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There are five Priority Learning Units at the heart of every Level 2 Learning Programme. These prepare students for the opportunities, responsibilities and experiences of adult and working life and lifelong learning. The five PLUs are Communicating and literacy, Numeracy, Personal care, Living in a community and Preparing for work. They are presented as self-contained units but when used in learning programmes will be integrated and developed in a wide range of learning contexts. Each PLU is described in general terms, followed by a summary list of the main elements of each PLU set out in a table. This is followed by more detailed learning outcomes associated with each of the elements. The learning outcomes describe what students will be able to do to demonstrate evidence of achieving the learning. The learning outcomes for each PLU are broadly aligned with the Level Indicators for Level 2 of the NFQ.
The PLUs are clearly interconnected; they overlap and interlink in many ways. Fostering awareness in the student of the interdependence of these areas is an integral element of personal growth and contributes significantly to the ultimate aim of lifelong learning.
Communication underpins all learning and is fundamental to the capacity to transfer learning. Learning in this unit covers both verbal and non-verbal ways of receiving and giving information. Communication may take the form of listening and responding using augmentative or alternative communication systems. Literacy is fundamental to learning, as it unlocks access to the wider curriculum and is underpinned by the idea of students developing competence in reading and writing as a goal in itself and as a means through which new learning is acquired and communicated. The unit looks at developing reading and writing skills and includes reference to how ICT is used in communication. The term communication is used in a broad way in this unit, which also considers how students can communicate through the expressive arts such as music and dance.
Listen to obtain information relating to more than one option, e.g. listen to school related announcements, using a speaking timetable to get a train arrival and departure time
Ask questions to obtain information, e.g. to check dates/prices (face to face and by telephone), booking a meal over the telephone
Follow a series of spoken instructions under supervision, e.g. go to teacher’s room, local shop, or post office, top up a mobile telephone
Express personal opinions, facts and feelings appropriately, e.g. expressing an opinion on a television programme, relate news from their weekend
Participate in practical, formal and informal communications, e.g. an interview or a parent teacher meeting, an interview with peers on interest related topics, chatting while out with friends, making announcements on the school intercom
Listen to and respond to a range of stories
Identify a range of non-verbal communications methods, e.g. facial expression, tones of voice, symbols, clothing, colours to signal mood/appropriate action
Use appropriate non-verbal behaviour in communicating a simple idea, e.g. disappointment or joy, tone of voice to seek assistance/complain
Relay a response or request non-verbally, e.g. signalling a phone call
Respond to non-verbal signals and signs encountered in daily life, e.g. road signs, traffic signs, hazardous materials
Follow the sequence of non-verbal instructions or directions for a frequent activity, e.g. using household equipment with three or more operations, putting a battery in a toy, finding safety exits/ following fire drill
Read familiar words that are commonly used and personally relevant, e.g. read a list of items relating to a personal interest/sport/hobby, names of family members
Use simple rules and text conventions that support meaning, e.g. pause at a full stop
Interpret different forms of writing and text, including social signs and symbols, e.g. common formats of bills, menus, forms, timetables, road and other signs, simple food preparation instructions (boil an egg, make a sandwich, make a cup of tea), short piece of personally relevant writing
Find key information from different forms of writing, e.g. locate factual information in forms/bills, times and dates of appointments, menus, timetables, newspapers
Use a range of reading strategies, e.g. clues, context, sound, prediction and decoding
Write/type notes and messages needed for simple tasks, e.g. address an envelope
Write/type at least five sentences so that they convey meaning or information, e.g. arrange a meeting with a friend, give directions
Use the main rules of writing appropriately, e.g. use capitals and full stops
Use a range of spelling patterns, e.g. add ‘ing’ to a word – drop, double or nothing
Use a range of different forms of writing to suit purpose and audience, e.g. write a cheque, fill a simple form, complete a diary entry
Participate in a performance or a presentation, e.g. presentation of a short drama piece to members of the class, performance of dance or music to parents
Create a range of images using a variety of materials
Produce a piece of work for display
Listen to a range of music and respond by discussing thoughts and feelings, e.g. favourite singer and say why they like their music
Use drama or dance to explore real and imaginary situations
Identify three everyday uses of technology, e.g. for learning, working, and for fun
Use technology requiring not more than three functions, for personal, home and educational/ workplace use, e.g. assistive technologies, mobile phone (pre-programmed numbers), photocopier, computer, camera, DVD/video player, household appliances
Use technology to communicate in an activity with others
Use a new piece of ICT equipment
Turn a personal computer on and off safely, e.g. following the steps to shut down a computer
Identify the information symbols on a desktop, e.g. internet explorer symbol
Use frequently used keys appropriately
Use a software package, involving opening a package, entering and manipulating text/image/data, save to file, print and exit safely, e.g. clipart, word document, electronic presentation
Access a range of websites on the internet e.g. scoilnet, websites of personal interest to the student
Find information for a project on the web.
