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. It has been designed for a minimum of 200 hours of timetabled student engagement across the three years of Junior Cycle.
Junior Cycle Science will be assessed with a two-hour Common Level paper set at the end of 3rd Year. The results of which will be issued by the SEC. There will also be two Classroom-Based Assessments, (CBA), that will take place in Second and Third Year. These CBA grades will be placed on the Student’s Record of Achievement issued by the School.
The Classroom-Based Assessments will develop student’s investigating and communicating skills in Science, while at the same time developing their knowledge and understanding of Science, which are vital to working like a scientist. Students need to develop a sense of what is appropriate for scientific investigation and research, plan and conduct investigations and research topics, process and analyse data and information, draw evidence-based conclusions, evaluate the process, and prepare scientific communications. The Classroom-Based Assessments offer students the chance to demonstrate their achievements as creators of scientific research reports by selecting a topic or problem to investigate.
Extended experimental investigation (EEI) is to be completed at the end of second year. Reports may be presented in a wide range of formats. Students will, over a three-week period; formulate a scientific hypothesis, plan and conduct an experimental investigation to test their hypotheses, generate and analyse primary data, and reflect on the process, with support/guidance by the teacher.
Science in society investigation (SSI) is to be completed at the end of the first term or early in the second term in third year. Reports may be presented in a wide range of formats. Student will, over a three-week period: research a socio-scientific issue, analyse the information/secondary data collected, and evaluate the claims and opinions studied and draw evidence-based conclusions about the issues involved, with support/guidance by the teacher.
