You Are Here - Teacher Manual - Sample

Teacher Manual

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E L P M A

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E L P M A

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E L P M A

A Student's Guide to Navigating 1st Year

By Elaine McLoughlin

Published by 4Schools 89F Lagan Road, Dublin Industrial Estate, Glasnevin, Dublin 11, D11 F98N, Republic of Ireland.

T: +353 1 808 1494 | F: +353 1 836 2739 | E: info@4schools.ie

© 2021 4Schools

E L P M A ISBN 978-1-907330-32-2

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All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, including photocopying and recording, without written permission of the publisher. Such written permission must also be obtained before any part of this publication is stored in a retrieval system of any nature. Requests for permission should be directed to 4Schools, 89F Lagan Road, Dublin Industrial Estate, Glasnevin, Dublin 11, D11 F98N, Republic of Ireland. or info@4schools.ie

4Schools has attempted to contact all proprietors of images, texts and graphics included in this book.

Proprietors we could not reach are requested to contact us.

Index

Teacher Manual Introduction

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LEVEL 1 En Route UNIT 1 - Welcome ................................................................................................................................................... 14 UNIT 2 - Finding Your Way .................................................................................................................................. 19 UNIT 3 - Organisation ........................................................................................................................................... 25

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UNIT 4 - School Supports ..................................................................................................................................... 31

LEVEL 2

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On The Right Track

UNIT 5 - Respect & Rules ........................................................................................................................................ 40 UNIT 6 - Attendance, Punctuality & Dress Code ............................................................................................ 47 UNIT 7 - Making Friends, Extra-Curricular Activities & Avoiding Conflict ...................................... 53 UNIT 8 - My School Community ......................................................................................................................... 60

LEVEL 3 Reaching Your Destination UNIT 9 – Looking After Our School Environment, Acceptable Usage Policy & Bullying .............. 68 UNIT 10 - Managing Your Work, the Senses in Learning, Study Skills & Goal Setting ...................... 76 UNIT 11 - Positive School Reports & the Junior Cycle .......................................................................... 84 UNIT 12 – Reviewing Your Journey.................................................................................................................... 92 Appendix I ................................................................................................................................................................... 100 5

Introduction Teacher Manual

You Are Here is a 1st year induction programme designed to give new students a comprehensive start on their post primary school journey. The idea behind the programme is to pace and repeat the information they receive, as many new students find this a very challenging and overwhelming time. Placing the student at the centre of the induction process and dedicating time to settling them into their new school is essential to making this a positive experience.

You Are Here — A Student’s Guide to Navigating 1st Year is broken down into three levels:

LEVEL 1 En Route

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Is set around the initial days for the student in school, learning the fundamentals such as understanding their timetable, finding their way around the school, getting organised and knowing how to ask for help and where to get support.

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YOU ARE HERE | Introduction

LEVEL 2 On The Right Track Is about drilling down on the expectations we have of students such as respect, rules, attendance and punctuality. It is also important to spend time letting them get to know one another; it is important that they make friends within their class group. They will learn about extra-curricular activities and how to avoid conflict.

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LEVEL 3 Reaching Your Destination By now, the majority of your new students have settled into their new school. This is where they learn about being a responsible member of the school community. One of the biggest hurdles for new students is learning how to manage their work; this is explored along with an introduction to study, goal setting and exam preparation. Students learn about how the school communicates with home, how to achieve the best reports and they become familiar with the Junior Cycle.

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Layout of the Programme The intention of the programme is to deliver 24 hours of induction, taken out of the 400 hours of Wellbeing that students must receive as part of the Junior Cycle curriculum. There are many ways that your school may plan to deliver this programme, it is set up to allow for flexibility and to cater for the student and school needs.

Each unit takes approximately two hours to deliver. This can be completed in one unit or broken down into two 1-hour classes or three 40-minute classes. There are ice breakers to begin each unit, to help set the tone for students and to allow for breaks if necessary.

Review to Refocus Unit 12: Reviewing Your Journey is suggested for a post mid-term and post Christmas review.

Returning from breaks, students can lose focus in their approach to their work and their behaviour. It can be a great opportunity to revisit the key induction points and ensure they are embedded.

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Suggested delivery approach: Unit

Timeline

Breakdown

1st day

One block

2nd day

One block

1st fortnight

As the school requires

Unit 5 - 8

By end of September

As the school requires

Unit 9 - 11

By the mid-term break

As the school requires

Unit 12

One-hour review post mid-term and one-hour review post Christmas

One block each

Unit 1 Unit 2 Unit 3 & 4

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This plan can be used as a guide which can be adapted to suit the needs of your students.

This teacher manual is intended for the use of all staff members and therefore can be used as a ‘drop everything and teach' induction approach or could be delivered during a timetabled Guidance or Wellbeing session or in blocks taking over from timetabled classes. It does not have to be delivered by the same teacher each time.

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YOU ARE HERE | Introduction

Layout of the Student Workbook Each unit outlines the learning intentions at the beginning and then suggests an icebreaker to get started; these are optional, but are a good way to set the tone and encourage students to mix.

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The units are learner centred, with practical and engaging activities to help emphasise the learning outcomes for the students. These are outlined throughout the unit but can be altered if the teacher does not feel they would suit their class. The programme uses a range of methodologies to help keep the student engaged while facilitating the learning.

Students are given the opportunity to work individually, in pairs, or as a group.

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Statements of Learning The following Statements of Learning are featured throughout this programme:

Statement of Learning

Example of Related Learning in the Unit

1. Communicates effectively using a variety of means in a range of contexts in L1

Each unit uses a variety of methodologies, group work, pair work, and whole-class discussion, that facilitate communication. Students are encouraged to present their ideas to their peers and teachers.

3. Creates, appreciates and critically interprets a wide range of texts

Throughout the programme, students are presented with a variety of texts and asked to answer questions, form opinions or discuss them.

5. Has an awareness of personal values and an understanding of the process of moral decision making

Over the course of the programme, students will be asked to think about what they value. They will also learn about the values of their school community.

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11. Takes action to safeguard and promote her / his wellbeing and that of others

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YOU ARE HERE | Introduction

Each unit deals with at least two wellbeing indicators, and throughout the entire programme all indicators are explored.

Students will become more aware of their own wellbeing and are encouraged to look after themselves. They will also learn about how their actions can affect the wellbeing of others.

Health and Safety Due to the ever-changing COVID-19 pandemic, some activities are currently not advisable or need to be modified. All activities must be undertaken in line with current government guidelines. For example, the pencil case challenge in Unit 3 must be completed individually, it is not advisable to ask students to swap pencil cases. You may also wish to include information about best COVID-19 prevention practices and rules around face masks, etc.

PowerPoint Presentations Each unit is accompanied by a PowerPoint presentation; this is where you can adapt the unit to add school-specific content. These are designed to support the teacher in delivering the programme, but are not essential. All that a student requires is their workbook.

