UNDERTAKING JOURNAL WORK
INTRODUCTION
For each year of the Junior Certificate examination a set of journal titles (two from each section) will be given, along with guidelines for the preparation, completion and submission of the journal. At ordinary level, it is proposed that 25% of the marks available will be allocated to the journal. At higher level, the suggested allocation is 20%.
RATIONALE FOR JOURNAL WORK
The practice of keeping of a journal is associated with many religious traditions. The rationale for the inclusion of journal work in the assessment of religious education in the
Junior Certificate examination arises from the aims of the religious education syllabus, in particular from the emphasis on the students encountering religion as a living reality in
their own communities. In addition religious education should afford students an opportunity for reflection, on the stories or narratives that are part of a tradition, and time for extended engagement with a theme or topic. While the journal arises from the nature of religious education, its inclusion as an assessment component is also associated with concern for equitable assessment procedures that match the aims of the syllabus that they are designed to assess. The inclusion of a journal as an assessment component offers the students an opportunity beyond a terminal written examination paper to demonstrate the broadest range of their knowledge, understanding skills and attitudes. It acknowledges the need to reflect different styles of learning in the assessment of the syllabus and the requirement to offer multiple opportunities to achieve. The journal allows for the process of learning to be recorded and rewarded, as well as the product. The aims for the journal are based on this rationale.
AIMS OF JOURNAL WORK
- to afford the students the opportunity to encounter the lived reality of religion today
- to facilitate the exploration of an area of personal interest or concern
- to offer an opportunity for reflection on that encounter and exploration
- to support the development of skills in reflection, engagement, analysis and the identification of future action
PREPARING JOURNAL WORK FOR ASSESSMENT
TOPICS FOR JOURNAL WORK
While the topics will vary from year to year, the sample below shows the type and range of topics likely to be offered. The same set of topics will be available to ordinary and higher level students. Sample topics are listed along with the relevant syllabus section.
| Syllabus Section | Sample Journal Topics |
| Communities of Faith | Religious Traditions Working Together in My Community
A Profile of a Religious Organisation - local, national or global |
| Foundations of Religion: Christianity | Palestine at the time of Jesus
Jesus in the Gospel of Mark |
| Foundations of Religion: Major World Religions | A Profile of a Major World Religion in Ireland Today
The Faith and Life of a member of a Major World Religion |
| The Question of Faith | A Survey of Belief
Life's Questions: the Non-Religious Responses |
| The Celebration of Faith | A Christmas Celebration
A Sacred Place |
| The Moral Challenge | Conscience in Action
Religious Perspectives on Reconciliation |
SELECTING A TOPIC
In selecting the title for journal work, students should be guided by the following;
- personal interest
Students should choose a title which is likely to generate personal interest or enthusiasm or about which they have a particular concern. - feasibility
The selection of a title for journal work should reflect realistic expectations and awareness of school and community events and priorities. - teacher guidance
Students should check with their teachers as to forthcoming school events, which might be a focus for journal work.
GROUP/INDIVIDUAL JOURNAL WORK
In undertaking journal work students may wish to work in groups or to undertake a visit or investigation as a whole class. In such instances, students should be reminded that each student will have to complete and submit an individual journal.
THE TIMING OF JOURNAL WORK
Journal work can be undertaken at any time over the three years of junior cycle. It is recommended that the writing up of journal work should be completed in draft form by the second term of third year, to be finalised before submission. The preparation of a journal will involve a wide range of the knowledge, understanding, skills and attitudes identified in
the syllabus. In particular, the work should draw on an promote the development of the following skills:
| Skills | Examples of development |
| Enquiry skills | Enquiring about items, products, people, organisations and aspects of the environment. |
| Observational skills | Students are encouraged to observe, interpret, express and record what they see. |
| Problem-solving skills | Students undertake tasks or activities in which they identify the essential requirements or constraints and decide on appropriate solutions to the problem. |
| Research skills | Students are introduced to and guided in ways of finding, recording, analysing and using appropriate research material. |
| Reflective skills | Students are encouraged to reflect on their findings or observations. |
| Organisational skills | Through organisation of their own time and effort, students are enabled to plan, manage and complete their tasks. |
| Critical evaluation skills | Students are guided in the critical, creative and constructive evaluation of their findings, observations, solutions. (adapted from Design in Education, NCAD/NCCA, 1998.) |
RELIGIOUS EDUCATION JOURNAL
DRAFT
ORDINARY AND HIGHER LEVEL
TOPIC/TITLE MARKS
What topic did you (O.L. and H.L.) chose for your journal work?
