Junior Cycle

Business Studies is made up of three strands – Personal Finance, Enterprise and Our Economy. Personal Finance focuses on students developing a set of skills and knowledge to manage personal/household financial resources. Enterprise develops students’ basic understanding of the financial, marketing and operational functions of an organisation. Our economy develops students’ ability to identify and understand basic economic concepts as they relate to personal finance, enterprise and the Irish economy.

How Students are assessed?

Every student completes one CBA in Business Studies, which takes place in form 2. Students also complete a final written exam in this subject.

Key Skills

Through their engagement in Business Studies students develop many Junior Cycle key skills – in particular managing myself, being numerate and managing information and thinking.

Civic, Social and Political Education (CSPE) contributes to building the skills students need to contribute positively to a democratic society and to promote sustainable living. It gives them an understanding of social, economic, and political structures at local, national, and global levels and the opportunity to imagine and create ways in which they can make a difference to the lives of individuals and communities.

Wellbeing

CSPE is a core pillar of the Junior Cycle Wellbeing programme. The six indicators of wellbeing – Active, Responsible, Connected, Resilient, Respected and Aware – describe what is important for young people and their wellbeing. The CSPE short course supports young people to develop all six indicators of wellbeing.

How Students are assessed

Students will complete at least three citizenship actions as part of their learning, one for each of the three strands of the CSPE short course. Students are expected to create an Action Record for one of these actions as their Classroom-Based Assessment. A particular purpose of the Classroom-Based Assessment will be to facilitate developmental feedback to students during their engagement with the task and at the end of the process. The Classroom-Based Assessment for the CSPE short course can be completed in second or third year. The Classroom-Based Assessment can be produced in written, visual, audio or multimedia formats and it may be supported through the use of an interview or presentation.

Key Skills

Through their engagement in CSPE, students develop many Junior Cycle Key Skills – Communicating, Being Creative and Working with Others, Literacy & Numeracy. Plan to build on previous work done on Key Skills – Staying Well, Managing Myself, Managing Information, Literacy & Numeracy.

Co-curricular

Throughout their CSPE studies, students will make connecions with other subjects including Geography, English, History, Science, Music, Art, and IT. Students will also have the opportunity to make connections with the curriculum and broader school life through Student Council, Green Schools and the Charity Committee.

Junior Cycle English is made up of three strands: Oral Language, Reading and Writing. These strands intersect with three elements of the course: Communicating as a listner, speaker, reader and writer; Exploring and using language; Understanding the content and structure of language. To achieve this, students will be exposed to a wide variety of literary styles and genres, not limited to novels, short stories, poetry, film, drama, mass media, documentaries, etc. They are encouraged to engage and explore how language is used in its unique capacities to inform, enlighten and entertain.

Wellbeing

English is an intrinstically linked with the Junior Cycle Wellbeing programme as it fosters a environment of belonging and student voice.

How students are assessed

Every student completes two CBAs in English – The first CBA is an oral presentation and the second CBA entails collecting and curating a selection of student work. Due to current Covid arrangments only the former CBA is required. Students also complete a final written exam in this subject.

Key Skills

Through their engagement with English students develop many Junior Cycle key skills including being creative, being literate, being numerate, communicating, managing information and thinking, managing myself, staying well and working with others.

Co-curricular

The English Junior Cycle programme places a huge emphasis on engaging with texts imaginatively and fostering student voice. The extra-curriclar drama, film and poetry clubs allow students to delve deeper into their interests and forge friendships.

The French Department’s mission is to equip our students with the skills needed to communicate in French effectively. Students are introduced to the five main skills – Reading, Writing, Oral production, Oral interaction and Listening so that they are thoroughly prepared to understand and produce (both written and spoken) French according to syllabus guidelines, examination requirements and the Council of Europe’s European Language Portfolio.

Wellbeing

French is a main pillar of the Junior Cycle Wellbeing programme. Participation in this subject contributes greatly to each of the indicators of wellbeing.

How students are assessed

Every student completes one CBA in French. Students also complete a final written exam in this subject.

Key Skills

Through their engagement in French, students develop many Junior Cycle key skills – in particular staying well, being creative, managing myself, working with others and communicating.

Co-curricular

Co-curricular: Students make connections with other subjects in French class for example History, Geography, Music and Maths.

The study of Geography enables students to become geographically literate. It stimulates curiosity, creating opportunities for students to read, analyse, synthesise and communicate about their immediate environment and wider world. It develops knowledge, skills, values and behaviours that allow students to explore the physical world, human activities, how we interact with our world and to recognise the interconnections between systems.

Wellbeing

Geography is a main pillar of the Junior Cycle Wellbeing programme. Participation in this subject contributes greatly to each of the indicators of wellbeing.

How Students are assessed

Every student completes two CBA’s in Geography. One in Form 2 called ‘Geography in the News’, and a second in Form 3 called ‘My Geography’. Students also complete a final written exam in this subject.

Key Skills

Through their engagement with Geography students develop many Junior Cycle key skills including being creative, being literate, being numerate, managing information and thinking, managing myself, staying well and working with others.

