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Calculating the Guidance Allocation based on enrollment

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Calculating the Guidance Allocation based on enrollment

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WSG - Junior Cycle Parent/ Guardian Sample Survey

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WSG - Junior Cycle Parent/ Guardian Sample Survey

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Taifeadadh Seimineár Gréasáin 1 (2024-25): Treoir scoile uile cuid a haon

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Taifeadadh Seimineár Gréasáin 1 (2024-25): Treoir scoile uile cuid a haon

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Taifeadadh Seimineár Gréasáin 1 (2024-25): Treoir scoile uile cuid a haon

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Taifeadadh Seimineár Gréasáin 2 (2024-25): Treoir scoile uile cuid a dó

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Taifeadadh Seimineár Gréasáin 2 (2024-25): Treoir scoile uile cuid a dó

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Taifeadadh Seimineár Gréasáin 2 (2024-25): Treoir scoile uile cuid a dó

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Guidance for the Portfolio Development component

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Guidance for the Portfolio Development component

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This PLE looks at the contemporary whole school guidance approach to planning Guidance as a collaborative approach with shared responsibility in a school community.

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Whole School Guidance Webinar 1 of a 3-Part Series

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This professional learning experience looks at the contemporary whole school guidance approach to planning Guidance as a collaborative approach with shared responsibility in a school community. It explores the roles and responsibilities of school personnel and the school community in relation to developing a whole school approach to Guidance. It also considers the inclusion of student, parent/guardian and community voices in whole school guidance planning.

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This professional learning experience (part 2 of a 3-part series), focuses on whole school guidance (WSG) planning, drawing on examples from the Department of Education Information Note 01/2024 to illustrate effective provision. It explores strategies for identifying needs and priority areas, ensuring a targeted and responsive approach to guidance. The webinar will guide schools through the design and review of their WSG plan, examining possible headings and sections to structure a comprehensive WSG plan. Additionally, prompts for effective classroom guidance planning are provided. A core theme throughout is the recognition that WSG is a shared responsibility, requiring collaboration across the school community to meet the diverse guidance needs of all students in their context.

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Whole School Guidance Webinar 2 of a 3-Part Series

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his professional learning experience (part 2 of a 3-part series), focuses on whole school guidance (WSG) planning, drawing on examples from the Department of Education Information Note 01/2024 to illustrate effective provision. It explores strategies for identifying needs and priority areas, ensuring a targeted and responsive approach to guidance. The webinar will guide schools through the design and review of their WSG plan, examining possible headings and sections to structure a comprehensive WSG plan. Additionally, prompts for effective classroom guidance planning are provided. A core theme throughout is the recognition that WSG is a shared responsibility, requiring collaboration across the school community to meet the diverse guidance needs of all students in their context. 

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This PLE reinforces the provision and practice of whole-school guidance as a collective and collaborative responsibility of the school community.  It particularly focuses on improvement planning in whole-school guidance, with the exploration of possible themes or areas for improvement.  It acknowledges the importance of evaluation as a key consideration in WSG and explores both self evaluation and that of external evaluation in supporting the guidance needs of pupils.

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Whole School Guidance Webinar 3 of a 3-Part Series

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This PLE reinforces the provision and practice of whole-school guidance as a collective and collaborative responsibility of the school community. It particularly focuses on improvement planning in whole-school guidance, with the exploration of possible themes or areas for improvement. It acknowledges the importance of evaluation as a key consideration in WSG and explores both self evaluation and that of external evaluation in supporting the guidance needs of pupils.  

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Guidance Inspection - Subject Inspections

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Guidance Inspection - Subject Inspections

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Follow the format of subject inspections

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Table 1: examples of WSG provision for incoming first-year students 

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Table 1: examples of WSG provision for incoming first-year students 

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from Information Note TC 0001/2024, pg. 10

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Table 2: examples of WSG provision for first-year students 

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Table 2: examples of WSG provision for first-year students 

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from Information Note TC 0001/2024, pg. 11

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Table 3: examples of WSG provision for second-year students 

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Table 3: examples of WSG provision for second-year students 

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from Information Note TC 0001/2024, pg. 12

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Table 4: examples of WSG provision for third-year students

