cpd special schools - jct.ie · 3 8 principles learning to learn choice and flexibility quality...

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CPD Special Schools

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Contents:

Structure of Junior Cycle…………………………………………………….2

The Principles of Junior Cycle Education………………………………….3

Key Skills………………………………………………………………………4

24 STATEMENTS OF LEARNING ......................................................... 5

Priority Learning Units ............................................................................. 6

Communication and Literacy ..................................................... 7

Numeracy ................................................................................... 10

Personal Care ............................................................................ 13

Living in a Community .............................................................. 16

Preparing for Work ..................................................................... 18

Come Dine With Me…………………………………………………………21 Think Cross Curricular………………………………………………………22

8Principals

24StatementsofLearning

8KeySkills

AssessmentandReporting

Level2Learning

Programmes

Subjects

Wellbeing

ShortCourses

OtherLearning

Experiences

StructureoftheJuniorCycle C

URRICULUM

CURRICULUM

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8Principles

LearningtoLearn Choiceand

Flexibility

Quality

Crea>vityandInnova>on

Engagementand

Par>cipa>on

Con>nuityandDevelopment

InclusiveEduca>on

Wellbeing

The 8 Principles of Junior Cycle Education

The 8 Key Skills of the Junior Cycle Education

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The 24 Statements of Learning Underpinnedbytheeightprinciples,arecentraltoplanningfor,thestudents’experienceof,andtheevaluation

oftheschool’sjuniorcycleprogramme.

REVIEWEACHSTATEMENTBELOW,BASEDONCURRENTPROVISION(TAKEACCOUNTOFALLSUBJECTAREASANDALLLEARNINGEXPERIENCESONOFFERTOALL/MOSTSTUDENTS)

THESTUDENT

1 communicates effectively using a variety of means in a range of contexts in L1*

2 listens, speaks, reads and writes in L2*and one other language at a level of proficiency that is appropriate to her or his ability

3 creates, appreciates and critically interprets a wide range of texts

4 creates and presents artistic works and appreciates the process and skills involved

5 has an awareness of personal values and an understanding of the process of moral decision making

6 appreciates and respects how diverse values, beliefs and traditions have contributed to the communities and culture in which she/he lives

7 values what it means to be an active citizen, with rights and responsibilities in local and wider contexts

8 values local, national and international heritage, understands the importance of the relationship between past and current events and the forces that drive change

9 understands the origins and impacts of social, economic, and environmental aspects of the world around her/him

10 has the awareness, knowledge, skills, values and motivation to live sustainably

11 takes action to safeguard and promote her/his wellbeing and that of others

12 is a confident and competent participant in physical activity and is motivated to be physically active

13 understands the importance of food and diet in making healthy lifestyle choices

14 makes informed financial decisions and develops good consumer skills

15 recognises the potential uses of mathematical knowledge, skills and understanding in all areas of learning

16 describes, illustrates, interprets, predicts and explains patterns and relationships

17 devises and evaluates strategies for investigating and solving problems using mathematical knowledge, reasoning and skills

18 observes and evaluates empirical events and processes and draws valid deductions and conclusions

19 values the role and contribution of science and technology to society, and their personal, social and global importance

20 uses appropriate technologies in meeting a design challenge

21 applies practical skills as she/he develop models and products using a variety of materials and technologies

22 takes initiative, is innovative and develops entrepreneurial skills

23 brings an idea from conception to realisation

24 uses technology and digital media tools to learn, communicate, work and think collaboratively and creatively in a responsible and ethical manner

L1 is the language medium of the school (Irish in Irish-medium schools). L2 is the second language (English in Irish-medium schools) ** English as per subject specification

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PriorityLearningUnits

TherearefivePriorityLearningUnitsattheheartofeveryLevel 2LearningProgramme.Thesepreparestudentsfortheopportunities,responsibilitiesandexperiencesofadultand workinglifeandlifelonglearning.ThefivePLUsare Communicationandliteracy,Numeracy,Personalcare,Living inacommunityandPreparingforwork.Theyarepresentedas self-containedunitsbutwhenusedinlearningprogrammeswill beintegratedanddevelopedinawiderangeoflearningcontexts.

EachPLUisdescribedingeneralterms,followedbya summarylistofthemainelementsofeachPLUsetoutina table.Thisisfollowedbymoredetailedlearningoutcomes associatedwitheachoftheelements.Thelearningoutcomes describewhatstudentswillbeabletodotodemonstrateevidenceofachievingthelearning.

