The following subjects will be studied by all 1st Year students during the academic year:
The new Junior Cycle Irish course places an important emphasis on the active participation of the learner in acquiring their language skills. As a result, students will be partaking in a number of engaging activities including role-plays, pair work, group work, peer assessment and presentations through the medium of Irish. Our department aims to create a positive, enjoyable and enriching experience for the student.
In 2nd Year, students will be producing exemplars of their work for their portfolio to be assessed in preparation for their first classroom-based assessment at the end of 2nd Year. A key focus of the Irish Department is to develop students’ digital literacy skills while creating this body of work. In 3rd Year, students will complete their second Classroom Based Assessments & their Assessment Task.
CBA 2 helps to develop the students’ oral skills as they prepare a presentation to do in front of their peers. Written and aural assessments will take place at both higher and ordinary levels in June of 3rd Year. These exams are both two hours in duration.
Students are encouraged and expected to speak Irish as much as possible in and out of the classroom. There are opportunities throughout the year for students to speak Irish outside of the classroom. e.g. Gaeilge 24 & Seachtain na Gaeilge. We also highly recommend that students attend an Irish language course in the Gaeltacht. Students will be acknowledged for their extracurricular Irish efforts in their Junior Cycle Profile Award. ‘Beatha teanga í a labhairt.’
English is a core subject for Junior Cycle, Transition Year and Senior Cycle. Literacy skills are a central focus of our curricula with reading and writing of paramount importance. Students are also supported to develop their oral communication skills. Within the English department, we foster students’ abilities to be creative individuals, critical thinkers, and confident public speakers.
English extends beyond the classroom in our school – reading for pleasure is also at the heart of our school community. We have a wonderful library and Loreto College Foxrock is a winner of the Wellread “Readers for Life” School Award. Our Debating Society gives students the opportunity to engage with their peers in a lively and friendly forum.
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. Over the course of the three years of Junior Cycle, our students develop their skills as listeners, speakers, readers and writers.
From 1st Year, students encounter a variety of fiction and non-fiction texts – including novels, short stories, poetry, articles, extracts from plays. They engage with digital, visual and multi-modal texts such as podcasts, short films and advertising posters. Students learn to write for a variety of purposes (eg to be creative, to explain, to inform, to persuade) while also building and improving upon their ability to draft and redraft pieces of writing. Oral presentation skills are also nurtured and developed.
In 2nd and 3rd Year, students’ study broadens to include prescribed texts on the Junior Cycle curriculum (two novels, a film and a Shakespearean play). They must also study up to twenty poems, together with extracts from other dramas (chosen by the teacher).
Junior Cycle English is assessed in a variety of ways. There are two Classroom-Based Assessments (CBAs) in Junior Cycle English: Oral Communication (CBA1, completed in 2nd Year) and the Collection of the Student’s Texts (CBA2, completed in 3rd Year). The Oral Communication CBA allows students a three-week period to research, plan, prepare and present either a performance, an interview, a creative piece inspired by stimulus material, or a presentation. The Collection of the Students’ Texts CBA requires the student to choose and submit for assessment two pieces of writing from their portfolio (collection of texts) that they have drafted and redrafted. The CBAs are assessed by the class teacher and are awarded one of four possible descriptors rather than a grade. The descriptors are Exceptional, Above Expectations, In Line With Expectations, Yet to Meet Expectations.
Following the completion of CBA2, students will undertake an Assessment Task which is published by the State Examinations Commission and issued to schools for completion in class time. The Assessment Task is based upon the two pieces of writing the students submitted as part of their CBA2. Students use these pieces help them answer questions which are all focused on the writing process and what students have learned about writing. This is worth 10% of the final grade at Junior Cycle English and is marked by the State Examinations Commission. There is one Junior Cycle English exam, which takes place in June of Third Year.