(1 mark)
Why did you choose this topic?
(2 marks)
What title would you give your journal work?
(1 mark)
GROUP/INDIVIDUAL
Did you work on your own or as part of a group?
(1 mark)
What did you expect would be involved in completing your journal work?
(3 marks)
TIME
How long did the work take to complete?
(1 mark)
BEGINNING
What did you hope to achieve by doing the journal work?
(3 marks)
PREPARING
How did you prepare to do your journal work?
What research did you do?
What people did you contact?
What arrangements did you make for visits or events in school?
(12/10 marks)
DESCRIPTION
What work did you do to complete your journal?
If you did your journal work as part of a group, remember to outline any work you did, as well as work done by the rest of the group.
(8/6 marks)
EVENTS/ACTIVITIES
What events/activities were organised or attended as part of your journal work?
(5/3 marks)
Why were these events/activities included as part of your journal work?
(5/3 marks)
YOUR REACTION
What was your reaction to these events/activities?
If you did group work what was your groups reaction to these events/activities?
(8/6 marks)
Before you finish this section, check to see you have included everything. If you need more space use the spare pages at the back of the booklet.
I LEARNED...
What did you learn about the topic, theme or event that you worked on for your journal work?
(9/7 marks)
AS A RESULT OF WHAT I LEARNED I WILL...
How have you been affected by your journal work?
Do you have more information?
Do you have a different attitude?
(9/7 marks)
SKILLS
What skills were used to plan and complete the journal work?
(9/7 marks)
LINKS
What topics/themes studied in your Religious Education course over the last three years, relate to what you discovered in journal work?
(9/7 marks)
STARTING AGAIN
Imagine someone in your school is starting out on journal work and has chosen the same title as you.
What advice would you give them?
(14/12 marks)
DRAFT MARKING SCHEME AND SAMPLE JOURNAL ANSWERS
Marks will be awarded for the following
- the student's aims for journal work
- the use of a wide range of appropriate skills as set out in the syllabus document
- evidence of encounter, research and reflection
- the drawing of conclusions
SAMPLE MARKING SCHEME
Marks: Topic/Title
SECTION ONE INTRODUCTION
1 Naming the chosen topic
2 Reasons for choice of topic
1 Naming the chosen title
1 Stating whether student worked alone or as part of a group.
3 Outlining what their expectations were regarding the work involved in completing their journal.
1 Outlining how long it took to complete the work.
3 Stating what they hoped to achieve by doing the journal work.
SECTION TWO GETTING STARTED
12/10 Outlining how they prepared to do journal work/research, people contacted and
arrangements made for visits or events.
SECTION THREE WORK
8/6 Stating the work actually done for their journal
5/3 Outlining events/activities organised or attended as part of journal work
5/3 Reasons why these events/activities were included as part of journal work
8/6 Outlining reactions to these events/activities
SECTION FOUR DISCOVERIES
9/7 Stating what knowledge and understanding was gained from the journal work.
9/7 Outlining the affective changes brought about by the journal work.
9/7 Stating the skills used in the journal work.
9/7 Outlining the topics/themes in the Religious Education course, which relate to journal work.
SECTION FIVE ADVICE
14/12 Stating/giving advice on choosing this title, or advice for journal work.
Total = 100/80 Marks
Two sample journals are included below, both written as a result of the same piece of journal work.
Both have been marked using the marking scheme set out above.
