Junior Cycle Framework and Level 2 Learning Programmes - Irish Learning Support Association 9th March 2018 - ILSA

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Junior Cycle Framework and Level 2 Learning Programmes - Irish Learning Support Association 9th March 2018 - ILSA
Junior Cycle Framework
          and
   Level 2 Learning
     Programmes

Irish Learning Support Association

         9th March 2018
Junior Cycle Framework and Level 2 Learning Programmes - Irish Learning Support Association 9th March 2018 - ILSA
Outline of the Session
                     Overview of the
                       Junior Cycle
Welcome and            Framework,
Introductions        Level 2 Learning
                      Programmes
                        and Short
                         Courses

                      Exploring the      Key messages
                                           and useful
                         Level 2          websites in
                        Learning         relation to the
                      Programmes         Level 2 Learning
                                           Programmes
Junior Cycle Framework and Level 2 Learning Programmes - Irish Learning Support Association 9th March 2018 - ILSA
Key Documents
Junior Cycle Framework and Level 2 Learning Programmes - Irish Learning Support Association 9th March 2018 - ILSA
“Junior Cycle places students at the centre
 of the educational experience, enabling
    them to actively participate in their
   communities and in society and to be
resourceful and confident learners in all
    aspects and stages of their lives.”​
        Towards a Framework for Junior Cycle, 2011 – Page 9
        http://ncca.ie/framework/doc/NCCA-Junior-Cycle.pdf

                                   Now complete Question 1 on formative
                                   Activity 2 booklet
Junior Cycle Framework and Level 2 Learning Programmes - Irish Learning Support Association 9th March 2018 - ILSA
Principles of Junior Cycle

Inclusive Education

The educational experience
is inclusive of all students
and contributes to equality
of opportunity, participation
and outcomes for all.
Junior Cycle Framework and Level 2 Learning Programmes - Irish Learning Support Association 9th March 2018 - ILSA
Junior Cycle Framework and Level 2 Learning Programmes - Irish Learning Support Association 9th March 2018 - ILSA
“Every student should be taught
  a curriculum that is appropriate
 to his/her developmental level.”
Source: Pg. 14, Guidelines for Post-Primary Schools: Supporting Students
         with Special Educational Needs in Mainstream Schools

                          Circular 0014/2017
Junior Cycle Framework and Level 2 Learning Programmes - Irish Learning Support Association 9th March 2018 - ILSA
National Framework of
Qualifications

                  Subject
                Specifications
                  broadly
                 aligned to
          L2LPs   Level 3
         broadly
        aligned to
         Level 2

      L1LPs
     broadly
    aligned to
     Level 1
Junior Cycle Framework and Level 2 Learning Programmes - Irish Learning Support Association 9th March 2018 - ILSA
A Student can engage with
ALL aspects of Junior Cycle
  (Level 1, 2 and Level 3)
Junior Cycle Framework and Level 2 Learning Programmes - Irish Learning Support Association 9th March 2018 - ILSA
Assessment and Reporting
Who are Level 2 Learning Programmes
       (L2LPs) designed for?
        Learners with a low mild to high moderate learning disability

                              'The special needs of
                            these children is such as
                               to prevent them
                            from accessing some
                            or all of the subjects
                             and short courses on
                            offer at junior cycle that
                               are broadly aligned
                               with Level 3 NFQ.'

                   A Framework for Junior Cycle 2015
What makes up a Level 2 Learning
             Programme?
      5           2
  Priority                    Other
 Learning       Short        Areas of
Units (PLUs)
               Courses       Learning

               Wellbeing
L2LPs In and Around the School

  Mainstream Classrooms          Support Classes

                             Other Areas: canteen, extra
  Base Classes –              curricular, sports teams,
 Special Class/ASD                 community etc.
1. Identify
                                    11. Devise a                          strengths and
                                   timeframe for:                            needs of
                                                                             students
                                     * informing
                                                                        through the use
                                   * collaborating                            of the
                               * gathering evidence                       Continuum of
                                                                             Support
                               * reviewing progress                      framework and
                               * evaluating portfolio                      the problem
                                                                        solving process
 AN

         10. Continue to use
 SEN        your in-school
                                                          Teacher                          2. Document supports
                                                                                           in the Student Support
TEAM’s    system to share                                                                            File
           information and
          support teachers                                                                   3. Create a Junior
            engaging with                                                                    Cycle Plan for the
  J      students with SEN                                                                        student
  O                                 Students/Parents                    Management

  U
  R
  N                                                       Special
                                                         Education
                                                          Needs                           4.Organise
  E               8. Liaise with the
                                                          Team/                            timetable
                                                           SET
  Y              SET team, subject
                teachers etc. on who
                    is doing what.                                                    5. PLUs can
                                                                                     now be added
                  9. Register for the                                                to a Student’s
                     planning tool                                                     record on
                                                       6. Getting to                     PPOD
                                                       grips with the
                                                           PLUs.
                                                       7. Designing
                                                       an individual
                                                           L2LP
3 Step Approach
                                                Active learning
                                              Small-group tuition
                                              Individual teaching
                                            Scaffolded instruction
                                                Team teaching
    Standardized Test results             Group/Individual withdrawal
Consultation – students, parents etc.     Combination of the above
       Teacher observation
        Primary Passport...
      Recognising strengths

