Junior Cycle Geography - Curriculum

1 1 Enter Title Here Enter Date Here Junior Cycle Geography Guidelines for the Classroom-Based Assessment and Assessment Task First Edition June - 2018 2 3 Contents Introduction 4 Classroom-Based Assessments: General Information 4 The autonomy of the school in preparing students for the Classroom-Based Assessments 5 How the school supports the completion of the Classroom-Based Assessments 6 Inclusive assessment practices 7 Classroom-Based Assessments in Geography 7 Classroom-Based Assessment 1: Geography in the news 8 Process for the completion of the Classroom-Based Assessment 1: Geography in the news 9 Completing CBA 1: Geography in the news 11 Geography in the news: Advice for students 13 Classroom-Based Assessment 2 - My Geography 17 Process for the completion of the Classroom-Based Assessment 2: My Geography 18 My Geography : Advice for students 23 Recording and reporting Classroom-Based Assessment results 28 Appendix A: Student Evaluation and Reflection Template for CBA 2 30 Appendix B: Support for teacher judgement: Subject Learning and Assessment Review 31 Appendix C: Subject Learning and Assessment Review Meeting: Facilitator s Report 35 4 Introduction This document, Junior Cycle Geography : Guidelines for the Classroom-Based Assessment and Assessment Task, provides general information on Classroom-Based Assessments detail of the nature and scope of the Classroom-Based Assessment described in the specification for Junior Cycle Geography .

2 The Features of Quality used to describe the level of achievement for each Classroom-Based Assessment guidelines for schools, teachers and students on completing the Classroom-Based Assessments details of the Assessment Task in Geography and how the school supports its completion. These guidelines should be used in conjunction with the Curriculum specification for Junior Cycle Geography and the Assessment and Reporting Guidelines for Junior Cycle , which includes further details of the subject learning and assessment review process and other aspects of Junior Cycle assessment set out in these guidelines. All documentation can be accessed at An outline of assessment in Junior Cycle can be found in the Framework for Junior Cycle 2015, which can be accessed at Classroom-Based Assessments: General Information Classroom-Based Assessments (CBA) are best described as the occasions when the teacher assesses the students using the specific task(s) set out in the subject specification.

3 They are included within the time allocated for Geography , which is a minimum of 200 hours. The Classroom-Based Assessments and the Features of Quality, which support teacher judgement, are set out in these guidelines. Although the assessment is similar to the ongoing assessment that occurs every day in class, in the case of Classroom-Based Assessments, the teacher s judgement is recorded for Subject Learning and 5 Assessment Review (SLAR) meetings and is used in the school s reporting to parents and students. Students prepare for the Classroom-Based Assessments over specified periods of time in second and third year. The results of other projects, homework or tests undertaken by the students in the course of their normal classwork do not add up to the award of a descriptor for the Classroom-Based Assessment. The autonomy of the school in preparing students for the Classroom-Based Assessments These guidelines set out a range of options for the Classroom-Based Assessments so that they can suit the particular needs and circumstances of students and the school.

4 Students and teachers have a choice of topics and formats for the Classroom-Based Assessments (CBA s) in Geography . A variety of possibilities are presented as to how the CBA s can be conducted and presented for assessment to allow students to pursue their own interests and motivations. For both Classroom-Based Assessments, students are encouraged to use a variety of support materials and to present their work in a variety of formats. Within the parameters set by these guidelines, the range of themes and topics for the assessments can be determined independently by the school, teachers and students. 6 How the school supports the completion of the Classroom-Based Assessments The school supports the completion of the assessments by ensuring that the Junior Cycle Geography Specification and Junior Cycle Geography : Guidelines for the Classroom-Based Assessments and Assessment Task are provided to teachers supporting teachers in recording the level descriptors awarded to each student retaining records and pieces of work, as appropriate, for the purposes of Subject Learning and Assessment Review (SLAR) meetings applying the guidelines for Subject Learning and Assessment Review meetings supporting teachers and students in the completion of the Assessment Task following arrangements for transfer of the completed Assessment Tasks to the State Examinations Commission for marking applying inclusive assessment practices and ensuring accessibility of assessment for all students reporting the outcomes of Classroom-Based Assessments to students and their parents/guardians as part of the school s reporting procedures and through the Junior Cycle Profile of Achievement (JCPA).