ThelearningoutcomesforeachPLUarealignedwiththe LevelIndicatorsforLevel2oftheNFQ(Appendix1).

ThePLUsareclearlyinterconnected;theyoverlapand interlinkinmanyways.Fosteringawarenessinthestudentof theinterdependenceoftheseareasisanintegralelementof personalgrowthandcontributessignificantlytotheultimate aimoflifelonglearning.

...TherearefivePriorityLearningUnits(PLUs)attheheartofevery

Level2LearningProgramme.Thesepreparestudentsforthe

opportunities,responsibilitiesandexperiencesofadultandworkinglifeandlifelonglearning.ThefivePLUsareCommunicationandliteracy,

Numeracy,Personalcare,LivinginacommunityandPreparingforwork.

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CommunicationandLiteracy

Communicationunderpinsalllearningandisfundamentaltothe capacitytotransferlearning.Learninginthisunitcoversbothverbal andnon-verbalwaysofreceivingandgivinginformation.Communicationmaytaketheformoflisteningandrespondingusing augmentativeoralternativecommunicationsystems.

Literacyisfundamentaltolearning,asitunlocksaccesstothewider curriculumandisunderpinnedbytheideaofstudentsdeveloping competenceinreadingandwritingasagoalinitselfandasameans throughwhichnewlearningisacquiredandcommunicated.Theunit looksatdevelopingreadingandwritingskillsandincludesreference tohowICTisusedincommunication.Thetermcommunicationis usedinabroadwayinthisunit,whichalsoconsidershowstudents cancommunicatethroughtheexpressiveartssuchasmusicanddance.

Elements of the PLU Communication and Literacy

listener

Usingarangeofwritingformstoexpressopinions

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Communication and Literacy Elements Learning outcomes

Studentsshouldbeableto:

Speakingappropriatelyforavarietyofpurposesanddemonstratingattentiveness asalistener

• Listentoobtaininformationrelatingtomorethanoneoption,e.g.listentoschoolrelatedannouncements,usingaspeakingtimetabletogetatrainarrivalanddeparturetime

• Askquestionstoobtaininformation,e.g.tocheckdates/prices(facetofaceandbytelephone),bookingamealoverthetelephone

• Followaseriesofspokeninstructionsundersupervision,e.g.gototeacher’sroom,localshop,orpostoffice,topupamobiletelephone

• Expresspersonalopinions,factsandfeelingsappropriately,e.g.expressinganopiniononatelevisionprogramme,relatenewsfromtheirweekend

• Participateinpractical,formalandinformalcommunications,e.g.anintervieworaparentteachermeeting,aninterviewwithpeersoninterestrelatedtopics,chattingwhileoutwithfriends,makingannouncementsontheschoolintercom

• Listentoandrespondtoarangeofstories

Usingnon-verbalbehaviourtogetthemessageacross

• Identifyarangeofnon-verbalcommunicationsmethods,e.g.facialexpression,tonesofvoice,symbols,clothing,colourstosignalmood/appropriateaction

• Useappropriatenon-verbalbehaviourincommunicatingasimpleidea,e.g.disappointmentorjoy,toneofvoicetoseekassistance/complain

• Relayaresponseorrequestnon-verbally,e.g.signallingaphonecall

• Respondtonon-verbalsignalsandsignsencounteredindailylife,e.g.roadsigns,trafficsigns,hazardousmaterials

• Followthesequenceofnon-verbalinstructionsordirectionsforafrequentactivity,e.g.usinghouseholdequipmentwiththreeormoreoperations,puttingabatteryinatoy,findingsafetyexits/followingfiredrill

Readingtoobtainbasicinformation

• Readfamiliarwordsthatarecommonlyusedandpersonallyrelevant,e.g.readalistofitemsrelatingtoapersonalinterest/sport/hobby,namesoffamilymembers

• Usesimplerulesandtextconventionsthatsupportmeaning,e.g.pauseatafullstop

• Interpret different formsofwritingandtext,includingsocialsigns and symbols,e.g.commonformats of bills, menus, forms, timetables, road and other signs, simple food preparationinstructions(boilan egg,makeasandwich,makeacupoftea),shortpieceofpersonallyrelevantwriting

