Skip to content

3 Draft Leaving Certificate specifications consultations

3 Draft Leaving Certificate specifications consultations

View Info

Expectations for students/Learning outcomes

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.

Keeping Well

Students learn about Students should be able to
1 How am I feeling?
  1. 1.1

    identify and/or name parts of the body

  2. 1.2

    recognise emotions in relation to personal experiences

  3. 1.3

    use a range of texts to identify vocabulary related to physical

  4. 1.4

    communicate with a familiar adult when feeling unwell or in need of help

Students learn about Students should be able to
2 People who help with my phsical wellbeign
  1. 1.5

    identify medical professionals and list reasons for visiting them

  2. 1.6

      identify instructors and therapists who also contribute to physical and mental wellbeing

  3. 1.7

    link objects of reference, equipment, uniforms and sensory experiences with medical professionals, instructors, therapists and places

  4. 1.8

    invite a medical professional and/or instructor and/or therapist into school

Students learn about Students should be able to
3 What to expect when I get there
  1. 1.9

    practise preparing for a visit to a medical professional and/or instructor and/or therapist

  2. 1.10

    identify appropriate behaviour when sitting in a waiting room

  3. 1.11

    construct a timeline sequencing ‘A visit to the...’

  4. 1.12

    convey personal information using any form of expression


    Throughout the course ‘forms of expression’ includes oral, gesture, sign, written, visual, electronic and digital.

  5. 1.13

    how recognition and understanding of social sight signs (pharmacy or toilets, logos, exit, push, pull etc.) found in the local environment

Looking Good

Students learn about Students should be able to
1 Personal care
  1. 2.1

    participate in discussion about why taking care of their physical appearance is important and name a number of ways to care for their appearance

  2. 2.2

    indicate personal care needs

  3. 2.3

    use a variety of text to create a personal care plan

  4. 2.4

    choose personal care products to be used and mark off tasks completed on personal care plan

Students learn about Students should be able to
2 Helping me look good
  1. 2.5

    identify beauty/grooming service providers in the local community and list the different services they provide

  2. 2.6

    recognise that money is needed to pay for these services and calculate how much money will be required for the different services using any form of text

  3. 2.7

    participate in booking a real/imaginary appointment recording the appointment as preferred

  4. 2.8

    acknowledge the passing of time when waiting

  5. 2.9

    sequence a variety of texts to represent what to expect at their appointment

Students learn about Students should be able to
3 Healthy eating and exercise
  1. 2.10

    classify foods under healthy and unhealthy

  2. 2.11

    explain why a balanced diet is necessary

  3. 2.12

    carry out a survey of food eaten at lunchtime in their school and produce a pictogram of their findings

  4. 2.13

    participate in creating a daily exercise programme and use a timer or participate in counting activities when completing exercises

  5. 2.14

    outline simple ways to eat healthily and keep fit using any form of expression (poster, radio advert etc.)

  6. 2.15

    participate in a healthy physical activity in the wider community

Students learn about Students should be able to
4 What to wear
  1. 2.16

    handle a variety of clothes and explore the different textures of clothes

  2. 2.17

    sort clothes into different categories (colour, age, weather, purpose etc.)

  3. 2.18

    recognise the types of clothes worn as they have grown, at different times of the year and for different occasions/purposes

  4. 2.19

    distinguish between dirty and clean clothes and identify steps to clean and maintain them

Beign great

Students learn about Students should be able to
1 I;m great
  1. 3.1

    identify their own features as being unique to them and recognise the similarities and differences between themselves and others

  2. 3.2

    recognise and celebrate their achievements, abilities and skills as well as those of others

  3. 3.3

    display their likes and interests using any form of expression

  4. 3.4

    reflect on the work created by their peers, recognising similarities and differences and respond appropriately

Students learn about Students should be able to
2 My mental wellbeign
  1. 3.5

    identify what it means to have positive mental health

  2. 3.6

    appreciate that making mistakes and learning from them is part of life

  3. 3.7

    recognise the different types of challenges and stress they may experience in life

  4. 3.8

    identify and practise a range of strategies and techniques for coping with life’s challenges and stress

  5. 3.9

    practise relaxation and mindfulness techniques

Students learn about Students should be able to
3 Being social
  1. 3.10

    Recognise public/private places and behaviours

  2. 3.11

    Differentiate between familiar and unfamiliar people

  3. 3.12

    greet people appropriately both in school and in the wider community

  4. 3.13

    identify appropriate behaviour and etiquette when visiting amenities both in school and in the wider community

Students learn about Students should be able to
4 Contributing to my community
  1. 3.14

    identify and demonstrate care and respect for themselves, their community and environment

  2. 3.15

    contribute to decision making within the class and/or group to decide on an aspect of their community they would like to contribute to

  3. 3.16

    discuss what is needed to ensure the activity takes place and implement these decisions

  4. 3.17

    gather photographic evidence to illustrate and reflect on their activity

Successfully added to the clipboard.