Send and open an email
Numeracy is not simply a subset of mathematics. It is also a life skill that focuses on reasoning and sense making. It permeates and supports learning across the curriculum. This unit looks at how students can develop an awareness of patterns and relationships in shape and number, as well as skills in estimation and measurement. The student’s ability to solve problems is also seen as central to the unit. Numeracy is a daily living skill, with significant applications to home and community life, as well as in the area of academic progress and achievement.
This unit draws on a broad range of real life experiences, helping students develop knowledge and understanding in a range of topics such as number, shapes, space, money, time, and measurement.
Recognise frequently used Euro notes and coins
Pay for an item correctly and count the change in a mock-up or real life shopping transaction
Explain a shopping receipt, in relation to what was bought, money tendered and correct change given
Understand a common household bill in relation to the service provided, how much being charged and how it can be paid for
Recognise the difference between using money to buy essential items and luxury items
Plan a personal budget for a week
Save a small amount of money each week to buy an item
Recognise numbers up to 100 in N, e.g. knowing how many zeros for tens, hundreds
Recognise place value in relation to units, tens and hundreds, e.g. knowing how many zeros for tens, hundreds
Add two digit whole numbers that total less than 100 in the context of an everyday situation
Subtract two digit whole numbers in the context of an everyday situation
Estimate quantities to the nearest value in broad terms, e.g. to the nearest quantity in 10s or 100s as appropriate
Use appropriate words to describe temperature, e.g. hot and cold
Identify instruments used for indicating and adjusting temperature, e.g. thermometer, marked oven dials
Relate temperatures to everyday situations, e.g. heating in a classroom
Locate appropriate temperatures on a cooker dial, e.g. gas mark 4, 200 degrees Celsius
Compare temperatures for the different times of the year, e.g. hot in summer and cold in winter, keep a simple weather log
Use appropriate vocabulary to describe the units of weight and capacity, e.g. litres, 500ml, kilograms, grams (pictorial or concrete)
Identify the marks for the units of weight and capacity, e.g. using a measuring jug, using a weighing scale
List some examples of weight and capacity from daily life, e.g. knowing own weight, a litre of milk
Use a graduated vessel to work out the capacity of liquids, e.g. using a jug to measure litre of milk
Use a weighing scales to work out the weight of powders and solids, e.g. weighing the ingredients for a cake
Use appropriate vocabulary to describe the units in length and distance, e.g. kilometres, metres, centimetres
Identify the units of length and distance on a ruler, metre stick and measuring tape
Use a ruler to draw and measure different lengths of lines
Estimate the length of common objects, e.g. the length of a book
Measure the length of common places, e.g. bedroom, kitchen, classroom using a measuring tape
Find digits 0-9 and the decimal point and necessary operations buttons (+, -, ÷, =) on a calculator
Use a calculator to solve simple problems, e.g. add two items
Use a calculator to correct work which has been completed without the use of a calculator
Find and use a calculator on a mobile phone to work out how much several items will cost in a shopping trip
Use appropriate vocabulary to describe direction, e.g. clockwise, anti-clockwise, horizontal, vertical
Use a simple map to find a given location
Draw a simple map to give directions
Calculate the distance between two places on a map
Use the body or body parts to move in a given direction
Move a range of objects in given directions
Identify uses of data in everyday life, e.g. class survey on the most popular movie for teenagers
Identify basic approaches to data collection, e.g. record sheets, tally system
Collect a range of data using one of the following: a survey, record sheet, tally system or audiovisual records
Interpret basic data of two criteria, e.g. more/less of one class than another, bigger/smaller
Construct basic representations to communicate data with two criteria, e.g. drawing a pictogram / bar chart
