Overview: Course The specification for Junior Cycle English focuses on the development of language and literacy in and through the three strands: Oral Language, Reading, and Writing. The elements Elements Each strand is divided into a number of elements, which are the headings under which the learning outcomes are grouped. of each of these strands place a focus on communicating, on active engagement with and exploration of a range of texts Texts All products of language use—oral, gesture, sign, written, visual, using Picture Exchange Communication System (PECS), objects of reference, Braille, tactile, electronic, digital and/or multimodal—can be described as texts. Multimodal texts include the combination of a variety of forms of communication such as print text, digital text, visual images, audio (e.g., a performance or event) and spoken word. In this definition, 'multimodal' is not synonymous with 'digital'. , and on acquiring and developing an implicit and explicit knowledge of the shape and structures of language. There is a strong focus on the oral dimension of language, including the vital importance of learning through oral language. This makes the English classroom an active space, a place of ‘classroom talk’ where learners explore language and ideas as much through thinking and talking as through listening and writing. While the learning outcomes Learning outcomes Statements in curriculum specifications to describe the knowledge, understanding, skills and values that students should be able to demonstrate after a period of learning. associated with each strand Strand The strand is the primary division of content in the curriculum specification. are set out separately here, this should not be taken to imply that the strands are to be studied in isolation. The student’s language learning is marked by a fully integrated experience of oral language, reading and writing. To give further emphasis to the integrated nature of language learning the outcomes for each strand Strand The strand is the primary division of content in the curriculum specification. are grouped by reference to three elements Elements Each strand is divided into a number of elements, which are the headings under which the learning outcomes are grouped. : Communicating as a listener, speaker, reader, writer Exploring and using language Understanding the content and structure of language Progression from primary to senior cycle In its strands, elements Elements Each strand is divided into a number of elements, which are the headings under which the learning outcomes are grouped. and outcomes, the specification for Junior Cycle English mirrors the specification for the primary language curriculum. This affords a significant continuity of experience for language learners when they make the transition from primary to post-primary school. This is supported by the development of a sub-set of learning outcomes Learning outcomes Statements in curriculum specifications to describe the knowledge, understanding, skills and values that students should be able to demonstrate after a period of learning. for First Year to take account of and to provide for continuity with learning in primary education. Significantly, too, there is strong continuity with English in senior cycle. This is especially evident in the learning outcomes Learning outcomes Statements in curriculum specifications to describe the knowledge, understanding, skills and values that students should be able to demonstrate after a period of learning. which emphasise the students’ growing sense of the writing process, their awareness of audience and purpose, their development of genre awareness Genre awareness Refers to the knowledge the students build up of the range of text types they read and in which they learn to compose. , and their growing ability to make links, however informal, between texts Texts All products of language use—oral, gesture, sign, written, visual, using Picture Exchange Communication System (PECS), objects of reference, Braille, tactile, electronic, digital and/or multimodal—can be described as texts. Multimodal texts include the combination of a variety of forms of communication such as print text, digital text, visual images, audio (e.g., a performance or event) and spoken word. In this definition, 'multimodal' is not synonymous with 'digital'. they study. Figure 1: The elements Elements Each strand is divided into a number of elements, which are the headings under which the learning outcomes are grouped. of English showing the components as interactive and interdependent The elements Elements Each strand is divided into a number of elements, which are the headings under which the learning outcomes are grouped. describe a three-fold focus for language learning as a systematic development of communication skills, learning language by exploring and doing, and building up an understanding and awareness of how language works across a wide range of contexts. Engagement with text/s is central to the development of language and literacy and it is important to recognise that the term text applies to more than communication in written formats. All products of language use—oral, written, visual, or multimodal—can be described as texts Texts All products of language use—oral, gesture, sign, written, visual, using Picture Exchange Communication System (PECS), objects of reference, Braille, tactile, electronic, digital and/or multimodal—can be described as texts. Multimodal texts include the combination of a variety of forms of communication such as print text, digital text, visual images, audio (e.g., a performance or event) and spoken word. In this definition, 'multimodal' is not synonymous with 'digital'. . Multimodal texts Texts All products of language use—oral, gesture, sign, written, visual, using Picture Exchange Communication System (PECS), objects of reference, Braille, tactile, electronic, digital and/or multimodal—can be described as texts. Multimodal texts include the combination of a variety of forms of communication such as print text, digital text, visual images, audio (e.g., a performance or event) and spoken word. In this definition, 'multimodal' is not synonymous with 'digital'. combine language with other systems for communication, such as print text, visual images, soundtrack and the spoken word. It is essential that over the three years of junior cycle students have a wide and varied experience of texts Texts All products of language use—oral, gesture, sign, written, visual, using