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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
identify and/or name parts of the body
recognise emotions in relation to personal experiences
use a range of texts to identify vocabulary related to physical
communicate with a familiar adult when feeling unwell or in need of help
identify medical professionals and list reasons for visiting them
identify instructors and therapists who also contribute to physical and mental wellbeing
link objects of reference, equipment, uniforms and sensory experiences with medical professionals, instructors, therapists and places
invite a medical professional and/or instructor and/or therapist into school
practise preparing for a visit to a medical professional and/or instructor and/or therapist
identify appropriate behaviour when sitting in a waiting room
construct a timeline sequencing ‘A visit to the...’
convey personal information using any form of expression[1]
[1] Throughout the course ‘forms of expression’ includes oral, gesture, sign, written, visual, electronic and digital.
how recognition and understanding of social sight signs (pharmacy or toilets, logos, exit, push, pull etc.) found in the local environment
Looking Good
participate in discussion about why taking care of their physical appearance is important and name a number of ways to care for their appearance
indicate personal care needs
use a variety of text to create a personal care plan
choose personal care products to be used and mark off tasks completed on personal care plan
identify beauty/grooming service providers in the local community and list the different services they provide
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
participate in booking a real/imaginary appointment recording the appointment as preferred
acknowledge the passing of time when waiting
sequence a variety of texts to represent what to expect at their appointment
classify foods under healthy and unhealthy
explain why a balanced diet is necessary
carry out a survey of food eaten at lunchtime in their school and produce a pictogram of their findings
participate in creating a daily exercise programme and use a timer or participate in counting activities when completing exercises
outline simple ways to eat healthily and keep fit using any form of expression (poster, radio advert etc.)
participate in a healthy physical activity in the wider community
handle a variety of clothes and explore the different textures of clothes
sort clothes into different categories (colour, age, weather, purpose etc.)
recognise the types of clothes worn as they have grown, at different times of the year and for different occasions/purposes
distinguish between dirty and clean clothes and identify steps to clean and maintain them
Beign great
identify their own features as being unique to them and recognise the similarities and differences between themselves and others
recognise and celebrate their achievements, abilities and skills as well as those of others
display their likes and interests using any form of expression
reflect on the work created by their peers, recognising similarities and differences and respond appropriately
identify what it means to have positive mental health
appreciate that making mistakes and learning from them is part of life
recognise the different types of challenges and stress they may experience in life
identify and practise a range of strategies and techniques for coping with life’s challenges and stress
practise relaxation and mindfulness techniques
Recognise public/private places and behaviours
Differentiate between familiar and unfamiliar people
greet people appropriately both in school and in the wider community
identify appropriate behaviour and etiquette when visiting amenities both in school and in the wider community
identify and demonstrate care and respect for themselves, their community and environment
contribute to decision making within the class and/or group to decide on an aspect of their community they would like to contribute to
discuss what is needed to ensure the activity takes place and implement these decisions
gather photographic evidence to illustrate and reflect on their activity