Short Course

Education for Sustainable Development

Engaging with the arts.

Specification for Junior Cycle

Contents
Introduction to Junior Cycle

Page 3

Rational

Page 4

Aim

Page 5

Links

Page 6

Course overview

Page 10

Expectations for students

Page 11

Assessment

Page 16

Appendix 1:

Sample formative assessment tasks

Page 21

Appendix 2:

Summative assessment tasks

Page 22

Appendix 3:

Level Indicators for Level 3 of the NFQ

Page 23

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 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 learners 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.

Rationale
One of the aims in the Framework for Junior Cycle is to relate projects in the
classroom to real life issues affecting students today. This Short Course aims to explore
ways to embed Education for Sustainable Development concepts into the art practice of
the students, artist and educator.
Education for Sustainable Development is defined as a dynamic concept that
encompasses a new vision of education that seeks to empower people of all ages to
assume responsibility for creating and enjoying a sustainable future (UNESCO 2002).
This Short course will examine the ways in which students can explore environmental
issues through the use of traditional earth-based media and digital learning and is
divided in to four main areas: research, design and construction and exhibition. The
exhibition of the finished installation will facilitate a conversation in the wider
community.
The project involves the development of new skills, concepts and techniques by
researching the issues and attitudes surrounding the disposal nature of our culture and
its impact on our environment. Within the making and doing of art the student
participates in a tangible, sensory engagement with the material on which thinking and
learning are imprinted in order to contextualise their experience and nurture a sense of
agency (Hoffmann Davis 2008)(Tormey, 2011).
This Short Course addresses issues that have relevance outside the school. In raising
awareness about the complex impacts of human behaviour and the consequences these
behaviours have on the environment, it is important to Avoid the Big Scare (Olson,
2009). Keeping it local, focusing on the aspects students can control and fostering an
artistic approach to identifying, exploring and creating art around the issue of waste
management.
While drawing on the students previous learning through the Green School
Programme, Civic, Social and Political Education, Science and Maths, it provides
opportunities for students to challenge attitudes and enables meaningful conversations
about an issue that affects everyone in a creative way.
It fosters the development of transferable digital literacy skills, the ability to research
and present their work online in a selective, safe and ethical manner. The students will
learn to create, collaborate and communication multiple sources of information, digital,
physical and written and present their ideas and learning in both the digital and
physical realm. Students will have the opportunity to move the learning process outside
the classroom, both in research, design and presentation.

Aim
The short course in Education for Sustainable Development aims to equip the
students with the skills necessary to creatively investigate, reflect and respond
to a global issue that affect their lives using different art media.

Links
Statements of Learning (SOL)
The table below show how Education for Sustainable Development may be linked to
central features of learning and teaching at Junior Cycle
Statement

Examples of relevant learning in the course

Use technology and digital

media tools to learn,
communicate, work and think
collaboratively and creatively
in a responsible and ethical
manner

Students will work in groups to conduct research,

document the process and present the finished
installation using cameras, audio equipment and
computers to update the web site.
Update the Green School web page and record the
reactions of those who view the installation.

SOL 24

Brings an idea from

conception to realisation

Students will invest in a project through the research,

production, design and exhibition stages.

SOL 23

Engage in problem solving and scheduling to ensure

the project is completed on time.
Reflect on and evaluate how the work has progressed
and document the whole process.

Have the awareness,

knowledge, skills, values and
motivation to live sustainably
SOL 10

Students learn to take responsibility for the choices

they make about how they live and consequences
those choices have for the environment and quality of
life in their locality and beyond in the wider world.
Students think globally and act locally but can see
and take into consideration that other communities
have different concerns.

Creates, presents and

appreciates artistic works
SOL17

Students develop knowledge of artists who use

creative art to express their responses to global
environmental issues.
Create an art installation and exhibit images in a
public venue that gives expression to the particular
under investigation.