Methodologies

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There are methodologies suggested throughout each unit. These are to support the teacher but can be altered to suit the needs of the class. As this programme is designed to help the students become familiar with their new surroundings, there is an emphasis on interaction with their peers, in an attempt to encourage them to get to know their classmates. The programme suggests that many of the activities are conducted in pairs and groups.

Think, Pair, Share

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Encourages students to think about the activity for themselves first and then collaborate with a partner on their ideas and, finally, share their combined response with their class.

Placemat Methodology Is used several times throughout the programme as it helps students to stay engaged on a particular topic. The question is written in the centre and then each team member records their thoughts in their section.

Post-it / Padlet Another suggestion is to use Post-its to allow students write questions or comments and then move around the room to deliver them to their correct category. Students enjoy this as they get to move around instead of just calling out an opinion.

To convert this to an ICT methodology, use a Padlet page by going to padlet.com and students can log on to the same page and post a note on a shared wall which can be displayed for the whole class to see.

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Assessment This programme is set up to encourage students to self-assess their progress. At the end of each unit, students complete the recap questions and then decide themselves if they have completed all elements of the unit. They can then indicate how they feel about it using the emoji indicator.

They are encouraged as much as possible to apply the information they have learnt to each day in school.

School-Specific Content At the beginning of each unit, there is a list of everything you may need to complete the unit.

To customise the unit to reflect the specific protocols and procedures of your school, see the programme outline below.

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Level Topic

School-Specific Content

UNIT 1 - Welcome

Class timetable School day structure

Timetable VIP

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Invite a VIP (form teacher / year head)

Level 1

UNIT 2 - Finding Your Way Learning to Find Your Way

Map / Tour

Fire Safety

Fire assembly point

VIP

Invite a VIP (deputy principal)

UNIT 3 - Organisation Essential Items

Daily school requirements

Subject Requirements

Equipment required per subject

My Locker

Locker usage times and rules

My Journal

Specific journal information

UNIT 4 - School Supports School Supports

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YOU ARE HERE | Introduction

Type of supports available and contact person

Level Topic

School-Specific Content

UNIT 5 - Respect & Rules The Code of Behaviour

Copy of the school's Code of Behaviour

Classroom Rules

Specific classroom rules

Level 2

UNIT 6 - Attendance, Punctuality & Dress Code Attendance

School-specific Attendance Policy

VIP

Invite a VIP (HSCL / Attendance Officer)

Punctuality

School-specific Punctuality Policy

Uniform

School-specific Uniform/Dress Code Policy

UNIT 7 - Making Friends, Extra-Curricular Activities & Avoiding Conflict Extra-Curricular

A list of all extra-curricular activities available and information about participation

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Avoiding Conflict

Typical consequences of behaviour

UNIT 8 - My School Community Getting to Know Your New School

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A brief history of the school

The school mission statement or motto An understanding of the school crest

UNIT 9 - Looking After Our School Environment, Acceptable Usage Policy & Bullying The School Environment

Knowledge of all rules and routines specific to the school environment, e.g.: bins and lights, etc.

VIP

Invite a VIP (SNA)

Acceptable Usage Policy

Acceptable Usage Policy

Level 3

UNIT 10 - Managing Your Work, the Senses in Learning, Study Skills & Goal Setting Managing Your Work

School's Homework Policy

UNIT 11 - Positive School Reports & the Junior Cycle Positive Reports The Junior Cycle

Example of a school report Date of the 1st year PTM Information on the short courses offered

UNIT 12 - Reviewing Your Journey Optional certificate of completion for each student

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LEVEL 1 En Route UNIT 2

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Finding Your Way

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UNIT 1 Welcome

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YOU ARE HERE | Level 1 - En route

UNIT 4

School Supports

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Organisation

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Unit 1 Unit 1

Welcome

Teacher Manual

Welcome

Welcome to your new school, this is a very exciting and busy time as you start on the newest chapter of your life.

This workbook will help you to manage your transition into post primary school. You will have lots of time to adjust and you will get plenty of help along the way.

You are beginning on Level 1: En Route, you are at the start of your post primary school journey.

In this unit, you will meet new people and find out more about them. You will get familiar with your timetable and learn about the layout of a school day.

Finally, you will explore the classroom and get some of your burning questions answered!

Welcome to You Are Here - A Student’s Guide to Navigating 1st Year.

Wellbeing Indicators Connected

As we all know, this can be a very anxious time for the incoming 1st year students. This programme is designed to put them at ease.

Aware

Resilient

Respected

Active

Responsible

Learning Intentions By the end of this unit, you will be able to: 1.

2.

3.

4.

Each unit can be adapted to suit your school.

Complete it as one session or divide into two 1-hour long classes or three 40-minute classes.

Identify and name some of your new classmates.

Read a timetable.

Identify a staff member (VIP).

Describe a typical school day and know where your main classroom is.

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Keyword Learning Intention: What we will learn about during this unit.

Welcome to your new school!

E L P M A I am part of 1st year in 20

My new school is called:

My class is called:

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Wellbeing Indicators Connected

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Aware

Learning Outcomes

Resilient

Respected

By the end of this unit, students should be able to: 1.

2.

3.

4.

YOU ARE HERE | Level 1 - En Route

Identify more students in their new class by name.

Read a timetable.

Listen and learn about a staff member (VIP).

Display their knowledge of a typical school day and the location of their main classroom.

Active

Key Skills

Communication, Being Literate, Being Numerate, Managing Myself Statements of Learning

1

What you need: • Display the presentation • Invite a VIP • Post-its or a Padlet.com page • Student timetable - optional colour-coded stickers or colouring pencils.

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YOU ARE HERE | Level 1 - En route

Responsible

Ice Breaker - Name Game When all students are seated and you have introduced yourself, ask the student nearest you to say their name and one food they like that begins with the same first letter of their name, “My name is Adam and I like apples.”

The following student introduces themselves in the same way while also repeating the previous students’ information. “I am Noah and I like nachos; he is Adam and he likes apples.”

This continues throughout the room; to keep all students engaged, you will go last and allow a student to time you… then set the challenge - who can beat the teacher?

Or, if you don’t want to take part, challenge the students to volunteer to complete the whole class of names in the opposite direction. You may provide a prize for the winner.

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Welcome to your new school!

Students open page 10 and complete the year, school name and class name.

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Write the answers on the board or type on a screen in order to guide the more anxious students.

Ask students to write down one question they have about school at the moment. Explain that they will return to this question at the end of the unit; this is mainly because it will probably be answered over the course of the unit.

VIP

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The very important person activity repeats itself throughout the units; this is to stagger the number of new staff the students meet. It is a good idea to spend time introducing them to staff who are significant for 1st years such as the form teacher / year head or deputy principal.

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Today’s VIP

Use the presentation to display the VIP information; this will help the struggling students to record the information. The very important person today is the teacher in charge of your class, let’s find out a little about them.

