively.
Strand 1: The Nature of History focuses on the foundational concepts and methodologies essential for historical inquiry, enabling students to critically examine evidence, assess interpretations, and develop their own well-informed perspectives.
Strand 2: The History of Ireland delves into the rich tapestry of Irish history, allowing students to explore the key events, figures, and developments that have shaped the nation’s past and present.
Strand 3: The History of Europe and the Wider World broadens the scope of the curriculum to encompass a diverse range of global historical events and themes, fostering an appreciation of the interconnectedness and complexities of world history.
By engaging with these three strands, students develop a well-rounded understanding of history and its relevance to contemporary society.
Over the course of the three-year Junior Cycle, students will have the chance to cover 35 topics in total; 10 topics in first year, 10 in second year, and 15 in third year.
Assessment:
Junior Cycle History students complete two Classroom-Based Assignments and one Assessment Task (worth 10%). CBA 1 focuses on ‘My Place in the Past’ in First Year, while CBA 2 focuses on ‘A Life in Time’ in Second Year.
Physical Education in Coláiste Naomh Cormac applies a holistic approach to the concept of physical activity for young people and aims to motivate students’ to commit to physical activity within and beyond the school setting. It recognises students’ physical, social, mental and emotional dimensions, and emphasises the contribution of physical activity to the promotion of individual and group wellbeing.
Junior Cycle students in Coláiste Naomh Cormac will be completing the 135 hour PE program which has been introduced in September 2023. The Junior Cycle Physical Education specification aims to develop students as competent and confident physical activity participants in a range of physical activities. It aims to equip students with the knowledge and skills to make informed decisions on their involvement in physical activity either through the pursuit of recreational participation or sport. It supports students’ motivation to pursue an active and healthy lifestyle while instilling an appreciation of the benefits of physical activity participation.
Junior Cycle Physical Education focuses on developing a physically literate young person in relation to knowledge, understanding, skills and values to facilitate informed, confident and competent participation in physical activity and a commitment to lifelong engagement. It achieves this through three inter-connected strands rooted in physical activity: Competence, Participation and Appreciation, and three underpinning elements: Movement Competency, Safe and Ethical Participation, and Lifelong Engagement.
Strand 1: Competence
Through practical physical activities, this strand focuses on developing students’ understanding of and abilities in movement skills, concepts and strategies that enable students to participate in a range of physical activities confidently and competently. Students continue to develop their movement skills and knowledge to perform more complex movements in increasingly demanding situations. They will build upon their skills to apply their understanding and performance in sport specific activities.
Strand 2: Participation
Through practical physical activities, this strand focuses on facilitating students’ knowledge and understanding of factors that influence and increase participation in physical activity and sport. Students develop knowledge, understanding, skills and values through participation in a range of activities. These activities provide experiences that enable students to develop dispositions and views on physical activity such as intrinsic motivation, personal preference, inclusion and physical activity for health and wellbeing.
Strand 3: Appreciation
Through practical physical activities, this strand focuses on facilitating students’ understanding of the importance of lifelong participation in physical activity. Students participate in physical activities to understand the importance of being physically active and the impact this has on their lives. They apply their knowledge and skills to analyse activity levels and devise strategies for sustained participation over a period of time.
Assessment:
The assessment of Physical Education for the purposes of the Junior Cycle Profile of Achievement (JCPA) will comprise two Classroom-Based Assessments, CBA1: Physical activity for health and enjoyment and CBA2: My performance. All students will complete both CBAs. The Classroom-Based Assessments take place in Years 2 and 3.
In Junior Cycle the study of modern foreign languages enables students to build on their language learning in English and Irish in primary school and further develops their skills in and enjoyment of using languages. Language learning is accessible to all students and contributes to their cognitive, personal and social growth by enhancing their communicative and thinking skills, as well as their participation in a global society.
Junior Cycle French is an optional subject that is offered at a Common Level.
The study of modern foreign languages at Junior Cycle enables students to build on their language learning in English and Irish in primary school and further develops their skills in and enjoyment of using languages.
Language learning is accessible to all students and contributes to their cognitive, personal and social growth by enhancing their communicative and thinking skills, as well as their participation in a global society.