• Findkeyinformationfromdifferentformsofwriting,e.g.locatefactualinformationinforms/bills,timesanddatesofappointments,menus,timetables,newspapers

• Usearangeofreadingstrategies,e.g.clues,context,sound,predictionanddecoding

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Communication and Literacy Elements Learning outcomes


Usingarangeofwritingformstoexpressopinions

• Write/typenotesandmessagesneededforsimpletasks,e.g.addressanenvelope

• Write/typeatleastfivesentencessothattheyconveymeaningorinformation,e.g.arrangeameetingwithafriend,givedirections

• Usethemainrulesofwritingappropriately,e.g.usecapitalsandfullstops

• Usearangeofspellingpatterns,e.g.add‘ing’toaword–drop,doubleornothing

• Usearangeofdifferentformsofwritingtosuitpurposeandaudience,e.g.writeacheque,fillasimpleform,completeadiaryentry

Using expressiveartstocommunicate

• Participateinaperformanceorapresentation,e.g.presentationofashortdramapiecetomembersoftheclass,performanceofdanceormusictoparents

• Createarangeofimagesusingavarietyofmaterials

• Produceapieceofworkfordisplay

• Listentoarangeofmusicandrespondbydiscussingthoughtsandfeelings,e.g.favouritesingerandsaywhytheyliketheirmusic

• Usedramaordancetoexplorerealandimaginarysituations

Usingsuitabletechnologiesforarangeofpurposes

• Identifythreeeverydayusesoftechnology,e.g.forlearning,working,andforfun

• Usetechnologyrequiringnotmorethanthreefunctions,forpersonal,homeandeducational/workplaceuse,e.g.assistivetechnologies,mobilephone(pre-programmednumbers),photocopier,computer,camera,DVD/videoplayer,householdappliances

• Usetechnologytocommunicateinanactivitywithothers

• UseanewpieceofICTequipment

• Turnapersonalcomputeronandoffsafely,e.g.followingthestepstoshutdownacomputer

• Identifytheinformationsymbolsonadesktop,e.g.internetexplorersymbol

• Usefrequentlyusedkeysappropriately

• Useasoftwarepackage,involvingopeningapackage,enteringandmanipulatingtext/image/data,savetofile,printandexitsafely,e.g.clipart,worddocument,electronicpresentation

• Accessarangeofwebsitesontheinternete.g.Scoilnet,websitesofpersonalinteresttothestudent

• Findinformationforaprojectontheweb.

• Sendandopenanemail

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Numeracy

Numeracyisnotsimplyasubsetofmathematics.Itisalsoalifeskillthatfocusesonreasoningandsensemaking.Itpermeatesandsupportslearningacrossthecurriculum.

Thisunitlooksathowstudentscandevelopanawarenessofpatternsandrelationshipsinshapeandnumber,aswellasskillsinestimationandmeasurement.Thestudent’sabilitytosolveproblemsisalsoseenascentraltotheunit.

Numeracyisadailylivingskill,withsignificantapplicationstohomeandcommunitylife,aswellasintheareaofacademicprogressandachievement.

Thisunitdrawsonabroadrangeofreallifeexperiences,helpingstudentsdevelopknowledgeandunderstandinginarangeoftopicssuchasnumber,shapes,space,money,time,andmeasurement.

Elements of the PLU Numeracy

Managing Money

Developing an awareness of number

Developing and awareness of temperature

Developing an awareness of weight and capacity

Developing an awareness of length and distance

Using a calculator

Developing special awareness

Using data for a range of different purposes

Using shapes

Developing an awareness of time

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Numeracy Elements Learning outcomes


Managing money •RecognisefrequentlyusedEuronotesandcoins

• Payforanitemcorrectlyandcountthechangeinamock-uporreallifeshoppingtransaction

• Explainashoppingreceipt,inrelationtowhatwasbought,moneytenderedandcorrectchangegiven

• Understandacommonhouseholdbillinrelationtotheserviceprovided,howmuchbeingchargedandhowitcanbepaidfor

• Recognisethedifferencebetweenusingmoneytobuyessentialitemsandluxuryitems

• Planapersonalbudgetforaweek

• Saveasmallamountofmoneyeachweektobuyanitem

Developinganawarenessofnumber

• Recognisenumbersupto100inN,e.g.knowinghowmanyzerosfortens,hundreds

• Recogniseplacevalueinrelationtounits,tensandhundreds,e.g.knowinghowmanyzerosfortens,hundreds

