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Brukner - The Mindful Magician and the Trip to Feelings Town - DLC (1)

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The Kids Guide to Staying Awesome and In Control

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The Kids Guide to Staying Awesome and In Control

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Guidance on Preparation for Teaching and Learning

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Since the introduction of the Primary Language Curriculum, teachers have naturally been asking how this change in curriculum impacts on their classroom planning. To support teachers in primary and special schools, guidance has been developed through a collaboration led by the Department of Education and involving schools/teachers, the NCCA, the NCSE, and the PDST.

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Advice on Preparation for Teaching and Learning

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Preparation for Teaching and Learning - for All Primary and Special Schools

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The Curriculum Access Tool for Students with General Learning Disability (CAT-GLD) is a framework to assist teachers in implementing the curriculum for students with general learning disability as outlined in the Guidelines for Teachers of Students with General Learning Disabilities (GLD) of the National Council for Curriculum and Assessment (NCCA).

In this phase, as in the NCCA Guidelines for Teachers of Students with General Learning Disabilities, the content of each Curricular Area is presented as Strands. The detailed elements of some Strands are presented as Strand Units.

Strands and Strand Units are further detailed into individual skills. A Skills Checklist with each curricular individual skill of the NCCA Guidelines is made accessible in the Curriculum Access Tool and uses a hierarchy of phases of skills attainment (see 'Attainment Progression' section).

These Skills Checklists are designed to support teachers in recognising the needs of individual students, in curriculum planning to address these needs, in teaching appropriately, and in monitoring and recording student learning.

As stated in the NCCA Curriculum Planning Tool (GLD-Mild), the aims and objectives for students with Mild General Learning Disabilities are the same as the core aims, broad objectives and content of the Primary School Curriculum. Therefore, the Strands and Strand Units outlined in the CAT-GLD (Mild) are taken from the Primary School Curriculum.The Guidelines for Teachers of Students with Mild General Learning Disabilities support the teacher in mediating the objectives of the curriculum for these students. Therefore it may be useful to use the CAT-GLD (Mild) in conjunction with the Guidelines for Students with Mild General Learning Disabilities.

In the CAT-GLD, the Strands of the Guidelines for Teachers of Students with Severe and Profound Learning Disabilities are also presented in the format of Skills Checklists. To facilitate this, the skills outlined in the 'Initiating' section of these Guidelines are presented as headings and the related elements of the \'Attending' and 'Responding' sections are included in the individual Skills Checklists. For ease of use, some skills have been combined.

The Skills Checklists can be used by teachers in a variety of flexible ways as part of the normal assessing, recording, planning and teaching processes. For example, the checklists can be used:

to record a student's skills competencies in curricular areas at a particular point in time

as a guide to what skills and elements of skills to assess as part of the assessment for learning process

as a running record of a student's skills competencies, achievement and learning progression

as a source of teacher self-reflection from reviewing the learning progression recorded (see \'Teacher Reflection\' section)

as evidence-based information on student progress and achievement which can contribute to school self-evaluation process and the school improvement plan.

It is recommended that the following limitations be applied to the use of the Skills Checklists - they:

should not be used exclusively as an assessment tool nor in isolation from other assessment processes

should not be used exclusively as a planning tool nor to set learning targets

should not be viewed as a set of skills to be taught in a sequential, linear way and their layout is not designed for this purpose.

It is also recommended that CAT-GLD be used in conjunction with the NCCA's Guidelines for Teachers of Students with General Learning Disabilities .

These new and revised guidelines can be downloaded in PDF format by clicking the subject links below. To open these files you require Adobe®Reader.

Science

Maths

Communication and Language

English

Civic, Social and Political Education (CSPE)

Gaeilge

Geography

History

Home Economics

Music

Physical Education

Religious Education

SPHE

Technology Education

Visual Arts

Drama
BACK TO CAT-GLD MENU

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The Curriculum Access Tool for Students with General Learning Disability (CAT-GLD) is a framework to assist teachers in implementing the curriculum for students with general learning disability as outlined in the Guidelines for Teachers of Students with General Learning Disabilities (GLD) of the National Council for Curriculum and Assessment (NCCA).

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The National Induction Programme for Teachers (NIPT) is a dedicated continuing professional development (CPD) support service funded by the Department of Education and administered by Dublin West Education Centre. NIPT supports the induction of newly qualified teachers (NQTs), both primary and post-primary, into the teaching profession in Ireland.

