Presentation College Rockford Manor Whole School Guidance Plan
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Presentation College
Rockford Manor
Whole School Guidance Plan
1
Contents
Introduction ................................................................................................................................................... 5
Rockford Manor School Ethos and Profile................................................................................................. 5
Aims of the Guidance and Counselling Service.......................................................................................... 6
Personnel involved in planning the Guidance Programme ....................................................................... 6
What is Guidance Counselling ..................................................................................................................... 8
Personal and Social Guidance ..................................................................................................................................................... 8
Group Counselling.......................................................................................................................................................................... 8
Educational Guidance .................................................................................................................................................................. 9
Career Guidance ........................................................................................................................................................................... 9
Other Guidance and Counselling Service Activities .................................................................................. 9
Theoretical Orientation of the Guidance Counsellor .............................................................................. 10
Referrals to outside agencies ...................................................................................................................... 11
Promotion of Mental Health and Wellbeing- 3 Tier Model .................................................................... 11
Three Tier Model of student support with reference to Rockford Manor supports ........................ 13
School Support for ALL ............................................................................................................................................................. 13
Physical safety provisions ............................................................................................................................................................ 13
Below is a summary of what Rockford Manor currently provides to support the Wellbeing of all. (This list is not exhaustive) . 15
School Support for Some............................................................................................................................................................ 16
Rockford Manor Support for a Few ......................................................................................................................................... 17
Guidance in Rockford Manor and the Framework for Junior Cycle .................................................... 18
The Guidance Service ................................................................................................................................. 19
Time Allocation and timetabling ............................................................................................................................................... 19
Induction Programme for incoming 1st years transitioning from Primary to Secondary School.... 19
Senior Cycle Guidance Programme .......................................................................................................... 21
Transition Year........................................................................................................................................................................... 21
Summary of Transition year in class guidance activities .............................................................................................................. 21
Other in-class guidance activities ................................................................................................................................................. 22
Other Guidance activities in transition year (see appendix 9 for more detail) .............................................................................. 22
First Year Guidance activities ................................................................................................................................................... 22
Second Year ................................................................................................................................................. 23
2nd Year Career Guidance ......................................................................................................................................................... 23
Third Year ................................................................................................................................................... 23
3rd-year Career Guidance Class-Based Activity....................................................................................................................... 24
Third Year8-week Guidance Programme (Integrated into SPHE class) ....................................................................................... 24
Fifth Year .................................................................................................................................................................................... 25
Fifth Year classroom guidance activities .................................................................................................................................. 25
Leaving Certificate Applied (LCA) Guidance Summary ........................................................................................................ 27
Over the two years of the programme, students will cover the following topics .......................................................................... 27
Sixth Year Guidance ................................................................................................................................... 28
Summary ..................................................................................................................................................................................... 28
Sixth years-monthly schedule Guidance programme .............................................................................................................. 30
Junior/Senior Cycle Subject/Programme choice...................................................................................... 33
Subjects in Second Year in Rockford Manor ........................................................................................................................... 33
Compulsory subjects .................................................................................................................................................................... 33
Optional subject ............................................................................................................................................................................ 33
1st to 2nd Year Subject Choice Programme ................................................................................................................................... 33
Leaving Certificate Subject Choice Programme details .......................................................................................................... 34
Important Elements of the Senior Cycle in Rockford Manor ....................................................................................................... 35
2
Subjects that students can choose in Rockford Manor (three core/compulsory subjects .............................................................. 35
Rockford Manor Procedure for students giving up a subject/Changing Subject/Changing
levels/Changing Programme ...................................................................................................................... 37
Procedure for student giving up a subject ..................................................................................................................................... 37
Procedure for a student changing to a new subject/programme during the school year................................................................ 37
Operating Procedure subject/programme changes ........................................................................................................................ 38
Administration of the Guidance and Counselling Service ...................................................................... 38
Guidance administration ............................................................................................................................................................... 38
Correspondence ............................................................................................................................................................................ 38
Phone Calls ................................................................................................................................................................................... 39
Office Management ...................................................................................................................................................................... 39
Programme development and planning ........................................................................................................................................ 40
School planning evaluation .......................................................................................................................................................... 40