Talk about /discuss information from basic data e.g. a pictogram, bar chart or trend graph
Name common 2D and 3D shapes in everyday life, e.g. circles, rectangles, cubes, cylinders and spheres
Divide a line into two equal segments without measuring, e.g. by folding
Find axes of symmetry of familiar 2D shapes and figures by folding, and mark them
List the properties of common 2D shapes and 3D forms, e.g. number of faces, edges
Sort 2D and 3D shapes and forms in relation to size
Tell the time from an analogue clock for the hour, half hour and quarter hour
Tell the time from a digital clock for the hour, half hour and quarter hour
Identify key times during the day, on the hour, half hour and quarter hour, e.g. lunch breaks, use of visual schedule
Solve problems to work out the passage of time, e.g. use the start and finish time to calculate duration of journey or programme, calculate the duration of a specific programme
Find a specified day or date on a calendar or timetable, e.g. my birthday
Match months or activities with their seasons, e.g. matching pictures of the seasons to the relevant months
This unit is concerned with the personal development of the students. It deals with their health and wellbeing covering areas such as healthy eating habits and healthy lifestyles. It is concerned with enabling students to be as independent as possible in catering for their personal care needs. This includes becoming aware of their sexuality, managing stress, and knowing how to stay safe in a range of contexts.
Identify essential daily personal care practices, e.g. brushing my teeth
Describe the most important ways of keeping the body clean, e.g. taking a shower or a bath
Identify some benefits of good personal care, e.g. brushing my teeth will make them last longer
Explain the benefits of a range of daily personal care products, e.g. dental care products, antiperspirants, hair care, foot care
Maintain an agreed personal care plan, e.g. every day I will brush my teeth twice (morning and evening)
Give two or three reasons to care for personal belongings, e.g. if I wash my clothes, they will last longer
Identify appropriate clothing for a range of routine activities at home, at work and in the community, e.g. highlight times during the school week where specific clothing is required, matching pictures of outfits to a list of activities
Sort familiar foods according to food group, e.g. fruit/vegetable, meat/fish, dairy
Describe typical foods and drinks associated with a well-balanced diet, e.g. eating fruit and vegetables
Describe common consequences of good diet, e.g. healthy heart, strong bones, clear skin, dental health
Participate in the preparation of healthy meals, e.g. breakfast and lunch/dinner
Identify common safe practices associated with food preparation and storage, e.g. washing your hands, separating raw/cooked meat in a domestic fridge
Demonstrate appropriate food hygiene and safety practices, e.g. using a hair net, cleaning a worktop before using it again
Identify three personal benefits of regular exercise, e.g. healthy weight, feeling good and having fun
Outline a personal weekly exercise plan, e.g. walking to school daily, playing a sport, keeping a weekly exercise log of activities
Demonstrate the principles of safe exercise practice, e.g. warming up, cooling down, wearing appropriate footwear and clothing
Maintain an exercise routine in a well-structured environment, e.g. complete an exercise during a PE class
Explain how the food we eat contributes to our state of health
Give two examples of lifestyle choices which affect our health, e.g. eating too much fat will make you gain weight
Identify a range of emotional and physical states, e.g. using a range of images to identify a range of emotional and physical states
Describe school/personal/community situations that are stressful
Recognise some of the signs of stress
Identify some ways to relax, e.g. go for a walk, watch a movie
Demonstrate a relaxation technique, e.g. taking a deep breath
Practise a range of relaxation techniques in real life circumstances, e.g. taking time to actively enjoy the immediate environment, breathing exercises when queuing
Identify a range of situations in which ability to relax has been helpful, e.g. not knowing what is happening next in class
Identify key safety risks in the workplace/home/community, e.g. trailing leads, plugs, TV and electrical equipment
