Portmarnock Community School Donal O Mahony. Some history Portmarnock Community School became an NCCA Junior Cycle network school in May 2012 I am the.

Our Experience of Short Courses

Portmarnock Community School

Donal O’ Mahony

Some historyPortmarnock Community School became an NCCA

Junior Cycle network school in May 2012

I am the Link-teacher

I presented about the possibilities involved with Junior Cycle reform to my colleagues in September 2012

In Portmarnock there seemed to be a lot of interest in Short Course development

Why this interest?A strong history of innovation in Transition-year

e.g. Photography, Heritage, Film, Animation, English, History...

A confidence and capacity to introduce new and innovative methods of teaching

Junior Cycle reform – an opportunity to mainstream from Transition-year to the Junior Cycle – material however must be re-modelled for the younger students, taking into account the principles of the Junior Cycle Framework

J.C. 2.0

Online support network

I was very active in this during 2012/2013

Noticed that many Link schools were working with their strengths

We promisedSupport to teachers: In-house staff

development particularly in the area of Key Skills

November 2012: Denise Kelly from the National Council for Curriculum and Assessment (NCCA) presented in the school to about fifteen teachers (who volunteered) on Short Course development

Very well received – learned a lot

We lead...Management and I are very supportive of the

move from product to process in relation to learning

Wanted to develop the students appreciation of the “how” and “why” of learning over a period of time

This was a rationale we brought to the table at all meetings

We asked...Teachers to volunteer to develop their own

Short Courses

This was at a time when the NCCA had subject titles for their for Short Courses but no developed ones as such (not the case now)

The NCCA had a template however which was (is) what the teachers worked off

Areas to be coveredTitle1. Introduction to Junior Cycle: Standard for all short

courses2. Rationale: Setting the course in the broader context3. Aim4. Links: Statements of Learning / Literacy and

Numeracy / Key Skills5. Course Overview6. Expectations for Students7. Assessment and Certification8. Resources

Some teachers worked as a Group

Some alone and then consulted each other

Denise Kelly (NCCA) was available for advice via email. I was the conduit as the Link-teacher

Three Short Courses emerged – Media literacy, Animation, Robotics....

Decisions...Early January 2013

Principal, Deputy Principal, Link-teacher and our Time-tabler

Go with two Short-courses? Yes

Which ones? Animation and Media Literacy

Why these two?The Robotics Short Course was not fully finished

Animation had been highly developed in Transition year

Animation and Media Literacy very much complemented each other - Good mix of ideas – teachers saw possibilities between the subjects

Attractive to boys and girls

Where on the timetable?Within an existing block

No change to the structure of the timetable as such

Treading slowly...

Students have to do both Media Literacy and Animation

One double each – for three years (c. 120 hours each)

Block with Materials Technology (Wood), Home-Economics and Technology

An option block that allowed corresponding subjects to be taken in 4th / 5th Year

Banding meant two class groups – offered it to one class in the band

Twenty-four students

School certificate at end of Third-year (2016)

Assessment focus in Second and Third-year

There was a very strong presentation to the parents and guardians of the incoming Sixth-class (January 2012)

Covered a lot of positives about Junior Cycle reform and education in general

Minimised the use of the phrase Short Course and looked at it as the introduction of a new subject

Our choice of Animation and Media Literacy reflects what is relevant to real-world needs and experience

Digital Animation and Media

A draw from the hat if oversubscribed...

67 students applied

Lessons learnedA lot of work (time) developing in-house short courses –

teachers found the Short Course Template a challenge, but fulfilling when completed

Reliance on one teacher – what if our animator leaves?

Need for digital resources – Broadband and Wi-Fi

Need for some updated training in Animation – speed of change of applications

Implications for numbers in the other subjects in the block

Lessons learnedThe need for technical backup – in our case relying

on a technically literate teacher to manage software updates for the animation teacher

Using First-year to establish the Group-work and other skills – no assessment focus is of great value

Need for space for conversation with fellow Short Course teachers.

Lessons LearnedDon’t presume that because students opt for

a course that they have certain competencies

A hard-sell to establish the course identity – keep trying to establish the Short Course / new subject identity – do things to highlight the course – at Assemblies, on the website etc.

Don’t underestimate students either – confidence built during First-year is now becoming obvious

2013 / 2014 Context has changed

NCCA has drafts of eight short-courses for incoming 2014 First-years – consultation process in place

Portmarnock teacher s involvement with the NCCA, examining aspects of teaching and learning the Coding Short Course

Portmarnock P.E. teachers exploring possibilities with the Physical Education Association of Ireland and the draft Physical Education Short Course - One P.E. Teacher has developed a Sports Science module in Transition Year

2013 / 2014

Decided to introduce two new short coursesTo spread the load amongst a variety of

teachers / subject areasIn the same block Offered to both bandsA minimum of 48 students

2013 / 2014

Coding – as per the NCCA draft short course specification – two teachers

Sports science – at the request of a member of the P.E. Department, who has developed his own Sports Science course in Transition Year – two teachers

Current teacher concerns

Sports Science – to develop a separate identity from the existing Junior Cycle P.E. classes

Timetabling needs around Sports Science

Assessment in general and assessing our own students in particular and exploring external moderation

Other ConcernsCosts associated with these courses – can students

asked to pay for swimming? Buses for external trips...

Any formal funding for running Short Courses from the NCCA or others?..... Saving money one way, so give us money another way

Do we need to look for sponsorship?

Do we need to develop linkages with a University who will work with us as a local-school?

Other concerns

Collect feedback from current First-year parents

If we go with Robotics in 2015 / 2016, what subject would we place with it so as to attract the balance of boys and girls?

What do parents think of the changing of the Short Course subjects each year?

What are the implications for Transition Year?

AssessmentWe are conscious we have got the Short

Courses off the ground in a creative way – now want to get the assessment right

Support for Assessment – Short Course Assessment training for teachers

We would like Portmarnock to get support from the NCCA in developing this, not alone for the Short Course teachers, but for all teachers in the school