Curriculum
Junior Cycle
English
Junior Cycle English provides students with a rich and engaging learning experience that nurtures essential communication skills, critical thinking, and creativity. Our English department ensures that students develop a comprehensive understanding of language, literature, and the power of storytelling. The study of English aims to help students become confident communicators, thoughtful readers, and expressive writers. Through the exploration of a diverse range of texts, students foster an appreciation for language and its ability to inform, persuade, and entertain. They also build literacy skills essential for active participation in today’s society, while cultivating creativity, imagination, and empathy by engaging with different perspectives. Additionally, the study of English sharpens critical thinking skills as students analyse and evaluate texts, fostering an understanding of the connections between literature, culture, and the human experience.
At Junior Cycle, students at engage with a wide variety of stimulating texts that introduce them to complex themes and timeless stories. In drama, they study Blood Brothers by Willy Russell and The Merchant of Venice by William Shakespeare, both of which explore themes of identity, society, and morality. Fictional works such as The Outsiders by S.E. Hinton and Of Mice and Men by John Steinbeck provide opportunities to examine relationships, prejudice, and resilience, while the film Sing Street offers a contemporary exploration of self-expression, ambition, and personal growth, enhanced by the analysis of cinematic techniques.
Studying English at Junior Cycle is of great importance, as it equips students with skills and knowledge that extend far beyond the classroom. By exploring a range of texts and perspectives, students gain a deeper understanding of themselves and the world around them. They learn to express their thoughts effectively, appreciate diverse viewpoints, and engage critically with information. These skills not only prepare students for success in their academic and professional futures but also contribute to their personal development as empathetic and informed individuals.
Irish
At St. Mary’s, we take pride in fostering a deep appreciation for the Irish language and culture among our students. Our Irish Department is dedicated to providing a dynamic and engaging learning environment, where students can develop fluency in spoken and written Irish, while also gaining a greater understanding of Ireland’s rich heritage.
From Junior Cycle to Leaving Certificate, our curriculum combines traditional language skills with innovative teaching methods, including drama, music, and interactive technology, ensuring a vibrant and modern approach to learning. We also encourage participation in cultural events such as Seachtain na Gaeilge, debates, and Irish-language competitions (e.g., Gael Linn), helping students immerse themselves in the living language.
For those who wish to further enhance their skills, we offer opportunities for Gaeltacht trips, where students can experience Irish in its natural setting. Our passionate and supportive teachers are committed to guiding every student to reach their full potential in Irish, fostering a love for the language that will stay with them forever.
Táimid bródúil as ár ról i gcur chun cinn na Gaeilge agus cultúr na hÉireann! (We are proud of our role in promoting the Irish language and culture!)
Táimid thar a bheith bródúil as an Ghaeilge agus an cultúr Gaelach a chothú i measc ár scoláirí anseo i Meánscoil Naomh Mhuire. Tá Roinn na Gaeilge tiomanta chun timpeallacht foghlama bríomhar agus spreagúil a chur ar fáil, áit a bhforbraíonn scoláirí grá agus meas don teanga chomh maith le líofacht sa Ghaeilge labhartha agus scríofa.
Ón tSraith Shóisearach go dtí an Ardteist, nascann ár gcuraclam scileanna traidisiúnta teanga le modhanna múinte nuálacha, lena n-áirítear drámaíocht, ceol, agus teicneolaíocht idirghníomhach, ag cinntiú cur chuige nua-aimseartha agus beoga i leith na foghlama. Spreagaimid rannpháirtíocht in imeachtaí cultúrtha ar nós Seachtain na Gaeilge, díospóireachtaí, agus comórtais Gaeilge (e.g., Gael Linn), ag tabhairt seans do scoláirí iad féin a thumadh sa teanga bheo.
Dóibh siúd ar mhian leo níos mó snasa a chur ar a gcumais, cuirimid deiseanna ar fáil do thurais Ghaeltachta, áit a mbíonn deis ag scoláirí an Ghaeilge a úsáid i dtimpeallacht nádúrtha. Tá ár múinteoirí paiseanta tiomanta gach scoláire a thacú chun a lánchumas a bhaint amach sa Ghaeilge, ag cothú grá don teanga a mhairfidh ar feadh a saoil uilig.
Mar a deir an seanfhocal, Mol an óige agus tiocfaidh sí!