Literacy and numeracy

Literacy, language and numeracy skills are embedded across each strand of the short
course.
There is a strong focus on communication, discussion and debate through group work
and audio interviews.
Reading and comprehension skills are developed when the students undertake purposeful
research and examine the validity and reliability of information. Investigate and examine
the work of artists who respond to or who are influenced by environmental issues.
Their Digital and writing skills will be developed as they use digital technology for
management, documentation and presentation of images and text on the Green School
web page.

Students develop numeracy skills as they progress through the production

process.
Calculating the measurement, scale, and weights, working out the amount of
material.
Arrange and manage schedules to meet deadlines.
Constructing surveys or questionnaires and analysing the responses.
Design and construction of the installation and spatial awareness of placement.

Students also develop an awareness of the use and misuse of data. This course helps
students see trends, patterns and relationships between issues. They will have to consider
the causes and consequences of what is thrown away.

Other key skills

Each key skill has a number of elements that clarify the knowledge, skills and attitudes related to
that key skill. The elements and their learning outcomes are set out in Key Skills of Junior Cycle.
There are opportunities to support all key skills in this short course but some are particularly
significant. The examples below identify those that are related to the learning activities of Digital
Media Literacy. Teachers can also build many of the other elements of particular key skills into
their classroom planning.
Key Skill

Key skill element

Student learning activity

Being Creative

Imagining, implementing
ideas and taking action

Through discussion students use their

imaginations to exploring options, designs and
alternatives in developing the installation.

Exploring options and

alternatives
Learning creatively
Stimulating creativity
using digital technology

Communicating

Discussing, debating,
Interviewing and
presenting

Learn creatively during the placement of the

installation in relation to the exhibition space.
Using digital technology to document the
process and installation.

Students will interview each other and make

observations of the installation, present
research and ideas to each other.
Up dating the Green School Web page with
text and images.
Students will be able to understand and use a
wide vocabulary relating to the project.
Speak and write in well-constructed
sentences , edit, correct and improve written
work and use a range of writing forms to
express ideas.
Students will work in groups.

Managing
information &
thinking

Thinking creatively and

critically

Using digital technology to research, gather,

record, organise and evaluate information and
manage shared content for the web site.
Problem solving and discussion during the
creation of the installation.
Research artists who use discarded/found
objects in their work and exhibit ideas through
the use of installations.

Managing myself

Being able to reflect on

learning.

Students will keep a reflective e-journal about

their learning and process that will be up
loaded to school web site.
Student will be able to set learning goals and
evaluate the progress towards achieving those
goals with the framework of the project
schedule.

Staying well

Being social and safe

Being safe through the appropriate use of

materials and equipment.
Development of confidence through
interaction with other students in group work.
Being responsible, safe and ethical in using
digital technology.
Treat themselves, others and the environment
with respect.

Working with
others

Contributing to the
different stages of the
project.
Contributing to making
the world a better place
Learning with others

The students will work in groups learning from

each other.
Encourage people to stop, look and think,
using the impact of art to change minds and
create an awareness in others.

Course overview
Strand 1:

Digital media

Strand 2:

Research and planning

Strand 3:

Design and construction

Strand 4:

Presentation

There are four distinct strands in this Education for Sustainable Development short course,
but in reality the strands will over lap as the research and design process is cyclical in nature.
The digital strand will run through out the whole project.
A number of teaching strategies will be used in delivering this course.
The didactic approach will be used when giving information, instructions and demonstrations
when introducing new techniques in mold making, casting and the use of the kiln.
For the research, design and construction phases of the project an active and experiential
approach will be used to encourage the students to work collaboratively and undertake
purposeful investigation. This will provide the students the opportunity to engage in critical
thinking, build on their prior knowledge and evaluate their own and others work.
To encourage the students to engage in problem solving, self discovery, planning and
experimentation the heuristic approach will be used, Through this process the students will
have the opportunity to take the initiative and be self motivated.
Education for Sustainable Development involves a recognition and adaption of a set of core
values, inclusion, equality, access and intercultural learning. It is a teaching and learning
process that guides and motivates learners to develop a set of skills, competencies, knowledge
and values to live in a more sustainable way.
Art can be used effectively as an agent of social change, one that can capture the publics
attention through its creative, innovative approaches to societys problems (Inwood, 2010).