5 To facilitate providing feedback to students during their engagement with assessment, the process of completing the Classroom-Based Assessments should be viewed as part of teaching and learning, and not solely for assessment purposes. It is envisaged that teachers will guide, support and supervise throughout the process. Support may include: clarifying the requirements of the task using annotated examples of student work to clarify the meaning and interpretation of the Features of Quality to students providing instructions at strategic intervals to facilitate the timely completion of the assessments providing supports for students with special educational needs (SEN). 7 Note that only work which is the student s own can be accepted for assessment in the JCPA. Inclusive assessment practices Schools facilitate inclusive assessment practices whether as part of ongoing assessment or Classroom-Based Assessments.

6 Where a school judges that a student has a specific physical or learning difficulty, reasonable supports may be put in place to remove, as far as possible, the impact of the disability on the student s performance in Classroom-Based Assessments. These supports the support provided by a special needs assistant or the support of assistive technologies, should be in line with the arrangements the school has put in place to support the student s learning throughout the year. Classroom-Based Assessments in Geography There are two Classroom-Based Assessments in Geography . They are assessed at a common level. They relate to the learning outcomes and are scheduled to be undertaken by students in a defined time period within class contact time to a national timetable (as advised by the NCCA) in the school calendar. Following the second of these assessments, students will complete an Assessment Task which is marked by the State Examinations Commission (SEC) as part of the state-certified examination in Geography .

7 The Classroom-Based Assessments for Geography are outlined in Table 1 below. Classroom-Based Assessments Format Student preparation Completed Geography in the news Structured inquiry through a response to a recent geographical event (s) Response to a media source Response may be presented in a wide range of formats Individual or group At the end of a three-week period students will report on their inquiry, based on a recent media source, relating to a geographical event Second term of Year 2 My Geography Structured inquiry into a geographical aspect (s) in a local area Geographical investigation Response may be presented in a wide range of formats Individual or group Students will, over a three-week period, investigate geographical aspects in a local area First term of Year 3 Table 1: Classroom-Based Assessments for Geography 8 Assessment Task The Assessment Task is a written task completed by students during class time.

8 It is not marked by the class teacher, but is sent to the State Examinations Commission (SEC) for marking as part of the state-certified examination in Geography . The Assessment Task is specified by the NCCA and is related to the learning on which the second Classroom-Based Assessment is based. In the case of Geography , this will be My Geography . The details of the Assessment Task are outlined in Table 2 below, with further information provided on of these guidelines. Table 2: Assessment Task for Classroom-Based Assessment 2, My Geography Classroom-Based Assessment 1: Geography in the news Geography in the news provides opportunities for students to engage in practical , authentic learning experiences that reflect the relevance of the study of Geography to the world around them. Geography in the news provides students with opportunities to actively observe the interactions and interconnections between people, places, environments, and spatial patterns.

9 This Classroom-Based Assessment asks students to research and draw conclusions on the implications of geographical events through a real-life example. Students will select a recent geographical event of significance on a local, national or global scale, as reported in the media. Students will undertake a structured inquiry into their chosen geographical event and analyse the significance of this event through the lens of the elements: processes, patterns, systems and scale, geographical skills and sustainability. It is envisaged that the structured inquiry process outlined in Table 3 below (p. 12) will encourage students to investigate beyond their original Format Student preparation Completed The Assessment Task (AT) Students complete a specified written task which is sent to the SEC for marking The Assessment Task will link to My Geography (CBA 2) Following completion of the second Classroom-Based Assessment in Year 3 9 chosen media source and widen the scope of their research to consider a broader range of sources and perspectives.

10 Finally, students will craft a response to this event to be presented at the end of the three-week period. Students may shape their response using a range of different formats, to be decided upon in agreement with the teacher facilitating the CBA. The learning outcomes assessed will, to an extent, depend on the topic chosen and the medium in which the work is presented. In this CBA, irrespective of the topic chosen, the student is required to demonstrate knowledge, understanding, awareness and skills in conducting a structured inquiry (see Table 3, p. 12 below), which explores and analyses if and how the elements of the Geography specification (processes, patterns, systems and scale, geographical skills and sustainability) are manifested in the response to the chosen media source. Process for the completion of the Classroom-Based Assessment 1: Geography in the news Figure 1 sets out the process for conducting a Classroom-Based Assessment.