ashton school - classroom guidance · web view3.0 provision for h ealth and safety requirements 12...

Whole School Guidance Plan

St. Brigid’s College, Loughrea



Contents

1.0 General 4

1.0.1 Whole School Evaluation1.0.2 Mission Statement1.0.3 Rationale1.0.4 Implications1.0.5 What is guidance in schools?1.0.6 Aims1.0.7 Objectives1.0.8 Guidance Counsellors1.0.9 Pastoral Care Team1.0.10 School Care Team1.0.11 Role of Guidance Department

2.0 Guidance Curriculum 10

2.0.1 Formal Guidance2.0.2 Informal Guidance2.0.3 Guidance Timetable in St. Brigid’s College2.0.4 Grouping of Students2.0.5 Year Group Programme2.0.6 Range and Variety of Resources

3.0 Provision for Health and Safety Requirements 12

3.0.1 Administration3.0.2 Policies

4.0 Programmes and Levels 134.0.1 Year 14.0.2 Year 24.0.3 Year 34.0.4 Transition Year4.0.5 5th Year4.0.6 Leaving Certificate

5.0 Record Keeping Procedures 19



6.0 Reporting Procedures 197.0 In-Career Development 198.0 Testing 20

8.0.1 Year 18.0.2 Year 3 and Transition Year

9.0 Protocol for Meetings 2010.0 Links with Staff and Outside Agencies 20

10.0.1 Staff10.0.2 External Agencies

11.0 Bibliography / Research / References 21

Appendix 1: Policies (Available in Office)Appendix 2: Working Documents



1.0 General

1.0.1 Whole School Evaluation

As a result of the WSE (2016) the following recommendation was made:

The roles of the pastoral care teacher, prefects and student council should be reviewed in the context of an evolving student support system.

St. Brigid’s College, Loughrea has met with the above recommendation in the following way.

Each Year Head meets with their Pastoral Care Team for that year group on a regular basis and records meetings of same. Pastoral Care teachers meet their groups on a regular basis as per guidance in teacher’s journal.

Prefects represent a cross section of students representing all student needs, backgrounds and abilities. Head prefects are on the Wellbeing Committee.

Each class group elects members of the student council who have an active role in the decision making in the school. Representatives are on the Wellbeing Committee.

As a result of the WSE (2011) the following recommendation was made:

Room for improvement in relation to information re subject choice

St. Brigid’s College, Loughrea has met with the above recommendation in the following way.

In addressing the ‘Room for improvement in relation to information re subject choice, the following improvements were carried out.

A dedicated night for parents and students. An overall information talk is presented following parents and students visiting stands and



speaking with teachers in all the subject areas. Each subject area has an information sheet relevant to the subject.

A new subject option leaflet was designed making it more user friendly and colourful. This is distributed to student and parents.

Dedicated classes on subject choice for the students which consists of directed learning and self-directed learning using www.qualifax.ie and www.careersportal.ie which outlines comprehensively all the subject choices, curriculum, grades and career options.

Individual appointments with the Guidance Counsellor to discuss individual needs.

Students and Parents are survey to ensure that these needs are being met

1.0.2 Mission StatementThe mission statement of St. Brigid’s College is to provide the highest educational standards and facilities which will:

Enable our students to reach their full potential. Prepare our students to participate fully as good citizens in society.

To achieve these aims we provide: • A wide range of practical and academic subjects. • A broad range of sporting and recreational facilities. • A wide choice of extra-curricular activities to help students develop

personal and social skills.

The Guidance Plan reflects the statement in its student centred holistic approach. The enhancement of self-esteem, life skills and the development of potential - academic, personal and emotional - leading to greater personal autonomy for all students are its central goals.

1.0.3 Rationale


http://www.careersportal.ie/

http://www.qualifax.ie/


Section 9(c) of the Education Act (1998) requires schools to “...ensure that students have access to appropriate guidance to assist them in their career choices….”

The provision of guidance is a statutory requirement for schools under this Act.

1.0.4 Implications

The Act refers to access (to school resources, physical and personnel…) and appropriate guidance (i.e. whole school response to meeting the guidance needs of all its students).

Guidance is a core requirement of the school’s overall programme: this requires that it is an integral part of the school plan. The mission statement and the school ethos are reflected in the guidance plan.

