Priority Learning Units (PLUs)
There are six Priority Learning Units (PLUs) at the heart of every L1LP. These PLUs explicitly identify and develop the key areas of learning needed to prepare the students for their future lives. Though presented as self-contained units when used as part of a learning programme these PLUs interconnect and overlap. The order in which the PLUs are presented is to assist teachers who are planning for L1LP and L2LP students.
- Communication, language and literacy
- Numeracy
- Personal care and wellbeing
- Being part of a community
- The arts
- Physical education
Each PLU is described in general terms, followed by a summary list of the main elements of each PLU set out in a table.
Each PLU is divided into elements and these elements have a number of associated learning outcomes which specify the knowledge, skills and attitudes students can demonstrate they have learned (see p. 23 for learning outcomes related to a PLU). The learning outcomes are presented in a sequence, reflecting cognitive demand, though not all students will progress in a linear fashion.
The learning outcomes developed for L1LPs are broadly aligned with the indicators at Level 1 of the National Framework of Qualifications (see Appendix C). The unconstrained nature of the learning outcomes facilitate differentiation upwards or downwards as required. Although teachers have the highest possible expectations for the students they teach, not all students have to achieve every PLU or indeed every learning outcome. The learning outcomes chosen for a student to work on are ones that the teacher identifies as being achievable and realistic, given the individual student’s abilities and gaps in learning. They may also take considerable time to make progress on a learning outcome. Though some learning outcomes indicate that a student may need adult support to achieve the outcome, the aim is always to support the student towards as much independence as possible.
As each student is on an individual learning journey, a progression continuum has been developed with seven pathways of progression and descriptive indicators accompanying them (see p. 20). The continuum assists teachers, parents/guardians and students in keeping track of and understanding the journey the student is making and where they are on that journey. The continuum is set out in seven pathways—experiencing, attending, responding, initiating, acquiring, becoming fluent, and generalising—and for each of these there is a descriptor outlining what is involved at that pathway.
Along with the student’s IEP, the progression continuum supports the teacher in planning for next steps in teaching, learning and assessment. The support material planned for the L1LP Toolkit will further assist planning, offering examples of how other teachers have developed L1LPs for their students.
Learning in L1LPs will largely comprise of learning outcomes from PLUs. Apart from the PLUs, a second curricular component—which L1LPs have in common with all junior cycle programmes—is the short course. Short courses relate to and can support the learning outcomes of the PLUs. They are curricular units developed to focus on a particular area of interest to students of junior cycle age. Level 1 short courses will also share these features and will provide students with access to as broad a range of curriculum areas as possible. Initially, the NCCA will develop a small number of short courses for use by schools. However, schools will also be free to develop their own following a template and guidelines developed by NCCA. Short courses may, in time, be developed by other organisations. Schools can decide on the short courses most suitable for their students – they may be subject-based or they may be thematic and cross-curricular in nature. They should always focus on topics that are age-appropriate for junior cycle students and on areas of interest to the students involved.
Students should be facilitated in applying their learning from one situation to another at every opportunity. This ensures that they consolidate their skills. Although repetition is essential to these students, learning should take place in varied learning environments in order to maintain student motivation and to judge whether a student is able to generalise his/her learning.
In planning for teaching, learning and assessment for a student undertaking a L1LP, a process similar to that for planning L2LPs is recommended. The following are the main features of that planning process:
- The student’s needs at the centre as informed by her/his areas of interests and the student’s IEP as well as reports from parents/guardians and other professionals who work with the student.
- The application of the L1LP guidelines to the student’s needs.
- The use of PLUs and their relevant learning outcomes for that student.
- The use of short courses and other curricular material to facilitate learning and provide a broad curriculum.
- The identification of teaching approaches to areas such as communication, language and literacy development for these students.
The plan for gathering of evidence of work undertaken and learning achieved by the student.
See Figure 1 below for a visual representation of this process.
Communication underpins all learning and is fundamental to the capacity to transfer learning. Communication and language form the foundation for all other PLUs. Learning in this unit covers both verbal and non-verbal ways of receiving and giving information. Language development requires social interaction between the student and a communication partner. Some of the students in this cohort may first need to be alerted to the fact that they live in a world outside of their own body. Communication for these students can be enabled and progressed with aids like augmentative and alternative communication (AAC), e.g. visual and object cues, verbal prompts, facial expressions, gestures, sign language (such as ISL), electronic devices, Braille (or Moon ) and the written form. Through developing communication skills students enhance their social interactions and improve their self-esteem.
Students undertaking L1LPs should be exposed to a broad literacy experience. This definition of literacy includes multi-modal literacies encompassing spoken, printed, visual and digital literacies.
| Students learn about | Students should be able to |
|---|---|
| Developing communicative relationships |
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| Understanding |
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| Exploring and using |
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| Reading |
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| Written expression |
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Everyday activities provide genuine opportunities for mathematical discovery—from matching cutlery items to pouring drinks and from coordinating clothes to preparing ingredients for cooking. As with all learning, activities related to this PLU need to be varied to allow for multiple ways of representing concepts, expressing understanding and engaging. The more practical and related to everyday actions or tasks the context is, the more enabling they are. Opportunities to use digital technologies in the classroom can further develop students’ learning.
Numeracy is fundamental to daily living. The skills acquired through the Numeracy PLU translate across school, home and community life. Students undertaking L1LPs should be exposed to a broad numeracy experience. This unit is broken down into six elements; awareness of environment, pattern and sequence, developing number sense, shape and space, measures and data, and time.