The learning outcomes of this course are aligned with the Level Indicators for Level 3 of the
National Framework of Qualifications (Appendix 2).
The course has been designed for approximately 100 hours of student engagement.
Image: investopedia.com

Expectations for students

With the publication of the specification online, examples of students work will be used to
illustrate the expectations for students in the short course. These examples will be annotated
and related directly to a learning outcome or groups of learning outcomes.
In the case of short courses in new areas of learning, such as Education for Sustainable
Development: Learning about Education for Sustainable Development: Engaging with the
Arts, some indicative examples of student work will be generated to guide teachers and
students during the introductory years of the course

Strand 1:
Digital Media
Learning Outcomes
Students learn about

Students should be able to

Digital media

1.1

Document and manage the process from

investigation, idea development to the creation
of the installation through digital photography,
audio and visual recordings and Photoshop.

1.2

Interview other students about their attitude to

environmental issues.

1.3

Use this documentation to update the Green

School web page, to include audio recordings of
peoples interaction to installations.

1.4

Photograph the final installation and exhibit the

photographs.

1.5

Document and present self-reflections on the

Green School web site.

Reflection

Image: Digital-Media-Technology

Strand 2:
Research and
planning
Leaning Outcomes

Students learn about

Students should be able to

Research

2.1

Use a range of strategies and sources to find

information and data.

2.2

Evaluate the quality of research and their

sources.

2.3

Make judgements on the validity and reliability

of research.

2.4

Prepare and organise information and data so it

has relevance for the project.

2.5

Engage in problem solving and scheduling to

ensure the project is completed on time.

2.6

Identify and source materials and resources

required to complete the project.

2.7

Identify exhibition venues that will provide

access to the widest audience and opportunity
to engage with the local community.

2.8

Reflect on what they learned through the

research process, using digital media and
interviewing the people involved in addressing
environmental issues.

Planning

Reflection

Strand 3:
Design and
Construction
Learning Outcomes

Students learn about

Students should be able to

Creativity

3.1

Show development and implementation of ideas

and design of the final installation.

3.2

Express feelings, thoughts and ideas through art

and take inspiration from the courage and
imagination of others. Be supportive of people
and critical of ideas

3.3

Develop analytical, critical and deductive

thinking skills.

3.4

Imagine ways to make a positive difference in

the world.

3.6

Demonstrate making and construction skills and

use of appropriate tools and materials mold
making, casting and using the

3.7

Show competency in using technology, cameras,

audio recorder and computers.

3.8

Plan and execute the production of the elements

that contribute to the finished installation.

3.9

Reflect on the creative and production process

and consider their role and that of others through
blog posts on the school website.

Skills

Reflection

Strand 4:
Presentation
Learning Outcomes

Students learn about

Students should be able to

Digital media

4.1

Photograph the installation/exhibition.

4.2

Up-loaded text and images to the Schools

Green School Programme web page.

4.3

Organise, design and install

installation/exhibition. Assess suitable
exhibition spaces.

4.4

Communicate appropriately with peers, teachers,

leaders and those attending the installation.

Exhibition/installation

4.5
Reflection

4.6

Engage in event planning, PR, advertising and

installation.
Reflect on the final presentation and the
response of viewers to the installation.

Assessment and certification

This short course supports a wide variety of approaches to assessment. Each learning outcome
provides an opportunity for assessment but not all outcomes need to be assessed. Given the
nature of Education for Sustainable Development it is important to encourage students to
reflect on their learning to assist them to be proactive in developing Global citizenship.
The formative assessment process permits teachers and students to collect information about
student progress and to suggest adjustments to the teachers approach to instruction and the
students approach to learning. Assessment for learning covers all aspects of formative
assessment but has a particular focus on the student having an active role in his/her learning.
On going or formative informal assessment will take the form of group work. Through out the
process, at different stages student will share their reflections on how their smaller groups
worked together and the work they completed with the whole class.
Evidence of students learning will be documented on the school Green School web page,
through the creation of digital content, documenting of the process, research and work created.
The students will on knowledge, understanding and skills acquire the emphasis in the
assessment process.