1.0.5 What is guidance in schools?

Guidance counselling and Guidance and counselling refers to a range of learning experiences provided in a developmental sequence, designed to assist students to make choices about their lives and to make transitions to these choices. These choices may be categorised into three distinct but interlinked areas:

Personal and social Educational Vocational

Guidance activities that assist students make informed choices include:

Personal counselling Assessment using psychometric instruments and inventories (CAT 4

and Eirquest and Cambridge) Career information (classroom, personal, vocational guidance

interviews, mock interviews, attendance at career events, St. Brigid’s Career Expo, LCVP Career Investigation)

Use of information technology e.g. Qualifax and Careers Portal. Personal and social developmental programmes (SPHE). Wellbeing Programme



Counselling is a key part of the school guidance programme, offered on an individual basis by appointment/referral as part of a developmental learning process and at moments of personal crisis. Counselling may include personal counselling, educational counselling, career counselling or combinations of these.

Personal counselling aims to afford the student the opportunity to understand his/her personal crisis in a safe and supportive environment in order to facilitate his/her potential. In this safe and supportive environment the student can explore his/her thoughts and feelings and learn and explore methods which help to manage the various developments and challenges related to the adolescent phase of growing and changing. This personal counselling also aims to nurture and foster the student’s self-esteem and self-belief. Personal counselling, however, can only take place with the willingness by the student to co-operate and participate in the process. Aside from the guidance counsellor, counselling is an interdisciplinary approach involving the collaboration of teaching and support staff from various departments across the school life.

Educational counselling is progressive by nature and therefore is facilitated in stages in accordance to the stage each student is in his/her post-primary education. This counselling involves facilitating an understanding in students in the educational area of the choice of subjects, subject level, study skills and the examination process and skills required. This counselling also involves parental/guardian consultation about all matters related to this.

Career counselling involves the facilitation of the student to recognise his/her strengths and abilities and in turn relate these to make informed choices about future career choices. This empowers the student to take responsibility for his/her future.

1.0.6 Aims

The aim of the Guidance Plan is to facilitate and assist students’ acquirement of the pertinent knowledge, skills and approach that contribute to successful learning in the school environment and further across and into his/her life span. In doing this the Guidance Plan sets out to do the following:-

Provide a framework for the delivery of the school’s guidance programme.

Ensure a structured response to student’s personal, social, educational and vocational guidance needs.



Be inclusive - the plan needs to provide for the needs of Junior, Senior, Special Education and Minority Group students.

Include all guidance activities: classroom sessions, vocational guidance interviews, attendance at career exhibitions, open days, meeting with management, support agencies and personal counselling.

1.0.7 Objectives

The Guidance Plan is designed specifically for St. Brigid’s College, Loughrea. St. Brigid’s is a second level school under the auspices of the Galway/Roscommon Education Training Board. This school is a co-educational school with a student population of over 600 students. With relevance to St. Brigid’s College, Loughrea the objectives of this Guidance Plan are outlined below:-

Develop awareness and acceptance of the students’ talents and abilities. Identify and explore opportunities available to each student at each

stage of his/her post-primary education. Enable the growth in independence of each student and for each to take

responsibility for him/herself. Enable the students to make informed choices about his/her life and

follow through on selected choices.

1.0.11 Role of Guidance Department

The delivery of a comprehensive Guidance Programme is the responsibility of the Guidance Counsellor. However a whole school approach is essential to realise the objective of the Guidance Programme. A holistic approach to Guidance provision is essential to ensure all students have “access to appropriate Guidance” (9 (C) Education Act.1998). Guidance planning is to be considered a process, to evolve over time, reflecting the needs of all students, available resources and contextual factors.

Whole School Approach to Guidance

This is facilitated by the Guidance Counsellor, School Management, the Pastoral Care Team, School Care Teams and subject teachers.

1.0.8 Guidance Counsellor

The school has one qualified Guidance Counsellor



Ms. Diane Charleton

1.0.9 School Management

The Management Team of St. Brigid’s College, Loughrea is comprised of the Principal, Mr. Seán Connolly and Deputy Principal, Mr. David Monahan.

1.0.10 Pastoral Care Team

The Pastoral Care Team is comprised of the Guidance Counsellor, Management, Chaplain, and Head of the SPHE Department as follows:-

Principal Mr. Seán ConnollyDeputy Principal Mr. David MonahanChaplain Fr. Iomar DanielsSPHE Ms. Niamh Deignan

Guidance Counsellor Ms.Diane Charleton

1.0.10School Care Teams

A weekly Care Team meeting is held. Students at risk are identified and planned interventions and actions are put in place.