Name of VIP: How long I've been in the school: Where to find me: My role is: What subject do I teach, if any?

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Timetable The purpose of spending time exploring the timetable is that we can take for granted what students understand. Many of them will never have used a timetable before. Every timetable layout is different as students have chosen different subjects. Ensure that students understand the layout and how to read a timetable, that the information runs vertically and that the times shown are when classes start. Pay special attention to abbreviations of subject names, room numbers and teacher names. All of this can be very challenging for our new students.

Display their timetable in the presentation and spend time explaining it.

Optional: Adopt the colour-coded system or allow students to choose their own colours.

This is to link the timetable by subject colour to the label on the textbook and all copies and hardbacks to help students get organised. Greens for language, blues for numeracy, etc.

By employing a colour-coded system, you are setting the student up for a more organised approach to their subjects and their materials.

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Subject

Abbreviation

Suggested Colour

ENG

Green

IRI / GAE

Green

MFL

Green

FRE

Green

SPAN / ES

Green

GER

Green

MAT

Blue

HIS

Yellow

GEO

Brown

Business Studies

BUS

Blue

Science

SCI

Blue

Visual Art

ART

Red

Music

MUS

Red

Home Economics

HOME EC / HE

Pink

Physical Education

PE

White

Religion

RE

Orange

Applied Technology

AT

Purple

WW / WT

Purple

GRA

Purple

Engineering

EN

Purple

Classics

CL

Black

Environmental Social Studies

ESS

Brown

English Irish / Gaeilge Modern Foreign Language French Spanish German Maths History Geography

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Woodwork / Wood Technology Graphics

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YOU ARE HERE | Level 1 - En route

Following the timetable will help you to stay organised.

Top Tip

3

Fill in the timetable

3

A copy of your timetable at home and another in your locker will help you to be more organised.

Fill in the timetable

Time / Period

Monday

Tuesday

Wednesday

Thursday

Friday

Instruct the students to fill in the timetable provided in the workbook, or, alternatively, the timetable in their journals.

Students become familiar with the layout of their typical day in school, learning how long are the classes, when are the breaks, shorter days, etc. By knowing what to expect, we are putting them at ease.

If they are using a different schedule for the first few weeks, this is also a good time to mention it. It can be beneficial to pose questions to the whole class such as: 12

YOU ARE HERE | Level 1 - En Route

• What subject do you have period 2 on a Wednesday?

• What day do you have PE? • What is your English teacher's name?

• What room is Maths in?

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• What time do you get morning break?

A Typical Day in School

A Typical Day in School 4

The clock

Use the clocks below to fill in the times in both analogue and digital.

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The clock

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A Typical Day in School 4

00:00 --:-8:00 The clock

00:00 --:---:-00:00 8:00

00:00 --:---:-00:00

00:00 --:---:-00:00

00:00 --:---:-00:00

00:00 --:---:-00:00

00:00 --:---:-00:00

00:00 --:---:-00:00

00:00 --:---:-00:00

00:00 --:---:-00:00

Top Tip

Your classroom

Ask students to look around their main classroom and then sketch the room into their workbook.

Your classroom

A bell will ring to signal your class is over. Do not leave until your Top Tip What room is your teacher base class / form room / main says it is OK to do so. classroom?

Sketch your main classroom in the box below and highlight where you sit.

Room number: 5 Your classroom

Floor:

What room is your base class / form room / main classroom?

Sketch your main classroom in the box below and highlight where you sit.

Room number:

Floor:

Blackboard

Mention if there are any exceptions, e.g. except Tuesday, when there is assembly.

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A bell will ring to signal your class is over. Do not leave until your --:-00:00 00:00 --:-00:00 teacher says it is OK to --:-do so.

Blackboard

Include the room number, what floor it is on, door or wall colour, where they sit, who owns the room (teacher) and when they attend this room (e.g. each morning, for Tutor or Wellbeing Time).

00:00 --:--

Use the clocks below to fill in the times in both analogue and digital.

Talk students through the timing of the school day as they record important times on the clock in both analogue and digital. Remind students to label each time slot using school-specific language, class, lesson, period, etc.

5

00:00 --:--

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This is to help them feel at ease in their main room.

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Unit 3 Recap Display the recap slide to help students remember what was covered throughout the unit as they answer the following questions:

Unit 3 Recap

Now that you have reached the end of Organisation, you have covered many areas of school life: What you need each day, My Bag, My Pencil Case, My Locker, My Journal, My Learning Space.

Do you feel more organised now?

Did you gain any tips that will help you to manage your materials better?

1. Do you feel more organised now?

2. Did you gain any tips that will help you to manage your materials better?

What questions do you still have?

There were two new keywords from this unit, requirement and concentrate. Can you put them into sentences?

Requirement:

Concentrate:

3. What questions do you still have?

4. There were two new keywords in this unit, requirement and concentrate. Students put the keywords into sentences.

Congratulations on Completing Unit 3!

Put a tick next to your achievements below.

I am more organised than before.

I know how important it is to bring all of my materials to school each

day.

I am aware that I need to keep my pencil case stocked.

I understand that I must clean out my bag regularly.

I have a list of all the materials I need for each class.

I know that my locker needs to be kept tidy.

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Students then complete the checklist, highlighting their achievements from the unit.

I understand how important it is to fill in my journal each day.

I am aware of how to make a learning space.

I understand two new keywords and can explain them, requirement

and concentrate.

Circle your emoji response: I’m feeling

Students circle their emoji response.

Extras

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Ice Breaker 2 - Silent Birthday Line Up Instruct the group that they need to get into a line in order of their birthday, by month and date.

Students organise themselves without speaking. Teacher facilitates and checks the order that the group is in to see if it is correct.

The benefit of the icebreaker is they are working together while also learning new things about each other.

Ice Breaker 3 - Class Discussion Present the slide, 'Simple Steps to Staying Organised'.

Go through the steps. Facilitate a class discussion using the following questions: Are they useful?

Can students add to the list? Where can we use these steps in our life?

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YOU ARE HERE | Level 1 - En route

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Unit 4 Unit 4

School Supports

School Supports

This is the last unit of Level 1: En Route. This unit, School Supports, is very important. You may never need to use the additional supports available, but it is useful to know that they are there.

Wellbeing Indicators Connected

Respected

Aware

Responsible

By the end of this unit, you will be able to:

Resilient

is needed.

Asking For Help With School Work Post primary school is no different to primary when it comes to asking for help, you just have more teachers to ask and this can be a little daunting. Questions are welcomed by all teachers once they are asked in the right way.

The best way to ask for help is: T.A.S.K. Think about what you have been asked to do.

Say it at the right time, waiting until your

teacher is free, and raise your hand to ask.

Work on or try again while waiting.

Attempt the work yourself.

Know what you are asking.