                                                             3. Monitoring
                                                             and
                                   2. Meeting                recording
                                   needs                     progress
 1. Identify
 needs
Timetabling
L2LPs
PPOD

https://www.education.ie/en/Ad
vanced-Search/?q=JCPA
Getting to Grips with Priority
Learning Units (PLUs)

  Communicating and
      Literacy

       Numeracy

     Personal Care

Living in the Community

   Preparing for Work
Priority Learning Units
           Each Element has a number of Learning Outcomes
Element                               PLU

                                                                Students should
                                                             experience all learning
                                                                   outcomes

                                                            JCPA – Majority must be
                                                                  evidenced

          Learning
          Outcomes
L2LPs in action

 Look at your PLU booklet and the
next few slides and identify the PLU
and learning outcomes that you think
 are being covered in each picture?
PLU: Personal care
Element: Developing healthy eating habits.
Learning outcome:
Demonstrate appropriate food hygiene and safety
practices- cooking lesson.
Photo 2

          PLU: Living in the Community

          Element: Using Local
          Facilities

          Learning outcome: Identify
          familiar places and
          organisations in the
          community- class visit local
          shops
Photo 3

          PLU: Numeracy

          Element: Managing
          money

          Learning outcome:
          Pay for an item
          correctly and count
          the change in a mock-
          up or real life
          shopping transaction-
          Visit to the school tuck
          shop
Junior Cycle Plan…

https://www.jct.ie/perch/resources/l2lps/individual-learning-
programme-1.pdf
“The subject teacher has primary
responsibility for the progress and care
    of all students in the classroom,
    including students with special
           educational needs.”
 (Page 5. Guidelines for Post-Primary Schools - Supporting Students with Special
                   Educational Needs in Mainstream Schools)
1. Look at the
                             7. Prepare to
                                                                     PLUs and
                                  have a
                                                                    identify the
                             conversation
                                                                      Learning
                             about student
                                                                     Outcomes
                              learning and
A                                                                  that can be
                               evidence in
                                                                     covered in
                               the student
                                                                   your subject
                                 portfolio
T                                                                       area

E                                                    Teacher
A                                                                                        2. Make links
C    6. Gather evidence of                                                               between your
      students achieving                                                                    subject
H    learning outcomes in                                                              specification and
E        your subject                                                                   level 2 learning
                               Students/Parents                   Management
                                                                                           outcomes
R´
S
                                                     Special
                                                    Education
J                                                    Needs
                                                     Team/
O                                                     SET

U                5. Assess                                                       3. Include level 2
                  learning                                                      learning outcomes
R                outcomes                                                            in subject
N               throughout                                                      department and/or
                  the year                                                     individual planning
E
Y                                                  4. Engage
                                                  with learning
                                                  outcomes in
                                                  lesson plans
ENGAGING with PLUs

       Highlight learning outcomes from
       Priority Learning Units that can be
             covered in your subject
PLUS and Subjects

https://www.jct.ie/l2lp/planning_first_year
Supports for Subject teachers…

https://www.jct.ie/l2lp/working_with_learning_outcomes
Include Priority Learning Unit outcomes in your   v
           subject department plans
https://www.jct.ie/l2lp/workin
g_with_learning_outcomes
Level 2 Planning Tool

What is it?
 A planning tool which enables SEN teams and teachers to generate
  a learning programme /overview of PLUs for a student

 At the click of the button teachers can print out a learning programme
  for their students.

 https://level2planning.ncca.ie/

 HELP button – document explaining each role

 Screencast:
  https://www.youtube.com/watch?time_continue=4&v=CqViJSiRpRo
Assessment of PLUs

    Assessment of PLUs is school based

   A portfolio of evidence will be created by
       students completing the L2LPs

Grading of content completed in PLUs is on the
             basis of ACHIEVED.
   A student will show evidence of achieving
 the MAJORITY of Learning Outcomes in each
                    element.

 The JCPA will reflect on the PLUs that have
               been achieved
Types of
Evidence
Methods of storing /collating
evidence
• Folder portfolio
• Artefacts
• Digital portfolio
How do you track learning
outcomes that have been
achieved?
NCCA Developed
Level 2 Short Courses
                                                Examples of school-developed
                                                   Level 2 Short Courses

                          NCCA Developed
                        Level 3 Short Courses

                                PE

                              CSPE

                              SPHE
Assessment of Short Courses
  Assessment of Short Courses is school based

  A portfolio of evidence may be gathered

  Students complete a Classroom Based Assessment
  (CBA)
  Features of Quality are used in the assessment of
  the CBA
  Descriptors of results for the CBA is achieved

  The JCPA will reflect the Short Course
  CBA’s that have been achieved
Why should you implement L2LPs??

        • Age appropriate structured programme
  • Designed for students with special educational needs
       • Realistic and relevant Learning Outcomes
   • Meaningful Learning Experiences that will be of real
                            benefit
    • Promotes participation, success, and achievement
          • Junior Cycle Profile of Achievement
Student, Teacher, Parent feedback….
Go to Places…
www.jct.ie

     www.curriculumonline.ie

www.scoilnet.ie                www.sess.ie
Further Information

https://twitter.com/jctL2LP
    @JCforTeachers   info@jct.ie
                                   Webinar 2
Q and A
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