Recognise when personal safety is threatened, e.g. bullying/harassment
Name daily practices that promote personal safety, e.g. using pedestrian crossings, disconnecting electrical equipment at night, pouring hot liquids in after cold, wearing protective clothes/gloves, seeking advice
Describe appropriate response when a risk is identified, e.g. find a safe exit, contact person/ organisation, respond to a fire drill, talk about / list the steps that you should follow if you see a fire
Identify the standard names of the sexual organs, e.g. using the body board or other appropriate visual aids
Describe the functions of the sexual parts of the body, e.g. using the body board or other appropriate visual aids
Recognise the physical and emotional changes which occur in girls and boys during adolescence
Recognise the difference between appropriate and inappropriate ways of expressing feelings
Recognise the difference between a friendship and a more intimate relationship
Identify common emotions and associated words used to express them
Recognise their own emotional responses to a range of situations, e.g. happy, sad, impatient, angry, upset
Describe appropriate ways of expressing their emotions
Recognise the emotions of others, e.g. know what upsets him/her, be aware that if he/she is upset, others in the room may become upset
React in an emotionally appropriate way in a given situation, e.g. a friend receives bad news
List the main values in the student’s life
Describe how values are linked to making decisions in a range of scenarios, e.g. consider peer pressure, possible consequences, having reliable information, physical/emotional state, social expectations
Make a list of what and who can influence decision-making
Identify the choices and consequences involved in an imminent short term decision
Explore the consequences of decisions made, both while implementing and on conclusion, e.g. stopping smoking, losing weight, saving money
This unit assists students in developing strategies to establish and maintain positive relationships with people around them. The elements include knowing how to deal with conflict and how to seek help and advice. It also considers the student’s local community and the use of local facilities available to them.
Recognise different kinds of relationships, e.g. parent/child, student/teacher, student/student
Identify situations where people speak differently depending on audience, e.g. peers, teachers, parents, other adults
List ways in which name calling and teasing can be hurtful to self and others
Recognise/list ways in which they would like to be treated
Describe ways of making and keeping friends, e.g. identify traits which are/are not desirable in a friendship
Participate co-operatively in a group situation
Recognise the importance of respect in relationships
Describe what peer pressure is, give examples of peer pressure and suggest ways of handling it
Describe ways of handling peer pressure, e.g. role-play conflict situations between friends and how to resolve them
Demonstrate an ability to negotiate with peers, e.g. in the sharing of equipment
Describe the characteristics of bullying behaviour
Identify the school’s approach to dealing with bullying behaviour, e.g. being sent to the principal’s office, use of behaviour chart
Identify the steps for dealing with conflict, e.g. stop and do not react straight away, listen to advice from an adult
List ways of spending leisure time
Identify familiar places and organisations in the local community
Distinguish between what is free and what has to be paid for in the local community
Participate in a school-based community project and record their participation, e.g. a litter campaign
Name the relevant agencies that offer support and advice to the public, e.g. Citizen Advice Centre, local information centre
Describe the school’s procedure for reporting an incident, e.g. if someone is bullying you
Compile a short list of people or groups who can provide support, including personal contacts and groups/organisations
Describe how to contact a range of people or organisations in their local area that can provide help and advice, e.g. local Garda station
Visit a local community organisation and ask for advice
List two organisations that work on behalf of consumers
Describe situations when an item needs to be brought back to a shop
Describe what a guarantee is
Identify labels on packages, clothes etc.
