But

Guidance and Wel lbeing

Within the

Framework for Junior Cycle

Learning Intentions

  • To explore the concept of Wellbeing within the Junior Cycle Framework
  • To consider the particular role of Guidance within a Junior Cycle Wellbeing programme
  • To discuss steps in planning a Junior Cycle Wellbeing programme in your school
  • To engage in planning a Guidance related activity

Further development of Guidance support

JCT Support

Whole School CPD Support - Wellbeing

Presence at IGC Conference & Branches

PE, SPHE and CSPE Support

www.jct.ie

Wellbeing in the Junior Cycle Framework

Structure of the Junior Cycle

8 Principles

24 Statements of Learning

Level 2 Learning Programme

Short Courses

Other areas of learning

Subjects

8 Key Skills

Assessment and Reporting

C

U

R

R

I

C

U

L

U

M

Wellbeing

Wellbeing

Principles for Junior Cycle

Learning to learn

Quality

Choice and Flexibility

Inclusive Education

Wellbeing

Wellbeing Related Statements of Learning

Wellbeing Related Key Skill – Staying Well

Wellbeing – A Whole School Endeavour

Wellbeing – A Dual Approach

Whole-School Endeavour

Curricular Component

Wellbeing – A Whole School Endeavour

NCCA Wellbeing Guidelines (2017, p.27)

Common language

Wellbeing: A Whole School Approach

Our schools…

  • have a central role to play in supporting and promoting students’ learning about wellbeing & for wellbeing

NCCA (2017) Junior Cycle Wellbeing Guidelines

From 2017 All schools must include:

Minimum 300 hours

Moving forward towards 2020

From 2020 All schools must include:

Role of the Guidance Counsellor

Role of Guidance within the Junior Cycle

NCCA Wellbeing Guidelines and Appendices (NCCA, 2017)

DES Circular 15/2017 – Implementation of Junior Cycle

Framework for Junior Cycle (DES, 2015)

Role of Guidance in Junior Cycle

‘‘Schools may also choose to include other areas in their provision for Wellbeing. Examples are set out in the NCCA guidelines for Wellbeing in Junior Cycle and include areas such as guidance”

(DES Circular 15/2017)

Guidance and Other Areas of Learning

(DES Circular Letter 15/2017)

Other Areas of Learning

NCCA Wellbeing Guidelines (NCCA, 2017, p.50)

Criteria for Other Wellbeing Related Learning

Wellbeing for all in year group

Activate wellbeing indicators

Meet an identified need

Complete Appendix I

Other Wellbeing related learning up to 125 hours

NB

Appendix I needs to be completed for SPHE, PE or CSPE if schools are not choosing to follow the NCCA short courses in these curricular areas.

Guidelines on Completing an Appendix I

Criteria for Other Wellbeing Related Learning

Schools will have flexibility and autonomy in this process

However, schools must consider the following:

  • Wellbeing for all students in a particular year group
  • Must activate all or most of the Wellbeing indicators
  • Meet a collaboratively identified need of students
  • Documented on an Appendix I (Wellbeing guidelines p.104)

Appendix I (blank)

Appendix I will demonstrate how a unit of learning activates:

  • Statements of Learning
  • Key Skills
  • Wellbeing Indicators

Sample Appendix I–Induction Programme

NCGE Whole School Guidance Framework and Appendix I

Whole School Guidance Framework (NCGE, 2017, p.18)

Areas of Learning

Competences

Sample Tool

Area of Learning and Competence

Sample Tool

Appendix I – Title and Aim

Sample Tool

Appendix I – Key Skills

Appendix I – Wellbeing Indicators and Learning Outcomes

Appendix I – Assessment

Planning a Guidance Related Activity on an Appendix I

Activity

Plan a Guidance related activity on the Appendix I provided

Essential support documents:

    • NCCA Wellbeing Guidelines (NCCA, 2017)
    • Framework for Junior Cycle (DES, 2015)
    • NCGE Whole School Guidance Framework (NCGE, 2017)

Documenting Wellbeing hours –
Appendix I

Areas for consideration under Appendix I

Planning a Guidance Related Activity

Criteria for approved Wellbeing related activities are:

  • Wellbeing for all students in a particular year group
  • Related to all or most of the Wellbeing indicators
  • Meet identified needs of students
  • Documented on an Appendix I (Wellbeing guidelines)

…are statements in curriculum specifications to describe the knowledge, understanding, skills and values students should be able to demonstrate after a period of learning

Learning outcomes…

Learning outcomes…

  • Potential to link learning outcomes with NCGE Whole School Guidance Framework

Formative Assessment Principles

  • Sharing learning intentions
  • Developing success criteria
  • Students reflecting on their learning
  • Effective questioning
  • Formative feedback
  • Peer and self-assessment

Developing a Wellbeing Programme

Opportunities for Guidance within a Junior Cycle Wellbeing programme

Working collaboratively with other members of the wellbeing team in planning and developing the school’s Wellbeing programme

1

2

3

4

5

Linking Planning for Wellbeing with whole school planning

Mapping of local community resources

Adapting to change and new emerging circumstances

Flexibility to respond to the students’ needs

A collaborative and consultative approach

Developing A Wellbeing programme

Learning Intentions

  • To explore the concept of Wellbeing within the Junior Cycle Framework
  • To consider the particular role of Guidance within a Junior Cycle Wellbeing programme
  • To discuss steps in planning a Junior Cycle Wellbeing programme in your school
  • To engage in planning a Guidance related activity

Feedback

  • Please take a moment to complete the feedback for today’s workshop.

Further development of Guidance support

JCT Support

Whole School CPD Support - Wellbeing

Presence at IGC Conference & Branches

PE and CSPE Support

www.jct.ie

Thank you…

@JCforTeachers

info@jct.ie

Guidance Workshop Spring 2018.pptx - Google Slides