The Hidden Impact of Ireland’s Junior Cycle Visual Art Curriculum

Since its introduction in 2017, the Junior Cycle Visual Art Curriculum in Ireland has undergone significant changes, aiming to foster creativity and provide a more balanced approach to assessment. However, the impact of these reforms has not been entirely positive. While the shift from traditional exams to Classroom-Based Assessments (CBAs) sought to reduce stress and better assess students’ skills, it has inadvertently led to a decline in student performance and enthusiasm for the subject.

The new curriculum, developed by the National Council for Curriculum and Assessment (NCCA), was designed to bridge the gap between junior and senior cycle education. It aimed to focus more on the artistic process rather than just the final product, promoting creativity, critical thinking, and cross-curricular connections. Unfortunately, the change in grading systems has made achieving high grades, such as distinctions, more difficult. With a smaller grading window and a more challenging assessment structure, students are finding it harder to meet the expectations set out in the curriculum.

The impact of this shift is evident in national data. Since the grading changes were introduced, the percentage of students achieving distinctions has dropped significantly, with only a small fraction of students now reaching the top grades. This decline in performance has been linked to the challenges in grading consistency and the limited training some art teachers have received in applying the new standards. Furthermore, the pressure to perform well in both CBAs and the final project has created anxiety among students, detracting from the excitement and joy of learning art.

Another concern is the drop in the number of students continuing with art in the Senior Cycle. A significant portion of Junior Cycle art students decide not to pursue art further due to their perceived lack of success in the subject. This disconnect between the Junior and Senior Cycle art curricula is concerning, as it reduces the number of students entering careers in the arts, potentially limiting Ireland’s future artistic talent.

While the Junior Cycle Visual Art curriculum has fostered skills development, it is clear that the focus on rigorous grading and frequent assessments has undermined its original goals. To ensure that Ireland’s art education system thrives, a shift in grading practices and a renewed focus on nurturing students’ creativity is essential. The Department of Education (DES) and the NCCA must work towards an assessment system that supports students’ growth, allowing them to fully explore and express their artistic potential.