Each year group is represented on the Pastoral Care Team meetings on a 5 week rotation by the Year Head. For each year group the School Care Team is comprised of the following:-Year HeadLearning SupportPastoral Care TeachersAssigned SPHE TeachersGuidance Counsellor

2.0 Guidance Curriculum

The Guidance curriculum may be divided into two components:

Formal Informal



2.0.1 Formal Guidance

The Formal Guidance curriculum is delivered using two forms of intervention employing a number of methodologies:

1. Individual contact of a personal counselling nature and careers/vocational guidance.

2. Classroom guidance delivered in regular weekly classes / rotating modules / team teaching / class group or year group intervention as required.

2.0.2 Informal Guidance

The Informal Guidance programme consists of liaising with other Teaching Staff/Management to promote cross curricular links and to enhance the development of a whole school policy in relation to the delivery of The Guidance Plan. Meetings with Parents/Guardians form an integral part of Informal guidance.

2.0.4 Grouping of Students

Students participate in the Guidance programme in their year group or in their smaller class groups.

2.0.5 Year Group Programme

Year Group

Programme

1 Guidance Module (1 period per week)2 Guidance Module (1 period per week)3 Guidance Module (1 period per week)

TY Guidance Programme (1 period per week)5 Guidance Programme (1 period per week)6 Guidance Programme (1 period per week)

Study skills seminars are provided for First Year, Junior Certificate andLeaving Certificate classes in Term 1.

Additional class/year group intervention may be arranged as required.

2.0.6 Range and Variety of Resources



These include: Personnel, Materials, Facilities and External.

Personnel

Guidance Counsellor, Principal, Deputy Principal, Chaplin, Year Heads, Academic Monitors, Subject Teachers, Class Teachers, Special Needs Assistants, School Administrative Staff and Ancillary Staff.

Materials

The careers office operates an open door policy with respect to students and staff accessing a range of careers related publications. All publications may be borrowed through the office and or Careers library.

ICT

The Guidance Department utilises the following web based resources:

Careers Portal www.careersportal.ieCentral Applications Office www.cao.ieQualifax www.qualifax.ieCareer directions www.careerdirections.ieClassroom Guidance www.classroomguidance.ieUK Colleges Application System www.ucas.ac.ukEuropean Colleges Application System www.eunicas.comPersonal Development www.reachout.comPersonal Development www.spunout.comPersonal Development www.cycleagainstsuicide.com

The Guidance Department make use of the following Software resources:

Facilities

Guidance Office, Computer Rooms, Notice board, Personal Lap Tops, Data Projector. Guidance Library.

External

St. Brigid’s Careers and Mental health Expo, Open Days, Career exhibitions and In-house Career information sessions with guest speakers and past pupils from local colleges.


http://www.cycleagainstsuicide.com/

http://www.spunout.com/

http://www.reachout.com/

http://www.eunicas.com/

http://www.ucas.ac.uk/

http://www.classroomguidance.ie/

http://www.careerdirections.ie/


http://www.cao.ie/

http://www.careersportal.ie/


3.0 Provision for Health and Safety Requirements

This section of the plan may be subdivided

Administration Policies

3.0.1 Administration

To ensure the safe and effective delivery of a guidance programme, the Pastoral Care Team operate a ‘Referral System’ for Personal counselling.

Students can be referred to the Guidance Counsellors in the following ways:

Formally - Students are referred to the Guidance Counsellors as a result of issues arising out of the Care Team meeting.

Informally - Parental, Staff or Self-referral as need arises.

To ensure the effective delivery of a guidance programme, the Careers/Vocational Guidance Interviews operate as follows:

Appointments are made by the guidance counsellor in consultation with the student.

3.0.2 Policies

The following policies are in use in St. Brigid’s College, Loughrea.Inclusion PolicyLiteracy PolicySubstance Use PolicyAnti-Bullying PolicySPHE PolicyRSE PolicyChild Protection PolicyPastoral Care PolicySubject Choice ProceduresConfidentiality PolicyCritical Incident Policy. .



(Refer to Appendix 1)

4.0 Programmes and Levels

4.0.1 Year 1

Organisation

CAT 4 testing is carried out for all Incoming First Years The students are facilitated with a Guidance Module as part of

the Wellbeing Programme for 1 period per week. S.P.H.E./C.S.P.E/P.E/Guidance and shorter Wellbeing courses

are provided for in the Wellbeing Programme. Shorter courses are documented in Appendix I of the Programme.