Questions help the entire class to learn once they are asked in the right way and are about the current work. Teachers want to help their students, and it helps the teacher to know if you have questions or if you are finding something difficult.

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YOU ARE HERE | Level 1 - En Route

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Wellbeing Indicators

Active

1. Ask for additional help correctly.

2. Check in with yourself and know how you are feeling.

3. Choose a school support for yourself or another when extra help

Unit 4: School Supports is very important, as many students find it hard to imagine they will ever need additional support. It is essential that they know where to find it, if the need arises.

Respected

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Learning Outcomes

Resilient

Learning Intentions

Your students have almost completed Level 1: En Route of their induction programme and are beginning to settle into their new school.

Connected

Aware

By the end of this unit, students should be able to:

1. Demonstrate how to ask for help appropriately (T.A.S.K.).

2. Identify and discuss feelings they’ve experienced as they settle into post primary school.

Active

Responsible

Key Skills

Being Literate, Managing Myself, Staying Well, Working With Others, Communication

Statements of Learning

1, 5, 11

3. Recognise supports available to them and locate support team members.

What you need: • Display the presentation • Information on all school supports such as guidance, SEN and First Aid.

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Ice Breaker - Free Positive Thoughts Divide the classroom into three areas. On the right side of the room: “I like it”, on the left side of the room: “I dislike it”, in the middle: “I’m not sure”.

Read the positive thoughts and ask the students to decide, like / dislike / not sure.

• Whoever is happy will make others happy too - Ann Frank.

• You don't have to be great to start, but you have to start to be great.

• The best way to forget the bad things in life is to learn to remember the good times - Mark Amend.

• I’d rather attempt to do something and fail than do nothing and succeed - Anne Lamott • Success comes in cans, not can’ts.

• Nothing itself is impossible, the word itself says, 'I’m Possible'.

E L P M AWith School Work Asking ForS Help • Make the choice to let go of negative thoughts.

• Complain less, breathe more.

If the group is lively, or, due to space constraints, it is not feasible to move around, you can do thumbs up / down / no hands. Have whole-class debrief after students move to their chosen response. Ask one person why they have chosen to agree or disagree.

After hearing chosen students' response, ask whether anyone feels like moving.

Teaching students our expectations of them can help them to follow our classroom rules. Asking for help is often difficult for 1st years as they are coming from a very different set up in primary school.

We want to encourage students to ask questions while also demonstrating the best way to do it.

T.A.S.K. - helps them to remember how to appropriately request help.

Think about what you have been asked to do.

Attempt the work yourself.

Say it at the right time; if you have a question, wait until the teacher is free to ask, continue with your work, or try again while waiting.

Know what you are asking.

There will be more on classroom rules in Unit 5.

Top Tip

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Remind students they are not the only one who has a question, they are just the bravest.

YOU ARE HERE | Level 1 - En route

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Which student is going to get the better response?

Read the scenarios to the students and ask a student to demonstrate the teacher’s reaction to the following situations.

1

Which student is going to get the better response?

Emmanuel

Sive

1. Emmanuel jumps up while the teacher is speaking, shouting out, “I just don’t get it, it’s stupid.”

How will the teacher react?

2. Sive has attempted her work but has become confused halfway through; she raises her hand and waits for the teacher to call on her; while waiting, she attempts the work again.

How will the teacher react?

Emmanuel jumps up while the teacher is speaking, shouting out, “I just don’t get it, it’s stupid!”

Sive has attempted her work but has become confused halfway through; she raises her hand and waits for the teacher to call on her; while waiting, she attempts the work again.

Which student will get the better reaction from their teacher and

why?

Student: Why? If you are finding a whole topic or subject a bit difficult, it might be better to ask for help before the class starts or at the end. There will be lots of support available to get you back on track once you explain what the problem is.

Finally, using the presentation, display to students your school-specific academic supports. Spend some time explaining to students how they can get extra help with a subject they are finding difficult.

What help is available if you are finding school work difficult?

E L P Checking In M A S Top Tip

You are not the only one who has questions, you are just the bravest.

Students use the presentation to answer the question, "What help is available if you are finding school work difficult?"

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Keyword The transition from primary school to post primary school can be extremely overwhelming for some of our students, mostly because Acknowledge: they are experiencing feelings that they don't fully understand.

Checking InTo admit the truth or This section is designed to help them differentiate between Keyword existence of something. comfortable and uncomfortable feelings. By doing this activity, students will realise that these feelings are normal and that their peers are going through the same thing.

This unit is all about being aware of how we are feeling.

You have had a busy few weeks preparing for and starting post primary school. Throughout this changing time we can experience a lot of different feelings. This is all part of transitioning from primary to post primary school; as you adjust more, you will begin to feel settled in post primary school. Until then, it is important to acknowledge your different types of feelings, both comfortable and uncomfortable, and understand that they are normal.

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Feelings

Can you arrange this list of feelings into comfortable feelings and

Excited

2

Joyful

Stressed Hopeful

Feelings

This activity is to give students the opportunity to familiarise themselves with the language of feelings.

This can be a very good activity in pairs.

Acknowledge

To admit the truth or existence of something.

Nervous Happy Bored

Sad

Relieved

uncomfortable feelings?

Upset

Surprised Confused Frustrated Irritated Curious Anxious Confident Enthusiastic Motivated Relaxed

Comfortable

Uncomfortable

Students split the feelings into comfortable and uncomfortable feelings.

They also add a feeling to the list and create an emoji for that feeling.

Can you and your partner add a feeling that is not on the list and create an emoji to match?

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YOU ARE HERE | Level 1 - En Route

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3

Mirror, Mirror

3

Mirror, Mirror

Keyword

Can you identify some feelings you have had since beginning post primary school? Write them on the mirror below.

Students independently identify feelings they have been experiencing since starting post primary school. It is important that students take time to acknowledge their own feelings and record them on the mirror.

Identify To figure out or show who someone is or what something is.

Students may wish to share or keep it private.

Know that all these feelings you are experiencing are very normal and that the transition to post primary school is a big deal, but in a few weeks, you will begin to feel settled.

By acknowledging these feelings you are checking in with yourself; this is something that we should all do regularly.

How can I check in with myself?

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Ask yourself some simple questions.

What uncomfortable feeling am I experiencing? Why am I in a bad mood, or why do I feel down? Give yourself some time to think about this and be honest with your answer.

Keyword

Understanding what is causing a feeling

Identify

Now that students have identified different feelings and reflected on their own feelings since starting post primary school, it is beneficial to look at how some of their behaviours can cause feelings of unease.

To figure out or show who someone is or what something is.

E L P M A

In groups, or as a whole class, read out the scenario and ask students to identify the problem and suggest how to help. They record their answers in their workbook.

4

Understanding what is causing a feeling

When we don’t know what is causing an uncomfortable feeling it can make us feel anxious and unhappy.