• Addtwodigitwholenumbersthattotallessthan100inthecontextofaneverydaysituation

• Subtracttwodigitwholenumbersinthecontextofaneverydaysituation

• Estimatequantitiestothenearestvalueinbroadterms,e.g.tothenearestquantityin10sor100sasappropriate

Developinganawarenessoftemperature

• Useappropriatewordstodescribetemperature,e.g.hotandcold

• Identifyinstrumentsusedforindicatingandadjustingtemperature,e.g.thermometer,markedovendials

• Relatetemperaturestoeverydaysituations,e.g.heatinginaclassroom

• Locateappropriatetemperaturesonacookerdial,e.g.gasmark4,200degreesCelsius

• Comparetemperaturesforthedifferenttimesoftheyear,e.g.hotinsummerandcoldinwinter,keepasimpleweatherlog

Developinganawarenessofweightandcapacity

• Useappropriatevocabularytodescribetheunitsofweightandcapacity,e.g.litres,500ml,kilograms,grams(pictorialorconcrete)

• Identifythemarksfortheunitsofweightandcapacity,e.g.usingameasuringjug,usingaweighingscale

• Listsomeexamplesofweightandcapacityfromdailylife,e.g.knowingownweight,alitreofmilk

• Useagraduatedvesseltoworkoutthecapacityofliquids,e.g.usingajugtomeasurelitreofmilk

• Useaweighingscalestoworkouttheweightofpowdersandsolids,e.g.weighingtheingredientsforacake

Developinganawarenessoflengthanddistance

• Useappropriatevocabularytodescribetheunitsinlengthanddistance,e.g.kilometres,metres,centimetres

• Identifytheunitsoflengthanddistanceonaruler,metrestickandmeasuringtape

• Usearulertodrawandmeasuredifferentlengthsoflines

• Estimatethelengthofcommonobjects,e.g.thelengthofabook

• Measurethelengthofcommonplaces,e.g.bedroom,kitchen,classroomusingameasuringtape

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Numeracy Elements Learning outcomes


Usingacalculator • Finddigits0-9andthedecimalpointandnecessaryoperationsbuttons(+,-,÷,=)onacalculator

• Useacalculatortosolvesimpleproblems,e.g.addtwoitems

• Useacalculatortocorrectworkwhichhasbeencompletedwithouttheuseofacalculator

• Findanduseacalculatoronamobilephonetoworkouthowmuchseveralitemswillcostinashoppingtrip

Developingspatial awareness

• Useappropriatevocabularytodescribedirection,e.g.clockwise,anti-clockwise,horizontal,vertical

• Useasimplemaptofindagivenlocation

• Drawasimplemaptogivedirections

• Calculatethedistancebetweentwoplacesonamap

• Usethebodyorbodypartstomoveinagivendirection

• Movearangeofobjectsingivendirections

Usingdataforarangeofdifferentpurposes

• Identifyusesofdataineverydaylife,e.g.classsurveyonthemostpopularmovieforteenagers

• Identifybasicapproachestodatacollection,e.g.recordsheets,tallysystem

• Collectarangeofdatausingoneofthefollowing:asurvey,recordsheet,tallysystemoraudio-visualrecords

• Interpretbasicdataoftwocriteria,e.g.more/lessofoneclassthananother,bigger/smaller

• Constructbasicrepresentationstocommunicatedatawithtwocriteria,e.g.drawingapictogram/barchart

• Talkabout/discussinformationfrombasicdatae.g.apictogram,barchartortrendgraph

Usingshapes • Namecommon2Dand3Dshapesineverydaylife,e.g.circles,rectangles,cubes,cylindersandspheres

• Dividealineintotwoequalsegmentswithoutmeasuring,e.g.byfolding

• Findaxesofsymmetryoffamiliar2Dshapesandfiguresbyfolding,andmarkthem

• Listthepropertiesofcommon2Dshapesand3Dforms,e.g.numberoffaces,edges

• Sort2Dand3Dshapesandformsinrelationtosize

Developinganawarenessoftime

• Tellthetimefromananalogueclockforthehour,halfhourandquarterhour

• Tellthetimefromadigitalclockforthehour,halfhourandquarterhour

• Identifykeytimesduringtheday,onthehour,halfhourandquarterhour,e.g.lunchbreaks,useofvisualschedule