Report writing............................................................................................................................................................................... 40
Information collation and Organisation ........................................................................................................................................ 40
Managing Guidance Information for Students.............................................................................................................................. 41
Administration for testing............................................................................................................................................................. 41
Parent/Teacher Meetings and Parent Information Evening ................................................................... 42
Record Keeping and Data Protection Procedures- one to one counselling and other data .................. 42
Reporting Procedures ................................................................................................................................. 43
Assessment Procedures ............................................................................................................................... 45
Assessment of Incoming First-Year Students ........................................................................................................................... 45
Assessment during Transition Year .......................................................................................................................................... 45
Assessment during Fifth and Sixth Year .................................................................................................................................. 45
School Protocol for Meetings/Appointments ............................................................................................ 47
Student counselling meeting protocols and procedures ................................................................................................................ 47
One to one protocols and procedures ............................................................................................................................................ 47
Guidance counselling one to one meetings and safeguarding procedures ............................................. 48
Meeting with Parents/Guardians................................................................................................................................................... 48
Role of the Care Team in meeting the guidance needs of our students.................................................. 49
Role of Rockford Manor Care Team ............................................................................................................................................ 49
Role of Care team members....................................................................................................................................................... 49
The co-ordinator: Mr Collison ...................................................................................................................................................... 49
The guidance counsellor: Ms Scarff, Mr Kelly ........................................................................................................................ 50
The Deans: Ms Hennigan, Ms Behan, Ms Joyce, Ms Knowles ............................................................................................... 50
Rockford Manor Pastoral Care Team 2018-19 ............................................................................................................................. 51
Procedure for teachers referring students to the care team .................................................................................................... 51
Care Team Referral Forms ........................................................................................................................................................... 51
Communication of information re students.............................................................................................. 52
CODE FOR CARE TEAM STUDENT LIST ON VSWARE ...................................................................................................... 52
Cross-Curricular Planning ........................................................................................................................ 53
Subject Planning for a Culturally Diverse Society................................................................................... 53
Effective Teaching Methodologies ............................................................................................................. 53
Range/Variety of Resources ......................................................................................................................................................... 54
Leaving Certificate Vocational Programme (LCVP) and links to Guidance ........................................ 55
Assessment of the Link Modules ............................................................................................................................................... 56
Guidelines for the use of visitors to enhance guidance/wellbeing activities. (Circular 0023/2010) ..... 59
Guest Speakers for career guidance .............................................................................................................................................. 60
Monitoring and Reviewing of Guidance ................................................................................................... 61
Teacher In-Career Development ............................................................................................................... 61
Evaluation .................................................................................................................................................... 61
Areas for Development (based on consultation)....................................................................................... 62
References .................................................................................................................................................... 63
3
Appendices ................................................................................................................................................... 64
Appendix 1: Subject Choice Information Letter...................................................................................................................... 64
Appendix 2: 5th Year Student Options form: Example ........................................................................................................... 65
Please tick the language you intend doing. ................................................................................................................................... 65
Appendix 3 GUIDE TO FILLING OUT YOUR 5TH YEAR SUBJECT OPTIONS THROUGH OUR VSWARE
SYSTEM- .................................................................................................................................................................................... 66
Appendix 4: Parent Letter Subject Choice: Sample ................................................................................................................ 67
Rockford Manor Secondary School Stradbrook Road, Blackrock, Co Dublin. ............................................................................ 67
Appendix 5 Parent Letter 2 Subject Choice ............................................................................................................................. 69
Rockford Manor Secondary School Stradbrook Road, Blackrock, Co Dublin. ............................................................................ 69
Appendix 6: Suggested Guidelines for Volunteer Teacher/6th Year Mentors ....................................................................... 70
Wellbeing ..................................................................................................................................................................................... 70
Study skills ................................................................................................................................................................................... 70
Appendix 7: Care Team Referral form-Private and Confidential- Example ........................................................................ 71
Appendix 8: Subject Programme Change Form ................................................................................................................. 72
Appendix 9 Guidance Provision Stocktake .............................................................................................................................. 73
4Introduction
As outlined in its Mission Statement “A Christian Environment where learning and teaching nurture
the personal development of every student”, Rockford Manor aims to protect the wellbeing of its
students and staff by providing a safe and nurturing environment at all times. The practical
application of the guidance plan is integral to promoting this mission statement. Guidance is also a
universal entitlement for all students in post-primary schools as per the Education Act (1998). This
Act requires schools to provide students with "appropriate guidance to assist them in their
educational and career choices" (section 9c). Circular 0009/2012, “Staffing arrangements in Post-
Primary Schools for the 2012/13 school year” restates this position: ‘each school develops a school
guidance plan collaboratively as a means of supporting the needs of its students.’
Rockford Manor School Ethos and Profile
Rockford Manor is a non-fee-paying Secondary School for girls which differentiate itself from other
schools by catering for a wide range of social categories within the Catholic ethos of the
Presentation Congregation. The size of the school is unique in its catchment area
enabling it to provide education of the highest quality in an intimate and caring
environment where there is an emphasis on individuality and personal contact and affirmation.
