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Expectataions for students

Expectations for students is an umbrella term that links learning outcomes with annotated examples of student work. For NCCA-developed short courses, in some cases examples of work associated with a specific learning outcome or with a group of learning outcomes will be available. Schools who design their own short courses may wish to create a bank of examples of student work for discussion and for future reference

Learning outcomes

Learning outcomes are statements that describe what knowledge, understanding, skills and values students should be able to demonstrate having completed this junior cycle short course Around the world in eighty days. The learning outcomes set out in the following tables apply to all students and represent outcomes for students at the end of their period of study (approximately 100 hours).

The outcomes are numbered within each strand. The numbering is intended to support teacher planning in the first instance and does not imply any hierarchy of importance across the outcomes themselves

The progression continuum for L1LPs

The pprogression continuum (below) consists of seven pathways, which describe, in broad terms, learning and development related to Level 1.

The pathways are written to reflect an order of progression, though these students do not always develop intellectually or functionally in a linear fashion. Teachers can use the continuum to help them understand how a student is functioning in respect of their learning. Students may be on different pathways for different areas of learning or learning outcomes. The continuum supports teachers in identifying the next appropriate pathway for students in their learning journeys.



The progression continuum



The student…




is present during a learning activity. S/he is awake and/or exposed to the learning environment. S/he is beginning to acclimatise to the learning environment such as objects, people, sounds and other sensory experiences.



becomes attentive to and/or engaged with the learning activities presented by changing gesture, posture, vocalisation, eye gaze, movement etc. S/he is acclimatised to the learning environment.



demonstrates capacity to actively or purposefully take an interest in the learning environment.  S/he begins to indicate likes, dislikes or preferences. S/he actively responds to a learning activity with or without support.



shows curiosity about the learning environment. S/he actively and independently seeks opportunities to engage with and/or influence that environment.



demonstrates that knowledge, a concept or a skill is being learned. S/he explores and participates in the learning.




moves towards fluency and accuracy in familiar learning contexts. S/he independently and consistently demonstrates recall mastery of the skill/concept/knowledge learned.



transfers and applies learned skills, knowledge or concepts to familiar and unfamiliar contexts.




Students learn about

Students should be able to

1. My hime and my family
  1. 1.1

    identify members of their family, using any form of expression

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  2. 1.2

    recognise and/or respond to photographs of their family as opposed to photographs of strangers

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  3. 1.3

    list the rooms in their homes and link rooms in their home to activities that occur there

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  4. 1.4

    identify familiar objects from their home

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  5. 1.5

    construct a 2D/3D image of the external features of their home

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2. My school
  1. 1.6

    list the different areas of the school/classroom and link them with activities that occur there

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  2. 1.7

     separate activities that happen at home from those that happen at school

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  3. 1.8

    identify familiar objects associated with the school

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  4. 1.9

    show recognition of staff and students at school through   any form of expression

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  5. 1.10

    navigate the route to their classroom and other areas of the school, by any chosen means

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3. My community and local ammenities
  1. 1.11

    show recognition of places and people in the community

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  2. 1.12

    invite a member of the local community to come and speak at their school

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  3. 1.13

    observe and participate in the collection and recording of data of the amenities that students in their school use

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4. Local places of interest/famous landmarks
  1. 1.14

    identify the local attractions and famous landmarks in their home county

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  2. 1.15

    choose an area of interest in the locality and participate in    discussions about it and/or visit that area

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  3. 1.16

    participate in an artistic piece of work relating to the chosen landmark

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