Maths
The aim of junior cycle mathematics is to provide relevant and challenging opportunities for all students to become mathematically proficient so that they can cope with the mathematical challenges of daily life and enable them to continue their study of mathematics in senior cycle and beyond. Mathematical proficiency is conceptualised not as a one-dimensional trait but as having five interconnected and interwoven components:
- conceptual understanding—comprehension of mathematical concepts, operations, and relations
- procedural fluency—skill in carrying out procedures flexibly, accurately, efficiently, and appropriately
- strategic competence—ability to formulate, represent, and solve mathematical problems in both familiar and unfamiliar contexts
- adaptive reasoning—capacity for logical thought, reflection, explanation, justification and communication
- productive disposition—habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence, perseverance and one’s own efficacy
The mathematics department are committed to delivering the highest standard of teaching. By utilising all the resources available we strive to engage the students in tasks and activities which will facilitate their progress towards achieving the aims set out in the Junior Cycle maths programme. Using our Microsoft school platform students have access to a wealth of notes, videos and other material to support them in their learning and give them every opportunity to achieve success in their Junior Cycle mathematics. Please do not hesitate to link in with any of the Maths teachers in St. Mary’s should you require any more information on Junior Cycle Mathematics.
Science
Science at Junior Cycle level allows students to develop a deeper understanding of key scientific concepts and explore a wide range of topics, including aspects of Biology, Chemistry, Physics, and Earth and Space. Students will build on their learning from primary school while also being introduced to new and exciting scientific ideas.
In Science, students will engage with a variety of topics—some of which are theory-based, while others combine theoretical knowledge with practical and analytical skills. Through hands-on experiments and investigations, students will see scientific concepts in action, reinforcing what they have learned in class. For example, students will carry out a titration experiment to explore neutralisation, linking theory with real-world applications.
Throughout the three years of Junior Cycle Science, students will develop critical thinking, problem-solving, and analytical skills. They will be encouraged to ask questions, explore ideas, and make connections between different areas of science. The curriculum fosters curiosity and enthusiasm for learning, preparing students for further scientific study at Senior Cycle and beyond.
Science has strong cross-curricular links to many subjects.
- In Mathematics, students develop numerical and analytical skills that help them interpret data and carry out calculations in Science.
- Biology topics such as enzymes, the human body, and ecosystems link directly to what students explore in Science.
- Physics concepts, including forces, energy, and electricity, help students understand how the physical world works.
- Geography connects to Science through topics like climate change, sustainability, and the study of natural resources.
- Even History plays a role, as students learn about key scientific discoveries, such as the development of atomic theory and groundbreaking medical advancements.
Science at Junior Cycle provides a foundation for understanding the world around us and equips students with essential skills for problem-solving and innovation in the future.
For more information about the Junior Cycle Science curriculum, visit: Science | NCCA
History
Junior Cycle History provides students with a rich and engaging learning experience that fosters essential critical thinking, analytical skills, and an appreciation of the past. Our History department ensures that students develop a comprehensive understanding of historical events, people, and ideas, as well as the skills to evaluate evidence and interpret different perspectives. The study of History aims to help students become thoughtful researchers, reflective thinkers, and informed citizens. Through the exploration of diverse historical periods, students gain an understanding of how the past has shaped the present and an appreciation for the complexity of human experience.
At Junior Cycle, students engage with a wide variety of historical topics that introduce them to key concepts such as cause and consequence, change and continuity, and the significance of events. They study topics such as the Ancient Civilizations, the Middle Ages, the Renaissance, and key events in Irish and international history, including the Great Famine, Revolutions and the World Wars. By exploring sources, evaluating evidence, and participating in projects, students develop critical skills in research, interpretation, and communication.
Studying History at Junior Cycle is of great importance, as it equips students with skills and knowledge that extend far beyond the classroom. By examining the past, students gain a deeper understanding of themselves, their community, and the wider world. They learn to assess evidence critically, appreciate diverse perspectives, and understand the connections between historical events and contemporary issues. These skills not only prepare students for success in their academic and professional futures but also contribute to their development as empathetic, informed, and active members of society.
Geography
Geography is the study of people and their relationship with their environment. It is concerned with helping students develop an understanding of the physical, social and economic processes which shape the world around them.
The Geography syllabus makes an important contribution towards enabling young people to make sense of the changing inter-relationships in the world in which they live and aims give them a global perspective of how people, places and economies interact. Through studying Geography students will develop a range of skills enabling them to make a valued contribution to society at local, national and international levels.