In the school, there is an emphasis on achievement, and in this climate of excellence, improvement
and success are not only rewarded but celebrated. The underlying philosophy of Rockford Manor is
based on a commitment to nurturing the personal development of every student to her full potential
guided by the Catholic principles of the Presentation Sisters. The school fosters a caring, intimate
culture with an emphasis on building self -esteem and achieving excellence. This is a
relatively small school where friendship, affirmation and individual attention are
encouraged among pupils, teachers and parents. In this climate of care and personal fulfilment,
we aspire to produce a mature, well educated, well- adjusted, tolerant, responsible,
socially aware and Christian person.
5Aims of the Guidance and Counselling Service
To assist each student in realising, accepting and developing her unique talents, skills,
aptitudes and abilities
To assist students in transitioning from primary to secondary and in important
moments of transition within their time in secondary school
To meet the social, personal, educational and vocational needs of each student within
the school
To assist each student in making realistic, appropriate and informed career choices
To provide an integrative model of counselling based on sound theoretical theory to
any student who wishes to avail of such a service
To act as the administrator of all guidance and counselling services that operate within
the school
To assist with the implementation of a Whole School Model/Approach to Guidance
and Wellbeing
To provide, in collaboration with the schools care team and all other members of the
school community, a positive, constructive, empowering non-judgmental and caring
support system for all students.
Personnel involved in planning the Guidance Programme
Guidance is regarded as a core element of the school’s overall programme. This guidance
programme seeks to respond to the needs of the students at all stages of their education in the
school. The guidance programme is a whole school initiative, intrinsically linked with every
aspect of the school. The Guidance Counsellor consults with key personnel in the
development, implementation and evaluation of the programme including;
Principal
Deputy Principal
Deans
Class Tutors
Wellbeing Coordinator
Subject Teachers
LCA Coordinator
T.Y. Co-ordinator (Transition Year)
Resource Teacher
Special Needs Assistants
Learning Support Teacher
Parent’s Association
6 School Secretary
Student Council
School Auxiliary staff
N.E.P.S.
N.E.W.B.
B.O.M.
Outside Agencies
Business and Industry
Universities/Institutes of technologies/Further Education Colleges and other educational
institutions
Local community
7What is Guidance Counselling
Guidance Counselling can be split up into three main areas including
1. Personal and Social
2. Educational
3. Career
Personal and Social Guidance
Counselling at post-primary level aims to address certain areas within an adolescent’s
development including addressing and resolving specific problems, coping with crisis,
improving relationships, self-esteem, dealing with conflict, developing coping strategies and
exploring thoughts and feelings. The function of the Guidance Counsellor is to act as a catalyst
that assists their students/clients to develop the skills and self-awareness necessary to deal with
issues that confront them in their daily lives. The guidance service is available to all members
of the school community including parents and staff, although priority will always be given to
students. Individual, group and peer counselling are also incorporated into the School Guidance
and Counselling service. In addition, we offer one-to-one guidance and counselling to all
students on request or by referral. A counselling service is provided where students can explore
issues of concern to them, and this service is provided in a caring, confidential, non-
judgemental and objective manner.
We aim to develop each student’s interpersonal skills, and it is hoped that they will become
responsible and independent members of society and will contribute to that society by
becoming proactive citizens, caring for their community and society. We also hope they will
become more conscious of the environment and the invaluable contribution that they can make
towards its preservation.
Group Counselling
The Guidance Counsellor may offer counselling to groups of students, to:
Allow students to support each other and feel less isolated and alone.
Reach a greater number of students.
The Guidance Counsellor will offer group counselling to certain specific groups, for example:
Students who have experienced the death of a family member.
Students who have experienced parental separation.
8Educational Guidance
Guidance is developmental and begins before a student enters second level. It covers topics
such as psychometric testing, subject choice, study skills, examination techniques, transition
year programmes, work experience placements etc. The Guidance Counsellor works in co-
operation with the Resource and Learning Support Department, Year- head of incoming first-
years and management to organise, conduct, correct and evaluate first-year entrance tests.
Career Guidance
Career Guidance provision is a continuous process beginning with entry to second level and
ending after CAO/UCAS/PLC offers are accepted. The programme aims to encourage
students to explore further or third level education appropriate to their interest, aptitudes and
abilities. This service aims to provide students with the scope to develop their decision-
making skills, cope with employment/unemployment, develop job search skills, increase their
awareness of employment opportunities within the locality, as well as to look at reports on
employment trends nationally.
The Guidance service will include some or all of the following:
Information about future careers
Information about third-level courses, entry requirements etc.