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Table 4: examples of WSG provision for third-year students

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from Information Note TC 0001/2024, pg. 13

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Table 5: examples of WSG provision for TY students

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Table 5: examples of WSG provision for TY students

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from Information Note TC 0001/2024, pg. 14

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Table 6: examples of WSG provision for fifth-year students 

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Table 6: examples of WSG provision for fifth-year students 

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from Information Note TC 0001/2024, pg. 15

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Table 7: examples of WSG provision for sixth-year students and outgoing LC students

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Table 7: examples of WSG provision for sixth-year students and outgoing LC students

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from Information Note TC 0001/2024, pg. 16

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Table 8: Sample of WSG activities undertaken by the German Department

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Table 8: Sample of WSG activities undertaken by the German Department

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from Information Note TC 0001/2024, pg. 18

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Table 9: sample of WSG activities undertaken by the Maths Department

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Table 9: sample of WSG activities undertaken by the Maths Department

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from Information Note TC 0001/2024, pg. 17

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Choosing an Area of Improvement - Aligning with other Priorities

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Choosing an Area of Improvement - Aligning with other Priorities

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Whole School Planning. A journey, not a destination

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Whole School Planning. A journey, not a destination

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Pleanáil na Scoile Uile Turas, ní Ceann Scríbe

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Pleanáil na Scoile Uile Turas, ní Ceann Scríbe

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Whole School Guidance - Planning Prompts/possible sections

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Whole School Guidance - Planning Prompts/possible sections

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Treoir don Scoil Uile - Leideanna Pleanála / rannáin fhéideartha

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Treoir don Scoil Uile - Leideanna Pleanála / rannáin fhéideartha

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Role of Subject Departments and Whole School Staff in WSG

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Role of Subject Departments and Whole School Staff in WSG

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This prompt sheet can assist in self evaluating progress along the journey of WSG planning

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Webinar 1 slide deck

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Webinar 1 Whole School Guidance Presentation

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Circular 0001/2025 - Treoir in Iar-bhunscoileanna

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Circular 0001/2025 - Treoir in Iar-bhunscoileanna

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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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Circular 0001/2025 - Guidance in Post-Primary Schools

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Circular 0001/2025 - Guidance in Post-Primary Schools

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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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NCCA Learning Intentions and Success Criteria

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NCCA Learning Intentions and Success Criteria

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Náisiúnta um Threoir

ar feadh an tSaoil

(2024-2030)

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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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NCCA Focus on Learning-Student Reflection 

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NCCA Focus on Learning-Student Reflection 

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Template for WSG activities undertaken by subject departments - editable version for use in schools

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Template for WSG activities undertaken by subject departments - editable version for use in schools

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National Strategic Framework for Lifelong Guidance 2024-2030

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National Strategic Framework for Lifelong Guidance 2024-2030

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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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Template for WSG activities undertaken by Subject Departments PDF

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Template for WSG activities undertaken by Subject Departments PDF

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National Strategic Framework for Lifelong Guidance: Strategic Action Plan 2024 - 2030 

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National Strategic Framework for Lifelong Guidance: Strategic Action Plan 2024 - 2030 

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CareersPortal.ie What's it like to be a.?

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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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Náisiúnta um Threoir

ar feadh an tSaoil

(2024-2030)

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STEM is much more than a list of subjects. Studying STEM subjects at school or at third level, is about learning new ways to think and creatively find solutions to problems.

People working in science, tech, engineering and with maths, come from different backgrounds and have different interests. There is one common trait in all people working in these areas - they are curious.

People with backgrounds in STEM work in all kinds of industries, from pharmaceuticals to financial services and research in areas such as sport, food and space.

Tell us the subjects you like, and any interests you have, and d iscover 100's of STEM related careers today.

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STEM is much more than a list of subjects. Studying STEM subjects at school or at third level, is about learning new ways to think and creatively find solutions to problems. People working in science, tech, engineering and with maths, come from different backgrounds and have different interests.

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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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Learning, Teaching and Assessment PDST 2022

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Learning, Teaching and Assessment PDST 2022

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The is most crucial part of the six-step process. This is where, individual teachers, subject departments and school leaders implement the agreed actions to bring about the desired improvement. This step will look different in every school and for evaluation.