Once we identify what is causing us to feel a certain way, we can manage the feeling a lot better.

Read the scenarios and answer the questions below.

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1. Ruth feels uneasy in her stomach, starting on Sunday night and again

on Monday morning. Ruth didn’t do her homework at the weekend as she was busy with friends.

Ruth is in bad form and is snappy with the people she lives with before and after school on Monday.

What is wrong? How can Ruth feel better?

If you have a very dynamic group, you could get them to act out the scenarios.

Scenarios

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2. Andrei’s friends say they don’t miss primary school, they say they

love secondary school as it's more fun and you have more freedom. Andrei feels worried sometimes, as he is finding it difficult to remember all his books and copies and he keeps getting lost. Are Andrei’s feelings normal?

What would help?

3. Your friend Sarah has become quiet, she doesn't reply to your messages, in school and she never comes out anymore. Should you be concerned?

she doesn't say much What could you do?

What is causing Ruth, Andrei and Sarah to feel the way they do?

Scenario 1 - Ruth 1. What is wrong?

2. How can Ruth feel better?

Scenario 2 - Andrei

Ruth feels uneasy in her stomach, starting on Sunday night and again on Monday morning. Ruth didn’t do her homework at the weekend as she was busy with friends. Ruth is in bad form and is Scenario - Sarah snappy with the people she lives with before and after school on 3Monday.

What is wrong? How can Ruth feel better?

1. What is wrong?

2. How can Andrei feel better?

1. What is wrong?

2. How can Sarah feel better?

Key points

We all go through a range of feelings and emotions in one day, this is perfectly normal. When a bad mood or anxious feeling lasts for a long period of time, this isn’t OK and it may be time to ask for some advice.

• Ruth feels guilty, anxious or stressed because her work is not done. She is taking her feelings out on her family and the stress is causing her to feel unwell.

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YOU ARE HERE | Level 1 - En Route

• She needs to manage her time better at the weekends as there is plenty of time for school work and a social life.

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YOU ARE HERE | Level 1 - En route

Andrei’s friends say they don’t miss primary school. They say they love post primary school as it's more fun and you have more freedom. Andrei feels worried sometimes, as he is finding it difficult to remember all his books and copies and he keeps getting lost. Are Andrei’s feelings normal?

What would help?

Key points • Yes, it is very normal, it takes everyone time to get used to change and some people will take longer to get used to their new life in post primary school.

• Talking about how he is feeling could help. If Andrei organised his books in his bag and locker it may make them easier to find (he could revisit Unit 3). It would also be beneficial to have a timetable at home and in his locker to help him organise his books.

Your friend Sarah has become quiet, she doesn't reply to your messages, she doesn't say much in school and she never comes out anymore. Should you be concerned, what could you do?

Key points • There is probably nothing to worry about, but it is very easy to ask Sarah is she OK and explain to her what you have noticed.

E L P School Supports M A S

• If she says everything is fine, but you are still not happy she is OK, you should tell an adult. If she says she is not feeling good, help her find support, suggesting an adult she can talk to, i.e. her class tutor or some of the supports we will explore in this unit.

School Supports

This section is imperative as students are inexperienced and they may not know the range of supports available to them in school. By spending time explaining the supports, it can put anxious students at ease and give a struggling student the information they need but may not know how to ask for.

Speaking to your family and friends is really important and can be very helpful when something is bothering you, but sometimes we need to talk when we are in school.

The purpose of a school is to educate its students, but it is also a place that supports and looks after its students.

Your school has a whole host of people who are trained to help and support you through whatever happens on your journey through post primary school.

5

Who can help?

Can you think of anyone you have met in school whose role it is to support students?

Answer: Everyone!!

In-School Supports Add the correct teacher name next to the title below.

All support will be offered in a discrete and sensitive way.

It is really important to identify what is causing us to feel uncomfortabl e, this can help us get to the root of the problem and fix it.

5

Who can help?

Title

Name

Where to find them

Guidance Counsellors

Ask students who they think can help in school. Explain that we are all mandated people and can help even by knowing who to put them in contact with. This is essential information, as when a student reaches out for help, it is paramount that they are supported. Students should fill in “Everyone”.

Principal

Deputy Principal

Form Teacher

Year Head

Home School Community Liaison

Special Needs Assistant

Behaviour For Learning

Special Education Team

Using the presentation, display the supports available in your school. Explain each support to make sure students are clear on what your specific school supports are. It is very useful to fill in actual names and room numbers, particularly for guidance counsellors, whom 1st years may otherwise not meet.

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LEVEL 2 On The Right Track

E L P M A UNIT 6

Attendance, Punctuality & Dress Code

S UNIT 5

Respect & Rules

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YOU ARE HERE | Level 1 - En route

UNIT 8

My School Community

E L P M A

S UNIT 7

Making Friends, Extra-Curricular Activities & Avoiding Conflict

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8

8

Fill in the thermometer

Fill in the thermometer

Fill in the red thermometer with three reasons your temperature

What puts you in the red? Choose from a suggestion below or write

Worry

Students think about what causes their temperature to be raised, answering the three prompts.

your own.

1. Annoys me

Stress Being told what to do Feeling you are not being listened to Feeling you are being laughed at

2. Frustrates me

Overtired

Then they consider what helps them to cool down, filling in the three prompts.

Hunger Not getting what you want

3. Angers me

It is OK to have your temper raised, but it is very important to be able to bring yourself back to calm. What helps you find your cool?

Fill in the blue thermometer with three ways you bring your temperature down.

What brings you back to cool? Choose from a suggestion below or

9

Mindful colouring

Listening to music

write your own.

1. Cool

A walk Exercise Food

Finally, everyone does some mindful colouring to try to help them feel relaxed (including you). Teacher plays calming background music.

Taking deep breaths

A hug Spending time with family / friends Talking about your feelings

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E L P M A

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YOU ARE HERE | Level 2 - On The Right Track

2. Calm

Feeling heard

3. Relaxed

rises.

Unit 7 Recap

Unit 7 Recap Throughout Unit 7 you have learnt about making friends, the extra-curricular activities available in your school and how to get involved. You have also explored conflict, consequences and your own reactions by taking your temperature.

Can you think of one way you could make a new friend?

Display the recap slide to help students remember what was covered throughout the unit as they answer the following questions.

When in trouble, how do we prevent things getting worse?

How can we avoid conflict within our class?

The keyword from this unit is extra-curricular, can you put it into a sentence?

1. Can you think of one way you could meet a new friend?

Extra-Curricular:

2. When in trouble, how do we prevent things getting worse?

Congratulations on completing Unit 7!

Put a tick next to your achievements below.

3. How can we avoid conflict within our class?

I have gained some tips on how to make new friends.

I know all about the extra-curricular activities on offer in my school.

4. The keyword for this unit is extra-curricular.

Students put it into a sentence.

I learned how to avoid conflict.

