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Identifying Needs by Year group - Editable

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Identifying Needs by Year group - Editable

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NCGE Taking Stock Questionnarie for JC Students

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NCGE Taking Stock Questionnarie for JC Students

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NCGE Parent/Guardian Questionnaire to inform WSG Planning

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NCGE Parent/Guardian Questionnaire to inform WSG Planning

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For addition Guidance Counselling Circulars, information notes and updates

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For addition Guidance Counselling Circulars, information notes and updates

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Department Circular 0031/2011 sets out the requirements in relation to teacher recruitment, registration and qualifications. It remains the case, as set out in recent Staffing Arrangements Circulars that a person being assigned as a post-primary guidance counsellor must be a post-primary qualified and registered teacher with the Teaching Council and, in addition, hold the relevant recognised qualification for school guidance work.

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Department Circular 0031/2011 sets out the requirements in relation to teacher recruitment, registration and qualifications. It remains the case, as set out in recent Staffing Arrangements Circulars that a person being assigned as a post-primary guidance counsellor must be a post-primary qualified and registered teacher with the Teaching Council and, in addition, hold the relevant recognised qualification for school guidance work.

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0009/2023: Information Note in Relation to WSG Provision at Junior Cycle

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0009/2023: Information Note in Relation to WSG Provision at Junior Cycle

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0028/2023: Implementation of the Framework for Junior Cycle 2023/24

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0028/2023: Implementation of the Framework for Junior Cycle 2023/24

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See Appendix 3 of Staffing Circulars in Relation to Guidance

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See Appendix 3 of Staffing Circulars in Relation to Guidance

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0008/2024 Staffing Circular (Voluntary Secondary Schools)

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0008/2024 Staffing Circular (Voluntary Secondary Schools)

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0009/2024 Staffing Circular (Community and Comprehensive Schools)

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0009/2024 Staffing Circular (Community and Comprehensive Schools)

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Circular in Relation to Psychometric Testing

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Circular in Relation to Psychometric Testing

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Circular 0001/2023 Advice on the use of assessment instruments for Guidance/AEN/SEN

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Circular 0001/2023 Advice on the use of assessment instruments for Guidance/AEN/SEN

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Editable Units of Learning from Guidance Counsellors

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Editable Units of Learning from Guidance Counsellors

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Career Awareness: What Role might Suit me Best?

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Career Awareness: What Role might Suit me Best?

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Choosing My Senior Cycle Programme and Subject Choice

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Choosing My Senior Cycle Programme and Subject Choice

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Decision Making for Junior Cycle Students

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Decision Making for Junior Cycle Students

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Limerick: Subject or Programme Decisions

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Limerick: Subject or Programme Decisions

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Digital Tools for Primary/Post Primary School to Support EAL Learners

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Digital Tools for Primary/Post Primary School to Support EAL Learners

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Supporting Culturally and Linguistically Diverse Learners

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Supporting Culturally and Linguistically Diverse Learners

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The Continuum of Support (Post-Primary) | National Council for Special Education - CPD and In-School Support

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The Department has set out the Continuum of Support framework to assist schools in identifying and responding to students’ needs. This framework recognises that special educational needs occur along a continuum, ranging from mild to severe, and from transient to long term, and that students require…

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Inclusive Education in Post Primary School

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Inclusive Education in Post Primary School

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The NCSE (2011) described inclusion as a process of addressing and responding to the diversity of needs of learners. It involves removing barriers so that each learner will be enabled to achieve the maximum benefit from his/her schooling.

In line with inclusive principles, schools are advised to include students meaningfully in mainstream mixed-ability class groupings. This helps ensure high expectations and enables students with special educational needs to learn alongside their peers. Mixed-ability teaching has beneficial effects for all students and helps promote social and personal development.

The Department acknowledges the very significant progress made by schools in developing inclusive practices and provision whereby the vast majority of students with special educational needs now attend mainstream schools. It also recognises that a small minority of students with significant and enduring needs may require a more specialist setting (for example, special class or special school placement).

A whole-school approach to special educational needs provision should reflect the Department's commitment to the inclusion of students with special educational needs in mainstream schools. Schools with strong inclusive cultures are characterised by:

A positive ethos and learning environment whereby all students, including those with special educational needs, feel welcome and experience a sense of community and belonging

An emphasis on promoting students' participation and active engagement in their learning and in the life of the school

A commitment to developing students' academic, social, emotional and independent living skills

A focus on high aspirations and on improving outcomes for all students

The following resources are available to schools to help them to identify and enhance inclusive education practice:
Inclusive Education Framework Inclusion of Students with Special Educational Needs: A Checklist Universal Design for Learning
The NCSE Support Service offers training for teachers that directly relates to promoting inclusive practices in post-primary schools and support and training for a range of prevention and early intervention programmes and approaches that aim to promote positive behaviour and learning throughout the school by focusing on developing skills, attitudes and knowledge in the following areas:

Behaviour for Learning

Social and Emotional Literacy

Literacy, Numeracy, Language and Learning

Wellbeing

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Inclusive Education in Post-Primary Schools

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The NCSE (2011) described inclusion as a process of addressing and responding to the diversity of needs of learners. It involves removing barriers so that each learner will be enabled to achieve the maximum benefit from his/her schooling. In line with inclusive principles, schools are advised to include students meaningfully in mainstream mixed-ability class groupings.

