Junior Cycle Framework and Level 2 Learning Programmes - Irish Learning Support Association 9th March 2018 - ILSA
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Junior Cycle Framework
and
Level 2 Learning
Programmes
Irish Learning Support Association
9th March 2018
Outline of the Session
Overview of the
Junior Cycle
Welcome and Framework,
Introductions Level 2 Learning
Programmes
and Short
Courses
Exploring the Key messages
and useful
Level 2 websites in
Learning relation to the
Programmes Level 2 Learning
Programmes
Key Documents
“Junior Cycle 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.”
Towards a Framework for Junior Cycle, 2011 – Page 9
http://ncca.ie/framework/doc/NCCA-Junior-Cycle.pdf
Now complete Question 1 on formative
Activity 2 booklet
Principles of Junior Cycle Inclusive Education The educational experience is inclusive of all students and contributes to equality of opportunity, participation and outcomes for all.
“Every student should be taught
a curriculum that is appropriate
to his/her developmental level.”
Source: Pg. 14, Guidelines for Post-Primary Schools: Supporting Students
with Special Educational Needs in Mainstream Schools
Circular 0014/2017
National Framework of
Qualifications
Subject
Specifications
broadly
aligned to
L2LPs Level 3
broadly
aligned to
Level 2
L1LPs
broadly
aligned to
Level 1
A Student can engage with ALL aspects of Junior Cycle (Level 1, 2 and Level 3)
Assessment and Reporting
Who are Level 2 Learning Programmes
(L2LPs) designed for?
Learners with a low mild to high moderate learning disability
'The special needs of
these children is such as
to prevent them
from accessing some
or all of the subjects
and short courses on
offer at junior cycle that
are broadly aligned
with Level 3 NFQ.'
A Framework for Junior Cycle 2015What makes up a Level 2 Learning
Programme?
5 2
Priority Other
Learning Short Areas of
Units (PLUs)
Courses Learning
WellbeingL2LPs In and Around the School
Mainstream Classrooms Support Classes
Other Areas: canteen, extra
Base Classes – curricular, sports teams,
Special Class/ASD community etc.1. Identify
11. Devise a strengths and
timeframe for: needs of
students
* informing
through the use
* collaborating of the
* gathering evidence Continuum of
Support
* reviewing progress framework and
* evaluating portfolio the problem
solving process
AN
10. Continue to use
SEN your in-school
Teacher 2. Document supports
in the Student Support
TEAM’s system to share File
information and
support teachers 3. Create a Junior
engaging with Cycle Plan for the
J students with SEN student
O Students/Parents Management
U
R
N Special
Education
Needs 4.Organise
E 8. Liaise with the
Team/ timetable
SET
Y SET team, subject
teachers etc. on who
is doing what. 5. PLUs can
now be added
9. Register for the to a Student’s
planning tool record on
6. Getting to PPOD
grips with the
PLUs.
7. Designing
an individual
L2LP3 Step Approach
Active learning
Small-group tuition
Individual teaching
Scaffolded instruction
Team teaching
Standardized Test results Group/Individual withdrawal
Consultation – students, parents etc. Combination of the above
Teacher observation
Primary Passport...
Recognising strengths
3. Monitoring
and
2. Meeting recording
needs progress
1. Identify
needsTimetabling L2LPs
PPOD https://www.education.ie/en/Ad vanced-Search/?q=JCPA
Getting to Grips with Priority
Learning Units (PLUs)
Communicating and
Literacy
Numeracy
Personal Care
Living in the Community
Preparing for WorkPriority Learning Units
Each Element has a number of Learning Outcomes
Element PLU
Students should
experience all learning
outcomes
JCPA – Majority must be
evidenced
Learning
OutcomesL2LPs in action Look at your PLU booklet and the next few slides and identify the PLU and learning outcomes that you think are being covered in each picture?
PLU: Personal care Element: Developing healthy eating habits. Learning outcome: Demonstrate appropriate food hygiene and safety practices- cooking lesson.
Photo 2
PLU: Living in the Community
Element: Using Local
Facilities
Learning outcome: Identify
familiar places and
organisations in the
community- class visit local
shopsPhoto 3
PLU: Numeracy
Element: Managing
money
Learning outcome:
Pay for an item
correctly and count
the change in a mock-
up or real life
shopping transaction-
Visit to the school tuck
shopJunior Cycle Plan… https://www.jct.ie/perch/resources/l2lps/individual-learning- programme-1.pdf
“The subject teacher has primary
responsibility for the progress and care
of all students in the classroom,
including students with special
educational needs.”
(Page 5. Guidelines for Post-Primary Schools - Supporting Students with Special
Educational Needs in Mainstream Schools)1. Look at the
7. Prepare to
PLUs and
have a
identify the
conversation
Learning
about student
Outcomes
learning and
A that can be
evidence in
covered in
the student
your subject
portfolio
T area
E Teacher
A 2. Make links
C 6. Gather evidence of between your
students achieving subject
H learning outcomes in specification and
E your subject level 2 learning
Students/Parents Management
outcomes
R´
S
Special
Education
J Needs
Team/
O SET
U 5. Assess 3. Include level 2
learning learning outcomes
R outcomes in subject
N throughout department and/or
the year individual planning
E
Y 4. Engage
with learning
outcomes in
lesson plansENGAGING with PLUs
Highlight learning outcomes from
Priority Learning Units that can be
covered in your subjectPLUS and Subjects https://www.jct.ie/l2lp/planning_first_year
Supports for Subject teachers… https://www.jct.ie/l2lp/working_with_learning_outcomes
Include Priority Learning Unit outcomes in your v
subject department planshttps://www.jct.ie/l2lp/workin g_with_learning_outcomes
Level 2 Planning Tool What is it? A planning tool which enables SEN teams and teachers to generate a learning programme /overview of PLUs for a student At the click of the button teachers can print out a learning programme for their students. https://level2planning.ncca.ie/ HELP button – document explaining each role Screencast: https://www.youtube.com/watch?time_continue=4&v=CqViJSiRpRo
Assessment of PLUs
Assessment of PLUs is school based
A portfolio of evidence will be created by
students completing the L2LPs
Grading of content completed in PLUs is on the
basis of ACHIEVED.
A student will show evidence of achieving
the MAJORITY of Learning Outcomes in each
element.
The JCPA will reflect on the PLUs that have
been achievedTypes of Evidence
Methods of storing /collating evidence • Folder portfolio • Artefacts • Digital portfolio
How do you track learning outcomes that have been achieved?
NCCA Developed
Level 2 Short Courses
Examples of school-developed
Level 2 Short Courses
NCCA Developed
Level 3 Short Courses
PE
CSPE
SPHEAssessment of Short Courses Assessment of Short Courses is school based A portfolio of evidence may be gathered Students complete a Classroom Based Assessment (CBA) Features of Quality are used in the assessment of the CBA Descriptors of results for the CBA is achieved The JCPA will reflect the Short Course CBA’s that have been achieved
Why should you implement L2LPs??
• Age appropriate structured programme
• Designed for students with special educational needs
• Realistic and relevant Learning Outcomes
• Meaningful Learning Experiences that will be of real
benefit
• Promotes participation, success, and achievement
• Junior Cycle Profile of AchievementStudent, Teacher, Parent feedback….
Go to Places…
www.jct.ie
www.curriculumonline.ie
www.scoilnet.ie www.sess.ieFurther Information
https://twitter.com/jctL2LP
@JCforTeachers info@jct.ie
Webinar 2Q and A
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