The most significant learning outcomes are:

Strand 1

Strand 2

Strand 3

Strand 4

Digital media

Research and
planning

Design &
construction

Presentation

1,3,5

1,2,3,5,6,8

1,3,4,6,7,9

2,3,4,6

Assessment for certification

Assessment for certification will be NCCA Assessment for learning.
This course supports a wide variety of approaches for assessment. Formative assessment will
be carried out as the students engage in the research, planning, designing and construction
phases of the project. Students along with their teachers will reflect on and make judgements
on their own and others learning, referring to the features of quality of particular pieces of
work. They plan the next steps in their learning and regularly evaluate their progress towards
agreed goals, based on the feedback they receive. Formation assessment supports students in
their learning preparing for assessment and certification.
There are three assessment tasks to be completed towards the end of the course: The use of
Digital media, Design and construction and Reflection. The tasks will be weighted as follows:
Digital Media

Design and construction

Reflection

30%

30%

40%

Digital media 30%

Digital media is a significant part of the short course. A large part of the research will be
undertaken online and the physical manifestation of the installation will be presented in a
digital format on the school web site and on the school Facebook page. Digital media
provides the best opportunity to reach a larger audience with the reflections and completed
creative response to Education for Sustainable Development issues.

Design and construction 30%

Students are challenged to respond in a creative manner to an Education for Sustainable
Development issue. They will have an opportunity to develop creative skills, designing,
drawing, casting, making, planning and construction.

Reflection 40%
Reflection is an important aspect in students developing and understanding of their own
learning. Evaluating the processes of research, the topic being researched, the development of
ideas and the creation of an art work in response to their learning and understanding.
ESD involves a recognition and adaption of a set of core values, inclusion, equality, access
and intercultural learning. It is a teaching and learning process that guides and motivates
learners to develop a set of skills, competencies, knowledge and values to live in a more
sustainable way.
Educating for Sustainable Development is a reflective practice and it is important to place a
higher value on the reflective process.

Features of Quality
Features of quality related to the Digital media, Design construction and Reflection are set out
below. In general terms, these can be used by students and by teachers to support their
discussions about and judgments of work generated in response to the assessment tasks. More
specifically, the features of quality are the criteria that will be used by teachers to assess,
mark and discuss the students work on the assessment tasks.

Digital Media
Distinction

Demonstrates an excellent level of ability to investigate, develop and manage online

research and making outstanding evaluations of the validity and reliability of research.
Clear and convincing communication, displaying a comprehensive understanding of
to convey ideas through images and text on line.
Exhibit an excellent ability to use cameras and other technical equipment.

Merit

Demonstrates a high level of ability to investigate, develop and manage online

research and making very good evaluations of the validity and reliability of research.
Clear and convincing communication, displaying a very good understanding of to
convey ideas through images and text on line.
Exhibit a very good ability to use cameras and other technical equipment.

Achieved

Demonstrated a good level of ability to investigate, develop and manage online

research and making good evaluations of the validity and reliability of research.
Good level of communication, displaying a good understanding of to convey ideas
through images and text on line.
Exhibit a good ability to use cameras and other technical equipment.

Partially Achieved

Demonstrated a basic level of ability to investigate, develop and manage online

research and making basic evaluations of the validity and reliability of research.
Basic level of communication and displaying a basic understanding of to convey
ideas through images and text on line.
Exhibit a basic level of ability to use cameras and other technical equipment.

Design and Construction

Distinction

Presents excellent development and implementation of ideas, design skills and critical
thinking.
Demonstrates excellent abilities to problem solve, plan and deliver finished artwork.
Exhibits excellent expertise in the use of tools and materials.

