Junior Cycle

Graphics
 Contents
Page 3 Introduction to junior cycle

Page 4 Rationale

Page 5 Aim

Page 6 Overview Links

Page 9 Overview: Course

Page 13 Expectations for students

Page 17 Assessment and reporting

Page 21 Appendix A:
Glossary of Graphics terms

Page 22 Appendix B:
Glossary of action verbs
 3
Introduction to
junior cycle
Junior Cycle
Graphics
Introduction
to junior cycle

Junior cycle education places students at the centre of the educational experience, enabling them
to actively participate in their communities and in society and to be resourceful and confident
learners in all aspects and stages of their lives. Junior cycle is inclusive of all students and
contributes to equality of opportunity, participation and outcome for all.

The junior cycle allows students to make a greater connection with learning by focusing on the
quality of learning that takes place and by offering experiences that are engaging and enjoyable
for them, and relevant to their lives. These experiences are of a high quality, contribute directly
to the physical, mental and social wellbeing of learners, and where possible, provide opportunities
for them to develop their abilities and talents in the areas of creativity, innovation and enterprise.
The learner’s junior cycle programme builds on their learning to date and actively supports their
progress in learning and in addition, supports them in developing the learning skills that will
assist them in meeting the challenges of life beyond school.

Preamble
In the junior cycle curriculum there is a suite of technology subjects; Applied Technology,
Engineering, Wood Technology and Graphics. Each subject offers the student different
experiences which contribute towards their education in the technologies.

FIGURE 1: THE SUITE OF TECHNOLOGY SUBJECTS

APPLIE
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 Rationale
4
Junior Cycle
Graphics
Rationale
Each subject of the technology suite offers the student different experiences which contribute
towards their education in technology education. As a result, preparing students for learning
in the technology subjects is not just about teaching towards the technology but towards the
skills that are fundamental to the technology subjects and are transferable into other areas of
their learning. Skills that encourage the student to solve problems through creation, innovation,
communication, collaboration and exploration, all of which are developed in an active learning
environment where students can advance their ideas from conception to realisation.

Graphics is recognised as the underpinning language of the technology disciplines and is

transferable across a wide range of subjects such as mathematics, science and art. Students will
use a variety of media to communicate their ideas and designs through this unique language.
Throughout the course, students will explore the geometric world to gain an appreciation of
the importance of graphics in the world around them. They will develop cognitive and practical
skills such as graphical communication, spatial visualisation, creative problem-solving, design
capabilities and modelling, both physically and through the use of computer-aided design.

Students will develop their creativity as they investigate and solve design challenges. During the
problem-solving process, they will work with their peers to refine their ideas from an abstract
concept to a final, detailed, drafted design. Abstraction, and spatial reasoning are fundamental
to this process; graphics provides multiple and varied opportunities for students to develop these
high level cognitive and creative skills in engaging contexts.

Accurate technical drawings are essential in the design and manufacture of components and
artefacts. The need for precise communication in the preparation of a functional document
distinguishes technical drawing from the expressive drawing of the visual arts. Producing
accurate drawings requires significant attention to detail and a patient and resilient mind-set.
Students will continually review and reflect on their working drawings developing strategies for
improvement as they progress.
 Aim
5
Junior Cycle
Graphics
Aim
The study of Graphics at junior cycle aims to:

• develop the student’s creativity, spatial ability, and capacity to reason and communicate ideas
through engagement with abstract and applied geometric problem-solving activities

• encourage the development of the cognitive and practical dexterity skills associated with
graphical communication

• instil an appreciation of the role of graphics in the world around them

• equip all students to make judgements on the best mode through which to represent their ideas
and solutions

• encourage the production of drawings that promotes the skills of communicating through
graphics

• develop students cognitive and practical skills associated with modelling and graphical
communication.
 Overview Links
6
Junior Cycle
Graphics
Overview: Links
Graphics supports a broad range of learning objectives at junior cycle. Tables 1 and 2 on the
following pages show how Junior Cycle Graphics is linked to central features of learning and
teaching in junior cycle.

