Overview: Links
Tables 1 and 2 on the following pages show how the short course may be linked to central features of learning and teaching in junior cycle.
Keeping well, looking good, being great and statements of learning
Table 1: Links between Keeping well, looking good, being great and the statements of learning
|
Statements of learning (SOL) |
|
|---|---|
|
Statement |
Examples of related learning in the course |
|
SOL 1: The student communicates effectively using a variety of means in a range of contexts in L1. |
The student uses the correct terminology when engaging with people who look after our physical wellbeing and personal appearance. S/he communicates appropriately with others in school and in the community in informal and formal situations. |
|
SOL 7: The student values what it means to be an active citizen, with rights and responsibilities in local and wider contexts. |
The student engages in active citizenship throughout the course, especially in strand 3, where participation in an activity within their community allows for the application of skills and knowledge learnt throughout previous strands. |
|
SOL 11: The student takes action to safeguard and promote her/his wellbeing and that of others. |
The student learns how to communicate effectively when feeling unwell and then identifies the steps involved for seeking appropriate treatment. The student also identifies the importance of healthy eating, maintaining a positive outlook and keeping physically fit. |
Keeping well, looking good, being great and key skills and Priority Learning Units
In addition to their specific content and knowledge, the subjects and short courses of junior cycle provide students with opportunities to develop a range of key skills. The junior cycle curriculum focuses on eight key skills.
Figure 1: Key skills of junior cycle
There is an overlap between the learning in the PLUs with the key skills of junior cycle developed for all students.
Table 2 below lists the PLUs, some elements of those PLUs and the sorts of associated learning activities that will support students in achieving the learning outcomes and elements of the PLUs. Teachers can also build many of the other elements of the key skills of junior cycle into their classroom planning.
Table 2: Links between the Priority Learning Units (PLUs), elements of the PLUs and student learning activity
|
PLU |
PLU element |
Student learning activity |
|---|---|---|
|
Communication, language and literacy |
Understanding Reading |
The student attends and responds to increased vocabulary in text[1] when recognising professionals who help our physical wellbeing and personal appearance. The student shows recognition of symbols, signs, logos, familiar words, letters or visual representations of items. |
|
Numeracy |
Measure and data |
The student
|
|
Personal care and wellbeing |
Personal care and hygiene Personal safety |
The student identifies steps involved in taking care of self and participates in personal care routines. The student:
|
|
Being part of a community |
Relating to others Using local facilities Being safe in the community |
The student responds to an interaction with another person both in the school environment and wider community. The student recognises local facilities in their environment that contribute to their physical wellbeing and personal appearance. The student:
|
|
The arts |
Drama |
The student explores and reacts to props, costumes, actions and sensory stimuli whilst preparing for a visit to a medical professional or beauty service provider. |
|
Physical education (PE) |
Movement skills |
The student participates in activities which promote cardiovascular exercise and fitness. |
[1] Throughout the short course, ‘text’ includes all products of language use: oral, gesture, sign, written, electronic and digital.