Junior Cycle Level 2 learning Programmes National Framework

Junior Cycle Level 2 learning Programmes

National Framework of Qualifications Specifications broadly aligned to Level 3 L 1 LPs broadly aligned to Level 1 JUN CY IOR CLE CY CL E L 2 LPs broadly aligned to Level 2

General Learning Difficulties Keeping in mind that we are working off standard scores, 100 is the average. Mild IQ 50 - 69 Moderate IQ 35 -49 Severe Profound • The Level 2 Junior Cert is for students who have a general learning difficulty and fall into the category of low mild or high moderate. • Many students who have a GLD are very capable of achieving a level 3 Junior Cert. • Level 2 is for students who would otherwise be unable to access the curriculum and experience success. • It is not for the student who is absent or the EAL student.

Who are the L 2 LPs designed for… Moderate General Learning Disability: IQ: 35 -49 Mild General Learning Disability: IQ: 50 -69

Who are L 2 LPs 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

Why is the introduction of L 2 LPs important? Age appropriate structured programme Realistic and relevant Learning Outcomes Meaningful Learning Experiences that will be of real benefit Junior Cycle Profile of Achievement

What are Level 2 Learning Programmes? • There are 5 Priority Learning Units Communication and Literacy Numeracy • 250 hours for each PLU • Each PLU focuses on developing the social, personal and pre-vocational skills that prepare students for further study, for work and for life Personal Care Living in the Community Preparing for Work Plus 2 Short Courses Makes up 60% of a students timetable

Priority Learning Units Each Element has a number of Learning Outcomes PLU Element Learning Outcomes Majority of learning outcomes to achieve element. All elements to achieve priority learning unit. That Priority Learning Unit will then be on the JCPA.

Theme Planning COMMUNICATION AND LITERACY Design a Level 2 scheme of work around ……… NUMERACY Which (subject) teachers can be involved? PERSONAL CARE LIVING IN THE COMMUNITY Map Reading PREPARING FOR WORK KEY SKILLS ∙

Assessment of PLUs is school based A portfolio of evidence will be created by students completing the L 2 LPs Grading of content completed in PLUs is on the basis of ACHIEVED. All students who have completed part of or all of the Level 2 receive a JCPA that reports on the content completed.

Creating an Individual Programme: Student centred Step 1: Look at the needs of your student – create their Level 2 Learning Programme Step 2: Consider where and how the student can access Level 3 and/or Level 2 content? Step 3: Identify the team of teachers working with that student Step 4: Fill in the gaps within the current system– making sure to offer a breadth of curricular experiences

Paul’s Junior Cycle Pathway Communication and Literacy Numeracy Personal Care Living in the Community Preparing for Work ALL PLUs and some subjects

Mark’s Junior Cycle Pathway Most subjects and some PLUs Numeracy Living in the Community Preparing for Work

Jane is diagnosed with Moderate General Learning Disability. She is a talented artist. The Level 2 Learning Programme is most suitable for her but she will do Art at Level 3 and the Level 3 short course in Artistic Performance. Jane’s Junior Cycle Pathway Communication and Literacy Numeracy Personal Care Living in the Community Preparing for Work Two Level 2 short courses

Art I N V E S T I G A T E Timetable Art Artistic Performance

John is diagnosed with a Low Mild General Learning Disability He is accessing most Level 3 subjects, struggles with Languages and Personal Care/Self esteem issues. Paul’s Junior Cycle Pathway Subjects Le ve l 3 Level 2 Preparing for Work Personal Care Living in the Community sh or tc ou rs In subject classes and in learning support unit e SPHE PE Level 2 Learning Outcomes Level 3 Learning Outcomes

Identify the team of teachers working with that student Filling in the gaps

Methods of storing/ collating evidence • Folder Portfolio • Artefacts • E-portfolio In School group: Reflection: what evidence do you collect at the moment? How is it managed?

Exploring the PLUs As a group Where can you see these Learning Outcomes be experienced/achieved? Think subjects first THEN Resource, learning support, unit, special class and so on…

Think of a topic you currently teach Identify the appropriate Level 2 Learning Outcome(s) that could be achieved within this topic Discuss learning activities

What do the PLUs require? • Collaboration between teachers • Personalised learning goals • Linking learning – home, school and community • Differentiation

Short Course Options There are two NCCAdeveloped Short Courses available online Schools can develop their own Level 2 Short Courses Adapt • Level 2 Short Courses • Level 3 Short Course • FETAC course • Another schools own short course _______ Short Course Forensic Science Level 2 Specification for Junior Cycle ___________________________

Examples of other school-developed Level 2 Short Courses Grow it, Cook it, Eat it Enterprise in Animation Water, Water Everywhere a m a r D d n a ic s e f u i L M y m in Where am I fro m, Where am I go ing?

It is important that students learn at a level that is appropriate for their needs, but that they also are challenged to reach their full potential.