NCCA uses cookies so that you have the best possible browsing experience on our website. If you agree that we can store and use cookies click 'Accept & Close'.Manage Cookies

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.

1

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

     
    • clipboard
  2. 1.2

    recognise emotions in relation to personal experiences

    • clipboard
  3. 1.3

    use a range of texts to identify vocabulary related to physical

    • clipboard
  4. 1.4

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

    • clipboard
2. People who help with my phsical wellbeign
  1. 1.5

    identify medical professionals and list reasons for visiting them

     
    • clipboard
  2. 1.6

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

     

    • clipboard
  3. 1.7

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

    • clipboard
  4. 1.8

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

    • clipboard
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

    • clipboard
  2. 1.10

    identify appropriate behaviour when sitting in a waiting room

     

    • clipboard
  3. 1.11

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

     

    • clipboard
  4. 1.12

    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.

    • clipboard
  5. 1.13

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

    • clipboard

2

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

    • clipboard
  2. 2.2

    indicate personal care needs

    • clipboard
  3. 2.3

    use a variety of text to create a personal care plan

    • clipboard
  4. 2.4

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

    • clipboard
2. Helping me look good
  1. 2.5

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

    • clipboard
  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

    • clipboard
  3. 2.7

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

    • clipboard
  4. 2.8

    acknowledge the passing of time when waiting

    • clipboard
  5. 2.9

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

    • clipboard
3. Healthy eating and exercise
  1. 2.10

    classify foods under healthy and unhealthy

    • clipboard
  2. 2.11

    explain why a balanced diet is necessary

    • clipboard
  3. 2.12

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

    • clipboard
  4. 2.13

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

    • clipboard
  5. 2.14

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

    • clipboard
  6. 2.15

    participate in a healthy physical activity in the wider community

    • clipboard
4. What to wear
  1. 2.16

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

    • clipboard
  2. 2.17

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

    • clipboard
  3. 2.18

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

    • clipboard
  4. 2.19

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

    • clipboard

3

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

    • clipboard
  2. 3.2

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

    • clipboard
  3. 3.3

    display their likes and interests using any form of expression

    • clipboard
  4. 3.4

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

    • clipboard
2. My mental wellbeign
  1. 3.5

    identify what it means to have positive mental health

    • clipboard
  2. 3.6

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

    • clipboard
  3. 3.7

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

    • clipboard
  4. 3.8

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

    • clipboard
  5. 3.9

    practise relaxation and mindfulness techniques

    • clipboard
3. Being social
  1. 3.10

    Recognise public/private places and behaviours

    • clipboard
  2. 3.11

    Differentiate between familiar and unfamiliar people

    • clipboard
  3. 3.12

    greet people appropriately both in school and in the wider community

    • clipboard
  4. 3.13

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

    • clipboard
4. Contributing to my community
  1. 3.14

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

    • clipboard
  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

    • clipboard
  3. 3.16

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

    • clipboard
  4. 3.17

    gather photographic evidence to illustrate and reflect on their activity

    • clipboard