TABLE 1: LINKS BETWEEN JUNIOR CYCLE GRAPHICS AND THE STATEMENTS OF LEARNING

Statements of Learning
The statement Examples of relevant learning

SOL 15 Recognises the potential uses Students will be able to support their solutions to
of mathematical knowledge, skills and geometry problems by referencing appropriate
understanding in all areas of learning geometry concepts and principles.

SOL 19 Values the role and contribution of Students will evaluate the impact of technologies
science and technology to society, and their on their lives, society and the environment.
personal, social and global importance

SOL 20 Uses appropriate technologies in Students will determine the most suitable
meeting a design challenge technologies available to them and apply them to
fulfil the criteria of a given design challenge.

SOL 21 Applies practical skills as she/ Students will develop 3D representations of

he develops models and products using a solutions to problems through modelling using
variety of materials and technologies appropriate media.

SOL 23 Brings an idea from conception to Students will individually explore ideas to satisfy
realisation a problem and develop their solutions using
appropriate modelling skills they have developed.

SOL 24 Uses technology and digital media Students will select appropriate digital media tools
tools to learn, work and think collaboratively to research, explore and present design ideas.
and creatively in a responsible and ethical
manner
 Key Skills
7 In addition to their specific content and knowledge, the subjects and short courses of junior cycle
provide students with opportunities to develop a range of Key Skills. Figure 2 below illustrates the
Junior Cycle key skills of junior cycle. There are opportunities to support all key skills in this course, but some
Graphics are particularly significant.
Overview: Links

Key Skills of Junior Cycle

FIGURE 2 JUNIOR CYCLE KEY SKILLS

• Developing my understanding and

enjoyment of words and language
• Reading for enjoyment and with
critical understanding
• Knowing myself
• Writing for different purposes
• Making considered decisions
• Expressing ideas clearly and
accurately • Setting and achieving
personal goals
• Developing my spoken language
• Being able to reflect on my own learning
• Exploring and creating a variety of
texts, including multi-modal texts • Using digital technology to manage
myself and my learning
• Using language
• Using numbers
• Listening and expressing myself
• Performing and presenting
BEING
• Discussing and debating LITERATE
• Using digital technology
to communicate • Being healthy and
COMMUNICATING MANAGING physically active
MYSELF • Being social
• Being safe
• Being spiritual
• Being confident

• Developing good
relationships and dealing
WORKING
WITH
OTHERS
KEY • Being positive about
learning

SKILLS
with conflict • Being responsible, safe
STAYING and ethical in using
• Co-operating WELL digital technology
• Respecting difference
• Contributing to making
the world a better place
• Learning with others BEING
• Working with others CREATIVE MANAGING • Being curious
through digital INFORMATION
& THINKING • Gathering, recording,
technology organising and evaluating
BEING information and data
NUMERATE
• Thinking creatively and critically
• Reflecting on and evaluating
my learning
• Imagining • Using digital technology
• Exploring options and alternatives to access, manage and share
content
• Implementing ideas and taking action • Expressing ideas mathematically
• Learning creatively • Estimating, predicting and calculating
• Stimulating creativity using digital • Developing a positive disposition
technology towards investigating, reasoning
and problem-solving
• Seeing patterns, trends and relationships
• Gathering, interpreting and representing data
• Using digital technology to develop
numeracy skills and understanding

www.juniorcycle.ie

12914 NCCA Jr Cycle Key Skills Poster v2.indd 1 10/06/2016 12:58

 TABLE 2 LINKS BETWEEN JUNIOR CYCLE GRAPHICS AND KEY SKILLS
8 Key skill Key skill element Examples of student learning activities

Being creative Exploring options and Students will explore alternative design
Junior Cycle alternatives solutions to a problem/brief.
Graphics
Overview: Links Being literate Expressing ideas clearly and Students will select the most appropriate
accurately graphical means to communicate their
ideas/solutions.

Being numerate Expressing ideas Students will use appropriate

mathematically mathematical notation when
communicating dimensions.

Communicating Using language Students will demonstrate appropriate

technical language when explaining a
process.

Managing information Thinking creatively and Students will engage in innovative

and thinking critically thinking to design a solution and critique
their solution based on the needs of the
problem.

Managing myself Setting and achieving Students will establish a plan of work
personal goals and apply it when researching design
solutions.