Picture Exchange Communication System (PECS), objects of reference, Braille, tactile, electronic, digital and/or multimodal—can be described as texts. Multimodal texts include the combination of a variety of forms of communication such as print text, digital text, visual images, audio (e.g., a performance or event) and spoken word. In this definition, 'multimodal' is not synonymous with 'digital'. that stimulate, engage, inspire and challenge them. Junior Cycle English has been designed for a minimum of 240 hours of engagement across the three years of junior cycle. In planning a course the teacher will take account of the need to provide a wide range of opportunities for students to have meaningful and stimulating language experiences across a broad range of contexts. For example, a year’s work might be organised around themes and/or central texts Texts All products of language use—oral, gesture, sign, written, visual, using Picture Exchange Communication System (PECS), objects of reference, Braille, tactile, electronic, digital and/or multimodal—can be described as texts. Multimodal texts include the combination of a variety of forms of communication such as print text, digital text, visual images, audio (e.g., a performance or event) and spoken word. In this definition, 'multimodal' is not synonymous with 'digital'. with other texts Texts All products of language use—oral, gesture, sign, written, visual, using Picture Exchange Communication System (PECS), objects of reference, Braille, tactile, electronic, digital and/or multimodal—can be described as texts. Multimodal texts include the combination of a variety of forms of communication such as print text, digital text, visual images, audio (e.g., a performance or event) and spoken word. In this definition, 'multimodal' is not synonymous with 'digital'. studied in broad contextual relation to them. A course would be expected to include many opportunities for students to create their own texts Texts All products of language use—oral, gesture, sign, written, visual, using Picture Exchange Communication System (PECS), objects of reference, Braille, tactile, electronic, digital and/or multimodal—can be described as texts. Multimodal texts include the combination of a variety of forms of communication such as print text, digital text, visual images, audio (e.g., a performance or event) and spoken word. In this definition, 'multimodal' is not synonymous with 'digital'. in response to those studied and as part of their general language and literacy development. It should be remembered that the language skills being developed by students in junior cycle English are for the most part unconstrained skills Unconstrained skills The range of language skills that we develop over a lifetime. that need to be frequently revisited and reinforced. Therefore, care will be needed to find a balance between choosing a sufficiently broad range of texts Texts All products of language use—oral, gesture, sign, written, visual, using Picture Exchange Communication System (PECS), objects of reference, Braille, tactile, electronic, digital and/or multimodal—can be described as texts. Multimodal texts include the combination of a variety of forms of communication such as print text, digital text, visual images, audio (e.g., a performance or event) and spoken word. In this definition, 'multimodal' is not synonymous with 'digital'. and providing learners with a variety of language experiences and opportunities to develop the range of skills envisioned in the learning outcomes Learning outcomes Statements in curriculum specifications to describe the knowledge, understanding, skills and values that students should be able to demonstrate after a period of learning. . In support of this aim two lists of texts Texts All products of language use—oral, gesture, sign, written, visual, using Picture Exchange Communication System (PECS), objects of reference, Braille, tactile, electronic, digital and/or multimodal—can be described as texts. Multimodal texts include the combination of a variety of forms of communication such as print text, digital text, visual images, audio (e.g., a performance or event) and spoken word. In this definition, 'multimodal' is not synonymous with 'digital'. will be provided: as a guide for first year an indicative list of texts Texts All products of language use—oral, gesture, sign, written, visual, using Picture Exchange Communication System (PECS), objects of reference, Braille, tactile, electronic, digital and/or multimodal—can be described as texts. Multimodal texts include the combination of a variety of forms of communication such as print text, digital text, visual images, audio (e.g., a performance or event) and spoken word. In this definition, 'multimodal' is not synonymous with 'digital'. from which teachers and students may choose or substitute text/s of their own choosing for second and third year there is a prescribed body of texts Texts All products of language use—oral, gesture, sign, written, visual, using Picture Exchange Communication System (PECS), objects of reference, Braille, tactile, electronic, digital and/or multimodal—can be described as texts. Multimodal texts include the combination of a variety of forms of communication such as print text, digital text, visual images, audio (e.g., a performance or event) and spoken word. In this definition, 'multimodal' is not synonymous with 'digital'. from which teachers must select. The following guidelines should be used to inform choice of texts Texts All products of language use—oral, gesture, sign, written, visual, using Picture Exchange Communication System (PECS), objects of reference, Braille, tactile, electronic, digital and/or multimodal—can be described as texts. Multimodal texts include the combination of a variety of forms of communication such as print text, digital text, visual images, audio (e.g., a performance or event) and spoken word. In this definition, 'multimodal' is not synonymous with 'digital'. . First Year A studied novel, with on-going, sustained reading of novels throughout the year A variety of drama extracts to suit appropriate learning outcomes Learning outcomes Statements in curriculum specifications to describe the knowledge, understanding, skills and values that students should be able to demonstrate after a period of learning. A variety of non-literary texts Texts All products of language use—oral, gesture, sign, written, visual, using Picture Exchange Communication System (PECS), objects