Empower students with the skills necessary to make future career choices
Computer packages to assist in making an informed career choice, e.g. Qualifax,
Careers Portal etc
Mock interviews
Guest speakers from third-level institutions, Army, Solas, Garda Siochana etc.
School trips to open days
Information on grant payments: SUSI
Higher options
Other Guidance and Counselling Service Activities
Networking with local Guidance Counsellors
Report to B.O.M. on school guidance and counselling programme
Presentations at staff meetings on areas such as dealing with emotionally challenged
9students
Liaising with HSE/NEPS/NEWB
Monthly personal supervision and counselling
Annual evaluation of school guidance and counselling service using feedback from
students, parents, tutors and management
Ongoing maintenance of careers resources
Keep up-to-date on courses and entry requirements
Networking with local employers to keep the channels open for work experience
placements
Weekly meetings with students care team, making sure that it is preventative rather
than reactive.
Attend branch meetings and AGM of IGC (Institute of Guidance Counsellors)
Theoretical Orientation of the Guidance Counsellor
Counselling facilitates students in crisis by suggesting and exploring a range of coping
strategies and interventions in a caring and sensitive way appropriate to the individual’s needs
and developmental stage. Counselling can only take place in an atmosphere where the young
person experiences unconditional positive regard. A student needs to feel secure, accepted,
understood and confident that confidentiality is guaranteed except in cases where there is a
risk to the student, to others or where there is ongoing abuse or neglect. The Guidance
Counsellor of the school must work within the limitations of the Institute of Guidance
Counsellors Code of Ethics. Article 4.2 states that:
…Guidance Counsellors take all reasonable steps to preserve the confidentiality of
information about clients obtained in the course of professional work. They reveal such
information only with the client’s consent, but with certain exceptions, which include; where
concealment would result in danger to the client or others; when required by the Law or
designated guidelines; or for purposes of professional consultation or supervision.…It is the
duty of Guidance Counsellors to inform clients about legal limits on confidentiality…
The Guidance Counsellor is also obliged to follow the Child First National Guidelines for the
Protection and Welfare of Children and the Department of Education and Skills Child
Protection Procedures for Primary and Post-Primary Schools. One should note that
successful counselling can only take place at the request of the student and her willingness to
participate. Although a student may be referred to a Guidance Counsellor by a concerned
colleague or a worried parent, after the first meeting, it is always the student’s choice whether
10they wish to continue or not. The theoretical orientation of the Guidance Counsellors is
eclectic drawing on Rogerian person-centred, C.B.T., Gestalt, choice theory and other
solution-focused styles of counselling.
Referrals to outside agencies
After the initial consultation, the guidance counsellor may decide it necessary to refer
students on to relevant outside agencies and relevant specialised service as set down in
Article 2.2 of the I.G.C.’s Code of Ethics. The Guidance Counsellor will still monitor the
student and he will co-operate with the specialised service to provide for the needs of the
students concerned. The relevant parental permission will be sought by the Guidance
Counsellor when they are referring a student to a specialised outside service. The Guidance
Counsellors will work to maintain links with the local H.S.E. (Health Service Executive) and
other organisations that students may need to be referred to.
Promotion of Mental Health and Wellbeing- 3 Tier Model
Rockford Manor adopts the NEPS three-tiered continuum of support model for the promotion
of mental health within our school community (NEPS, 2010a; NEPS, 2010b)
(1) School Support for ALL
(2) School Support for SOME
(3) School Support for a FEW
A) Guidance For All
– Provided to all students to support personal & social, educational, and career development,
and students making transitions (incoming first years, junior cycle to senior cycle and from
senior cycle into apprenticeships, FET, HE and employment). The guidance counsellor as the
specialist has a key role to play in coordinating the planning and delivery of the whole school
guidance programme and in the provision of guidance to students. A whole-school approach
is employed in delivering the learning and teaching activities of the school guidance
programme which include, career education programmes, SPHE and Wellbeing in Junior
Cycle, guidance modules and work experience/placement provided as part of senior cycle
programmes (TY, LCA and LCVP).
B) Guidance For Some
– Provided to specific groups of students to support personal & social, educational and
career development and transition making. Such groups of students will typically include, for
example, students in senior cycle, especially 6th year, who will benefit from group and one-
11to-one guidance counselling to support educational and career decision making, and students
who are making transitions. Transition points include primary school into first year of post-
primary education, junior cycle to senior cycle, and school to higher/further education and
training, apprenticeships and employment. Some students may require additional and more
intensive support in making transitions. Group/one-to-one guidance counselling will require
the expertise of specialist school staff, such as the guidance counsellor working in
collaboration with the pastoral care team, SPHE teacher, SEN Coordinator, year heads, class
tutors and the school Chaplain.