Staying well Being responsible, safe Students will work ethically and safely
and ethical in using digital online and take responsibilty for ensuring
technology security and privacy of themselves and
others while researching ideas.

Working with others Co-operating Students will collaborate to research and

develop solutions to a given problem.
 Overview: Course
9
Junior Cycle
Graphics
Overview: Course
The specification for Junior Cycle Graphics focuses on developing students’ understanding of
and skills in the applications and impact of technologies in the world around them. These will be
achieved through three inter-connected contextual strands: 2D graphics, 3D graphics and Applied
graphics.

Graphics uses an interdisciplinary approach which encourages the integration of the three strands
in the teaching and learning of the subject. It has been designed for a minimum of 200 hours of
timetabled student engagement across the three years of junior cycle.

This specification aims to strike a balance between exploring the breadth of possibilities the
study of the subject presents and providing opportunities for in-depth experiences of particular
areas, as appropriate. To this end, the specification embodies a certain amount of flexibility and
freedom for teachers to facilitate learning in a way that reflects students’ own choices, their
curiosity and their creativity. The achievement of learning outcomes should be planned in a way
that is active and stimulating.

APPLIED Ge
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2D 3D
GRAPHICS GRAPHICS

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 STRAND 1: 2D GRAPHICS
10 In this strand, students will engage with, understand and apply the fundamental concepts and
principles of 2D constructions, 2D shapes and projection systems. Throughout their studies,
students will gain an appreciation of the application of 2D graphics to problem solving and develop
Junior Cycle
Graphics an understanding of the role of 2D graphics in the creation of 3D objects and representations.
Students should, as a result, be able to create clear representations of objects in space and
Overview: Course
accurately represent these in two- dimensions.

STRAND 2: 3D GRAPHICS
In this strand, students will engage with, understand and use the fundamental concepts and
principles underpinning 3D objects, modelling systems and graphical conventions. This strand is
of specific importance in developing each student’s ability in visual imagery and representation.
Students should as a result be able to accurately represent objects in three dimensions and apply
these skills to problem solving.

STRAND 3: APPLIED GRAPHICS

In this strand, students will draw on the knowledge, principles and techniques developed through
the 2D Graphics and 3D Graphics strands to create and communicate solutions and information
graphically. Students should be encouraged to investigate their physical environment and to apply
the principles of 2D Graphics and 3D Graphics to the solution of a variety of problems. Students
should be able to select the most appropriate methods to communicate their solutions to solve
these problems, both in terms of their selection of graphical media and the mechanism for their
utilisation.

While the learning outcomes are set out under strand headings, this should not be taken to
imply that the strands are to be studied in isolation. The students’ engagement and learning are
optimised by a fully integrated experience across the three strands. To give further emphasis to
the integrated nature of learning, the learning outcomes for each strand are grouped by reference
to four elements – Spatial reasoning, Design thinking, Communicating and Geometric principles
and constructions.
 ELEMENT 1: SPATIAL REASONING
11 The learning outcomes from the different strands that are associated with this element encourage
students to investigate a range of shapes, graphical information, objects and artefacts to assist
students in developing their spatial ability. The learning outcomes aid the student in developing
Junior Cycle
Graphics their abilities from initially recognising spatial properties to visualising their manipulation.

Overview: Course
ELEMENT 2: DESIGN THINKING
The learning outcomes from the different strands that are associated with this element encourage
students to use their understanding of Graphics to develop ideas and solutions to everyday
problems. Students develop the creative and innovative skills needed to develop and communicate
their design solutions, influenced by their learning under the three strands.

ELEMENT 3: COMMUNICATING
The learning outcomes from the different strands that are associated with this element encourage
students to communicate through appropriate media to relay technical information, and to design
ideas and solutions to problems. Emphasis should be placed on developing the students’ abilities to
communicate through a range of graphical media and make decisions on the appropriateness of
specific media relative to specific stages of a design process.