I understand that I have the power to prevent conflict from getting worse by using Stop, Think, Choose.

I know how to avoid conflict with my classmates.

I am aware of my internal thermometer and how to calm myself

Students then complete the checklist, highlighting their achievements from the unit.

down.

I understand a new keyword and can explain it, extra-curricular.

Circle your emoji response: I’m feeling

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Students circle their emoji response.

Extras

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Ice Breaker 2 - A Great Wind Blows

Arrange your classroom chairs in an inward-facing circle and have everyone sit in a chair. Stand outside of the circle and say the phrase “A great wind blows for everyone who…” and fill in the statement with a characteristic that students may have in common.

Any student that identifies with that particular characteristic must stand up and move to a different chair.

Every time someone gets up, a chair is removed. Any student that cannot find a chair will step outside of the circle and help the teacher think of phrases for the remaining players.

It is worthwhile to use the vocabulary from the unit - “A great wind blows for anyone who is loyal.”

Ice Breaker 3 - #IAmAwesome Take a large piece of flip chart paper and tape it to the wall, or use the whiteboard. Once students enter the classroom, hand them a marker and have them think of a hashtag or two that describe themselves. Allow them to write their hashtags on the wall and explain them to the rest of the class.

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Unit 8

My School Community

Unit 8

My School Community This is the last unit in Level 2: On The Right Track, congratulations on your progress through the induction programme. This unit is an opportunity to learn more about your new school community and your classmates.

Wellbeing Indicators Connected

This is the last unit in Level 2: On The Right Track.

Students should have gained knowledge about the key areas of school life. Now they will learn more about the school community that they belong to, helping them to feel more connected to their new school.

Aware

S

Learning Outcomes

Resilient

Resilient

1.

2.

3.

4.

Responsible

Know the history of your school.

Explain the meaning behind the school crest.

Discuss the school motto or mission statement containing the values of the school.

Know more about each other by discovering the similarities and differences between you.

Getting to Know Your New School We don’t spend time thinking about what happened in our school before we arrived, but it is important to know a little bit of the history behind your school today. You are now part of a much bigger community, it is made up of all the students, teachers and staff that currently work in and attend your school but also the hundreds, maybe thousands, even hundreds of thousands, of people who have been part of your school over the years.

Respected

1. Discuss the history of their school.

2. Explain the meaning behind the school crest.

3. Know the key points of the school motto or mission statement containing the values of the school.

4. Compare and contrast similarities and differences between themselves and their peers.

Active

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Responsible

Key Skills

Being literate, Communicating, Staying Well, Working with Others Statements of Learning

1, 3, 5, 11

What you need: • Display the presentation • Post-its or a Padlet.com account • Five blankets • Brief points on the school's history, knowledge of the school mission statement and an understanding of the crest.

YOU ARE HERE | Level 2 - On The Right Track

Active

Learning Intentions

By the end of the unit, students should be able to:

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Respected

By the end of this unit, you will be able to:

E L P M A

Wellbeing Indicators Connected

Aware

Ice Breaker - The Floor Is Lava Break the group up into teams of four or five. Lay a blanket for each group flat on the floor and ask each team to stand on top of it like it’s a tiny island.

The goal of this exercise is to figure out how to flip the blanket over without letting anyone on the team touch the floor (pretend the floor is lava). If one person falls off the island, the whole team must restart. The first team to flip their blanket over wins. Recap the activity once a team has won.

Discuss the importance of team work.

Getting to Know Your New School Throughout this unit, students will gain insight into the history of their school. This information can be very beneficial to share with students as it helps them to understand they are part of a wider community and this can help them to settle in. It can be a very positive exercise to mention people who have gone on to be successful after attending your school.

1

E L P M A

The history of our school

The aim of the activity is to get students thinking about what they already know about their school’s history. Using the placemat, students work in groups of three or four to think about what they already know about the history of their new school.

S

1

The history of our school

Hint

Using the placemat below, work in a group to put together as much information as you know about your school already.

Think about: the uniform, the journal, the building.

Our School History

Students discuss what they know. If groups are struggling, encourage them to look around, the crest on the uniform, a page in the journal, famous alumni or a picture in the room might give them a clue.

Pick two facts about your school's history that you learned today:

1.

When students are finished, reveal a slide with 3-4 points on a brief history of your school including the current patronage or Trust. Students pick two points they didn't already know and fill them into the workbook.

2.

School Values Now you know a little bit more about your school’s history, and whether it is very old or very modern, it will have values that it wants to pass on to you throughout your time here.

These values are usually captured in the school motto, slogan or mission statement. Your teacher will explain it to you.

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Keyword Values: Are what we think are important and worthwhile.

YOU ARE HERE | Level 2 - On The Right Track

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School Values Keyword

The values of a school are best captured in the school’s motto, slogan or mission statement. Explain this to the new students.

Students gain knowledge and values beyond their subject areas during their time at school. These values underpin all that they do and it is important to draw links between this statement and your Code of Behaviour.

2

Values: Are what we think are important and worthwhile.

A. School motto

Display the school’s motto, slogan or mission statement and explain it to students. Students then write the motto into their workbook.

2

A. School motto

Fill in your school’s motto, slogan or mission statement.

B. Text / Tweet your school’s motto, slogan or mission statement

B. Text / Tweet your school’s motto, slogan or mission statement Take the above school motto, slogan or mission statement and text / tweet it in your own words in under 280 characters (about three sentences).

E L P M A

When students understand the school motto, they convert it into their own words in under 280 characters and even using text speak if they can! By being able to put it into their own words, students demonstrate their understanding of the motto.

S

2

A. School motto

Fill in your school’s motto, slogan or mission statement.

3 My class history B. Text / Tweet your school’s motto, slogan or mission statement We know about the history of our

Take the above school motto, slogan or mission statement and text / tweet it in your own words school, and now it is time to record in under 280 characters (about three sentences). Class name: ________________________________ the history of our class.

If there are any new or difficult words, such as diversity or inclusion, add these to the keywords for the unit.

3

My class history

Here we will record who makes up our class, the languages we speak and the primary schools we came from. Your class is made up of lots of individuals all working together to create a unique mix of students who are on a similar journey.

Decide what you value as a class, whether it be education, friendship, loyalty, diversity, inclusion, equality, or kindness. Aim to show these values in the way you treat one another.

3

Explain to students that they too will become part of the school's history. In this activity, participating all together, your students record the history of their class, paying special attention to what values they think are important.

Year: ________________________________________

How many students: ___________________

We are from: ______________________________.

We speak _______________ languages.

We come from _________________ different primary schools.

We value ___________________________________.

My class history

We know about the history of our school, and now it is time to record the history of our class.

Here we will record who makes up our class, the languages we speak and the primary schools we came from. Your class is made up of lots of individuals all working together to create a unique mix of students who are on a similar journey.

