Over the past decade, Ireland’s Junior Cycle has undergone one of the most significant curriculum reforms in a generation. A major four-year national research study by a team of researchers from the University of Limerick led by Prof Oliver McGarr, Dr. Orla McCormack and Dr John O’Reilly at the University of Limerick, has examined how these changes have been experienced.
The study involved thousands of participants across many schools and settings, using interviews, surveys, focus groups and classroom observations. The key question was simple: have the goals of the Framework for Junior Cycle been achieved?
Signs of change
The study captured many positive aspects of the changes. One of the strongest findings is the growth in teacher collaboration. New structures such as Subject Learning and Assessment Review (SLAR) meetings have encouraged teachers to work together, share ideas, and develop a common understanding of assessment. This professional collaboration is widely seen as a major gain by teachers, school principals and educational stakeholders.
Relationships between teachers and students appear also to have improved. Teachers are often described as more approachable, and classrooms more cooperative and supportive. Many students value the choice and creativity offered when undertaking Classroom-Based Assessments (CBAs), a form of project-based learning that allow them to demonstrate learning through projects and presentations rather than just exams.
The reform has also increased inclusion. Level 1 and Level 2 Learning Programmes, designed for students with special educational needs, have opened up Junior Cycle to students who were previously excluded from the old Junior Certificate. CBAs, in particular, are seen as more inclusive for students who struggle with traditional written exams.
Flexibility and wellbeing
Introducing greater levels of choice and flexibility was a central goal of the new Junior Cycle. While some progress has been made, the study suggests that this goal has only been partially realised. Schools tend to rely on pre-existing short courses rather than designing their own, and the potential flexibility of learning outcomes has not been fully capitalised on.
Wellbeing is another area where intentions and experiences do not always align. Although all schools now timetable Wellbeing hours, many students report high levels of academic stress, heavy workloads and limited time for extracurricular or social activities. For some, Wellbeing classes are seen as adding to pressure rather than reducing it. The study suggests a need to rethink how Wellbeing time is used and what it is meant to achieve.
Assessment still dominates
Perhaps the most significant challenge identified is the continued dominance of terminal written exams. One of the core aims of the curriculum reform was to reduce the focus on a single final exam and introduce a more balanced approach to assessment that captured a range of skills and abilities and allow students to celebrate their learning. In practice, however, terminal examinations remain the priority.
While CBAs were designed to support ongoing, formative assessment, they are often experienced as “add-ons” rather than replacements. Students and teachers felt pressurised to prioritise exam preparation, especially because Junior Cycle was seen as preparation for the high-stakes Leaving Certificate. As a result, skills such as creativity and independent learning are often squeezed out by content coverage and exam preparation.
Attempts to report a broader picture of student learning through the Junior Cycle Profile of Achievement (JCPA) have had limited impact so far. Test results still dominate how success and achievement is understood, communicated and valued.
Transition and continuity concerns
The move from primary to post-primary education is generally well supported by the Framework for Junior Cycle. However, progression to Senior Cycle is a major concern for many teachers and parents. There are worries about gaps in knowledge, increased workload, and students’ readiness for the demands of the Leaving Certificate.
Big picture lessons
Overall, the study shows that real change has happened, but also that the full vision of the Framework for Junior Cycle has not yet been realised. Deeply held beliefs about exams, content, and student ability continue to shape how the curriculum is enacted. Most significantly, structural compromises made during the reform process, especially around assessment, have created tensions that limit its impact and result in incoherences in the enactment of the changes.
The full report is available at: https://hdl.handle.net/10344/31705