• Solveproblemstoworkoutthepassageoftime,e.g.usethestartandfinishtimetocalculatedurationofjourneyorprogramme,calculatethedurationofaspecificprogramme

• Findaspecifieddayordateonacalendarortimetable,e.g.mybirthday

• Matchmonthsoractivitieswiththeirseasons,e.g.matchingpicturesoftheseasonstotherelevantmonths

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Personal Care

Thisunitisconcernedwiththepersonaldevelopmentofthestudents.Itdealswiththeirhealthandwellbeingcoveringareassuch ashealthyeatinghabitsandhealthylifestyles.Itisconcernedwithenablingstudentstobeasindependentaspossibleincateringfortheirpersonalcareneeds.Thisincludesbecomingawareoftheir sexuality,managingstress,andknowinghowtostaysafeinarange ofcontexts.

Elements of the PLU Personal care

Knowinghowtostaysafe

PLU

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Personal Care Elements Learning outcomes


Developinggooddaily personalcare

• Identifyessentialdailypersonalcarepractices,e.g.brushingmyteeth

• Describethemostimportantwaysofkeepingthebodyclean,e.g.takingashowerorabath

• Identifysomebenefitsofgoodpersonalcare,e.g.brushingmyteethwillmakethemlastlonger

• Explainthebenefitsofarangeofdailypersonalcareproducts,e.g.dentalcareproducts,anti-perspirants,haircare,footcare

• Maintainanagreedpersonalcareplan,e.g.everydayIwillbrushmyteethtwice(morningandevening)

• Givetwoorthreereasonstocareforpersonalbelongings,e.g.ifIwashmyclothes,theywilllastlonger

• Identifyappropriateclothingforarangeofroutineactivitiesathome,atworkandinthecommunity,e.g.highlighttimesduringtheschoolweekwherespecificclothingisrequired,matchingpicturesofoutfitstoalistofactivities

Developinghealthyeatinghabits

• Sortfamiliarfoodsaccordingtofoodgroup,e.g.fruit/vegetable,meat/fish,dairy

• Describetypicalfoodsanddrinksassociatedwithawell-balanceddiet,e.g.eatingfruitandvegetables

• Describecommonconsequencesofgooddiet,e.g.healthyheart,strongbones,clearskin,dentalhealth

• Participateinthepreparationofhealthymeals,e.g.breakfastandlunch/dinner

• Identifycommonsafepracticesassociatedwithfoodpreparationandstorage,e.g.washingyourhands,separatingraw/cookedmeatinadomesticfridge

• Demonstrateappropriatefoodhygieneandsafetypractices,e.g.usingahairnet,cleaningaworktopbeforeusingitagain

Developingahealthylifestyle

• Identifythreepersonalbenefitsofregularexercise,e.g.healthyweight,feelinggoodandhavingfun

• Outlineapersonalweeklyexerciseplan,e.g.walkingtoschooldaily,playingasport,keepingaweeklyexerciselogofactivities

• Demonstratetheprinciplesofsafeexercisepractice,e.g.warmingup,coolingdown,wearingappropriatefootwearandclothing

• Maintainanexerciseroutineinawell-structuredenvironment,e.g.completeanexerciseduringaPEclass

• Explainhowthefoodweeatcontributestoourstateofhealth

• Givetwoexamplesoflifestylechoiceswhichaffectourhealth,e.g.eatingtoomuchfatwillmakeyougainweight

• Identifyarangeofemotionalandphysicalstates,e.g.usingarangeofimagestoidentifyarangeofemotionalandphysicalstates

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Personal Care Elements Learning outcomes


Beingabletomanagestress

• Describeschool/personal/communitysituationsthatarestressful

• Recognisesomeofthesignsofstress

• Identifysomewaystorelax,e.g.goforawalk,watchamovie

• Demonstratearelaxationtechnique,e.g.takingadeepbreath

• Practisearangeofrelaxationtechniquesinreallifecircumstances,e.g.takingtimetoactivelyenjoytheimmediateenvironment,breathingexerciseswhenqueuing

• Identifyarangeofsituationsinwhichabilitytorelaxhasbeenhelpful,e.g.notknowingwhatishappeningnextinclass

Knowinghowtostaysafe

• Identifykeysafetyrisksintheworkplace/home/community,e.g.trailingleads,plugs,TVandelectricalequipment