Purpose: To support the professional growth of teachers during the induction phase

Vision: Quality induction for every teacher

Motto: To ask for support is a sign of strength

The main objective of the Droichead process is to support the professional learning of NQTs during the induction phase, thus laying the foundations for subsequent professional growth and learning for the next phase of their career. Wong (2004) describes induction as ' a comprehensive, coherent, and sustained professional development process aimed to train, support and retain new teachers and represents the first part of a lifelong professional development programme '.
The NIPT provides five pillars of support, see below:

A key characteristic of the Droichead process is the support for NQTs by trained Professional Support Team (PST) members at school level. A PST is a team of experienced, fully registered teachers which may include the principal, ideally with five years' experience who have been trained by NIPT to support the Droichead process. PST members are experienced teachers with whom the NQT can engage for personal, professional and pedagogical support during the induction phase. While a whole-school approach to the induction of NQTs is promoted, the role of the PST within the whole-school context is crucial. NQTs value and acknowledge the importance of having access to experienced colleagues who have relevant contextual knowledge, and are available to provide both formal and informal support.

NQTs undertaking the Droichead process, engage in a variety of school-based induction activities: meetings with the PST, preparation for teaching and learning, observations of and by the NQT, and other related induction activities. NIPT supports the professional learning of NQTs and PSTs throughout the school year.

It is widely acknowledged that building strong professional learning communities through a process such as Droichead will benefit schools as learning organisations in the long-term. 'Creating a structure that allows experienced teachers to work with novice teachers and that acknowledges their expertise will ultimately strengthen the overall organisation, including retaining good practitioners in the classroom' (Teachers Matter OECD 2005).

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The National Induction Programme for Teachers (NIPT) is a dedicated continuing professional development (CPD) support service funded by the Department of Education and administered by Dublin West Education Centre. NIPT supports the induction of newly qualified teachers (NQTs), both primary and post-primary, into the teaching profession in Ireland.

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"Lámh Clon" is a short film promoting the town of Clonakilty, Co. Cork. The film features 26 people supported by Cope Foundation in Clonakilty, and demonstrates various places of interest in the town.

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"Lámh Clon" is a short film promoting the town of Clonakilty, Co. Cork. The film features 26 people supported by Cope Foundation in Clonakilty, and demonstrates various places of interest in the town.

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NCSE Promoting Positive Behaviour in the Infant Classroom

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NCSE Promoting Positive Behaviour in the Infant Classroom

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The Strengths Based Guide to Supporting Autistic Children

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The Strengths Based Guide to Supporting Autistic Children

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O'Neill, The Strength-Based Guide to Supporting Autistic Children downloads

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Training

Middletown Centre for Autism designs and delivers training programmes cognisant of the needs of Parents, Education Professionals and those who traverse these groupings.

Here is a list of all our main current events happening within Middletown Centre for Autism

Online Learning Portal

Log in or register to our online training resources
Online Learning

Follow us on social media

Bulletins

Bulletin 36- Outdoor Play

The Centre is delighted to launch its 36th Research Bulletin, this time on the topic of Outdoor Play. Pieces from the interview with Dr Helen Lynch (OT and Senior Lecturer, University College Cork) have been shared on the Centre's social media pages this
Download issue (pdf)

Bulletin 35- Community inclusion

The Bulletin commences with an interview from Fiona Ferris, Deputy Chief Executive Officer at AsIAm.
Download issue (pdf)

View all Publications

Sign up for our newsletter

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Middletown Centre for Autism - Middletown Centre For Autism

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Middletown Centre for Autism designs and delivers training programmes cognisant of the needs of Parents, Education Professionals and those who traverse these groupings. Here is a list of all our main current events happening within Middletown Centre for Autism Log in or register to our online training resources Online Learning Follow us on social media The Centre is delighted to launch its 36th Research Bulletin, this time on the topic of Outdoor Play.

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THE ZONES OF REGULATION: A CONCEPT TO FOSTER SELF-REGULATION & EMOTIONAL CONTROL

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THE ZONES OF REGULATION: A CONCEPT TO FOSTER SELF-REGULATION & EMOTIONAL CONTROL

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The Everyday Autism Handbook for Schools

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The Everyday Autism Handbook for Schools

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The Everyday Autism Handbook for Schools

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Supporting the Development of Speech, Language and Communication

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Supporting the Development of Speech, Language and Communication

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Supporting the Development of Speech, Language and

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Sensory and Motor Strategies 3rd edition

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Autism Good Practice Indicators of Effective Practice

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Autism Good Practice Indicators of Effective Practice

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NCSE Evaluation of Educational Provision for Students with Autism

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NCSE Evaluation of Educational Provision for Students with Autism

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The Anxiety Workbook for Supporting Teens Who Lear