The Geography teachers at St. Mary’s Holy Faith Glasnevin focus on helping students develop transferable skills they can use both in and outside of school.
Core Aims of Junior Cycle Geography
- Develop Geographical Knowledge: Understand natural and human systems and how they interact.
- Cultivate Skills: Use geographical inquiry methods, maps, data analysis, and digital technologies.
- Foster Environmental Awareness: Promote sustainable thinking and responsible action.
- Encourage Global and Local Understanding: Examine global challenges and their local implications.
Key Features of the NCCA Specification
- Strands:
The curriculum is divided into three main strands:- Exploring the Physical World: Topics include natural landscapes, plate tectonics, climate, rivers, coasts, and ecosystems.
- Exploring How We Interact with the Physical World: Focuses on human-environment interactions, sustainability, climate change, and resource use.
- Exploring People, Place, and Change: Looks at urbanization, migration, population distribution, development, and globalization.
- Learning Outcomes: Each strand is accompanied by specific learning outcomes, which emphasize:
- Knowledge and understanding of key geographical concepts.
- Skills in analysis, evaluation, and interpretation of geographical data.
- Exploration of real-world issues such as urbanization, resource management, and global challenges.
- Geographical Enquiry: Students are encouraged to engage in inquiry-based learning. This involves:
- Investigating geographical questions.
- Collecting and analysing data.
- Using maps, GIS (Geographical Information Systems), and fieldwork.
- Cross-Curricular Links: Geography has strong links with subjects like Science, CSPE, and Wellbeing, particularly in areas related to sustainability, climate action, and citizenship.
Assessment
- Classroom-Based Assessments (CBAs)
There are two CBAs, assessed during the three-year cycle:- Geography in the News: Students research and present on a contemporary geographical issue.
- My Geography: A project-based investigation focused on a topic of personal interest.
- Final Assessment
- A written examination taken at the end of third year.
- Assesses knowledge, critical thinking, and problem-solving skills.
Skill Development
- Map reading and interpretation.
- Spatial analysis using GIS.
- Data analysis and presentation.
- Collaboration and independent research.
Business
In Junior Cycle Business Studies, students develop a wide range of knowledge and practical skills from three key areas: accounting, economics, and business management.
The course focuses on two main areas: The Household and The Business. This approach helps students learn important business skills from both viewpoints.
In these areas, students gain practical skills like household budgeting, banking, calculating interest, and bookkeeping. They also get a basic understanding of how the economy and insurance markets work. Additionally, students explore company structures, management, and marketing.
The Junior Cycle course offers a strong foundation for students who plan to study one of the business subjects for the Leaving Certificate: Economics, Accounting, or Business.
Personal & Health Education (SPHE)
Our student centred approach in SPHE builds on the curriculum from early years through primary to post-primary. In St. Mary’s, we afford opportunities to our students to be involved in the development and direction of topics covered, through anonymous feedback in all year groups, and in TY where we facilitate focus groups to review Junior Cycle SPHE and explore content development for Senior Cycle SPHE. In this way we aim to ensure inclusive, age and developmentally appropriate content, suited to the specific needs of the students in our school.
At the start of each year we take time to discuss and create an agreed safe space agreement in each SPHE class, where respect and empathy are core values. This supports the classroom as an inclusive environment that fosters opportunity for students to reflect, share their ideas, explore their values and build on their knowledge relating to their health and wellbeing. We place a strong emphasis on building positive relationships and use a variety of active and creative methodologies to enable this, such as; bonding exercises, active listening, walking debates, laps and chats, mindfulness, colouring, arts & crafts, chair yoga, breathing exercises, role play, visualisation, origami, Jenga, poetry, video clips, think-pair-share, case studies etc. supported by use of PowerPoints and SPHE text book in Junior Cycle.
In SPHE in St. Mary’s we follow the curriculum set out by the DES which can be viewed here.
SPHE Junior Cycle Specification 2023
Taught within one hundred hours over 1st, 2nd & 3rd year.
Aim of SPHE at Junior Cycle
- Build self-awareness & positive self-worth
- Develop young people’s knowledge, understanding, skills, dispositions and values to support them to lead fulfilling lives.
- Empower them to create, nurture and maintain respectful and loving relationships with self and others
- Enhance their capacity to contribute positively to society.