C) Guidance for a Few
- Students may require support in meeting their developmental needs and when they
experience personal crises. Some students may also require more intensive support as they
make transitions (including transitions for Early School Leavers (ESL) and to education
centres such as Youthreach) and important decisions during their time in post-primary
schools. This support will require the expertise of specialised school staff with the necessary
knowledge, skills and competences to respond to the needs of these students and will involve
the guidance counsellor, and other school staff. The guidance counsellor in collaboration with
school management and staff, and external organisations/personnel deliver a wide range of
activities and learning to support students’ personal & social, educational and career
development. The guidance counsellor as the specialist plays a central role in the design and
delivery of the whole school guidance programme.
12Three Tier Model of student support with reference to Rockford
Manor supports
School Support for ALL
School Support for ALL is a whole-school approach that focuses on promoting Wellbeing for
all members of the school community. School Support for ALL is a process of prevention,
effective mainstream teaching and early identification and intervention for young people who
are showing mild or transient signs of difficulty
School Support for All in promoting Wellbeing in Rockford Manor.
Rockford Manor Post Primary School has put systems in place to help to build resilience in
both staff and students, thus preparing them to cope with a range of life events. These include
measures to address both the physical and psychological safety of the school community.
Physical safety provisions
Evacuation plan formulated
Regular fire drills occur
Fire exits and extinguishers are regularly checked
Supervision of students before during and after school
Provision of accesses points and car parking spaces for disabled drivers
Lift serviced regularly
Psychological safety provisions
The management and staff of Rockford Manor aim to use available programmes and
resources to address the personal and social development of students, to enhance a sense of
safety and security in the school and to provide opportunities for reflection and discussion.
The following measures are put in place in Rockford Manor to promote the psychological
safety of the school community.
Staff are familiar with the Child Protection Procedures and the name of the
Designated Liaison Person
Staff have access to training for their role in SPHE Social, Personal and Health
Education
13 (SPHE) Is integrated into the curriculum of the school. Issues such as grief and loss;
communication skills; stress and anger management; resilience; conflict management;
problem-solving; help-seeking; bullying; decision making and prevention of alcohol
and drug misuse are addressed in the SPHE curriculum. Promotion of mental health is
an integral part of this provision. The SPHE programme can increase levels of
emotional literacy among students. SPHE is most effective when taught within the
context of a whole-school approach to promoting mental health and wellbeing. In this
way, young people’s learning in SPHE can resonate with positive messages delivered
throughout the school
The Friends for Life programme is a school-based positive mental health programme.
An internationally acclaimed programme for building resilience and reducing anxiety
which helps young people manage worry and depression. The World Health
Organisation cites Friends for Life as the only evidence-based programme at all
levels of intervention for anxiety in children. It is supported by NEPS psychologists.
The school further promotes positive mental health thought its positivity week
During this week information is provided to the whole school community on mental
health in general and such specific areas as signs and symptoms of depression and
anxiety
The link between physical and mental health is recognised and promoted through a
comprehensive Physical Education programme and an active school week
Staff are informed in the area of suicide awareness, and some have attended
specialist training such as ASIST (Guidance Counsellors) provided by the HSE
The school has developed links with a range of external agencies
The school has an anti-bullying policy and deals with incidents of bullying in
accordance with this policy
There is a care system in place in the school using the “Continuum of Support”
approach which is outlined in the NEPS documents published in 2007 for primary
schools and 2010 for post-primary schools
Students who are identified as being at risk are referred to the designated staff
member (e.g. guidance counsellor or support teacher), concerns are explored, and
the appropriate level of assistance and support is provided. A support plan is put in
place for students identified as being most at risk. Parents/guardians are informed,
and where appropriate, a referral is made to an appropriate agency
Meditation integrated into RE Programme
Staff are informed about how to access support for themselves.
14 A peer mentoring system has been developed between 6th years and 1st years
A voluntary teacher/6th year mentoring programme has also been developed (see
appendix 6 for details).