Syllabus

Subject Choice

Importance of choosing subjects and the implications surrounding this Refer to various careers where subjects are mandatory and the

requirements of colleges re continental languages. Encourage students to begin thinking about the future, placing strong

emphasis on the subjects they wish to choose later in school- issues surrounding this to be covered adequately in class.

Core subjects – exam / non-exam / optional subjects, languages. Explanation of the New Common CAO Points System.

Learning Styles

Explain to students the importance of being aware of the various styles of learning and that they are not necessarily categorised into one particular style.

Recap on topics covered in previous classes Refer back to subject choice, highlighting the consequences of choices

made Focus again on role of Career Guidance Counsellor

If one-to-one intervention is required the student is referred through the Referral System to the assigned Guidance Counsellor.



External Parent/Guardian meet and greet on first day of school. Subject Option information session for Parents/Guardians prior to

starting in Year 1.

4.0.2 Year 2

S.P.H.E./C.S.P.E/P.E/Guidance and shorter Wellbeing courses are provided for in the Wellbeing Programme. Shorter courses are documented in Appendix I of the Programme.

If one-to-one intervention is required the student is referred through the Referral System to the assigned Guidance Counsellor.

4.0.3 Year 3

S.P.H.E./C.S.P.E/P.E/Guidance and shorter Wellbeing courses are provided for in the Wellbeing Programme. Shorter courses are documented in Appendix I of the Programme.

This module covers a presentation on the range of subjects available at Senior Cycle; the consequences of dropping certain subjects; the necessity of certain subjects for particular careers; entry requirements for courses/ colleges; career choices and introduction to relevant websites to research and inform students on future plans/options.

Students progressing into Fourth Year and Transition Year students are invited with their parents to attend an information session in the college in January to ensure that all concerned are fully aware of options available to them going forward. The Guidance Counsellor gives a presentation at this session, and is available to answer questions. The parents and students then visit the various stands and speak with teachers from each subject department.

Organisation

The students study a Guidance Module as part of their SPHE programme for 1 period per week.

Syllabus

Study Skills

Role of Guidance Counsellor and Guidance Programme explained. Study skills.



Environment, Timetable Time management Organization Appropriate subject levels Exam preparation.

Post Junior Cert Options

Outline range of Post Junior Certificate Options

Transition Year Established Leaving Certificate Established Leaving Certificate plus LCVP

Subject Choices for Senior Cycle

Outline Subject Options on offer post Junior Certificate. Subjects Links to Careers Subject requirements relevant to careers Minimum College Entry Requirements Explanation of the New Common CAO Points System. National Qualifications Framework Overview Post Leaving Cert Options Strengths and capabilities Personal preferences and interests Future Career Plans

External Study skills seminar – exam focus / revision planning / time

management offered to all Year 3 students in November. Information evening for parents and students regarding Post Junior Cert

Options.

4.0.4 Transition Year

Organisation

Students are time-tabled for one Guidance class per week Formal guidance class, one class per group per week Individual sessions by appointments Introduction into the Guidance system & Glossary of Career items



Study skills, Motivation and Goal setting Interests, abilities, talents and skills Multiple Intelligences Career Investigation Career Categories The Career Planning process Career Decision Making Work Experience Job Search skills: Letters of application, CV Interviews The Internet The Ladder of educational opportunity-the NFQ Benefits of a college education/skills LIFE SKILLS [Confidence, Self-esteem, Dignity in the Workplace,

Anger management, Assertiveness, Stress management, Success, Decision making, Personal identity, Communication skills, Healthy Lifestyle,

Information on courses - College prospectuses, Guidance Library, Points System, Random Selection CAO, UCAS, PLC, FETAC, Apprenticeships, CERT, FAS, TEAGASC, Specialised Courses/Colleges Garda/Army/Prison Officers/ Bank/ Civil Service/ Airlines, Course/College/Faculty requirements

Career Investigation/Presentation The Job’s Growth and Employment Opportunities and Trends Examination Techniques Speakers from Third Level College College choice LCVP – work experience module. Career investigation. Transition Year students will avail of talks on matters personal/social

educational and vocational.

The TY Portfolio is used to in order to explore areas such as Goal setting, skill development and learning styles.

Topics covered include: Career Investigation, C.V. Preparation and The Self.