Co-curricular

The Geography department encourages all students to get involved in many activities after school. This can include becoming a member of the Green Schools Committee or the the charity committee, or taking part in other activites such as STEM club, Model United Nations and debating through several languages, including English, Irish and French.

Junior Cycle History helps students learn important historical skills and knowledge over three years, with at least 200 hours of class time. It’s divided into three parts: understanding what history entails, learning Ireland’s history, and exploring Europe and the wider world’s past.

Wellbeing

History is a main pillar of the Junior Cycle Wellbeing programme. Participation in this subject contributes greatly to each of the indicators of wellbeing.

How students are assessed

Every student completes two CBAs in history – one focused on ‘the Past in my Place’, and the other titled ‘A life in Time’. Additionally, students complete a final written exam in this subject.

Key Skills

Through their engagement in history students develop many Junior Cycle key skills – in particular being creative, working with others and managing information and thinking.

Co-curricular

Extracurricular activities at Sandford Park allow students to explore history in fun ways outside of class. They can participate in debating, book club, or Model United Nations, through which they can visit museums and attend debates. These activities help students learn more about topics they like, improve their research skills, and think critically about history. They also demonstrate how history connects to the world today, making it more interesting and meaningful.

The Irish specification focuses on enhancing language and literacy skills through integrated strands: Communicative Competence, Language and Cultural Awareness and Learner’s Self-Awareness. The language is a window whereby students can look both at their historical and contemporary culture and identity, and therefore gain an appreciation of the importance of assuming personal ownership of the language.

Wellbeing

Irish is a main pillar of the Junior Cycle Wellbeing programme. Participation in this subject contributes greatly to each of the indicators of wellbeing.

How students are assessed

Every student completes two CBAs in Irish: a language portfolio and a communicative task. Students also complete a final written exam in this subject.

Key Skills

Through their engagement in Irish students develop many junior cycle key skills – in particular being literate, communication and working with others.

Co-curricular

The Irish Department provides ample opportunity for the development of language skills through participation in a wide range of different co-curricular pursuits, for example, inter-schools debating, Irish language quiz competitions, participation in traditional music events and an annual celebration of ‘Seachtain na Gaeilge’.

Form 1 Mathematics is a common introductory course at common level aimed bridge the gap between primary and secondary school. In Form 2, students choose to study Mathematics at higher level or ordinary level. We encourage as many students as possible to continue with their studies at higher level. We aim to give all our students a confidence in Mathematics, by making the subject enjoyable and teaching our students at a pace and an ability level that is suitable to them and their needs. There are five strands; 1. Algebra 2. Number 3. Functions 4. Statistics and Probability and 5. Geometry and Trigonometry.

Wellbeing

Mathematics is a main pillar of the Junior Cycle Wellbeing programme. Participation in this subject contributes greatly to each of the indicators of wellbeing.

How are students assessed?

Junior Cycle Mathematics assessment includes two classroom-based assessments (CBAs). CBA1: Mathematical Investigation is completed in Form 2, and CBA2: Statistical Analysis is completed in Form 3. Additonally, students complete a single final written examination.

Key Skills

Through their engagement in Mathematics, students develop many Junior Cycle key skills – in particular being numerate, being creative, managing information and thinking, and working well with others.

Co-curricular

We aim to cultivate a love of Mathematics through engagement in a wide range of activities outside of the classroom to include quizzes, Maths Week, STEM club, and team competitions.

Learning about and through the arts is fundamental to an education that aspires to nurture and support the development of the whole person. Through engaging with music, students are offered opportunities to develop new skills, while drawing on their previous experiences. Junior Cycle Music encourages students to develop their imagination and curiosity, where individuality and personality are given the opportunity to grow and have a voice. Students preparing for Junior Cycle Music are involved in the acquisition of listening, performing and composing skills. Students do not have to play an instrument to take the subject, though they must perform songs or pieces in a class context, either individually or in groups. Some students choose to offer instrumental skills in this context, whether as part of an ensemble, or as a soloist.

Wellbeing

Studying music nurtures emotional intelligence, cognitive skills, and resilience, aligning with the Junior Cycle wellbeing indicators for holistic personal development.

How students are assessed

Junior Cycle music assessment comprises:

• Two classroom-based assessments (CBAs): CBA1, a composition portfolio in Form 2, and CBA2, a programme note in Form 3.
• Practical Examination: in Form 3, contributing 30% to the final grade.
• Written Examination: in Form 3, worth 70%, focusing on the assessment of listening and composing skills.

Key Skills

Junior Cycle Music allows students the opportunity to develop many of the Junior Cycle Key Skills. Through listening, performing and composing, students will develop the following Key Skills: being literate; being numerate; managing myself; managing information and thinking; being creative; communicating; working with others and staying well.

Co-curricular

Music is an important part of Sandford Park School’s curricular and co-curricular life. We aim to make it accessible to all, regardless of level of ability. We encourage students to explore their creative side and participate in our wide variety of choirs’, ensembles, school concerts and various competitions. We provide an opportunity for students to learn an instrument and take voice lessons within our vibrant Instrumental Department.