Below is a summary of what Rockford Manor currently provides to support the
Wellbeing of all. (This list is not exhaustive)
Deans and Class Class Teachers Student Class Peer Mentors
Tutor System Council Representatives
Prefects Physical Gaisce Award After School Charity
Education Study Fundraising
Programme
School Tour & Subject Field Career Open Night Learning
Trips Trips Guidance Support
Parents Teacher Parents Council School masses Student Retreats Counselling
Meeting
Transition Year Lunchtime Outside Student Awards Catholic Schools
programme Activities Speakers Week
International Careers Week Positive LGBT Rhythm of
Breakf Health Awareness Week Rockford Show
ast Week
Morni
ng
15School Policies that link to Wellbeing
The school has also formulated a number of policies and procedures to be followed with a
view to ensuring the physical and psychological safety of both staff and students during the
normal course of the school day. Such policies include, but are not limited to;
Health and Safety Policy
Wellbeing Policy (in development)
Anti Bullying Policy
Code of Behaviour
Guidance and Counselling Plan
S.P.H.E Programme (Incorporating RSE Policy)
Self Harm Policy
SEN Policy
It is expected that individual subject plans will have a strong emphasis on student Wellbeing
School Support for Some
School Support for Some is embedded in a whole-school approach and focuses on
identifying the smaller number of students who are at risk of developing unhealthy patterns of
behaviour or who are already showing early signs of mental health difficulties. A staff
member may notice emotional or behavioural changes in a young person. In this case, the
staff member will notify the care team through the school care referral procedures. The
student support team will agree on the appropriate course of action.
In Rockford Manor, the interventions in providing School Support for Some include:
Weekly Care Team meetings involving Guidance Counsellors/Deans and Senior Management
One-to-one counselling for the young person
Careful monitoring by class teachers/ tutors
Participation of the young person in a small support group set up to address specific
issues, such as bereavement, bullying, substance use, stress management
6TH to 1st year mentoring/buddy programme
Participation in relevant interventions, e.g. anger management, social skills training
Engagement with relevant support services, e.g. community projects, youth
services, community Gardaí, juvenile liaison officers, health services
Promotion of out-of-school activities for the young person, e.g. drama, sport,
public- speaking
16 Specific support programmes for parents/ guardians of the young person(s).
Rockford Manor Support for a Few
Rockford Manor recognises that a small percentage of our students present with more
complex or enduring need relating to their mental and emotional well-being. Supports for
our students at this level will generally be more intensive and individualised and will involve
the involvement of the school care team initially and additional support, including access to
external professionals and support services.
Parents/guardians should be involved from the very outset and at every stage of the process.
Parental consent is required for any external intervention accessed by the school for a young
person
In the event of a young person presenting with mental health concerns, which are above and
beyond the capacity and ability of Rockford Manor to provide support, our school may, with
the consent and collaboration of parents/guardians, refer the young person to the local general
practitioner (GP), who is best placed to make an initial assessment and advise on appropriate
referral pathways for the young person concerned.
A GP will listen to concerns and offer information, support and advice. The GP will facilitate
onward referral to other services, when appropriate. The referral will likely be made to the
local HSE psychology service/ primary care team or the Child and Adolescent Mental Health
Services (CAMHS).
Where a student is referred to outside an outside agency, they will be monitored on an
ongoing basis by the care team. In instances where the student is receiving outside
counselling support from CAMHS, CROSSCARE, etc., this should be the only
counselling support the student is offered. However, the school will continue to support
the student in such cases by offering a “check-in” support. This “checking in” can be
facilitated by a dean/guidance counsellor/trusted teacher in close collaboration with the
schools care tea
17Guidance in Rockford Manor and the Framework for Junior Cycle
Guidance-related learning starts in early childhood education and continues through students’
primary and post-primary education. As part of this holistic development, students in Rockford
Manor are exposed to three areas of guidance-related learning to allow them to develop in eight
areas of competence (Table 2) below courtesy of NCGE: A Whole School Guidance Framework,
Page 16). These areas of learning aim to build on the learning that students will have experienced
during their years in primary education.
Three areas of Eight areas of competence
learning
Developing My •Using career-related information & sources appropriately
Career Path •Understanding the world of work & life roles
•Managing career development & decision making
Developing My •Employing effective personal learning/exam strategies
Learning •Making educational choices in line with career aspirations
Developing Myself •Developing & maintaining self-esteem & a positive self-concept
•Interacting effectively with others (face-to-face & online)
•Developing & growing throughout life
Table 2
Junior Cycle - The three areas of learning and associated competencies are linked with the
Principles underpinning the Framework for Junior Cycle, a number of the Framework
Statements of Learning and Key Skills. The whole school guidance programme is linked to Key
Skills such as managing me, Managing Information & Thinking, Staying Well, Communicating
and Working with Others. The guidance counsellor has a role in planning, coordinating and
delivering guidance-related learning associated (Guidance for All) with the relevant Key Skills and
in providing more intensive interventions to those students who need it through Guidance for
Some and A Few approaches.
Wellbeing - SPHE and guidance related learning are two of the main pillars of Wellbeing.
Wellbeing is linked to the Staying Well key skill of the Framework for Junior Cycle. The eight
competences can be linked with five of the six indicators of Wellbeing – Responsible, Connected,
Resilient, Respected and Aware. The guidance counsellor has an important role in supporting
planning for and delivery of the learning outcomes associated with Wellbeing indicators.