Junior Cycle Maths is a core subject that focuses on developing students’ mathematical skills and understanding. It can be taken at higher or ordinary level, but the 1st Year course is studied at common level. After 1st Year, an ordinary level class is created, while the higher level classes remain of mixed ability. The course covers a wide range of topics, including number systems, algebra, geometry, statistics, and probability. Through problem-solving and critical thinking, students learn how to apply mathematical concepts in practical situations. Over the course of the three years, students will complete two Classroom-Based Assessments – one in 2nd Year based on a mathematical investigation, and the other in 3rd Year based on statistics.
As a core Junior Cycle subject, everyone studies History from 1st to 3rd Year. It is a wide-ranging and fascinating course which brings students on a journey through time from prehistory, through ancient civilisations, the middle ages and the renaissance, all the way up to modern times.
Studying History not only allows us to understand the world we all live in today, but also enables us to be critical thinkers, helps us to interrogate sources of evidence and make judgements about the viewpoints expressed.
Geography is the study of the Earth, its population, and the interaction between them. Geography allows students to explore and understand the world around them. Students learn important geographical skills such as map reading, understanding graphs, charts and images. Geography incorporates many concepts and ideas from a range of subjects which helps students make sense of the world around them. Students become well informed and responsible citizens and are enabled to progress into further studies or the world of work.
Our Junior Cycle Science programme aims to develop scientific literacy and an understanding of the world around us. It is a three-year program that begins in first year and ends in third year. Students are encouraged to take part in extra-curricular activities in science such as the BT Young Scientist & Technology Exhibition and activities during Science Week. Students of science learn through scientific inquiry, enabling them to develop their knowledge of science by applying the scientific method. They are encouraged to interpret and analyse scientific evidence and data to draw their own conclusions while developing an understanding of the world around them.
Core Topics: Our program covers a range of core scientific topics, including Biology, Chemistry, Physics, and Earth and Space Science. These topics are taught through a combination of classroom lessons, practical experiments, and interactive activities. This prepares them for their studies in Leaving Cert Physics, Chemistry and Biology, all of which are offered in Loreto Foxrock.
Skills Development: In addition to knowledge of core scientific concepts, our programme also focuses on developing key scientific skills, such as critical thinking, problem-solving, and data analysis. Students will also learn how to design and conduct experiments and communicate scientific ideas effectively.
Assessment: Students will be assessed through a combination of classroom-based assessments, project work, and a final exam at the end of third year. The final exam will cover all core topics and skills developed throughout the programme.
Career Opportunities: Junior Cycle Science provides a solid foundation for further study in science-related fields, including medicine, engineering, and environmental science. It also provides a general scientific literacy that is valuable for many different career paths.
The Junior Cycle Religion programme in Loreto Foxrock follows the Department of Education RE Junior Cycle Syllabus, suitable for students of all faiths and none.
This syllabus explores Judaism, Christianity, Buddhism, Hinduism, Islam and Secular Worldviews, including Humanism. It is examined as a common level paper that contains three strands: Expressing beliefs, Exploring Questions, and Living Our Values. The three strands are underpinned by the three elements of Enquiry, Exploration, Reflection and Action.
CSPE (Civic, Social & Political Education) at Loreto Foxrock is offered as a non-exam class that takes place once a week from 1st to 3rd Year.
Students cover a variety of topics over this period such as rights and responsibilities, global citizenship and exploring democracy. 2nd and 3rd Years will also complete an Action Project, in which they raise awareness for a cause of their choice.
Social, Personal and Health Education (SPHE) is timetabled for all students in Loreto College Foxrock in all years throughout Junior Cycle, Transition Year and Senior Cycle.
SPHE classes provide a space where students can develop the knowledge, understanding, skills, dispositions and values needed to support their physical, emotional and social wellbeing, now and in the future.
We focus on life skill development during the ever-changing and challenging stage of adolescence, giving students the unique space to explore what is important for them as young people and to be aware of their own wellbeing. Specifically, SPHE focuses on developing core social and emotional skills which will help students to make informed decisions and positively influence many important life outcomes.
Relationships and Sexuality Education (RSE) is located in the overall framework of Social, Personal and Health Education (SPHE). RSE is of particular importance for young people at this stage of their lives as they reflect on questions such as ‘what kind of person am I?’ and ‘what matters for me in relationships?’ As they continue to form their identity, they are making sense of life experiences, information, images and messages about relationships and sexuality from a range of informal sources such as their peers, family, the media, and the online world.