The specification for Junior Cycle Science focuses on the development of students’ knowledge of and about science through the unifying strand, Nature of science, and the four contextual strands: Physical world, Chemical world, Biological world, and Earth and space.

Wellbeing

Science is a main pillar of the Junior Cycle Wellbeing programme. Participation in this subject contributes greatly to each of the indicators of wellbeing.

How students are assessed

Every student completes two CBA’s in Science. One in Form 2 called ‘Extended Experimental Investigation’, and a second in Form 3 called ‘Science in Society Investigation’. Students also complete a final written exam in this subject.

Key skills

Through their engagement with Science students develop many Junior Cycle key skills including being creative, being literate, being numerate, managing information and thinking, managing myself, staying well and working with others.

Co-curricular

The Science department encourages all students to get involved in many activities after school. This can include becoming a member of the Green Schools Committee or taking part in other activities such as STEM club. We also encourage students to participate in BTYSE and the ISTA Junior Science Quiz.

Our mission is to equip students with the skills needed to communicate effectively in situations relevant to their needs and interests. Students are introduced to the five language learning skills – reading, writing, spoken production, spoken interaction, and listening – so that they can understand and produce the Spanish language according to syllabus guidelines, examination requirements and the Council of Europe’s European Language Portfolio.

Wellbeing

Studying Spanish helps students to understand and build connections with others and the wider world. This helps to increase students’ confidence and empathy, both indicators of wellbeing.

How students are assessed

Each student completes two classroom-based assessments (CBAs). In Form 2, students prepare an oral presentation for CBA1. In Form 3, students prepare a Student Language Portfolio for CBA2. As per Covid-19 assessment adjustments, students completing their Junior Cycle in either 2025 or 2026 only have to complete CBA1.

Key skills

In Spanish class, students develop many Junior Cycle key skills. There is a particular focus on the skills of being creative, managing myself, working with others and communicating.

Co-curricular

We aim to cultivate a love of the Spanish language and culture which extends outside of the classroom. A whole-school Spanish assembly is held each October with activities and games accessible for all students. A competition is held each year for First Year students using a Spanish musical website.

Through the study of Art, students are provided with avenues to develop various skills while building upon their existing knowledge. Art education encourages students to explore their creativity, fostering imagination and curiosity, allowing their unique personalities to flourish. Whether through painting, printing, designing, sculpting or other mediums, students engage in processes that promote self-expression and communication. Art education encompasses a range of activities such as observing, creating, and critiquing artworks, enabling students to develop a deeper understanding and appreciation of artistic practices. Participation in Art classes provides students with opportunities to develop skills in areas such as observation, interpretation, and technique, fostering a sense of accomplishment and self-confidence. Ultimately, art education empowers students to express themselves creatively, develop critical thinking skills, and cultivate a lifelong appreciation for the Art.

Wellbeing

Studying Art fosters creativity, self-expression, and emotional exploration, which are vital for enhancing student wellbeing.

How students are assessed

Junior Cycle Visual Art is covered across three strands, Art, Craft and Design. Within these Strands there are various elements which are focused on at different stages and projects throughout the course. Every student completes two Classroom Based Assessments (CBA’s) in Art, one in second year and one in third year, along with a final assessment in third year comprising of the State Exam Practical Coursework project which is completed over a number of weeks in the final term and counts for the full Junior Cycle grade in Visual Art.

Key skills

Through their engagement in Visual Art, students develop many Junior Cycle key skills – in particular staying well, being creative, managing myself, working with others and communicating.

Co-curricular

The Art Department offer multiple opportunities for all students to get involved in extra curricular activities involving Art and Design, some of which include Junk Kouture (a recycled waste fashion design competition) and portfolio classes, along with various other creative engagement projects and national competitions. Art seamlessly intertwines with academic disciplines, enhancing understanding across the curriculum. It visualizes complex science concepts, offers cultural insights in history, fosters critical thinking in English, and applies geometry in mathematics, fostering creativity and interdisciplinary connections.

Learning in PE supports students’ participation in physical activity for wellbeing and competitive sport, the pursuit of individual goals and involvement in organised sport in a variety of roles such as spectating, officiating or volunteering.

Wellbeing

PE is a main pillar of the Junior Cycle Wellbeing programme. Participation in PE and school sports at Sandford contributes greatly to each of the indicators of wellbeing.

How students are assessed

Every student completes two practical CBAs in PE – one focused on participating in exercise that helps them to achieve a health goal, while the other focuses on improving their performance in a physical activity.

Key skills

Through their engagement in PE students develop many Junior Cycle key skills – in particular staying well, being creative, managing myself, working with others and communicating.

Co-curricular

Sandford Park’s comprehensive sports programme is built around our four core pillars: Participation, enjoyment, communication and respect. Extra-curricular sport and exercise forms a key part of school life where students can make new friendships and develop skills away from the classroom, regardless of experience or ability. Our range of sports and teams allows students to find their place in our programme.