ELEMENT 4: GEOMETRIC PRINCIPLES AND CONSTRUCTIONS

The learning outcomes from the different strands that are associated with this element encourage
students to execute their understanding of geometric shapes and objects in the construction of
two- dimensional and three-dimensional representations and in the solving of geometric problems.
Students will adapt their knowledge from classroom activities to explore the role of geometric
principles and constructions in the natural world around them.
 Progression from Primary to Senior Cycle
12
PRIMARY CURRICULUM
Junior Cycle
Graphics While Graphics is not a stand-alone subject within the Primary School Curriculum, in its strands,
elements and outcomes, Junior Cycle Graphics can progress related learning that has taken place
Overview: Course
at primary level.

A number of subjects in the primary curriculum such as Science, Mathematics and Visual Arts
refer to the development of problem solving skills, which are key skills for a student of Graphics.
Throughout their years at primary school, students engage in various activities that develop their
creativity, which lends itself directly to the study of Graphics.

SENIOR CYCLE
The study of Graphics at junior cycle develops the underlying language of the technology subjects
and enhances the learning for a student who wishes to continue their studies in the suite of
technology subjects in both the Leaving Certificate and Leaving Certificate Applied programmes.

More specifically, the subject Graphics has a strong relationship with the Leaving Certificate
subject, Design and Communication Graphics. The learning outcomes to be achieved in the
Graphics specification provide a strong foundation of the knowledge required for the study of
Design and Communication Graphics.

Under the Leaving Certificate Applied programme, a discipline similar to that of Junior Cycle
Graphics is not found as a standalone subject. However, as part of the study of Graphics and
Construction Studies, students have the option to study graphic communication and computer
aided design which would offer good progression from the learning outcomes of Junior Cycle
Graphics.
 Expectations for
13
Junior Cycle

students
Graphics
Expectations
for students

Expectations for students is an umbrella term that links learning outcomes with annotated
examples of student work in the subject specification. When teachers, students or parents looking
at the online specification scroll through the learning outcomes, a link will sometimes be available
to examples of work associated with a specific learning outcome or with a group of learning
outcomes. The examples of student work will have been selected to illustrate expectations and will
have been annotated by teachers. The examples will include work that is:

• Exceptional

• Above expectations

• In line with expectations

The purpose of the examples of student work is to show the extent to which the learning outcomes
are being realised in actual cases.

Learning outcomes
Learning outcomes are statements that describe what knowledge, understanding, skills and values
students should be able to demonstrate having studied Graphics in junior cycle. The learning
outcomes set out in the following tables apply to all students. As set out here they represent
outcomes for students at the end of their three years of study. The specification stresses that the
learning outcomes are for three years and therefore the learning outcomes focused on at a point
in time will not have been ‘completed’ but will continue to support the students’ learning of
Graphics up to the end of junior cycle.

The outcomes are numbered within each strand. The numbering is intended to support teacher
planning in the first instance and does not imply any hierarchy of importance across the outcomes
themselves. Graphics at junior cycle is offered at a common level. The examples of student work
linked to learning outcomes will offer commentary and insights that support differentiation and
inclusive classroom practices.
 Strand 1: 2D Graphics
14 Brief overview of strand
In this strand, students will engage with, understand and apply the fundamental concepts
Junior Cycle
Graphics and principles of 2D constructions, 2D shapes and projection systems. Throughout their
studies, students will gain an appreciation of the application of 2D graphics to problem solving
Expectations
and develop an understanding of the role of 2D graphics in the creation of 3D objects and
for students
representations. Students should, as a result, be able to create clear representations of objects in
space and accurately represent these in two-dimensions.

Elements Learning Outcomes

Students should be able to:

Spatial Reasoning 1.1 visualise the manipulation of 2D shapes

1.2 analyse graphical information for the planning of a 2D solution
1.3 derive 2D solutions using appropriate media

Design Thinking 1.4 appreciate the role of 2D graphics in the creation of solutions
1.5 illustrate ideas using free-hand sketches to accurately communicate
their thought process
1.6 apply their understanding of geometric principles to solve problems
1.7 interpret and create graphical representations of data/information

Communicating 1.8 communicate the progression of ideas and thinking during the
course of an activity using a variety of media
1.9 represent 3D information using 2D conventions

Geometric 1.10 understand the properties of geometric shapes

Principles and 1.11 appreciate the application of geometric constructions in the study
Constructions of other areas
1.12 construct 2D solutions accurately in accordance with graphical
conventions.
 Strand 2: 3D Graphics
15 Brief overview of strand
In this strand, students will engage with, understand and use the fundamental concepts and
Junior Cycle
Graphics principles underpinning 3D objects, modelling systems and graphical conventions. This strand is
of specific importance in developing each student’s ability in visual imagery and representation.
Expectations
Students should as a result be able to accurately represent objects in three dimensions and apply
for students
these skills to problem solving.

