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Wellbeing Parents - Sep 2018
- 1. Wellbeing in the Junior Cycle Framework in Coláiste Na Toirbhirte
- 2. Structure of the Junior Cycle 8 Principles 24 Statements of Learning Level 2 Learning Programme Short Courses Other areas of learning Subjects 8 Key Skills Assessment and Reporting C U R R I C U L U M Wellbeing Wellbeing
- 3. Principles for Junior Cycle Learning to learn Quality Choice and Flexibility Inclusive Education Wellbeing
- 4. Wellbeing Related Statements of Learning
- 5. Wellbeing Related Key Skill – Staying Well
- 6. www.jct.ie
- 7. Wellbeing – A Dual Approach Whole-School Endeavour Curricular Component • PE • SPHE • CSPE • IT – online wellbeing • Tutorial
- 8. Wellbeing – A Whole School Endeavour NCCA Wellbeing Guidelines (2017, p.27)
- 11. Wellbeing: A Whole School Approach Our schools… • have a central role to play in supporting and promoting students’ learning about wellbeing & for wellbeing NCCA (2017) Junior Cycle Wellbeing Guidelines
- 12. Mission Statement Coláiste Na Toirbhirte Our school is a community seeking to develop the full potential of each student – intellectual, spiritual, emotional and social
- 13. How we support students Student Peer Support Meitheal Peer Support Leadership Team Peer Support Student Council Support from Subject Teacher Support from Class Tutor Support from Year Head Special Educational Needs Support from Guidance Counsellor Support from Management In partnership with Parents
- 14. Structural Supports for Wellbeing • Two tutorial classes per week for First Years where wellbeing is specifically addressed • Weekly Year Head Meetings • Weekly Special Educational Needs Meetings • Weekly Care Meetings • Accessible School Environment • Supportive Timetable – Broad Curriculum in First Year • Mixed Ability Classes – inclusive approach
- 15. Role of Guidance Counsellor Educational Guidance Vocational Guidance Personal Support
- 17. Staff Training Junior Cycle Training for all staff on Wednesday 17th of October on Wellbeing
- 18. Whole School Support Review • Small group of staff on Whole School Guidance Review Team • Meet weekly to look at current school supports and review, especially with reference to New Junior Cycle • Will work initially with a cross-sectional focus group of students • Survey of Students, Parents, Staff, Board of Management • Analysis of results to provide evidence for future planning
Editor's Notes
- To introduce Wellbeing in the JC Framework , let’s start at the overall structure of the JC…..next slide
- We have aimed to show here in pink how wellbeing is threaded through the structure of Junior cycle. It is one of the 8 Principles of junior cycle identified by the NCCA, Staying well is one of the 8 key skills we hope that students will develop through their studies and interactions in their junior cycle years. Our curricular area of learning called wellbeing – which must contain PE, SPHE and CSPE and can contain areas from other subjects and short courses once they are studied by all students and develop the wellbeing indicators. Assessment guidelines for all subjects have been written with the wellbeing indicators in mind. These are the explicit areas however they are implicit in all areas of Junior cycle. BACKGROUND INFO (to deepen facilitators’ own knowledge base): So as you can see wellbeing is not just a principle in itself but it is very much connected to all the other principles also. Just as wellbeing is core to the vision for JC with the student at the central to the structure of JC with wellbeing woven through every aspect of JC. It is impossible to cover everything today, however we have briefly looked at the principles we will delve a little deeper into the link between well being and key skills, we will look at the curricular area of wellbeing, what it involves and how a students timetable might change as a result. We will also take time to look at the relationship between and wellbeing and formative assessment Link line We are going to begin by referencing the Framework for Junior Cycle. The important role of Wellbeing, is evident is many areas of the new Framework Some of you will have explored the key features of the Framework previously, but let’s just refresh our minds on the Framework for Junior Cycle. Principles The 8 principles will inform the planning for as well as the development and the implementation of junior cycle programmes in all schools. You will note that Wellbeing is one of these principles, which relates strongly to the learning in Guidance Another principle, Choice and Flexibility is reflective of the wide range of learning areas which CSPE can allow student to learn through. Engagement and Participation also relates to CSPE, as it provides a platform where students can actively engage in their school and local community. Inclusive Education also should allow for equity to be provided for students in CSPE; i.e. students individual needs should be facilitated. CSPE is for ALL students. Statements of Learning Schools will ensure that all 24 statements of learning feature in the programmes offered to their junior cycle students. Where subject areas previously constituted the programme, these statements now describe what students should know, understand value and be able to do and the end of their junior cycle experience. Teachers may find it links to many but that it is important to identify the most prominent. SOL 5,7,10,11,12,13 CSPE specific SOLs : 7, 9, 10, 11 SOL 7 The student values what it means to be an active citizen, with rights and responsibilities in local and wider contexts. SOL 9 The student understands the origin and impacts of social, economic, and environmental aspects of the world around her/him. SOL 10 The student has the awareness, knowledge, skills, values and motivation to live sustainably. SOL 11 The student takes action to safeguard and promote her/his wellbeing and that of others Key Skills Wellbeing will consist of PE,CSPE,SPHE and guidance/wellbeing related . Guidance may form part of the Wellbeing Programme/other areas of learning. There are eight key skills required for successful learning by students across the curriculum and for learning beyond school, and each skill is further described within elements. Each subject and short course has a specified element of each key skill which it seeks to lead learning within, when we see the short course specification later, you will see just how this is done. Just how do these skills relate to the skills you identified at the start of the day (reflect to earlier flipchart sheet from Activity 2) Students will experience the Statements of Learning and Key Skills across their programme, through subjects, short courses, and Other Learning Experiences. And for the first time, the programme has identified the Wellbeing area of learning which schools are required to provide to its students. There are a number of wellbeing related short courses also. Level 2 Learning Programmes relate to a new learning journey for those students who cannot access the assessment components of the Level 3 programme.
