# data[].attributes.headline
You can find the NCCA Focus on Learning Toolkit Book 4 - Students Reflection on their Learning here. This may be a support for student reflection in your classroom 

# data[].attributes.subject
You can find the NCCA Focus on Learning Toolkit Book 4 - Students Reflection on their Learning here. This may be a support for student reflection in your classroom 

# data[].attributes.body
https://ncca.ie/media/1926/assessment-booklet-4_en.pdf

# data[].attributes.headline
Students will complete an Reflection Note as part of this process you can Appendix A from the Assessment Guidelines linked here 

# data[].attributes.subject
Students will complete an Reflection Note as part of this process you can Appendix A from the Assessment Guidelines linked here 

# data[].attributes.headline
In the refining stage students should begin to answer their research questions and present their findings in the form of a record

# data[].attributes.subject
In the refining stage students should begin to answer their research questions and present their findings in the form of a record

# data[].attributes.headline
T-Bar Charts can help students to organise their research

# data[].attributes.subject
T-Bar Charts can help students to organise their research

# data[].attributes.headline
Our source reliability bookmark may be of use to help students with this step

# data[].attributes.subject
Our source reliability bookmark may be of use to help students with this step

# data[].attributes.body
https://jct.ie/perch/resources/classics/sourcereliabilitybookmark.pdf

# data[].attributes.headline
The process of locating relevant sources and finding information from them is a valuable learning experience. 

# data[].attributes.subject
The process of locating relevant sources and finding information from them is a valuable learning experience. 

# data[].attributes.headline
Here you will find a booklet of graphic organisers from the PDST which can help support student research 

# data[].attributes.subject
Here you will find a booklet of graphic organisers from the PDST which can help support student research 

# data[].attributes.body
https://pdst.ie/sites/default/files/PDST%20GRAPHIC%20ORGANISER%20ENG%20FINAL.pdf

# data[].attributes.headline
Sample of Student Scoping An Area of Interest 

# data[].attributes.subject
Sample of Student Scoping An Area of Interest 

# data[].attributes.headline
scoping involves conducting a broad survey of the range of material from which a subject might be identified for the purposes of a more focused study

# data[].attributes.subject
scoping involves conducting a broad survey of the range of material from which a subject might be identified for the purposes of a more focused study

# data[].attributes.body
While the below samples are not of CBA2 - they do illustrate how students can interpret the same CBA in different formats.

Are there any formats that come to mind that might suit CBA 2?

# data[].attributes.headline
NCCA  Guidelines for Classroom based Assessment 

# data[].attributes.subject
NCCA  Guidelines for Classroom based Assessment 

# data[].attributes.body
Having studied the Assessment Guidelines and having looked at the Features of Quality, you may like to take time with your students,to reflect on which building/emperor might be a good subject for their CBA assignment. This of course might have been a research task that students undertook prior to starting the CBA or indeed their choices may be influenced by what they have studied in their Junior Cycle to date.

# data[].attributes.body
In due time there will be samples of CBA 2 uploaded to the NCCA website. If you have not yet had a chance to see samples of CBA 1 you can find them linked here

# data[].attributes.body
If you are looking for more information as regards CBA 1 then these recordings of the CBA1  process as well as information on how the SLAR meeting might be organised, should be useful . However if you choose to watch these videos now it will take over 30 minutes.

This process mirrors the process students undertake for CBA2 so may be beneficial

These will be available on our website if you wish to come back to them.

# data[].attributes.body
Welcome to our CBA 2 Non Language Padlet. You can use this time to reflect on your experience and engagement with CBA 2 and to think about in what  areas  you may need further information or advice. In this self-directed learning  session,  you can scroll through the information and  decide which parts are suitable for you and your needs at this time.

# data[].attributes.headline
CBA 2 Features of Quality:                              these are unique to each CBA and they can be reflected on and discussed prior to commencing your CBA.

# data[].attributes.subject
CBA 2 Features of Quality:                              these are unique to each CBA and they can be reflected on and discussed prior to commencing your CBA.

# data[].attributes.body
If you are new to the CBA process or haven't yet read the assessment guidelines you may choose to watch this screencast as an introduction the CBA1.

# data[].attributes.attachment_link.title
Classics - Classics in the Classroom Webinar 2020

# data[].attributes.attachment_caption
The focus of this video from the Religious Education team - which is not subject specific- is to help you to prepare for SLAR meetings.        (7 mins)

# data[].attributes.body
If you have yet to go through the SLAR process this short screencast created by the RE team is a great resource for all teachers.

# data[].attributes.attachment_link.title
Religious Education CBA 2 Webinar Part 3

# data[].attributes.headline
Time to reflect on your own experience. 

# data[].attributes.subject
Time to reflect on your own experience. 

# data[].attributes.body
What worked well in your CBA 1 experience?
Consider what were the benefits of undertaking this CBA with your students.
What were some of the challenges that you faced?
What would you do differently the next time you engage with CBA1?

# data[].attributes.body
Students can present their report in any format they feel appropriately communicates their research

How can we support students to think creatively when reporting back to us on their CBA2 ?

# data[].attributes.attachment_caption
In your booklet you could note your thoughts on this self-directed exercise and the CBA 1 and the CBA 2 process.

# data[].attributes.headline
What have you learned from this resource that has guided your learning for your next engagement with CBA1 or CBA2

# data[].attributes.subject
What have you learned from this resource that has guided your learning for your next engagement with CBA1 or CBA2

# data[].attributes.attachment_caption
Can we use these assessment measures to greater effect in our classrooms?

# data[].attributes.headline
Assessment: the characteristics of alternative assessment. 

# data[].attributes.subject
Assessment: the characteristics of alternative assessment. 