Merit

Presents very good development and implementation of ideas, design skills and
critical thinking.
Demonstrates very good abilities to problem solve, plan and deliver finished artwork.
Exhibits very good expertise in the use of tools and materials.

Achieved

Presents good development and implementation of ideas, design skills and critical
thinking.
Demonstrates good abilities to problem solve, plan and deliver finished artwork.
Exhibits good expertise in the use of tools and materials.

Partially Achieved

Presents basic development and implementation of ideas, design skills and critical
thinking.
Demonstrates basic abilities to problem solve, plan and deliver finished artwork.
Exhibits basic expertise in the use of tools and materials.

Reflection
Distinction

There is substantial and well supported evidence of a capacity to reflect on how the
actions of humans impacts on the environment and the consequences of those actions.
Shows an excellent awareness of the possibilities of using art to address Education
for Sustainable Developmental issues.
Demonstrates an excellent ability to reflect on their learning, set clear goals and
targets based on feedback they receive in support of their own learning.

Merit

There is strong evidence of a capacity to reflect on how the actions of humans

impacts on the environment and the consequences of those actions.
Shows a very good awareness of the possibilities of using art to address Education for
Sustainable Developmental issues.
Demonstrates a very good ability to reflect on their learning, set clear goals and
targets based on feedback they receive in support of their own learning.

Achieved

There is good evidence of a capacity to reflect on how the actions of humans impacts
on the environment and the consequences of those actions.
Shows a good awareness of the possibilities of using art to address Education for
Sustainable Developmental issues.
Demonstrates a good ability to reflect on their learning, set clear goals and targets
based on feedback they receive in support of their own learning.

Partially Achieved

There is some evidence of a capacity to reflect on how the actions of humans impacts
on the environment and the consequences of those actions.
Shows a basic awareness of the possibilities of using art to address Education for
Sustainable Developmental issues.
Demonstrates a basic ability to reflect on their learning, set clear goals and targets
based on feedback they receive in support of their own learning.

Appendix 1:
Sample formative assessment tasks
Strand 1: Digital Media
Present on-line research in digital media form taking care to cite all references.
Or
Survey your team on their reflections of an aspect of the research process using audio
equipment.

Strand 2: Research and Planning

Document the range of strategies used in the research process.
Or
Demonstrate how to use the schedule to track the progress of the project.

Strand 3: Design and Construction

Present the development of design ideas
Or
Document the process of the construction of the installation

Strand 4: Presentation
Research and present the criteria important in selecting an exhibition venue
Or
Present ideas for advertising the final event

Appendix 2:
Summative assessment tasks
Digital Media 30%
Presentation of the completed process of research, planning, design and installation on the
website.
Or
Presentation of the final photographs of the completed installation

Design and Construction 30%

Presentation of the development of the completed design ideas
Or
Presentation of the final installation

Reflection 40%
Presentation of their reflective diaries showing how their ideas developed and any actions or
future action they plan to take in response to their experience in engaging with Education for
Sustainable Education.

Appendix 3:
Level Indicators for Level 3 of the NFQ
This short course has been developed in alignment with the Level Indicators for Level 3
of the National Framework of Qualifications. Usually, for Level 3 certification and awards,
the knowledge, skill and competence acquired are relevant to personal development,
participation in society and community, employment and access to additional education and
training.

NFQ Level

Knowledge

Knowledge moderately broad in range

Breadth
Knowledge
Kind
Know-how and skill
Range
Know-how and skill

Mainly concrete in reference and with some

comprehension of relationship between knowledge
elements
Demonstrate a limited range of practical and cognitive
skills and tools

Selectivity

Select from a limited range of varied procedures and

apply known solutions to a limited range of predictable
problems

Competence

Act within a limited range of contexts

Context
Competence
Role
Competence

Act under direction with limited autonomy; function

within familiar, homogeneous groups
Learn to learn within a managed environment.

Learning to Learn
Competence
Insight

Assume limited responsibility for consistency of selfunderstanding and behaviour

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