Students are facilitated in using the college prospectuses during class.

The Guidance Counsellor is available to TY students for consultations during this 1 period each week to discuss educational, vocational or emotional issues arising.



TY Work Experience takes place in three times a year.

Fifth Year

Organisation

Students are offered Guidance Guest speakers are invited to visit the school from a range of sectors on

separate occasions. These sectors include: Gardai, Army, Nursing, STEM, Agriculture and the Tourism sector.

School Liaison Officers from Third Level Colleges are invited to visit the school to give a talk on their institution, meet the students and answer questions.

Syllabus

Career AwarenessDreams & AmbitionsPersonal & Career ValuesPersonalityCareer InterestsCareer SectorsThe New Common CAO Points System

External

Guest speakers are invited to meet with the 5th Year students. Guest speakers are invited to visit the school from a range of

sectors on separate occasions. These sectors include: Gardai, Army, Nursing, STEM, Agriculture and the Tourism sector.


4.0.5 Leaving Certificate

Organization



Students receive formal class contact for one period per week. Guidance is time-tabled at the same time. The Guidance Counsellor provides the other teachers with resources and a class plan. The Guidance Counsellor rotates between the classes. Each student is offered individual sessions with the Guidance

Counsellor to determine career options.

Guest speakers are invited to visit the school from a range of sectors on separate occasions. These sectors include: Gardai, Army, Nursing, STEM, Agriculture and the Tourism sector.


Syllabus

Students receive information related to:

CAO – Choices, Course Research, Application & Points System National Curriculum Framework Grants – The Cost of Going to College, Application for SUSI grants,

Scholarships available & Useful Resources. HEAR/DARE Schemes Post Leaving Certificate Choices - Choices, Course Research &

Application College Open Days – Dates and Worksheets to plan and evaluate

complete the Open Day visit An update on the college courses previous students are currently

studying. Study skills seminar – exam focus / revision planning / time

management offered to all Year 6 students in October.

5.0 Record-keeping Procedures

Records of all Personal counselling and Careers/Vocational Guidance Interviews are managed (recorded and stored) by the Guidance Counsellor. A sample suggested record sheet for Personal counselling and Vocational Guidance Interviews are provided in Appendix 2: Working Documents.



6.0 Reporting Procedures

In both Personal Counselling and in Careers/Vocational Guidance Interviews the confidentiality rule is followed i.e. school management, class teacher, year head and/or parents/guardians are informed if it is felt that the student is a danger to him/herself and/or to others or it is a legal requirement. The student is informed of the limits of confidentiality at the beginning of a session. If it is felt it is in the student’s best interests to inform a Year Head/Parent/Guardian of a particular difficulty, this is only done with the knowledge and hopefully the agreement of the student.

7.0 In Career Development

To maintain qualified membership of the Institute of Guidance Counsellors a chartered Member must complete 10 hours of in-service training annually (IGC Constitution and Code of Ethics 2004).

In-Career development is essential to the work of the Guidance Counsellor. Regular attendance at local IGC meetings and Counselling Supervision is facilitated by the school through sensitive timetabling. The IGC AGM provides a range of in-service through the provision of workshops and presentations relevant to my work. Additional in-service is organised at local or/and at national level and is open to all registered current members of the IGC. The DES supports the provision of in-service for IGC members through funding. The IGC has numerous links with organisations e.g. Institute of Suicideology, IBEC, FAS, and IPAC. All offer in-career development. Attendance at open days, career seminars etc all constitute in-career development.

8.0 Testing

8.0.1 Year 1

Incoming First Years sit the CAT 4 assessment test.

Year 4, 5 and 6Eirquest and Cambridge Aptitude Testing

9.0 Protocol for Meetings



All meetings are by appointment.

Parents/Guardians make appointments with the Guidance Counsellor by telephoning the school. Appointments are conducted during the school day. All parties are requested to inform each other if a cancellation is necessary. On occasion, the Guidance Counsellor may request another staff member e.g. Year head, subject teacher or/and management to be present at a meeting. This gives the student responsibility, ownership and inclusion in the meeting outcomes. Notes are kept of all meetings by the Guidance Counsellor.

10.0 Links with Staff and Outside Agencies

The following demonstrates the whole school dimension of Guidance and the collaboration between the whole school community and the Guidance Counsellor.