• Recognisewhenpersonalsafetyisthreatened,e.g.bullying/harassment

• Namedailypracticesthatpromotepersonalsafety,e.g.usingpedestriancrossings,disconnectingelectricalequipmentatnight,pouringhotliquidsinaftercold,wearingprotectiveclothes/gloves,seekingadvice

• Describeappropriateresponsewhenariskisidentified,e.g.findasafeexit,contactperson/organisation,respondtoafiredrill,talkabout/listthestepsthatyoushouldfollowifyouseeafire

Becomingawareofone’ssexuality

• Identifythestandardnamesofthesexualorgans,e.g.usingthebodyboardorotherappropriatevisualaids

• Describethefunctionsofthesexualpartsofthebody,e.g.usingthebodyboardorotherappropriatevisualaids

• Recognisethephysicalandemotionalchangeswhichoccuringirlsandboysduringadolescence

• Recognisethedifferencebetweenappropriateandinappropriatewaysofexpressingfeelings

• Recognisethedifferencebetweenafriendshipandamoreintimaterelationship

Recognisingemotions

• Identifycommonemotionsandassociatedwordsusedtoexpressthem

• Recognisetheirownemotionalresponsestoarangeofsituations,e.g.happy,sad,impatient,angry,upset

• Describeappropriatewaysofexpressingtheiremotions

• Recognisetheemotionsofothers,e.g.knowwhatupsetshim/her,beawarethatifhe/sheisupset,othersintheroommaybecomeupset

• Reactinanemotionallyappropriatewayinagivensituation,e.g.afriendreceivesbadnews

Making personaldecisions

• Listthemainvaluesinthestudent’slife

• Describehowvaluesarelinkedtomakingdecisionsinarangeofscenarios,e.g.considerpeerpressure,possibleconsequences,havingreliableinformation,physical/emotionalstate,socialexpectations

• Makealistofwhatandwhocaninfluencedecision-making

• Identifythechoicesandconsequencesinvolvedinanimminentshorttermdecision

• Exploretheconsequencesofdecisionsmade,bothwhileimplementingandonconclusion,e.g.stoppingsmoking,losingweight,savingmoney

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Living in a Community

Thisunitassistsstudentsindevelopingstrategiestoestablishandmaintainpositiverelationshipswithpeoplearoundthem.Theelementsincludeknowinghowtodealwithconflictandhowtoseekhelpandadvice.Italsoconsidersthestudent’slocalcommunityandtheuseoflocalfacilitiesavailabletothem.

Elements of the PLU Living in a community

PLU

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Living in a community Elements Learning outcomes


Developinggoodrelationships

• Recognisedifferentkindsofrelationships,e.g.parent/child,student/teacher,student/student

• Identifysituationswherepeoplespeakdifferentlydependingonaudience,e.g.peers,teachers,parents,otheradults

• Listwaysinwhichnamecallingandteasingcanbehurtfultoselfandothers

• Recognise/listwaysinwhichtheywouldliketobetreated

• Describewaysofmakingandkeepingfriends,e.g.identifytraitswhichare/arenotdesirableinafriendship

• Participateco-operativelyinagroupsituation

• Recognisetheimportanceofrespectinrelationships

Resolvingconflict •Describewhatpeerpressureis,giveexamplesofpeerpressureandsuggestwaysofhandlingit

• Describewaysofhandlingpeerpressure,e.g.role-playconflictsituationsbetweenfriendsandhowtoresolvethem

• Demonstrateanabilitytonegotiatewithpeers,e.g.inthesharingofequipment

• Describethecharacteristicsofbullyingbehaviour

• Identifytheschool’sapproachtodealingwithbullyingbehaviour,e.g.beingsenttotheprincipal’soffice,useofbehaviourchart

• Identifythestepsfordealingwithconflict,e.g.stopanddonotreactstraightaway,listentoadvicefromanadult

Usinglocalfacilities

• Listwaysofspendingleisuretime

• Identifyfamiliarplacesandorganisationsinthelocalcommunity

• Distinguishbetweenwhatisfreeandwhathastobepaidforinthelocalcommunity

• Participateinaschool-basedcommunityprojectandrecordtheirparticipation,e.g.alittercampaign