Elements Learning Outcomes

Students should be able to:

Spatial Reasoning 2.1 visualise the manipulation of 3D objects

2.2 analyse graphical information for the planning of a 3D solution

2.3 derive 3D solutions using appropriate media

Design Thinking 2.4 appreciate the role of 3D graphics in the creation of solutions

2.5 develop ideas using free-hand sketches and other media to

accurately communicate the thought process

2.6 apply their understanding of 3D principles to solve problems

2.7 construct solutions to presented and/or defined problems

Communicating 2.8 construct a 3D representation of an artefact or abstract idea

using a variety of media and methods.

2.9 communicate the progression of ideas/thinking during the

course of an activity using a variety of media

Geometric Principles 2.10 understand the properties of geometric objects and surfaces
and Constructions
2.11 appreciate the application of geometric principles in the study of
other areas

2.12 generate and develop design ideas using appropriate geometric

principles and constructions

2.13 apply geometric principles to construct accurate 3D solutions in

accordance with graphical conventions.
 Strand 3: Applied Graphics
16 Brief overview of strand
In this strand, students will draw on the knowledge, principles and techniques developed
Junior Cycle
Graphics through the 2D Graphics and 3D Graphics strands to create and communicate solutions
and information graphically. Students should be encouraged to investigate their physical
Expectations
environment and to apply the principles of 2D Graphics and 3D Graphics to the solution of
for students
a variety of problems. Students should be able to select the most appropriate methods to
communicate their solutions and solve these problems, both in terms of their selection of
graphical media and the mechanism for their utilisation.

Elements Learning Outcomes

Students should be able to:

Spatial Reasoning 3.1 recognise 2D and 3D features in everyday objects and artefacts

3.2 appreciate the hidden features of an object or an artefact necessary

for its representation

3.3 demonstrate their spatial understanding by modelling and/or

simulation

Design Thinking 3.4 solve real-context and abstract problems using graphical techniques

3.5 analyse and evaluate both their own work, and the work of others

Communicating 3.6 develop design ideas/solutions through modelling and prototyping

using a variety of media

3.7 use computer-aided graphics to communicate design solutions

effectively

3.8 represent graphically their approach to a design task

3.9 apply a variety of rendering and presentation techniques to enhance

the communication of solutions

Geometric 3.10 investigate and apply the principles of plane and descriptive
Principles and geometries to create solutions
Constructions
3.11 investigate how geometric principles and constructions found in the
natural world have provided inspiration for human applications

3.12 develop an appropriate graphical representation of a solution to a

contextual problem of their choice
 Assessment and
17
Junior Cycle

reporting
Graphics
Assessment
and reporting

Assessment in education involves gathering, interpreting and using information about the
processes and outcomes of learning. It takes different forms and can be used in a variety of
ways, such as to record and report achievement, to determine appropriate routes for learners to
take through a differentiated curriculum, or to identify specific areas of difficulty or strength
for a given learner. While different techniques may be employed for formative, diagnostic and
summative purposes, the focus of assessment and reporting is on the improvement of student
learning. To do this it must fully reflect the aim of the curriculum.

The junior cycle places a strong emphasis on assessment as part of the learning process. This
requires a more varied approach to assessment, ensuring that the assessment method or methods
chosen are fit for purpose, timely and relevant to the students. Assessment in Graphics at junior
cycle will optimise the opportunity for students to become reflective and active participants in
their learning and for teachers to support this. This can be achieved through the provision of
opportunities for students to negotiate success criteria against which the quality of their work can
be judged by peer, self, and teacher assessment; and through the quality of the focused feedback
they get in support of their learning.

Providing focused feedback to students on their learning is a critical component of high-quality

assessment and a key factor in building students’ capacity to manage their own learning and their
motivation to stick with a complex task or problem. Assessment is most effective when it moves
beyond marks and grades, and reporting focuses not just on how the student has done in the past
but on the next steps for further learning. This approach will ensure that assessment takes place
as close as possible to the point of learning. Final assessment still has an important role to play but
is only one element of a broader approach to assessment.

