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Publication of redeveloped Primary School Curriculum

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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

PROGRESSION PATHWAYS The student…

EXPERIENCING

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.

ATTENDING

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.

RESPONDING

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.

INITIATING

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

ACQUIRING

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

BECOMING FLUENT

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

GENERALISING

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

Students learn about Students should be able to
My hime and my family
  1. 1.1

    identify members of their family, using any form of expression

  2. 1.2

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

  3. 1.3

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

  4. 1.4

    identify familiar objects from their home

  5. 1.5

    construct a 2D/3D image of the external features of their home
My school
  1. 1.6

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

  2. 1.7

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

  3. 1.8

    identify familiar objects associated with the school

  4. 1.9

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

  5. 1.10

    navigate the route to their classroom and other areas of the school, by any chosen means
My community and local ammenities
  1. 1.11

    show recognition of places and people in the community

  2. 1.12

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

  3. 1.13

    observe and participate in the collection and recording of data of the amenities that students in their school use
Local places of interest/famous landmarks
  1. 1.14

    identify the local attractions and famous landmarks in their home county

  2. 1.15

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

  3. 1.16

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

Students learn about Students should be able to
Climates, clothing and cuisine
  1. 2.1

    observe and participate in a sensory experience of the climate of the chosen country, contrasting it to the climate of Ireland

  2. 2.2

    differentiate between clothing that would be worn in hot and cold climates

  3. 2.3

      participate in researching traditional clothing worn in the chosen country and discuss colours, textures and functions of the clothing

  4. 2.4

    create a piece of artwork, using fabric and fibre, to represent the traditional clothing

  5. 2.5

    identify foods that are familiar to Ireland

  6. 2.6

      experience new tastes and flavours and record their preferences

  7. 2.7

    participate in preparing a traditional meal from the chosen country
Sights, songs and cuisines
  1. 2.8

    listen/view and respond to traditional music/songs (or videos  accompanying pop songs) from the chosen country, by creating a piece of artwork, dance or drama

  2. 2.9

    list the native landmarks of the chosen country, using any form of text[1]

     

    [1] Text to include all products of language use: oral, gesture, sign, written, visual, electronic and digital.

  3. 2.10

    compare one or more of the landmarks of the chosen country with one or more chosen in strand 1

  4. 2.11

    participate in gathering information about special occasions/sporting events from the chosen country
Plants and animals
  1. 2.12

    explore pictures of plants and trees native to the chosen country

  2. 2.13

    create a piece of artwork depicting the terrain of the chosen country

  3. 2.14

    recognise and examine the characteristics of animals native to the chosen country

  4. 2.15

    visit a pet shop/farm/zoo and take photographic evidence of animals they might find in their chosen country

Students learn about Students should be able to
Models and methods of transport
  1. 3.1

    list a variety of modes of transport and examine the features and purpose of the vehicles

  2. 3.2

    collect and record data on which modes of transport the students use and have used in the past

History of trnasport
  1. 3.3

    research and name animals that were used for transportation

  2. 3.4

    find pictures of old cars and trains to compare with more modern ones

  3. 3.5

    create a timeline of the history of transportation

  4. 3.6

    create a piece of artwork related to transport (a vehicle from recyclable materials, a picture collage of famous vehicles from movies)
Accessibility of transport
  1. 3.7

    record how they travel to school each day

  2. 3.8

    participate in discussions about the safety features and adaptations in vehicles

  3. 3.9

    become aware that some transport has cost involved and research the costs for local buses and trains

  4. 3.10

    identify road signs and road markings, and take photographic evidence of them in the local community

  5. 3.11

      travel on a public mode of transport with assistance

Students learn about Students should be able to
Venturing further afaield
  1. 4.1

    choose a destination from strand 1 or 2 and identify what to expect when they arrive there

  2. 4.2

    create a social story using any form of text in preparation for the excursion

  3. 4.3

    participate in mapping routes and identifying modes of transport needed to reach the chosen destination

  4. 4.4
    1. explore the costs involved in transport, tickets and food for the trip
  5. 4.5

    identify suitable clothing and essential personal items required for the trip and participate in packing a bag

  6. 4.6

    explore relevant travel documents required for local/foreign travel

  7. 4.7

    participate in a real/virtual journey to a foreign country

  8. 4.8

    participate in a sensory experience of that country
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