The SPHE Strands at Junior Cycle
- Understanding Myself and Others – developing empathy, self-awareness and building on their self-esteem This strand focuses on developing self-awareness and self-esteem and building some of the foundational skills and dispositions needed for healthy relationships and to thrive in life, including communicating and negotiating, listening, showing empathy, respecting difference, and self-management/self-regulation.
- Making Healthy Choices – reflects on and explores how young people consider their health and what making healthy decisions looks like for them. This strand offers opportunities for students to consider how they can make healthy choices to support their wellbeing. It explores what being healthy might look like for a teenager, what helps or gets in the way of making healthy choices and how to access reliable information to support good choices. Students will also practice the skills needed for making healthy decisions and come to understand contextual factors, such as family, peer, media and social pressures, that influence decisions.
- Relationships and Sexuality – explores the cognitive, physical, emotional and social aspects of relationships and sexuality through a positive, inclusive, rights and responsibilities-based approach. The focus is on family relationships, friendships, romantic and potential sexual relationships in the future.
- Emotional wellbeing – nurturing & promoting positive wellbeing. This strand primarily focuses on nurturing emotional wellbeing and promoting positive mental health. It helps students develop problem solving and coping skills for dealing with the emotional ups and downs of life, explores how they can support themselves and others in challenging times and discusses where/how to find support, if needed.
Modern Foreign Languages
At St. Mary’s, we are proud to offer our students a rich and engaging experience in Modern Foreign Languages (MFL) as part of the Junior Cycle curriculum. Students have the opportunity to choose between three significant languages: German, French, and Spanish, each opening doors to diverse cultures and exciting opportunities.
Curriculum Highlights
The Junior Cycle MFL curriculum is designed to develop students’ language skills through four key strands:
- Communicative Competence: Emphasis on speaking, listening, reading, and writing in the chosen language.
- Cultural Awareness: Exposure to the history, traditions, and everyday life of the countries where the language is spoken.
- Language Awareness: Understanding how languages work, aiding students’ overall literacy skills.
- Digital Literacy: Using modern tools and resources to enhance language learning.
Interactive and Engaging Learning
Our approach to MFL prioritises active learning. Students participate in:
- Role-playing activities and conversations.
- Creative projects, such as producing posters or videos in the target language.
- Cultural events and celebrations, like European Day of Languages or themed activities highlighting cuisine, music,
- Language-specific clubs and competitions to boost learning outside the classroom.
Home Economics
Subject overview
Home Economics aims to develop students’ knowledge, attitudes, understanding, skills, and values to achieve optimal healthy and sustainable living for every person both as an individual and as a member of society.
Students develop practical food and health literacy skills so that they are enabled to adopt a healthy lifestyle and make informed decisions that positively impact their health and wellbeing as individuals as well as within their families and society.
Home Economics nurtures students’ resourcefulness, innovation, adaptability, and competency as consumers. It develops students’ creative design and textile skills. Home Economics develops students who are environmentally conscious and dedicated to a sustainable and responsible way of life.
The assessment of Home Economics for the purposes of the Junior Cycle Profile of Achievement (JCPA) will be comprised of two Classroom-Based Assessments, a practical food skills examination, and a written examination. All assessments will be at a common level.
The practical food skills examination and the written examination will be marked by the State Examinations Commission.
Cross-Curricular Links
Home Economics is beneficial when studying the following subjects: Art, Business Studies, CSPE, English, Geography, Mathematics, Religious Education, Science and SPHE.
Visual Art
Core Aims of Junior Cycle Visual Art
- To provide the student with a set of personal attitudes and qualities as well as skills and processes and a sense of the aesthetic.
- Develop self-confidence, inquisitiveness, imagination, and creativity.
- Develop authentic, real world problem-solving capacities and the capacity to work over time, as an individual and in groups, on the design and execution of artistic and aesthetic tasks. Develop practical skills in drawing and making
- Experience the authentic visual art processes of imagining, investigating, experimenting, making, displaying and evaluating.
- Develop the visual literacy, critical skills and language necessary to engage with contemporary culture.
Key Features of the NCCA Specification
- Strands
The curriculum is divided into three main strands:
- Art- ‘or fine art, is the expression of creative skill in a visual form. It emphasises ideas, feelings and visual qualities through imaginative and/or technical skill. Apart from the creation of artworks, fine art also encompasses the study of art through appreciation and critical discussion.’