Seekinghelpandadvice

• Nametherelevantagenciesthatoffersupportandadvicetothepublic,e.g.CitizenAdviceCentre,localinformationcentre

• Describetheschool’sprocedureforreportinganincident,e.g.ifsomeoneisbullyingyou

• Compileashortlistofpeopleorgroupswhocanprovidesupport,includingpersonalcontactsandgroups/organisations

• Describehowtocontactarangeofpeopleororganisationsintheirlocalareathatcanprovidehelpandadvice,e.g.localGardastation

• Visitalocalcommunityorganisationandaskforadvice

Makingconsumerchoices

• Listtwoorganisationsthatworkonbehalfofconsumers

• Describesituationswhenanitemneedstobebroughtbacktoashop

• Describewhataguaranteeis

• Identifylabelsonpackages,clothesetc.

• Recognisethemostimportantsignsandsymbolsonlabels

• Writeacomplaintormakeaverbalcomplaintinamocksituation

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Preparing for work

TheunitPreparingforWorkassistsstudentsinmakingthetransitionfromschooltofurthereducation,trainingoremployment.Itfocusesonpreparingstudentsforworkinglifethroughactivitiesrangingfromdevelopingacurriculumvitaeandidentifyingthedifferentservicesintheirlocalcommunitytoattainingnewindependentskills,forexampletheabilitytousepublictransport.Italsolooksathowstudentscandevelophealthandsafetyskillsandsetgoalsfortheirlearning.

Elements of the PLU Preparing for work

Beingabletosetgoalsforlearning

PLU

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Preparing for work Elements Learning outcomes


Beingabletosetgoalsforlearning

• Setlearninggoals,e.g.bytheendofthisweekIwillfinishmybook

• Createalearninggplanwhichincludesthenecessarystepsandtimeframetocompleteit.Linktheplan toanIEP,e.g.eachnightIamgoingtoreadapageofmybook

• Implementtheplan,e.g.foraweek

• Expressopinionsonhowperformancecouldbeimproved,e.g.nexttimeIwillgivemyselfmoretimetoreachthetarget

Findingoutaboutwork

• Identifydifferentjobsthatpeopledointheirschool,e.g.theroleoftheteacher,caretakerandtheschool secretary

• Listthreelocalemploymentopportunities

• Describeonewayinwhichpeoplegetajoborcourseoftheirchoice,e.g.fromanewspaper,informationfromacollege

• Listpossiblejobsthattheyareinterestedinandfindinformationontherequirementsforthejobs

• Visitalocalemployerandreviewthevisit,e.g.nametwonewthingslearned

• Useavarietyofwaystocheckfortheadvertisementofjobs,e.g.localnewspapers,websites,TVad

Preparingforaworkrelatedactivity

• Identifyandlisttheirowntalents

• Createacurriculumvitaeincludingpersonalprofile,educationandworkexperiencedetails

• Participateinashortinterview,e.g.mockjobinterviewwithateacher

• Keepapunctualityandattendancerecordforamonth,e.g.usingascale1-10,studentscanrecordiftheyareontimeforschool,classandiftheyattendschoolregularly

• Carryoutspecifictasksinarangeofrolesinschool,e.g.bringingattendanceregisterstotheoffice,arrangeclassroommaterialsappropriately

• Keeparecordoftaskscompletedinajournal,e.g.startandfinishtimesforatask,describewhatthestepsareinthetask

Developinganawarenessofhealthandsafetyusingequipment

• Giveexamplesofsafepracticesinthreedistinctworkplaces,e.g.wearingprotectiveeyewearinmetalwork class

• Usealltoolsandequipmentcorrectlyandsafelyinarangeofpracticalclasses,e.g.replacethelidonanyliquids

• Describeanduseelectricalequipmentcorrectlyandsafelyinarangeofpracticalclasses,e.g.useamixerinhomeeconomics

• Storealltools,materialsandequipmentsafely

• Listthedifferentproceduresforself-protectionatwork,e.g.wearingprotectiveclothingorahairnet

• Identifythefireexitsinaschool,e.g.drawamapoftheschool,locatingthefireexits

• Followtheinstructionsforafiredrill,e.g.participateinafiredrill

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Preparing for work Elements Learning outcomes