18The Guidance Service
Time Allocation and timetabling
1st Years: (Guidance Intervention periodically during the school year; formal w e l l b e i n g f o r
s i x t e e n w e e k s class.
Guidance related activities integrated within the SPHE Programme.)
2nd Years: Intervention periodically during school year, 6-week study skills programme.
Guidance related activities integrated within the SPHE Programme.)
3rd Years: Guidance class integrated into 3rd year SPHE programme (8-week
Programme)
T.Y .: One class every week
LCA: One guidance class every week
5th Years: One class every week
6th Years: One class every week
Induction Programme for incoming 1st years transitioning from Primary
to Secondary School.
Date Activity
Early School representatives usually the principal and deputy principal visit the
local primary schools for an information session with 4th class.
September
School Open Night where prospective students and their parents visit the
school and meet with teachers and management
Bonding day at the end of the 1st week
Development of Buddy System between 1st and 6th years
1st-year participation in Rockford Manor School Show
Group meetings (four students at a time) with first years by the guidance
counsellor
Information meeting with parents
1st Year Liturgy
February Information meeting with incoming parent- distribution of forms for NCSE
applications for SEN
19Late February Assessment tests- CAT4 administered by the guidance counsellor
Student council organise a tour of the school for prospective
students
March SEN team visit primary schools of those students with SENs
First Year into second Year Subject Choice Programme (Guidance
Counsellor Led)
May Parents are invited for one to one meeting with the school care team
Booklists and information pack sent out
20Senior Cycle Guidance Programme
Transition Year
Transition year offers students many opportunities to develop social and personal skills apart
from academics when entered into the correct frame of mind. The transition year careers
programme is active where students are allowed to engage in visits to industry, careers fairs,
STEM workshops, work experience and other career guidance activities (see appendix 9)
The main objective of this programme is to promote student self-awareness that will help
determine which career path best suits their aptitudes, interests, values and personality. Each
student has a workbook and a personalised online space. All classes are based in the
Information Technology classrooms to allow students to access online resources such as
Careers Portal and Qualifax.
Summary of Transition year in class guidance activities
Transition year class contact time is limited due to the active nature of the transition year
programme. With this in mind, the in-class guidance programme is designed to allow students
do an extensive piece of research on one career area of their choice. Each student then
presents Students' research findings to the rest of the class. Students work on this research
when they are present in the guidance class. Guidance on how to complete this research is
given to the students by the guidance counsellor. Topics which must be included in this
research include.
Name of career to be researched (students undertake several career interests tests from
careers portal to help them choose a career area to research on)
University/college entry requirements (students are shown how to use Qualifax to get
this information)
An analysis of the positive and negative aspects of this career
An analysis of the employment prospects of this career
An analysis of the skills and qualities required to be successful in this career
The use of online video resources as a guide to other students in explaining the nature
of this career
On completion, students are asked to give an oral presentation to the rest of the class
using presentation software.
21Other in-class guidance activities
Transition year students have access to the Careers Portal Reach programme and will
undertake aspects of this programme where time permits.
How to use Qualifax for careers research and subject choice analysis
Subject choice information programme (4 class periods)
Students compete in the National Career Skills Competition
Review of Diary of Work Experience
Other Guidance activities in transition year (see appendix 9 for more detail)
Conduct CAT 4 Testing
Individual student choice appointments relating to subject choices
Individual counselling as requested
Group counselling as necessary
Parent appointments
Individual consultations about future options by appointment
First Year Guidance activities
Highlight the role of the Guidance Counsellor and the pastoral care system at first-
year parents’ night
Individual counselling
Group counselling if necessary
Guidance Counsellor is available to parents as students settle into secondary school.
1ST Year Guidance Classes
Number Activity
of
Classes
1 Explaining the role of the school care team and guidance counsellor who can I talk to
if something is wrong?
4 Class Homework and Study skills
1 My Hopes and dreams for my future
224 Thinking about Careers-An introduction (Online Careers Test and the use of
guidance websites for basic careers information searching)
4 Different types of careers-An Introduction
2 Subject Choice (April)
Second Year
Advise students about taking higher, ordinary or foundation levels in core subjects
Individual counselling as requested
Group counselling as necessary
Parent’s appointments
2nd Year Career Guidance
Number Activity
of
Classes
1 Explaining the role of the school care team and guidance counsellor who can I talk to
if something is?
