Expectations for students is an umbrella term that links learning outcomes with annotated examples of student work in the subject or short course specification. When teachers, students or parents looking at the online specification scroll over the learning outcomes, a link will sometimes be available to examples of work associated with a specific learning outcome or with a group of learning outcomes. The examples of student work will have been selected to illustrate expectations and will have been annotated by teachers. The examples will include work that is
in line with expectations
The purpose of the examples of student work is to show the extent to which the learning outcomes are being realised in actual cases.
Junior Cycle English is offered at two levels, Higher and Ordinary and the final assessment will reflect this. The examples of student work linked to learning outcomes will offer commentary and insights that support differentiation. The learning outcomes set out in the following tables apply to all students. As set out here they represent outcomes for students at the end of their three years of study. To provide continuity with language learning in primary education a sub-set of 22 learning outcomes for first year is indicated by the symbol § in the tables of outcomes. The outcomes chosen for this purpose articulate well with content objectives for 5th and 6th classes in the Primary English Curriculum and focusing on them in first year will support the transition from English in primary school. The specification stresses that the learning outcomes are for three years. Therefore, the learning outcomes being focused on in first year will not have been ‘completed’ at the end of that year but will continue to support the student’s language development up to the end of junior cycle.
While all outcomes should be considered when planning a for students’ Junior Cycle English experience, those outcomes marked with an asterisk (*) indicate the outcomes upon which the Final Assessment will be based.
The outcomes are numbered 1-13 for Oral Language, 1-13 for Reading and 1-13 for Writing. The numbering is intended to support teacher planning in the first instance and does not imply any hierarchy of importance across the outcomes themselves. Some overlap and repetition in learning outcomes across the strands is necessary. This arises naturally from and emphasises the integration of language learning across Oral Language, Reading, and Writing.