In learning foreign languages, students are actively engaged in activities and tasks which integrate the five language skills of listening, reading, spoken production, spoken interaction and writing. As a result, they communicate with increasing independence, confidence and creativity. As learning is a social activity as well as a personal one and as communication is central to language, learning languages offers students ample opportunities to work with others to develop their language skills and achieve appropriate goals.
Language learning also broadens students’ horizons and enables them to develop a lifelong learning skill for education, leisure and work, and to develop a positive attitude towards other languages and cultures.
The Junior Cycle French course places emphasis on continuous assessment with two CBA’s to be complete in 2nd and 3rd year.
CBA 1 is an Oral Communication Task that gives students the opportunity to choose a subject, topic or issue and explore it over a period of time. As evidence of their learning, students research, prepare, give a short classroom presentation and respond to questions. Emphasis is on the students oral and interactive skills.
CBA 2 is a Language Portfolio with samples of the students’ work. As evidence of their learning, students choose three portfolio items to submit for assessment. The portfolio may include projects, learning logs, creative pieces (poems/songs etc. created by the student) reflective pieces, recorded material, texts, presentations.
An assessment task, worth 10%, will be completed after CBA 2 and is marked by the State Exams Commission.
A final exam takes place at the end of 3rd year in the format of one exam paper at Common Level. The 2-hour exam will assess student language competency in written and aural tasks.
In Wood Technology you will learn the following:
Assessment
Students’ coursework accounts for 70% of the marks. The remaining 30% is allocated for the written theory exam.
Wood Technology leads onto and provides a foundation for Construction Studies in the Leaving Certificate.
All 1st year students experience music during the Taster rotations.
The Junior Cycle Music course has been specifically devised to suit the entire range of student aptitude and ability. It enables all students to acquire musical skills suited to their age, varying abilities and musical experiences. Music aims to contribute to the development of artistic awareness and understanding, self-expression, self-esteem, imagination and multicultural sensitivity of all students. Students will develop the knowledge, skills and understanding necessary to produce and engage with authentic and original music, that is both theirs and the music of others. In doing so, they will develop the music literacy, critical skills and language necessary to engage with today’s musical world.
Assessment:
Students complete two Classroom Based Assessments.
In 2nd year they compose a variety of pieces in groups and on their own. Usually students compose raps, Hallowe’en incidental music, Christmas jingles, Valentine’s Day melodies, Irish dance tunes and more. Students use traditional staff notation, Graphic notation, GarageBand and MuseScore to compose their music.
In 3rd year, students prepare a Programme Note based on their chosen practical pieces. The programme note gives historical content, musical analysis and biographical information about the composer or common performer.
Practical: 30% *(perform any 3 pieces solo or group). The practicals take place around Easter of 3rd year. Students can play individually or in small groups.No prior experience is required to take this subject. Students learn to play the Ukulele as part of the course.
Written: 70%. The written paper is based on the learning outcomes studied over the course of the 3 years.
More detailed information can be found here.
Graphics is recognised as the underpinning language of the technology disciplines and is transferable across a wide range of subjects such as mathematics, science and art. Students will use a variety of media to communicate their ideas and designs through this unique language. Throughout the course, students will explore the geometric world to gain an appreciation of the importance of graphics in the world around them. They will develop cognitive and practical skills such as graphical communication, spatial visualisation, creative problem-solving, design capabilities and modelling, both physically and through the use of computer-aided design.
Students will develop their creativity as they investigate and solve design challenges. During the problem-solving process, they will work with their peers to refine their ideas from an abstract concept to a final, detailed, drafted design. Abstraction, and spatial reasoning are fundamental to this process; graphics provides multiple and varied opportunities for students to develop these high level cognitive and creative skills in engaging contexts.
Accurate technical drawings are essential in the design and manufacture of components and artefacts. The need for precise communication in the preparation of a functional document distinguishes technical drawing from the expressive drawing of the visual arts. Producing accurate drawings requires significant attention to detail and a patient and resilient mind-set. Students will continually review and reflect on their working drawings developing strategies for improvement as they progress.
See Junior Cycle information leaflet here.