Decide what you value as a class, whether it be education, friendship, loyalty, diversity, inclusion, equality, or kindness. Aim to show these values in the way you treat one another.

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Class name: ________________________________ Year: ________________________________________ How many students: ___________________ We are from: ______________________________.

We speak _______________ languages.

We come from _________________ different primary schools.

We value ___________________________________.

Using the presentation, display the ‘Our Class History’ slide and facilitate a whole-class discussion on what points are important to remember about this class. Pay particular attention to the values and link them to the school values and how they behave towards one another.

Class name:

We speak (number of) languages.

Year:

We come from (number of) primary schools.

How many students:

We value:

We are from: (number of) counties / countries or towns, etc).

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YOU ARE HERE | Level 2 - On The Right Track

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4

My school crest

The school crest is very rarely explained to students, yet many students are wearing it on their uniform each day. It is essential that students have some understanding of what it represents, especially if there are any Latin words or phrases, or meaningful shapes or colours.

Using Think, Pair, Share, ask students to study the school crest. In pairs, they answer questions 1 - 4 in their workbook.

The answers are shared in a whole-class discussion.

1. Do they like the crest?

2. Look at the images in the crest, what do you think they represent?

3. Why do you think they were chosen?

E L P M A

4. Are there any words used? If so, what do they mean?

4

My school crest

One symbol of the school we will look at today is your school crest, as it contains a lot of information about your school. It is especially important to understan d what it means if you are wearing it on your school uniform each day.

In pairs, explore the school crest:

Using the presentation, reveal your understanding of the crest.

1. Do you both like the crest?

S

Students draw the crest into their workbook and label it with their explanation.

2. Look at the images on the crest, what do you think they represent (mean)?

3. Why do you think they were chosen?

4. Are there any words used? If so, what do you think they mean?

Now your teacher will explain the crest to you.

Draw your school crest below and label any information about the

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crest.

YOU ARE HERE | Level 2 - On The Right Track

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LEVEL 3 Reaching Your Destination

E L P M A UNIT 10

Managing Your Work, the Senses in Learning, Study Skills & Goal Setting

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UNIT 9

Looking After Our School Environment, Acceptable Usage Policy & Bullying

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YOU ARE HERE | Level 3 - Reaching Your Destination

UNIT 12

Reviewing Your Journey

E L P M A

S UNIT 11

Positive School Reports & the Junior Cycle

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What Happens to the Bully?

Explain to the class that bullying is taken very seriously and once it has been discretely and thoroughly investigated, the person at fault will be dealt with by the school.

What Happens to the Bully?

Once your school has confirmed that the action reported was bullying, they will deal quickly and directly with the bully. They will try to find out why this has happened. The parents of the student who started the bullying will be notified and the student will be given a severe warning against continuing with this type of behaviour. The bully will also receive a punishment. Detention and suspensions are common punishments for offences of bullying and a record will be kept on the student's file.

It is useful to mention that parents are notified and that the case will be recorded on their file. This person's behaviour will have to be monitored to ensure they do not try this again with another student. This is to act as a deterrent to potential bullies.

They will also be watched carefully by staff to ensure this type of behaviour does not continue / restart.

11 Is this bullying?

Read the scenario below and decide if this is bullying. If so, what type of bullying is it? What advice would you offer to the victim and what support would be available to the victim?

1. Aleksandra was born in Kerry and has lived there all her life, her parents are Polish. Every day the same three girls make comments in class, saying, “go home”.

2. Maria took a picture of Katie without her permission; Katie is making a funny face in the picture.

Now Maria is using it as her Instagram picture and everyone in their class is making the same face at Katie. Katie asked her to delete it, Maria said no.

3. Every time Gareth is at his locker, Chen pushes him or knocks over his books. It is getting to the point where Gareth is afraid to go to his locker and some of his books are getting destroyed.

4. Jimmy is from the Travelling community. A group of boys in his class have started to tell the other students to stay away from him. They say it is because he smells, and if someone talks to Jimmy they make horse noises.

11 Is this bullying?

Students are given four bullying scenarios. If the class enjoys role play, they can act them out or even come up with their own ideas.

Is this bullying?

1

Yes

Is this bullying?

Type of bullying

Advice to the victim

E L P M A

In small groups, ask students to decide: Is this bullying?

What type? What advice would they offer the victim?

What support is available for the victim?

Scenario

Scenario

S

Support available for the victim

1

2

3

4

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Type of bullying

Advice to the victim

Verbal, a racial element, constant

Tell your parents

2

Yes

Cyberbullying

Block Maria on Instagram

3

Yes

Physical, repetitive

Tell a teacher

4

Yes

Social, a racial element

Tell a teacher

Support available for the victim?

Guidance Counsellor, Year Head Anti-bullying Co-ordinator, etc.

Groups feedback to the whole class and compare answers.

Make the support available for the victim specific to your school with the staff members name and room / office location.

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YOU ARE HERE | Level 3 - Reaching Your Destination

Unit 9 Recap Display the recap slide to help students remember what was covered throughout the unit as they answer the following questions.

1. Give one example of how your behaviour can be more environmentally friendly in school.

2. Who was the VIP for Unit 9?

Unit 9 Recap Throughout this unit, you have learnt about being environmentall y aware in your school; you met a new VIP and explored the school's Acceptable Usage Policy. You learned about bullying, looking at four common types, how to cope with bullying, and the effects it has.

Give one example of how our behaviour can be more environmentally friendly in school.

Who was Unit 9’s VIP?

What is social bullying?

The keyword from this unit is bullying, can you put it into a sentence?

Bullying:

3. What is social bullying?

4. The keyword for this unit is bullying. Students put it into a sentence.

Students then complete the checklist, highlighting their achievements from the unit.

Congratulations on completing Unit 9!

Put a tick next to your achievements below.

I understand the importance of being environmentally aware in school.

I know the appropriate bin to use.

E L P M A

I am getting to know the staff in my school.

I am clear on what the school’s Acceptable Usage Policy means for

me.

I can explain four different types of bullying.

Students circle their emoji response.

I am aware of how to deal with a bully and how to report bullying.

My class strongly agrees bullying is wrong.

I understand a new keyword and can explain it: bullying.

Circle your emoji response: I’m feeling

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S Extras

Ice Breaker 2 - What Am I? Modify the game of Pictionary by giving students Post-its and letting them write down their favourite artist, movie, or athlete. Collect the Post-its and then ask for a volunteer to come to the board. They are given the post it to try to draw on the board the class must guess.

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Unit 10

Managing Your Work, the Senses in Learning, Study Skills & Goal Setting

Unit 10

Managing Your Work, the Senses in Learning, Study Skills & Goal Setting Throughout this unit you will gain an understanding of why it is important to manage the workload in post primary school and how best to do it. You will get some tips to help you use your senses to learn and explore how best to study. Finally, you will investigate the benefits of setting goals and how best to set realistic ones.