Students are provided with information and provided with the opportunity to discuss relationships, reproduction, sexuality and healthy sexual expression within a safe classroom setting with a skilled teacher. Critically evaluating the wide range of information, opinions, attitudes and values offered today is vitally important to support and encourage students to make positive, responsible choices about themselves and the way they live their lives.
RSE is delivered to our Junior Cycle students over a minimum of 3 hours within SPHE class in 1st, 2nd and 3rd Year. At Senior Cycle, students engage with RSE for a minimum of 4 hours in Transition Year through SPHE class and for approximately 6 hours in both 5th and 6th Year during Health Education class.
Please refer to the RSE policy for further information and an outline of topics explored within each year group.
The Physical Education programme in Loreto College Foxrock at Junior Cycle follows the JCPE Short-Course Curriculum, incorporating a broad-based approach to a wide range of physical activities, sport and movement skills. There are two hours per week on the 1st Year timetable with 2nd and 3rd Year students completing one hour per week. A CBA is required to be completed during 2nd or 3rd Year where students show their knowledge of the “Key Skills of the Junior Cycle” (Being Literate, Managing Myself, Staying Well, Managing Information and Thinking, Being Numerate, Being Creative, Working with Others and Communicating) in one chosen strand of the curriculum.
These key skills are emphasised and embedded in the roll out of Physical Education in Loreto College Foxrock Junior Cycle. The Junior Cycle Physical Education specification aims to develop students as competent and confident physical activity participants in a range of physical activities. The strands which are taught throughout their three years of junior cycle are as follows:
Content to come.
Content to come.
Students will be asked to choose 3 of the following option subjects for Junior Cycle:
Junior Cycle Business covers a broad range of topics across the areas of business, economics and accounting. Students engage in an appealing and practical curriculum which teaches them useful information for day -to-day living such as how to manage your money, consumer rights and understanding how the government spends our taxes. The course is a balance of theoretical content and practical accounting and calculation work. Students who pick business, really enjoy it. It also leads into three subjects at Leaving Certificate level – Business, Accounting and Economics. The Junior Cycle Business exam is sat at Common level and is 2 hours long.
The overall aim in French is to develop the four skills of reading, writing, listening and speaking through the use of the target language (TL). A wide variety of teaching methodologies in the teaching of French including (but not exclusively) online resources, podcasts, movies, music and cultural activities. Every year we celebrate ‘Semaine de la Francophonie’ with a week of cultural and language activities that include school-based activities and excursions.
In teaching French, the aim is to foster in our students communicative skills which will enable them to:
Students in 1st Year do not need to have any prior knowledge of the language – the focus is on communication skills and cultural awareness. Over the course of the three-year cycle, students will steadily build knowledge and skills in and enjoyment of the target language through the use of authentic materials. They will learn about French culture and francophone habits and customs. This is supported by our links with French schools, which offer students the chance to communicate directly with their French peers.
The overall aim in Spanish is to develop the four skills of speaking, reading, listening and writing through the use of the target language (TL). A wide variety of teaching methodologies are in use in the teaching of Spanish including, (but not exclusively), online resources, podcasts, movies, music and cultural activities. Every year in October we celebrate Spanish week with a week of cultural and language activities that include school-based activities such as flamenco and zumba dancing and excursions.
We aim is to foster in our students communicative skills which will enable them to:
Students in 1st Year do not need to have any prior knowledge of the language – the focus is on communication skills and cultural awareness. Over the course of the three-year cycle, students will steadily build knowledge and skills in and enjoyment of the target language through the use of authentic materials. They will learn about Spanish and hispanic culture, habits and customs. This is supported by our links with Spanish schools, which offer students the chance to communicate directly with their Spanish speaking peers.
Classics at Junior Cycle explores the Mythology, Archaeology, Language, and History of Ancient Greece and Rome. It is a highly enjoyable subject. We read the stories of Heracles, the Gods, and study the daily life of Greeks and Romans.