Essentially, the purpose of assessment and reporting at this stage of education is to support
learning. Parents/guardians should be given a comprehensive picture of student learning. Linking
classroom assessment and other assessment with a new system of reporting that culminates in the
awarding of the Junior Cycle Profile of Achievement (JCPA) will offer parents/guardians a clear
and broad picture of their child’s learning journey over the three years of junior cycle. To support
this, teachers and schools have access to online assessment support material. Along with the guide
to the Subject Learning and Assessment Review (SLAR) process, this focuses on learning, teaching
and assessment support material, including:

• formative assessment
• planning for and designing assessment
• ongoing assessments for classroom use
• judging student work – looking at expectations for students and features of quality
• reporting to parents and students
• thinking about assessment: ideas, research and reflections
• a glossary.
The contents of the online support material include the range of assessment supports, advice
and guidelines that enable schools and teachers to engage with the new assessment system and
reporting arrangements in an informed way, with confidence and clarity.
 Assessment for the JCPA
18 The assessment of Graphics for the purposes of the Junior Cycle Profile of Achievement (JCPA)
will comprise of:
Junior Cycle
Graphics • two Classroom-Based Assessments; Communicating through sketching and Graphical
presentation skills
Assessment
and reporting • a project

• a final examination.

Classroom-Based Assessments:

CBA 1: The teacher’s judgement is recorded for the purpose of subject learning and
Communicating assessment review, and for the school’s reporting to parents/guardians and
through sketching students.
This CBA is to be completed within 3 weeks.

CBA 2: The teacher’s judgement is recorded for the purpose of subject learning and
Graphical assessment review, and for the school’s reporting to parents/guardians and
presentation skills students.
This CBA is to be completed within 3 weeks.

Final Assessment:

Project 30% Will be specified and marked by the State Examinations Commission.
This project will be completed within a four-week window in term one
of third year.

Final examination Two-hour examination set and marked by the State Examinations
70% Commission.
 RATIONALE FOR THE CLASSROOM-BASED ASSESSMENTS IN GRAPHICS
19 Classroom-Based Assessments are the occasions when the teacher assesses the students in the
specific assessments that are set out in the specification. Classroom-Based Assessments are similar
to the formative assessment that occurs every day in every class. However, in the case of the
Junior Cycle
Graphics Classroom-Based Assessments, the teacher’s judgement is recorded for the purpose of subject
learning and assessment review, and for the school’s reporting to parents and students.
Assessment
and reporting Over the three years of junior cycle students will be provided with opportunities to stimulate their
curiosity and interest in Graphics. The Classroom-Based Assessments link to the key priorities for
learning and teaching in Graphics. It is envisaged that through the Classroom-Based Assessments
students will actively engage in practical and authentic learning experiences.

The Classroom-Based Assessments will provide an opportunity for students to:

• research information using a range of methods

• analyse data and evidence to make informed value judgements and decisions

• organise information and plan logically

• communicate clearly and effectively

• collaborate with others on tasks

• reflect on their contributions to the work and their own learning.

Through these Classroom-Based Assessments they will develop their knowledge, understanding,
skills, and values, thereby achieving the learning outcomes across the strands.

ASSESSING THE CLASSROOM-BASED ASSESSMENTS

More detailed information related to assessment of the Classroom-Based Assessments will be
available in separate Assessment Guidelines. This will include, for example, the suggested length
and formats for student pieces of work, the features of quality to be applied to the assessment, and
support in using ‘on balance’ judgement in relation to the features of quality.

The assessment section of www.ncca.ie will also include substantial resource material for use
and reference in ongoing classroom assessment of Graphics at junior cycle, as well as examples of
student work and guidance for the Subject Learning and Assessment Review process.

Classroom-Based Assessment 1: Communicating through sketching

This Classroom-Based Assessment will provide students with the opportunity to develop their
skills to become competent in communicating through sketching. Students will be asked to
graphically communicate their ideas using two-dimensional and three-dimensional sketching
techniques in response to a chosen stimulus theme.