of reference, Braille, tactile, electronic, digital and/or multimodal—can be described as texts. Multimodal texts include the combination of a variety of forms of communication such as print text, digital text, visual images, audio (e.g., a performance or event) and spoken word. In this definition, 'multimodal' is not synonymous with 'digital'. including texts Texts All products of language use—oral, gesture, sign, written, visual, using Picture Exchange Communication System (PECS), objects of reference, Braille, tactile, electronic, digital and/or multimodal—can be described as texts. Multimodal texts include the combination of a variety of forms of communication such as print text, digital text, visual images, audio (e.g., a performance or event) and spoken word. In this definition, 'multimodal' is not synonymous with 'digital'. in oral format A number of short stories At least 10 poems Second and Third Year From the list of prescribed texts Texts All products of language use—oral, gesture, sign, written, visual, using Picture Exchange Communication System (PECS), objects of reference, Braille, tactile, electronic, digital and/or multimodal—can be described as texts. Multimodal texts include the combination of a variety of forms of communication such as print text, digital text, visual images, audio (e.g., a performance or event) and spoken word. In this definition, 'multimodal' is not synonymous with 'digital'. students must study: Two novels Two drama* texts Texts All products of language use—oral, gesture, sign, written, visual, using Picture Exchange Communication System (PECS), objects of reference, Braille, tactile, electronic, digital and/or multimodal—can be described as texts. Multimodal texts include the combination of a variety of forms of communication such as print text, digital text, visual images, audio (e.g., a performance or event) and spoken word. In this definition, 'multimodal' is not synonymous with 'digital'. *Note 1: An extract from a play or extracts from one or more plays may be used as one of the drama texts Texts All products of language use—oral, gesture, sign, written, visual, using Picture Exchange Communication System (PECS), objects of reference, Braille, tactile, electronic, digital and/or multimodal—can be described as texts. Multimodal texts include the combination of a variety of forms of communication such as print text, digital text, visual images, audio (e.g., a performance or event) and spoken word. In this definition, 'multimodal' is not synonymous with 'digital'. . The extracts may be chosen from outside of the list of prescribed texts Texts All products of language use—oral, gesture, sign, written, visual, using Picture Exchange Communication System (PECS), objects of reference, Braille, tactile, electronic, digital and/or multimodal—can be described as texts. Multimodal texts include the combination of a variety of forms of communication such as print text, digital text, visual images, audio (e.g., a performance or event) and spoken word. In this definition, 'multimodal' is not synonymous with 'digital'. . The extract or extracts selected by schools should provide students with a broad experience of the dramatic form. *Note 2: Students intending to take the Final Assessment Assessment Assessment is the process of generating, gathering, recording, interpreting, using and reporting evidence of learning in individuals, groups or systems. Educational assessment provides information about progress in learning, and achievement in developing skills, knowledge, behaviours and attitudes. at Higher Level should study the full text of the prescribed Shakespearean drama during second and/or third year. A film from the prescribed list of films A variety of non-literary texts Texts All products of language use—oral, gesture, sign, written, visual, using Picture Exchange Communication System (PECS), objects of reference, Braille, tactile, electronic, digital and/or multimodal—can be described as texts. Multimodal texts include the combination of a variety of forms of communication such as print text, digital text, visual images, audio (e.g., a performance or event) and spoken word. In this definition, 'multimodal' is not synonymous with 'digital'. including texts Texts All products of language use—oral, gesture, sign, written, visual, using Picture Exchange Communication System (PECS), objects of reference, Braille, tactile, electronic, digital and/or multimodal—can be described as texts. Multimodal texts include the combination of a variety of forms of communication such as print text, digital text, visual images, audio (e.g., a performance or event) and spoken word. In this definition, 'multimodal' is not synonymous with 'digital'. in oral format A selection of poetry (a minimum of 16 poems over the two years) A number of short stories The list for second and third year refers to specific texts Texts All products of language use—oral, gesture, sign, written, visual, using Picture Exchange Communication System (PECS), objects of reference, Braille, tactile, electronic, digital and/or multimodal—can be described as texts. Multimodal texts include the combination of a variety of forms of communication such as print text, digital text, visual images, audio (e.g., a performance or event) and spoken word. In this definition, 'multimodal' is not synonymous with 'digital'. in the case of novel, drama* and film. Other texts Texts All products of language use—oral, gesture, sign, written, visual, using Picture Exchange Communication System (PECS), objects of reference, Braille, tactile, electronic, digital and/or multimodal—can be described as texts. Multimodal texts include the combination of a variety of forms of communication such as print text, digital text, visual images, audio (e.g., a performance or event) and spoken word. In this definition, 'multimodal' is not synonymous with 'digital'. (poetry, short stories, non-literary texts Texts All products of language use—oral, gesture, sign, written, visual, using Picture Exchange Communication System (PECS), objects of reference, Braille, tactile, electronic, digital and/or multimodal—can be described as texts. Multimodal texts include the combination of a variety of forms of communication such as print text, digital text, visual images, audio (e.g., a performance or event) and spoken word. In this definition, 'multimodal' is not synonymous with 'digital'. ) are referred to by genre or type only and teachers have freedom to choose specific examples.