We are very fortunate in Loreto College Foxrock to have highly dedicated and skilled Home Economics teachers. The subject is very popular among students at Junior, Transition and Senior cycles.
There are two fully equipped Home Economics kitchens and one sewing room. Both kitchens consist of 10 individual fully equipped units where students work with their partner for the year in their own space. Students cook throughout the year mastering a variety of skills and gain a range of sewing skills in 1st Year which are developed further in 2nd Year.
Considering the increased emphasis on practical assessment and its integral part in the curriculum at both senior (Social and Scientific) and junior levels, we are constantly updating and investing in equipment broadening the facilities available to our students.
On display within the school are a wide selection of crafts created by our 2nd year students as part of their Junior Cycle CBA ranging from knitting to applique cushions.
Our students express great interest in activity-based learning through partaking in competitions including Healthy Chef Competition. Students can also take up the Loreto Great Book Bake Off competition by practicing their skills and baking treats for the class during the year.
Practical Examination (performance examination in March/April) – 30%
Listening and Composing Written Paper (June examination) – 70%
CBA 1 – Compositional Portfolio
CBA 2 – Programme Note
Practical 30%
Students are invited to prepare a programme of music on her chosen instrument/s to perform in front of an external examiner. Students can begin an instrument in first year of secondary school and can be successful in obtaining a high mark in their performance in 3rd year. Singing is a very popular option for students for the practical exam. Prior musical experience is not required to study music at secondary school level. Students are asked to perform three pieces on one, two or three instruments as part of the junior cycle practical exam. Students can perform as a soloist, or as part of a group. This allows flexibility for students when deciding on what instrument/s to perform.
Classroom Based Assessment 1
Students will be asked to prepare a composition portfolio by compiling a collection of their musical ideas and creative expressions in a variety of styles over time. Two pieces of the portfolio will be selected by the student for assessment purposes. Students may include an arrangement of an existing piece of music, adding music to text, creating an advertisement jingle, creating music for a school event etc. The compositional CBA 1 will be assessed in 2nd Year.
Classroom Based Assessment 2
Students are required to prepare a programme note to inform the examiner on the content of their upcoming performance (practical exam). The programme note can include a brief introduction to the composer, a description of the historical content of the pieces, an interesting musical point for the audience to listen out for and the student’s role in the group if relevant. The Programme Note CBA 2 will be assessed in 3rd Year.
Written Exam – Listening and Composing – 70%
Students will sit an hour and a half exam at the end of 3rd Year. During this exam, students will be required to engage with, demonstrate comprehension of, and provide written responses to material played (through recordings) and compositional exercises. Students will develop their listening and compositional skills throughout the three years of the Junior Cycle Music Curriculum, in order to prepare for the final written exam.
Why Choose Music?
Students who are willing to practice their instrument continuously over the three year junior cycle can achieve a high mark in their performance exam.
The practical exam takes place before or after the Easter holidays. This takes pressure off the student throughout the State Exams in June.
The expected level for the Junior Cycle music practical is Grade 2/3 approximately (to incorporate three years of instrumental tuition from 1st year – 3rd year).
It is not compulsory to have studied music prior to secondary school in order to study music at Junior Cycle level.
Junior Cycle Visual Art involves three different areas: Art, Craft and Design.
Students are taken on a journey to explore each of these three areas. They will learn the skills necessary to create their own artworks and designs. They will explore drawing, painting, printmaking, clay modelling and creative embroidery. They will also learn how to use a range of different materials and techniques. They will learn how to look at artworks created by other artists, architects, photographers, and fashion designers and how to talk about them. They will learn how to come up with original ideas and how to experiment with different ideas through research and drawing.
Why study art?
Art is a fun, colourful, and exciting subject. Students can find their own special talent and develop it in the relaxed atmosphere of our beautiful art rooms. By choosing to study art students will continue to develop their creative, critical thinking and problem-solving skills. Through Art, students gain a sense of achievement, enjoyment, and personal fulfilment. They learn to generate ideas and to communicate these ideas through their own work. They learn what it is to be innovative, a lifelong skill for any future career path they wish to undertake.
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