Through this Classroom-Based Assessment, students will develop their skills in using effective
sketching methods and media to accurately communicate their vision, design and solution. This
Classroom-Based Assessment is an opportunity to instil in students a curious disposition where
they are free to experiment, allowed to take risks, encouraged to explore new and challenging
opportunities and to reflect on the process.

Students can communicate their work through any appropriate media.

 Classroom-Based Assessment 2: Graphical presentation skills
20 This Classroom-Based Assessment will focus on how effectively students present their research
graphically. It will inform the project assessment element (see below). Through this CBA, students
Junior Cycle research and investigate the domain in which the project is situated and present their findings
Graphics graphically through any appropriate graphical media. This enables them to develop the concepts
Assessment for their final project in a real-life context prior to starting their work on the project. This
and reporting Classroom-Based Assessment is an opportunity to instil in students a curious disposition, where
they are free to experiment, encouraged to explore new and challenging opportunities and to
reflect on the process.

Students can communicate their work through any appropriate media.

Features of quality
The features of quality support student and teacher judgement of the Classroom-Based
Assessments and are the criteria that will be used by teachers to assess the pieces of student work.
Features of quality for the Classroom-Based Assessments will be provided in the Assessment
Guidelines document.

Project
On completion of the Classroom-Based Assessments, students undertake a project as part of their
final assessment. The project is completed after the second Classroom-Based Assessment in third
year. The brief for the project is set and marked by the State Examinations Commission. Students
will be required to complete three outputs:

Output 1: Responding to a theme informed by the work of Classroom-Based Assessment 2

Output 2: Dimensioned drawings

Output 3: Three-dimensional computer-aided design modelling

Final examination
Students will sit a two-hour examination at the end of third year and this will be offered at a
common level.

The examination will be prepared and marked by the State Examinations Commission.

Inclusive assessment practices

This specification allows for inclusive assessment practices whether as part of ongoing assessment
or Classroom-Based Assessments. Where a school judges that a student has a specific physical or
learning difficulty, reasonable accommodations may be put in place to remove, as far as possible,
the impact of the disability on the student’s performance in Classroom-Based Assessments. The
accommodations, e.g. the support provided by a Special Needs Assistant or the support of assistive
technologies, should be line with the arrangements the school has put in place to support the
student’s learning throughout the year.
 Appendix A:
21
Junior Cycle

Glossary of
Graphics
Appendix A:
Glossary of
Graphics terms

Graphics terms
This glossary is designed to clarify the terminology used in the Junior Cycle Graphics specification
to enable teachers and students to understand how the terms are interpreted and applied.

Term Interpretation

2D conventions first angle orthographic, oblique, isometric drawing, axonometric

3D representation A view which displays a physical object or an abstract concept in a

form which reflects length, depth and height.

3D solution A solution to a specific or abstract problem derived and/or

presented using 3D technique/s.

Contextual problem A problem which draws on a real world experience, situation or

application.

Geometric constructions The accurate drawing of points, lines, circles, angles, bisectors,
divisions and other shapes using standard drawing instruments.

Geometric principles The fundamental precepts which define and describe the nature
of points, lines and planes together with the two dimensional
and three dimensional shapes, solids, projection systems and
constructions derived from them.

Graphical conventions current standards, conventions and practices associated with

drawing and illustration.

Plane & Descriptive The graphical representation, description and analysis of

geometries relationships between points, lines and planes in space. The
graphical representation of three dimensional objects in two
dimensions.
 Appendix B:
22
Junior Cycle

Glossary of
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Appendix B:
Glossary of action
verbs

action verbs
This glossary is designed to clarify the learning outcomes. Each action verb is described in terms
of what the learner should be able to do once they have achieved the learning outcome. This
glossary will be aligned with the command words used in the assessment.

