All Day, Every Day
For us, assessment is in the all day, every day. Assessment is in support of learning; it shows an understanding of student progress and gives information on student readiness to proceed in their learning. As professionals, we are guided by our subject specifications and assessment guidelines. In line with the Framework for Junior Cycle (2015), we have a balanced approach to formative and summative assessment. Observation, questioning, meaningful feedback and reflection all combine to move the learning forward. In order to provide feedback to students on their learning, and to ensure we are in a position to make a professional judgement on student progress, we need to gather evidence of the learning. As we plan for teaching, learning and assessment, we reflect on the intended student learning and design experiences to support this. This includes assessment, as we consider if the assessment supports student learning, informs us of the progress being made and equips us with the information / evidence needed to guide students in their next steps.
Assessment can take many different forms as we plan to support students in demonstrating their learning. In order to ensure meaningful learning and feedback, rich tasks are designed to support richer learning which in turn support rich feedback.
When it comes to capturing the learning, an assessment moment will usually involve a task, or a series of tasks, in the unit of learning. Tasks typically capture the intended student learning in the unit of learning. We call these ‘Learning Checkpoints’ with the students. Tasks are generally accompanied by success criteria and explained to, or co-created with, the students.
There is no percentage grading system. Students receive regular detailed feedback on their learning based on observation of activities and tasks.
Students are introduced to CBA descriptors in the second half of second year and CBA descriptors are only used to report on CBAs. CBAs are a reflection of normal classroom practice and allow students to showcase their learning.
We want our students to be focused on the process of learning, to develop their growth mindset and positive identity as a learner as is appropriate to their stage of learning.
Please refer to our Assessment and Reporting Policy for more information.
Term Reporting
We focus on two areas at each term check-in/out report. These areas are 'Personal Growth' and 'Engagement in Learning'. The Personal Growth section focuses on the student as a person and teachers are encouraged to use our RESPECT values to inform the feedback. The Engagement in Learning section should focus on subject specific areas, relating to learning outcomes, key skills and task completion.
1st Year
- Winter Check-in
- Summer Check-out
2nd Year
- Winter Check-in
- Summer Check-out
3rd Year
- Winter Check-in
- Checkpoint Examinations
- Summer Check-out
Transition Year
5th Year
- Winter Check-in
- Summer Check-out
6th Year
- Winter Check-in
- Checkpoint Examinations
- Mock Examinations
Mock Timetables 2025
Leaving Certificate Applied |
Leaving Certificate Established |
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