- Emphasise Wellbeing as one of the 8 foundation principles of Junior Cycle curriculum
- Let’s have a closer look at the SOL 5,7,10,11,12,13 highlighted above.
- Here we can see the 8 key skills and in particular the key skill ‘Staying Well’. It links most prominently to Wellbeing. There are a number of elements within the key skills of Staying Well – Being safe, being positive about learning, being social, being spiritual, being confident, being healthy and physically active and being responsible, safe and ethical in using digital technology. It is useful to be aware of these elements in particular when it comes to planning our shorter wellbeing related units of learning. There will be opportunities for all teachers to promote these elements of staying well in their own subject area. One element of each key skill is highlighted by the NCCA in each of the wellbeing curricular areas of PE, CSPE and SPHE.
- We would like to bring your attention to our JCT online support available at www.jct.ie. Over the next while we will be building up a bank of wellbeing resources to support teachers and schools on their wellbeing journey and the implementation of the wellbeing guidelines and programme. We would ask all to register/follow us on twitter @jcforteachers where you will receive all updates regarding Wellbeing and Junior Cycle reform.
- Wellbeing is a multi-faceted concept and efforts to promote student wellbeing require a whole-school approach. This means looking at structures, experiences, resources and other elements that the whole school community can provide to enhance young people’s sense of wellbeing. In the latter part of the workshop, we will look at how we can include guidance –related learning in the curricular aspect of our wellbeing programme.
- KP: The NCCA have also identified a series of indicators which are central to wellbeing Active, Responsible, Connected, Resilient, Respected and Aware Link Line: However, the 6 indicators help ensure all schools are working towards a shared vision. The indicators describe what is important for young people and their wellbeing. These indicators make what is important explicit for students, teachers, parents and the wider school community. Each indicator has a small number of descriptors. The indicators and their descriptors can be used in a number of ways: 1. to review current provision for learning in wellbeing 2. to plan teaching and learning within a school’s Wellbeing programme 3. to plan conversations about how the school’s Wellbeing programme might best support young people’s wellbeing and well-becoming with stakeholders including students, parents and teachers to scaffold conversations with students about learning in the Wellbeing programme 4. to frame the student’s self-assessment about their learning in Wellbeing 5. to report on learning in Wellbeing. Link line We are going to undertake a quick activity to unpack these indicators and then consider them within our own practice BACKGROUND INFO: NCCA engaged in a wide body of research as outlined in the NCCA Junior cycle guidelines and settled on these 6 wellbeing indicators. Shared understanding can often be aided by a common language. Especially what we mean when we are talking about wellbeing with students Starting points for conversations, explicit conversations around aspects of wellbeing. This language will become part and parcel of conversations with all How are things? 6 indicators have been identified as central to wellbeing. These indicators make what is important explicit for students, teachers, parents and the wider school community. Each indicator has a number of descriptors but these are not definitive Important to note that active – physically active , not enough to be active in the classroom, its about getting the heart beat going, physical exercise "All that I know most surely about morality and obligations I owe to football". Albert Camus (in the context of games basketball and Wellbeing)
- Schools have a central role to play in supporting and promoting students’ learning about wellbeing and for wellbeing. By optimising opportunities for young people to learn about wellbeing and by being aware of the protective factors that the whole school community can provide to enhance young people’s sense of wellbeing. We are realising our vision for wellbeing in the school community. Students learn about wellbeing through specific areas of the curriculum and various wellbeing events and initiatives that are organised to develop awareness, knowledge and skills about wellbeing. They learn for wellbeing when their whole experience of school life including all the day-to-day interactions, both within and beyond the classroom, are respectful and caring. Thinking about learning for wellbeing requires that we consider not only what students learn but also how they learn it. Learning for wellbeing can be nurtured in all subjects and by all teachers. All teachers in all classrooms have the capacity to be that one good adult. Facilitators’ Additional Notes for Well-Becoming: ‘It is a lifelong journey. In this context, it is crucial to validate students’ current experience and to support young people in gaining the knowledge, skills and dispositions for their wellbeing now, and into their adult lives. It’s important to affirm that wellbeing will never be fully realised; setbacks are always possible and this is true for everyone. Low moods, feelings, thoughts and poor self-esteem should not be seen as obstacles to wellbeing but as aspects of the human condition. By acknowledging the experience of ill-being as part of the continuum of wellbeing, students learn to accept that everyone experiences vulnerability and a need for care at stages in their journey. Students can be encouraged to recognise that wellbeing does not necessarily mean the absence of stress or negative emotions in their lives