10.0.1 Staff

Management Year heads Academic Monitor Chaplain Class Teachers Teaching Staff Transition Year Coordinator LCVP coordinator Canteen/Caretaking Staff Student Council Parents Association Pastoral Care team SPHE teachers RSE Teachers Wellbeing Committee

10.0.2 External Agencies

NEPS CAMHS JIGSAW Youth Work Ireland Employers Colleges/Admission Officers



Failte Ireland Colleges of Further Education DES

11.0 Bibliography / Research / References

The Education Act, 1998 www.oireachtas.iePlanning the School Guidance Programme. National Centre for Guidance in Education www.ncge.iePlanning the School Guidance Plan, School Planning Development Initiative (SDPI), 2004 www.sdpi.ieGuidelines for Second Level Schools on the Implications of Section (© of the Education Act 1998, relating to students access to appropriate guidance. DES, 2005. www.education.ieCircular letter No PPT 12/05: Guidance Provision in second-Level Schools.Institute of Guidance Counsellors – Constitution and Code of Ethics 2004

Websites

Central Application Office (CAO) www.cao.ieDepartment of Education and Science www.education.ieInstitute of Guidance Counsellors www.igc-edu.ieNational Centre for Guidance in Education www.ncge.ieNational Educational Psychological service www.neps.ieNational Qualifications Authority of Ireland www.nqai.ieQualifax www.qualifax.ie

Appendix 1: Policies Appendix 2: Working Documents



http://www.nqai.ie/

http://www.neps.ie/

http://www.ncge.ie/

http://www.igc-edu.ie/

http://www.education.ie/

http://www.cao.ie/

http://www.education.ie/

http://www.sdpi.ie/

http://www.ncge.ie/

http://www.oireachtas.ie/


Appendix 1: Policies (Stored in Main Office)



Appendix 2: Working Documents


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Home Social Positives Negatives Activities Concerns


Counselling Case Notes

Student Name: ____________________

Date of Counselling Session: _________________

Counselling Domain: Personal Vocational Educational

Session Notes:

Sufficient information from the session to support future counselling session(s): _____

Date/Time of Next Session: _______________ _______________

Suggested Action Plan/Homework________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Counsellor signature: ______________________ Current Dormant Closed



Leaving Cert One To One Guidance Record

Student Name: _____________________Guidance Counsellor: _____________________Interview 1 Date/Time _____________________Interview 2 Date/Time _____________________

Personal Profile

PART A Personal Details

Name: ______________________________ Parent Name: _______________________Parent Mob: ___________Age/D.O.B. ______ /_________Email: _____________________ Exam No: ________ CAO No. ____________PPS: ________________

PART B Higher Level Access Information – HEAR and DARE Visit www.accesscollege.ie

DARE – Please indicate if you have any of the listed conditions.

Asperger's Syndrome / Autism Attention Deficit Disorder (ADD) Attention Deficit Hyperactivity Disorder (ADHD) Blind/Vision Impaired Deaf/Hearing Impaired Dyspraxia Mental Health ConditionNeurological Conditions (incl. Brain Injury, Speech and Language Disabilities) Significant Ongoing IllnessPhysical Disability Specific Learning Difficulty (incl. Dyslexia) Other Disabilities

DARE Eligibility: ______________________________

HEAR – Please indicate if the income into your household meets with the HEAR requirements.

Have you received Reasonable Accommodation in the past for Junior Cert Exams: _________If Yes: ____________ _____________ ____________

PART C Funding – Do you intend to apply for either of the following?

Grant Funding: __________________ Scholarship:__________________

PART D Academic Performance

4th Year Summer Points Total: __________________

Leaving Cert Subjects and Levels



_________________ _________________ __________________________________ _________________ __________________________________ _________________ __________________________________ _________________ _________________PART E About Me

Interest and Hobbies:_____________________________________________________________________

Careers that interest me and why:_____________________________________________________________________

Careers that do not interest me and why:_____________________________________________________________________

Do you have a preference for completing your 3rd level study/training?_____________________________________________________________________

Work Experience. What did you do? What aspects did you like/dislike?__________________________________________________________________________________________________________________________________________

PART F Course Intentions

Course 1 Title: ___________________Location: ___________________Entry Requirements: _________________ (Points/Interview/Portfolio)Matriculation Requirements (Subjects and Levels):________________________________________________________________________________



Levels 8 Level 6/7



Counsellor Folder Separators

Leaving Cert 1:1 Personal CounsellingCurrentDormantClosedDocumentsCAMHS