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School Self-Evaluation - Six-step process

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Scoilnet: Guidance Related Learning Resources for Junior Cycle Gaeilge

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Scoilnet: Guidance Related Learning Resources for Junior Cycle Gaeilge

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To get the best possible experience using our website we recommend that you upgrade to a newer version or other web browser.
Upgrade your browser now

What you need...

To register for a Scoilnet Account you will need to have a Teaching Council number and a roll number for your school in Ireland.

If you already have a Scoilnet Account then you can sign in here.

The benefits...

A Scoilnet account will allow you to upload your resources or weblinks to Scoilnet as well as enabling you to share and add resources to a favourites listing. Users who have a Scoilnet Account will also be able to fully access Scoilnet Maps and Census@School from home.

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Official education portal of the Department of Education and Skills in Ireland. Curriculum focused resources and support for primary and post primary teachers.

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NEPS: Continuum of Support for Post Primary Schools (Teachers Guide)

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NEPS: Continuum of Support for Post Primary Schools (Teachers Guide)

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These Sections of the Education Act are pertinent to Guidance and Inclusion

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9. -A recognised school shall provide education to students which is appropriate to their abilities and needs and, without prejudice to the generality of the foregoing, it shall use its available resources to-

( b) ensure that the education provided by it meets the requirements of education policy as determined from time to time by the Minister including requirements as to the provision of a curriculum as prescribed by the Minister in accordance with ,

( i) conduct its activities in compliance with any regulations made from time to time by the Minister under ,

( m) subject to this Act and in particular section 15 (2) (d), establish and maintain an admissions policy which provides for maximum accessibility to the school.

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irish statute book; irish legislation; acts; statutory instruments; constitution

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A central route to skills development in Ireland.

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School leavers, older learners, career changers, women and men with diverse backgrounds talents and abilities.

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HSE Emotional Wellbeing Resources for Post Primary Teachers

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HSE Emotional Wellbeing Resources for Post Primary Teachers

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MindOut

MindOut is a Social and Emotional Wellbeing Programme for Senior Cycle students. It aims to enable students to achieve positive outcomes in school, work and life in general. The programme was revised in 2017 using up to date evidence and research along with feedback from teachers and students. MindOut is suitable for Transition Year or 5th year pupils and is designed to be implemented within a single 35-40 minute class period over 12 weeks, using interactive learning methods.

Irish manual available in 22/23

N.B. The Mindout programme materials are only available with training.

Teachers can attend either:

1 day in person training to support the delivery of the Mindout programme. This is suitable for all teachers. Book Here.

2 hour online training. This is only suitable for teachers experienced in teaching SPHE. Book Here.

Campaigns that promote mental health

HSE Mind Monsters is a mental health campaign for young people that focuses on relationships, body image, screen time, exams, stress and sleep.

HSE Little Things is a mental health campaign that focuses on little things we can do to protect our mental health and support the people we care about. Posters are available for Staff Rooms.

Suicide Prevention Training

The HSE National Office for Suicide Prevention works with the HSE Regional Resource Officers for Suicide Prevention to provide training in ASSIT and SafeTalk for teachers.

Referral pathways for Mental Health Services

The Child and Adolescent Mental Health Service (CAMHS) has set out a standard procedure for how children and young people are referred to CAMHS. For more information visit here.

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Emotional Wellbeing Resources for Post Primary School Teachers - HSE.ie

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MindOut is a Social and Emotional Wellbeing Programme for Senior Cycle students. It aims to enable students to achieve positive outcomes in school, work and life in general. The programme was revised in 2017 using up to date evidence and research along with feedback from teachers and students.