SAMPLE ONE
| SECTION ONE INTRODUCTION | |
An Easter Experience
I choose this title because during our RE course the climax was when we produced the Easter story as a playlet and used it to put on a show with a group of fifth class girls. It certainly was an experience I will never forget. Our whole class took part in the event. There was stage managers, wardrobe managers music and dance instructors acting co-ordinators and narrators. I myself was in charge of wardrobe with two other girls. During rehearsal we has to go to the school wardrobe and organise costumes for all fifth class girls. There was so many different costumes to out together. The hardest part though was finding costumes to fit them! Altogether the play took about 6 weeks worth of religion classes to put together and present. We started organising the play on March 15th and presented it at the end of March. By doing this play, we hoped to be able to connect and compare the attitudes of fifth class students with the stages of faith development which we studies beforehand. |
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2
1
1
0
1
3 |
| SECTION TWO GETTING STARTED | |
| Before we began work on the play there was a lot of arrangements to be made. First we decided on the script and the hymns, after which the jobs were appointed. The difficult part of the arrangements was scheduling times of rehearsal which suited both our class ad the timetable of St. Brigid’s. We planned a few sessions that did not work out for us. One day we went with the rest of the year on a trip and another day the primary school has rehearsals for confirmation. This meant we missed two rehearsals. | 9 |
| SECTION THREE WORK | |
On our first visit to St. Brigid’s we got to know the girls we would be working with and we read through the script with them and helped them with their parts which their teacher has given them. I was working with a girl called Maria. She was a soldier in the play. They were all very excited and sometimes hard to control. Before our next meeting with St. Brigid’s, Grace and I had to organise the costumes. We went to the wardrobe and it took us about three hours to find costumes for all the girls. Our second meeting with the class was in our school hall. We had a dress rehearsal on stage. This went ok but the younger girls were nervous and excited. We paid another visit to the wardrobe as there were more girls than expected. We discovered that due to lack of time, that the girls would not be able to learn their lines so script readers were appointed. They read the script from the wings while the girls mimed on stage. The last dress rehearsal was perfect. It was obvious that the girls had been practising at home and with their teacher. The day of the play arrived, Friday 26th May. The chairs were set up, the music was practised and everything ran smoothly. We only had one inter ruption when a class of sixth class girls arrived late to watch the play and had to be led in the back during the play. All in all, the play was a complete success which everyone enjoyed. Parents, students, teachers and all involved in the production.
| 8
5
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8 |
| SECTION FOUR DISCOVERIES | |
Firstly I discovered that young children are a lot harder to work with than I expected. They are very fussy about detail. For example, two girls went to a lot of trouble to discover who was servant girl one and who was servant girl two. They also had very fixed ideas about what Jesus looked like. The girl who played Jesus even wore her sandals in on the day of the play. I gained a lot of experience during this project. Working with children reminded me of my faith as it was then and how it has developed since I was a child. Our organisational skills were stretched to the full and I feel we all rose to the challenge. My experiences have led me to believe that children have the purest faith and that it must be cherished and nourished to develop. The most highly connected of all the subjects we covered was faith develoment. Experienced faith, Affiliative faith, Conventional faith, Personal faith, Community faith
These are the stages discovered by Fowler.
The children we were working with were in the affiliative faith stage - from 7-12 years they have their own beliefs. They have their own interpretation of beliefs, rule and attitudes. The child appeals to their parents rather than their peers. We found this was true when we asked them questions. They said that their earliest memory of the easter story was when their parents and their teacher told them about it.
| 7 7 9 5 5 |
| SECTION FIVE ADVICE | 0
Total 66 |
SAMPLE TWO
SECTION ONE INTRODUCTION
Faith Development
We decided to do an Easter play with a group of fifth class students from St. Bridgets Primary School. I was in charge of the character of Jesus. The play took three weeks to organise. The first week we spent in class deciding on our roles and the second and third weeks we spent with St,Brigid's organising the play.
We hoped to achieve a feeling of pride when the play was completed and a sense of achievement at what we had done.
Section Two Getting Started
In preparing the play we had to organise the costumes, the hall and the stage. We had to ask Noel for his help and we had to get the stage lights working.
Section Three Work
My role in the play was to look after a girl called Rachel who was playing the part of Jesus. I had to make sure she did everything right and make sure she had proper costumes on her and was in the right positions in the play. I thought the play was a good outcome but I thought we could have dome with a bit more time.
Section Four Discoveries
I learned that doing the Easter play with the 5th class thought them much more about the play than what they had read in their religion books.
I will treat children with a different attitude as I have seen what they can do once toy have some patience with them
We had to use our organising and planning skills to start the plat and then throughout the play we had to learn to be more patient with the children
Over the last three years we have done some work on faith development
Section Five Advice