- Craft- ‘is the application of a range of particular artistic skills and knowledge to produce artefacts of aesthetic worth. With an emphasis on processes and materials, the artefacts created may represent either traditional crafts or a more individual approach by the craftsperson’
- Design- ‘is the process of planning, problem-solving and creating. It can be a response to a brief, a need or a situation. Emphasising the process of planning, problem-solving and completion, with drawing as a means of thinking, formal visual elements and imagery are used to communicate messages and ideas’.
- Learning Outcomes:
- Each Strand is to be covered. They are each accompanied by a set of specific learning outcomes, which are under the five elements (Each element focuses on the acquisition of new knowledge, skills and values).;
- Critical and visual language-‘to discuss, understand and assess an artistic work, whether it is their own or another’s.’
- Drawing- ‘essential for enquiry, expression, documenting and communicating visual information.’
- Visual culture and appreciation- ‘recognises that the modern world has become a more visual place encompassing a wide range of visual stimuli such as architecture and urban design to advertising, new media, the internet, fine art, craft, design, photography, fashion and more…. students need to understand and decode these visual messages, as well as the visual culture of other societies too’
- The art elements and design principles (AE- Dot, Line, Tone, Texture, Shape/Form, Colour, Pattern and DP-Contrast, Harmony, Symmetry, Scale, Space, Tension, Light, Balance)
- Media-the materials used to communicate ideas in art. ‘They can use traditional tools and methods or new, contemporary or digital means. Media also encompasses the knowledge of techniques or processes too.’
- Process Project based coursework takes the form of sketchpad work, for exploration of sources, documenting idea generation through drawing, before then realising an artefact (finished artwork).
- Cross-Curricular Links: Art by its nature has strong links across all subjects, naturally lending itself to the visual investigation of problems, ideas or feelings raised in other subject areas, as is the process by which all designers, craft people and artists work.
Assessment of Junior Cycle Visual Art
‘They will support the student by affording them the opportunity to work authentically as an artist, craftsperson or designer and allow them to focus on their learning and development of knowledge, skills, understanding and values in Visual Art’:- Classroom-Based Assessments (CBAs)
There are up to two CBAs, assessed during the three-year cycle:
- CBA 1 ‘From process to realisation’, in Term two of second year (optional) focuses on one Strand area such as Design.
- CBA 2 ‘Communicate and reflect’, in Term one of third year (mandatory) focuses on the other two Strand areas i.e. Art & Craft.
- Final Assessment
- State-certified Examination is comprised of a coursework project based on CBA 2, it takes place in Term two of third year, during class time, supervised by the art teacher. Students complete a coursework sketchpad and realised artwork based on given theme as instructed by the SEC for their CBA 2
- There is no final drawing or written examination in Visual Art.
- 3D must be realised either in CBA1 or the State Exam Coursework project following CBA2
- Students are assessed on their knowledge of the visual art process, visual communication skills, critical thinking, creative problem identification & problem-solving skills.
Skill Development
- Drawing & visual communication skills
- Design thinking process
- Aesthetic awareness
- Critical thinking, creative problem identification & problem-solving skills.
- Collaborating on projects
- Independent research and analysis of other artists, designers and craft people.
Religion
Physical Education
Junior Cycle Physical Education
In junior cycle physical education, students participate in a range of activities across the different activity areas. The curriculum aims to encourage students to be physically active, to participate enthusiastically and readily, to work as a team, to develop communication and leadership skills and to develop their physical literacy and competencies.
The below table indicates the activities students will take part in over their junior cycle program. The brackets indicate the strand covered through this activity.
| First Year | Second Year | Third Year |
|---|---|---|
| Double lessons:
Single lessons:
| Double lessons:
Single lessons:
| Double lessons:
|
We aim to enable students to experience as wide a range of activities as possible, whilst also revisiting some in order to gain higher level knowledge and competencies. We use complementary activities to encourage cross-curricular links across the different sports and strands.
All students complete the Junior Cycle Short Course in Physical Education, which is included on their JCPA. This is an excellent introduction into PE as an exam subject and allows students to start to gain a theoretical understanding of the practical activities they are taking part in.
Students are able to continue their development in almost all of these activities through our extra-curricular program, which also includes sports such as GAA, camogie, flag football and badminton. Please see the extra-curricular page for further information.