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LAOS 2022: A Quality Framework for Post Primary Schools

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LAOS 2022: A Quality Framework for Post Primary Schools

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Cogg Guidance Resources: Career Opportunities with Irish

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Cogg Guidance Resources: Career Opportunities with Irish

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Guidance Information Pack: Career Opportunities with Irish | COGG

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The Role of the Regular Teacher in Whole School Guidance 2014

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The Role of the Regular Teacher in Whole School Guidance 2014

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Staffing Circulars 06/2025 Voluntary Secondary Schools

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Staffing Circulars 06/2025 Voluntary Secondary Schools

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Staffing Circular 08/2025 Community and Comprehensive Schools

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Staffing Circular 08/2025 Community and Comprehensive Schools

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Guidelines for Second Level Schools on the implications of Sec 9c of the Education Act 1998 relating to students' access to appropriate guidance

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Guidelines for Second Level Schools on the implications of Sec 9c of the Education Act 1998 relating to students' access to appropriate guidance

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Circular 0028/2023 Arrangement for the implementation of the framework for Junior Cycle 

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Circular 0028/2023 Arrangement for the implementation of the framework for Junior Cycle 

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Advice on securing work Experience from GradIreland

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Advice on securing work Experience from GradIreland

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Where to look

Think local and see what is available in your area. Your own institution and careers service are the places to go to first; they are likely to have contacts with local employers and enterprise zones. They will probably also have a website or notice board with details of local job vacancies.

Networking can also help, especially if you are looking for work in the media or the arts. This is the process of exploiting contacts and other sources to find information, possibly a work placement or internship and maybe even a job when you graduate. Ask yourself if you know anyone who might be useful to chat to about his or her job, or if you know anyone with a useful contact. Your university careers service will have a list of alumni or local organisations who are happy to talk with students and offer an insight into their work and possibly some work shadowing.

Applications

You should treat your internship application with the same mentality as you would an application for a graduate job. You may have to adopt a slightly different approach to creating your CV at this stage, since you are seeking an internship and may have limited experience to present. You could include some of the modules or areas of study that make up your current qualification: a full list of subjects or modules will not say as much about you as a carefully selected list of subjects or modules that you find interesting or perform well at.

You can get advice on writing CVs from your careers service and from the gradireland directory and this website.

When to do it

The best time to get some experience in the workplace will depend a lot on your academic commitments and the other activities your institution has to offer which you might want to get involved in. It is for you to decide what your priorities are; financial pressures mean many students do part-time work. But you can also develop employability skills through your involvement in societies and sports because you are bound to be involved in communication and teamwork as well as problem-solving.

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How to get an internship or work placement position

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Think local and see what is available in your area. Your own institution and careers service are the places to go to first; they are likely to have contacts with local employers and enterprise zones. They will probably also have a website or notice board with details of local job vacancies.

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Most helplines can provide a listening service, give information and advice, provide emotional support or point you in the direction of other services. They are often free-phone services which are staffed by trained volunteers or employees.

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Student Support Teams in Post Primary School

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Student Support Teams in Post Primary School

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Stickperson Activity for Group consultation

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Stickperson Activity for Group consultation

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Education for Persons with Special Educational Need Act 2004

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Education for Persons with Special Educational Need Act 2004

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Education for Persons with Special Educational Needs Act 2004

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The electronic Irish Statute Book (eISB) comprises the Acts of the Oireachtas (Parliament), Statutory Instruments, Legislation Directory, Constitution and a limited number of pre-1922 Acts.

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Information Note 0008/2023 re personal and social guidance counselling

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Information Note 0008/2023 re personal and social guidance counselling

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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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A programme of work has been undertaken to define, design and implement a framework for prevention, partnership and family support service provision as part of the National Service Delivery Framework for the Child and Family Agency. This programme of work has been funded by Atlantic Philanthropies and has been carried out by the National Policy Development Manager in Family Support, Child and Family Agency in conjunction with the UNESCO Child and Family Research Centre, NUI Galway.

The main components of this programme of work are as follows:

Each of these components are inter-related and need to be considered and implemented together to support the development of prevention, early intervention and family support services in the Child and Family Agency.

My World Triangle

Meitheal leaflet

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A programme of work has been undertaken to define, design and implement a framework for prevention, partnership and family support service provision as part of the National Service Delivery Framework for the Child and Family Agency.

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Statements of learning

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The Framework for Junior Cycle, provides the basis for post-primary schools to plan quality, inclusive and relevant education programmes with improved learning experiences for all students, including those with special educational needs.

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The Framework for Junior Cycle, provides the basis for post-primary schools to plan quality, inclusive and relevant education programmes with improved learning&…