Verb Description

Analyse study or examine something in detail, break down in order to bring out
the essential elements or structure; identify parts and relationships, and
to interpret information to reach conclusions

Apply select and use information and/or knowledge and understanding to

explain a given situation or real circumstances

Appreciate recognise the meaning of, have a practical understanding of

Calculate obtain a numerical answer showing the relevant stages in the working

Comment give an opinion based on a given statement or result of a calculation

Communicate use visual gestural, verbal or other signs to share meaning or exchange
information. Interaction between sender and recipient; both work
together to understand

Compare give an account of the similarities between two (or more) items or
situations, referring to both (all) of them throughout

Construct develop information in a diagrammatic or logical form; not by factual

recall but by analogy or by using and putting together information

Contrast detect correspondences between two ideas

Convert change to another form

Create process and give form to the topic of what is to be created using selected
methods and material and/or to give the material used a new form

Critique give a detailed analysis and assessment of something

Define give the precise meaning of a word, phrase, concept or physical quantity

Demonstrate prove or make clear by reasoning or evidence, illustrating with

examples or practical application

Derive to be formulate or prepare from concepts

 Verb Description
23 Describe develop a detailed picture or image of, for example a structure or a
process, using words or diagrams where appropriate; produce a plan,
Junior Cycle simulation or model
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Determine obtain the only possible answer by calculation, substituting measured or
Appendix B: known values of other quantities into a standard formula
Glossary of action
verbs Develop advance a piece of work or an idea from an initial state to a more
advanced state

Distinguish make the differences between two or more concepts or items clear

Draft develop an idea or concept for planned work

Engage enter into or become occupied by an activity or interest; to attract or

hold interest and attention

Engineer develop/build an item for a specific purpose that includes critical-to-

function components

Estimate give a reasoned order of magnitude statement or calculation of a

quantity

Evaluate (DATA) collect and examine data to make judgments and appraisals; describe
how evidence supports or does not support a conclusion in an inquiry
or investigation; identify the limitations of data in conclusions; make
judgments about the ideas, solutions or methods

Evaluate (ethical collect and examine evidence to make judgments and appraisals;
judgement) describe how evidence supports or does not support a judgement;
identify the limitations of evidence in conclusions; make judgments
about the ideas, solutions or methods

Explain give a detailed account including reasons or causes

Examine consider an argument or concept in a way that uncovers the

assumptions and interrelationships of the issue

Experience to perceive an object on the basis of aesthetic considerations and to

establish a direct personal relationship.

Experiment a procedure undertaken to make a discovery, test a hypothesis, or

demonstrate a known fact.

Experiment (artistic) approach creating either playfully or systematically but always with an
unknown outcome

Evidence provide information indicating if something is true, or valid or to

establish facts in investigation

Explore to think or talk about something in order to find out more about it

Generate To produce or create

Illustrate use examples to describe something

Illustrate (Graphically) use drawings or examples to describe something

Investigate observe, study, or make a detailed and systematic examination, to

establish facts and reach new conclusions
 Verb Description
24 Interpret use knowledge and understanding to recognise trends and draw
conclusions from given information;
Junior Cycle
Interpret (aesthetic) assign meaning to objects on the basis of observations and contextual
Graphics
knowledge; translate the effect of an image into words by reasoning and
Appendix B: explaining on the basis of reflection and understanding why the image
Glossary of action is how it is and is not different.
verbs
Justify give valid reasons or evidence to support an answer or conclusion

List provide a number of points, with no elaboration

Measure quantify changes in systems by reading a measuring tool

Order describe items/ systems based on complexity and/or order

Present make objects perceivable for others

Realise implement, execute or put into practice an idea or a product or a draft

Recognise identify facts, characteristics or concepts that are critical (relevant/

appropriate) to the understanding of a situation, event, process or
phenomenon

Respond react to a stimulus which may be: critical emotional aesthetic or

contextual based, or a combination of these

Represent bringing clearly and distinctly to mind by use of description or

imagination

Research the study of materials and sources in order to establish facts and reach
new conclusions; revision of accepted theories or laws in the light of
new facts

Review looking over or through material in order to correct, improve or revise

Sketch represent by means of a diagram or graph (labelled as appropriate); the

sketch should give a general idea of the required shape or relationship,
and should include relevant features

Solve find an answer through reasoning

Test establish the quality, performance, or reliability of something

Understand have and apply a well-organized body of knowledge

Use apply knowledge or rules to put theory into practice. Employ something
in a targeted way.

Verify give evidence to support the truth of a statement

Visualise make something visible to the mind or imagination something that is

abstract or not visible or present to the eye
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