Recognise the most important signs and symbols on labels
Write a complaint or make a verbal complaint in a mock situation
The unit Preparing for Work assists students in making the transition from school to further education, training or employment. It focuses on preparing students for working life through activities ranging from developing a curriculum vitae and identifying the different services in their local community to attaining new independent skills, for example the ability to use public transport. It also looks at how students can develop health and safety skills and set goals for their learning.
Examples of work-related activities. Other vocational areas can be chosen
Horticulture • Identify some common trees and shrubs • Use a range of common gardening tools and equipment • Keep a gardening diary, logging the tasks • Name the conditions that help plants grow and flourish • Describe the four main stages of the life cycle of a plant • Describe some functions of a plant leaf • Demonstrate safe working practice in the garden
Take part in a mini-enterprise • Decide on a product or service • Identify the tasks and assign roles • Raise funds for real materials by selling shares • Record financial transactions • Produce a product or render a service • Create an advertisement for the product or service • Sell the product or service • Complete a review of the enterprise
Plan a school function • Identify the various tasks involved in planning the function • Design invitations and posters advertising the function • Establish a budget and work within it • Plan and prepare the refreshments
Organise a day trip • Identify a destination • Seek permission from the Principal • Get permission from parents/guardians Create an itinerary for the day • Identify an emergency procedure if someone gets lost • Call the venue and make arrangements for the visit • Organise transportation for the day • Record the events of the day using a camera or video camera • Write up a review of the day trip
Set learning goals, e.g. by the end of this week I will finish my book
Create a learning plan which includes the necessary steps and timeframe to complete it. Link the plan to an IEP, e.g. each night I am going to read a page of my book
Implement the plan, e.g. for a week
Express opinions on how performance could be improved, e.g. next time I will give myself more time to reach the target
Identify different jobs that people do in their school, e.g. the role of the teacher, caretaker and the school secretary
List three local employment opportunities
Describe one way in which people get a job or course of their choice, e.g. from a newspaper, information from a college
List possible jobs that they are interested in and find information on the requirements for the jobs
Visit a local employer and review the visit, e.g. name two new things learned
Use a variety of ways to check for the advertisement of jobs, e.g. local newspapers, websites, TV ad
Identify and list their own talents
Create a curriculum vitae including personal profile, education and work experience details
Participate in a short interview, e.g. mock job interview with a teacher
Keep a punctuality and attendance record for a month, e.g. using a scale 1-10, students can record if they are on time for school, class and if they attend school regularly
Carry out specific tasks in a range of roles in school, e.g. bringing attendance registers to the office, arrange classroom materials appropriately
Keep a record of tasks completed in a journal, e.g. start and finish times for a task, describe what the steps are in the task
Give examples of safe practices in three distinct workplaces, e.g. wearing protective eyewear in metalwork class
Use all tools and equipment correctly and safely in a range of practical classes, e.g. replace the lid on any liquids
Describe and use electrical equipment correctly and safely in a range of practical classes, e.g. use a mixer in home economics
Store all tools, materials and equipment safely
List the different procedures for self-protection at work, e.g. wearing protective clothing or a hair net
Identify the fire exits in a school, e.g. draw a map of the school, locating the fire exits
Follow the instructions for a fire drill, e.g. participate in a fire drill
Gather background information to help plan and participate in the activity
Sequence a number of steps to be taken to successfully complete the activity
Assume a role in the activity and identify tasks linked with the role
Use key words associated with the activity correctly
Identify safety procedures and/or permissions required for the activity
Learn how to use tools or equipment associated with the activity safely and correctly
Participate in the activity
Review the activity to evaluate its success
Assess effectiveness of own role in the activity