Takingpartinaworkrelatedactivity

• Gatherbackgroundinformationtohelpplanandparticipateintheactivity

• Sequenceanumberofstepstobetakentosuccessfullycompletetheactivity

• Assumearoleintheactivityandidentifytaskslinkedwiththerole

• Usekeywordsassociatedwiththeactivitycorrectly

• Identifysafetyproceduresand/orpermissionsrequiredfortheactivity

• Learnhowtousetoolsorequipmentassociatedwiththeactivitysafelyandcorrectly

• Participateintheactivity

• Reviewtheactivitytoevaluateitssuccess

• Assesseffectivenessofownroleintheactivity

Examplesofwork-relatedactivities.Othervocationalareascanbechosen

Horticulture

• Identifysomecommontreesandshrubs

• Usearangeofcommongardeningtools andequipment

• Keepagardeningdiary,loggingthetasks

• Nametheconditionsthathelpplantsgrow andflourish

• Describethefourmainstagesofthelife cycleofaplant

• Describesomefunctionsofaplantleaf

• Demonstratesafeworkingpracticeinthegarden

Takepartinamini-enterprise

• Decideonaproductorservice

• Identifythetasksandassignroles

• Raisefundsforrealmaterialsbysellingshares

• Recordfinancialtransactions

• Produceaproductorrenderaservice• Createanadvertisementfortheproduct or

service

• Selltheproductorservice

• Completeareviewoftheenterprise

Planaschoolfunction

• Identifythevarioustasksinvolvedin planningthefunction

• Designinvitationsandpostersadvertising thefunction

• Establishabudgetandworkwithinit

• Planandpreparetherefreshments

Organiseadaytrip

• Identifyadestination

• SeekpermissionfromthePrincipal

• Getpermissionfromparents/guardians Createanitineraryfortheday

• Identifyanemergencyprocedureif someonegetslost

• Callthevenueandmakearrangementsfor thevisit

• Organisetransportationfortheday

• Recordtheeventsofthedayusinga cameraorvideocamera

• Writeupareviewofthedaytrip

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COMMUNICATIONANDLITERACYA1/2/3-Listen,askquestions,followinstructionsA4-Expressopinion(review)A5–formal/informalcommunicationB5–follownon-verbalinstructionsC1–readcommon/personallyrelevantwordsC3–interpretmenus/recipes/reviewsC4–findkeyinformationC5–readingstrategiesD1/2/5-writeamenu/reviewF8–useICTforaboveF11–sendinvites/recipesbyemail

NUMERACY

A1–recognizecoinsA2–PayforanitemA3–ExplainashoppingreceiptA6–PlanabudgetA7–saveasmallamountofmoneyC1–usetemperaturekeywordsC2–IdentifyinstrumentsofindicatingtempC3–LocatetemponcookerD1-5–Weight/CapacityJ1-2-Time

COME DINE WITH ME A project that encourages

students to cook simple snacks/meals for themselves, their peers and their parents.

Includes discussion on food and healthy living, designing a menu, shopping, preparing, presenting

and reviewing.

PREPARINGFORWORK

A1–setlearninggoalsA3–implementplanA4–reviewperformanceB2–threeemploymentopportunitiesD1–identifysafepracticesD2/3–usetoolsappropriatelyD5–self-protectionatworkD6/7-IdentifyfireexitsandinstructionsfordrillE1–9Workrelatedactivity:lunchforparents/schoolcafe

KEYSKILLS

• Beingcreative• ManagingInformationandThinking• ManagingMyself• Communicating• WorkingwithOthers• StayingWell• BeingLiterateandNumerate

PERSONALCAREB1–foodgroupsB2–foodanddietB3–consequencesofgooddietB4–prepofhealthymealsB5–identifysafepracticesandfoodprep/storageB6–usefoodhygieneandsafetypracticesC5–foodandhealthC6–lifestylechoicesandhealthE1–safetyrisksinkitchenE4–responsetosafetyrisk

LIVINGINTHECOMMUNITY

A6–participatecooperativelyC2–familiarplacesincommunityE5–signsandsymbolsonlabelsE6–write/saycomplaintinmocksituation

22

Think Cross Curricular Workshop

Activity 1:

Place your chosen activity in the centre and using

the guidelines, find the 3 most relevant Elements

for each PLU.

Activity 2:

Examine the 8 Key Skills and identify which ones

were experienced by students during

the named activity.

Key Skills Used

PersonalCare

CommunicationandLiteracy

Numeracy

LivingintheCommunity

PreparingForWork

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