1 Review of Study Skills Strategies and how to use Journal effectively
1 Different Types of Careers- Focus on STEAM Careers
1 Students complete short research about one STEAM career of their choice and
present findings to the class
Third Year
This is a very important year with students facing their Junior Certificate
Examinations and having to make decisions about the type of programme they will
take the following year as well as having to make subject choices in some cases.
Advise students about taking higher or ordinary level subjects at Junior Certificate
level
Individual counselling as requested
Group counselling as necessary
Study Skills programme
Parent appointments
Organise a parents’ information night
23 Administer CAT testing for those going directly into 5th year.
Meet on a one to one third basis years that are going directly to 5th year regarding
subject choice. All of these students undertake a full subject choice /programme
choice module)
3rd-year Career Guidance Class-Based Activity
Activity
Number
of
Classes
1 Explaining the role of the school care team and guidance counsellor/who can I talk
to if something is wrong?
1 How to use career guidance websites effectively for careers research
1 My Options after the Junior Certificate-Apprentices new and traditional explained
1 Understanding all the third level options available and explaining the Ladder System
of Progression
1 My Options after the Junior Certificate- LCVP, LCA and LC explained
1 Study Skills Review of Student Enrichment Study Skills programme-
1 (Subject Choice Programme for 3rd Students going directly into 5th year) Group
intervention and one to one support)
Third Year8-week Guidance Programme (Integrated into SPHE class)
Week 1 Week 2 Week 3 Week 4
Subject options at The Transition Using the Web for Career and College Entry
Senior Cycle Year option Guidance Research Requirements
and Entry
Requirements
Week 5 Week 6 Week 7 Week 8
Self-Awareness Career Decision Understanding Study Skills
Making Interest Multiple Intelligences Techniques
Inventory
24Fifth Year
Fifth Year classroom guidance activities
Fifth years are scheduled for one class period per week and undertake the following career guidance topics during
this time.
Dreams and Ambitions Career Interests
What Inspires me What would I like to do?
My Talents Career Interest Test
Occupations and Career Interests
Class Interests Profile
My Career Interests
How to use career guidance websites Aptitudes & Intelligences
Getting the most from My Aptitudes
Qualifax/careers portal Multiple Intelligence Test
Career Research Career Skills
What is that job really like Skills for the Job
Will that course suit me? Career Skills Self-Assessment
Career Skills Summary
Enterprise Skills
Careers Fairs and College Open days Studying in the UK and Europe
How to get the most from How to complete a UCAS form
Careers Fair Opt
How to get the most from ions for studying in European countries
College
Open Days
Career Values Study Skills programme
Jobs and Values Goal Setting
What do you value? Time management
Values and Career Choices Barriers to study
Improving Memory
Different types of note-taking
Using Q Cards
Graphic organisers
How to read a text more effectively
Personality CAO Choices
Personality Test A brief summary of CAO application process
My Personality Preparation
Consider All Factors
Research
Curriculum Vitae PLC Choices
Sample CVs Preparation
MY CV Consider All Factors
Research
PLC Progression Routes
Finding a PLC course with Higher Education
links
Finding CAO courses linked to specific QQI
Awards
Further Education Progression Routes
25 Course Investigation
The World of Work What are STEM Careers
Why do people work? Explaining STEM
Exercise: Future Generations Visits to industry and in-school presentations
Career Sectors during Science Week
Work Experience
26Leaving Certificate Applied (LCA) Guidance Summary
This course offers students a range of learning experiences that will enhance both their
vocational development and their understanding of the world of work. It aims to develop
important workplace skills such as planning, communication and teamwork. The course also
seeks to ensure that learning opportunities derived from practical experiences such as
enterprise activity, community work and work experience are maximised. The guidance
component of this course will help the students to develop an awareness of their strengths
and interests about the world of work. The students are also encouraged to develop their
career action plan. The course is broken up into four units which consist of one class per
week over the two years of the programme.
Unit 1: The student and the world of work
Unit 2: The student and one particular field of work
Unit 3: Information building
Unit 4: Career Action Plan
Over the two years of the programme, students will cover the following topics
Identify students aims and expectations concerning the Leaving Certificate Applied
course
Recognise career interests through completion and interpretation of an occupational
interest questionnaire
Distinguish different types of work and employment
Demonstrate an understanding of what people gain from working
Identify qualities which employers value in workers.
List some of their personal qualities and their relevance to working life
Complete a checklist re her skills
Outline their ideal job, the type of work it entails, and how suitable they think they are
to do this job
Research one particular chosen career and present their findings.
Report on information obtained on several visits to career exhibitions, colleges of
further education, training centres, etc
List the career and training opportunities that are available as a progression from the
Leaving Certificate Applied
Complete and score an interest questionnaire
27You can also read