Students use their senses to investigate, discover and explore objects and people using the concepts of shape, measure, time, pattern and sequence. Students need to experience a mathematically-rich environment. A key aspect of learning in this area is in supporting students to participate in real-life situations where the use of mathematics is relevant.
| Students learn about | Students should be able to |
|---|---|
| Awareness of environment |
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| Pattern and sequence |
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| Developing number sense |
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| Shape and space |
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| Measure and data |
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| Time |
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In undertaking this PLU, students become aware of their own bodies, develop an understanding of routine bodily functions and take as much control as possible of their personal care and wellbeing. Care is something that is done with students, not to them, thus every care routine is an opportunity for learning, for involvement, and ultimately, where possible, for independence on the part of the student. They learn that they are valued for who they are. They are offered the chance of empowerment (making choices), increased self-esteem and as much autonomy as possible. Emotional and physical wellbeing are also enhanced through learning about food and nutrition as well as how to express feelings and stay safe in a range of contexts. Students identify and value their own skills and talents and learn to celebrate them.
| Students learn about | Students should be able to |
|---|---|
| Self-awareness |
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| Personal care and hygiene |
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| Food and nutrition |
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| Emotioanl wellbeing |
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| Phydical wellbeing |
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| Personal Safety |
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This unit enables students to develop positive relationships with others in their community, whether that community be their family, school or the wider community in which they live. The core elements of socialising requires a process-based way of teaching. In this context, this PLU offers opportunities for students to spend curriculum time learning outside of school and to further work on the processes of communication they develop in the PLU Communication, language and literacy. They have opportunities to contribute to and participate in their community, use the facilities within it safely and appropriately, and to take care of it.
A key aspect of learning in this area takes students out into their communities. Supporting students who find change and transition difficult is essential here. Developing social scripts[1] for the students in advance, accompanied by photographs and/or audio or video recordings reduces anxiety and reassures them by making the unfamiliar less so. Some students find social interaction particularly challenging so where collaborative work or socialising with others present difficulties, they should be allowed to work in parallel with or alongside their peers and not forced to participate
Social scripts describe the physical environment students will visit, and include details of what the excursion will involve. They are often written in the first person, e.g. When we climb the steps to the entrance I will be able to leave my bag in a room, where it will be safe until I get back.
| Students learn about | Students should be able to |
|---|---|
| Relating to others |
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| Using local facilities |
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| Transitioning between environments |
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| Being sfae in the community |
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| Contributing to the community |
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This unit covers the three areas of visual art, music and drama. Students are exposed to a rich and varied range of experiences using all of their senses. They are creatively engaged in learning and have opportunities to express their emotions, reactions and imaginations as an individual and as a member of a group. Due to the strong visual, auditory and tactile aspects of each of the three elements, students with visual and hearing impairments are included fully and successfully in learning. The arts can support all students in making sense of the world around them.
They learn about their own cultural heritage and traditions and that of others. Students are exposed to the work of artists, musicians and to the world of theatre and performance. Through the retelling of contemporary and historical events which become familiar, students become more secure and relaxed in their surroundings.
In all three elements an emphasis will be placed on experiencing, exploring and creating. It should be noted that the process and journey of creation is as important as the end product/performance.
| Students learn about | Students should be able to |
|---|---|
| Visual art |
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| Music |
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| Drama |
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Physical exercise and movement improve concentration, mood, sleeping and eating patterns. The ability to work as an individual, to develop personal skills and to work as a member of a team, are important aspects of PE.
The usual considerations apply when teachers are planning their students’ PE learning activities. Issues such as safety, as well as students’ medical and physical needs all need to be taken into account. Recommendations from a multidisciplinary team may need to be sought in choosing equipment and movement which are appropriate for students’ needs.
At the beginning and end of each PE session, warm-up and cool-down periods which are important for anyone about to engage in physical exercise can be especially beneficial in awakening the senses before the lesson begins and relaxing the student, both physically and mentally, before returning to the classroom or moving on to other learning activities. Along with the recommendations from the multidisciplinary team mentioned above, advice about what is required for some students who need their limbs moved for them will be helpful. It is also important to note that the starting point for some students will be to tolerate the acoustics/smells/temperature of PE environments.
It is important that a positive attitude to a healthy lifestyle is promoted. Reflection on the amount of time students spend on physical activity, as well as on their dietary habits informs programmes that will provide the greatest benefits. Health-related physical activity that includes cardiovascular exercise where possible is vital to develop fitness levels, where it does not compromise underlying health conditions. Some students need motivation to engage in physical exercise. It is important that the reward offered should equate to and be adequate for the amount of effort required of the student.
The development of gross motor skills (the ability to control large muscles of the body for sitting, crawling, walking, running and other activities) and fine motor skills (smaller actions such as grasping a ball, holding a bat, picking up a bean bag) are important because they underpin not only learning within the PE PLU but other Level 1 PLUs. It should be noted that no particular equipment is necessary for developing gross motor skills.
Fundamental movement skills (FMS) are the foundational movement patterns that involve various body parts. They can be broken down into three categories—locomotor skills (running, hopping, swimming); balance skills (keeping the body in one place but balancing in different ways); and object skills (kicking, throwing, pushing). FMS are developed as the student participates in the PE PLU.
Students working on L1LPs should be given many opportunities to experience the fun, enjoyment and social aspects of physical exercise. In this area their sense of team and their participation as team members are desirable outcomes.
| Students learn about | Students should be able to |
|---|---|
| Movement skills (athletics/gymnastics) |
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| Co-operative activity (games) |
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| Creative movement (dance) |
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| Aquatics |
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