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Appendix I (wellbeing Guidelines) for  school developed Wellbeing Units of Learning

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Appendix I (wellbeing Guidelines) for  school developed Wellbeing Units of Learning

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NCCA Learning Intentions and Success Criteria

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NCCA Learning Intentions and Success Criteria

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Blooms Action Verbs for Learning Outcomes

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Blooms Action Verbs for Learning Outcomes

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JCT Wellbeing Editable Planning Approach

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JCT Wellbeing Editable Planning Approach

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Career Guidance World of Work Statements of Learning JCSP

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Career Guidance World of Work Statements of Learning JCSP

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JCSP Career Guidance Statements of Learning JCSP

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JCSP Career Guidance Statements of Learning JCSP

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CareersPortal is Ireland's leading Careers Guidance website. It is a one-stop-shop for people of all ages who need information and guidance regarding their next career decision.

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'Guidance Related Learning for Junior Cycle'

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This webinar further introduced Guidance Related Learning for Junior Cycle and provided Guidance Counsellors with an opportunity to discuss all elements of the unit of learning. Accompanying presentation at - https://www.ncge.ie/resources/webinars

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Introducing Guidance Related Learning Resources for Junior Cycle

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Eighteen lessons of Guidance Related Learning for Junior Cycle students have been developed. Each lesson contains a comprehensive  PowerPoint presentation, a detailed lesson plan and student worksheet. These lessons are suitable for use both in the classroom and if students are learning remotely.  This webinar introduced all aspects of these newly developed resources for Junior Cycle Guidance. Access the accompanying webinar presentation and the GRL Resources themselves at -  https://www.ncge.ie/resource-tags/autumn-2020-webinar-series

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Student Support File Template Form

This word version of the Student Support File, allows schools to insert their own logo and use and adapt the format. It offers a flexible, generic 'Support Plan' and 'Support Review Record' that can be used at all levels of support.

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National Educational Psychological Service (NEPS) resources and publications

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Student Support File Template Form This word version of the Student Support File, allows schools to insert their own logo and use and adapt the format. It offers a flexible, generic 'Support Plan' and 'Support Review Record' that can be used at all levels of support.

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Guidance for Post Primary School Staff - Using Psychological First Aid

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Guidance for Post Primary School Staff - Using Psychological First Aid

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Managing Stress and Anxiety: A Guide for School Staff

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Managing Stress and Anxiety: A Guide for School Staff

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Managing Stress and Anxiety - A guide for pupils

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Managing Stress and Anxiety - A guide for pupils

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NCGE Whole School Guidance Framework 2017

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NCGE Whole School Guidance Framework 2017

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100 Hour Short Course 2023

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JC Short Course

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The new junior cycle features newly developed subjects and short courses, a focus on key skills, and new approaches to assessment and reporting.

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Home | B4UDecide - Relationships and sex education for Irish teenagers

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Be Safe Be Webwise

Be Safe Be Webwise promotes key internet safety skills
Be Safe Be Webwise is a teaching resource which aims to promote key internet safety skills among Junior Cycle post-primary students.
Developed to form part of the Social, Personal and Health Education (SPHE) curriculum, Be Safe Be Webwise is designed to empower young people to be safe, effective and autonomous users of the internet for life.

It was developed by the National Centre for Technology in Education in conjunction with the SPHE Support Service and gives SPHE teachers a key resource in internet safety.

Be Safe Be Webwise covers topics including cyber bullying and online rights

The resource has been designed to give students the opportunity to explore their attitudes and safety when using the internet.

[gview file="https://www.webwise.ie/wp-content/uploads/2014/06/BeSafeBeWebwise.pdf"] Download Be Safe Be Webwise

Included in the resource are a number of key lessons which deal with a number of important areas.

Among the topics covered are cyberbullying, online rights and responsibilities, online privacy, as well as aides for teaching students the importance of critical awareness on the internet.

There is a glossary of internet terms, handy for any teacher not quite familiar with some of the internet trends.

And there are also some posters which teachers can display in their classrooms to ensure that the resource's key message hits home.

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Be Safe Be Webwise - Junior Cycle SPHE resource

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Be Safe Be Webwise is a teaching resource which aims to promote key internet safety skills among Junior Cycle post-primary students.

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Career Awareness and Labour Market Issues

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Career Awareness and Labour Market Issues