Wellbeing Indicators Connected

This unit aims to support students with the change to their workload when they transition from primary to post primary school. They are not used to having this much independence and responsibility when it comes to their education, and it is important to offer them some guidance to help them develop good habits from the outset.

S

Resilient

Respected

Active

Responsible

Learning Intentions 1.

2.

3.

4.

Use the tips to manage your work.

Know how to use your senses to learn.

Apply some tips on how best to study.

Set goals for yourself.

E L P M A

Wellbeing Indicators Aware

Resilient

By the end of this unit, you will be able to:

Managing Your Work

It is undeniable that the biggest change from primary school to post primary school is the workload.

You are trying to manage your time, deadlines and work from several different subjects. It is difficult at first, but with a little practice and guidance you will get in control of your work It is possible you will get some homework that is due the following day, more due the following week, and you may need to study for a test at the end of the term, how do you manage it all?

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Connected

Aware

Respected

YOU ARE HERE | Level 3 - Reaching Your Destination

Active

Responsible

Learning Outcomes

By the end of the unit, students should be able to: 1.

2.

3.

4.

Apply tips to help manage their school work.

Examine how their senses can help them to learn.

Apply the tips on how best to study.

Understand what a goal is and how to set goals for themselves.

Key Skills

Being Literate, Managing Myself, Staying Well, Managing Information and Thinking Statements of Learning

1, 3, 5, 11

What you need: • Display the presentation • A packet of marshmallows, a packet of spaghetti, a roll of tape and a ball of string • A textbook.

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YOU ARE HERE | Level 3 - Reaching Your Destination

Ice Breaker - Marshmallow Challenge Aim: To construct a tower as high as possible using only spaghetti and tape. The marshmallow must be placed on the top of the tower. The tallest tower still standing unassisted wins. Break students into groups of 4 or 5. Give each group 20 sticks of spaghetti, one strip of tape, one piece of string, and one marshmallow. Debrief class on activity and discuss the importance of teamwork.

Managing Your Work It is undeniable that the biggest change from primary school to post primary school is the workload.

Students are trying to manage their time, meet deadlines and complete work from several different subjects. This can be very overwhelming for them.

This section is all about understanding the importance of keeping on top of their work.

1

Read the scenario and answer the following questions

E L P M A

Read the scenario to students and ask them to answer the questions that follow.

A. On Monday, Robyn got one hour's worth of homework between Maths, Geography and Science.

She doesn’t have any of those subjects on Tuesday, so instead of doing any homework, she took the night off. She played FIFA and watched TV for three hours.

S

On Tuesday, Robyn got 1.5 hours' worth of homework from Irish, English and History, all due for Wednesday. This meant on Tuesday evening Robyn had 2.5 hours' worth of homework; she was frustrated because all her friends were out and she couldn’t join them.

What should Robyn have done?

It is essential that you do as much as you can the day you

get the work. This is when it is freshest in your mind and therefore easiest to remember what was taught in class.

You never know what additional work will be added

tomorrow, or maybe you will get a chance to go out the following evening. By doing as much as possible each night,

you can keep on top of your work.

Top Tip

1

Your journal is key to keeping in control of your work. Remember to write all your homework and assignments in clearly.

Read the scenario and answer the following questions

A. On Monday, Robyn got one hour's worth of homework between Maths,

Geography and Science.

She doesn’t have any of those subjects on Tuesday, so instead of doing any homework, she took the night off. She played FIFA and watched TV for three hours.

On Tuesday, Robyn got 1.5 hours' worth of homework from Irish, English and History, all due for Wednesday. This meant on Tuesday evening Robyn had 2.5 hours' worth of homework; she was frustrated, because all her friends were out and she couldn’t join them.

What should Robyn have done?

B. Ben is in Robyn’s class, he received the same work. On Monday,

he did half of the work, then watched some TV and played FIFA. On Tuesday, he did the remainder of the work and that night’s homework, which meant he could still go out and meet his friends.

Who is managing their time better?

B. Ben is in Robyn’s class, he received the same work.

On Monday, he did half of the work, then watched some TV and played FIFA. On Tuesday, he did the remainder of the work and that night’s homework, which meant he could still go out and meet his friends.

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Who is managing their time better?

Top Tip

Remind students their journal is key to keeping in control of their work.

Remind them to write all of their homework and assignments in clearly.

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Reasons to Keep on Top of Your Work 1. There is less chance of you forgetting what needs to be done.

2. Homework / assignments are based on what is covered in class, you will have a clearer memory of the class the sooner you do it.

3. Letting the work pile up can cause stress.

4. There is more of a chance of forgetting to bring the materials home to complete the work if you don’t do it when you get the work.

5. You never know what the rest of the week will bring, get the work completed and you will have nothing tying you down.

2

Reasons to Keep on Top of Your Work

Think and write

1. There is less chance of you forgetting what needs to be done.

2. Homework / assignments are based on what is covered in class, you will have a clearer memory of the class the sooner you do it.

3. Letting the work pile up can cause stress.

4. There is more of a chance of forgetting to bring the materials home to complete the work if you don’t do it when you get the work.

5. You never know what the rest of the week will bring, get the work completed and you will have nothing tying you down.

Use the presentation to show students reasons to keep on top of their work.

Example: If you have a difficulty with the work, you will have a chance to get help before it is due.

2

DON'T PUT OFF FOR TOMORROW WHAT YOU CAN DO TODAY.

Think and write

E L P M A Can you think of another reason?

Using Our Senses to Learn

Hint What if the work is difficult?

Using Our Senses to Learn

Students often complain about some of the topics that are covered in class, asking, “when will I ever use this information?” But we must ask ourselves, will we ever regret learning something new?

The answer is usually no.

3

S

Junior Cycle subjects

Using the placemat, in your group discuss.

This section addresses why we learn what we do in school and how we can use our senses to learn better.

Reasons to Keep on Top of

Your Work Use the presentation to explain to students that the curriculum is designed to___________ build_ up their skills, Why do we study for the 1. There is less chance of you forgetting Junior what needsCycle? to be done.

Homework / assignments are based onunderstanding such as literacy, numeracy and comprehension. We hope2. to gain a better of the what is covered in class, you will have a clearer memory of the class the sooner you do it.

3. Letting the work pile up can cause stress. world we live in today by understanding some of the events that have shaped it. Sometimes when 4. There is more of a chance of forgetting to bring the materials home to complete the work if you don’t do it when you get the work.

In5. school, Youto never we spend knowour students see the purpose of a subject, they are more open its content. what daythe exercising rest of the ourweek brainwill with bring, all ofget thethe new work knowledge we are gaining. This DON'T PUT OFF FOR TOMORROW WHAT YOU CAN DO TODAY.

is an important completedpart andof you our will growth have nothing and development. tying you down.

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2

Think and write

Can you think of another reason?

3

Hint

Junior Cycle subjects

What if the work is difficult?

Using Our Senses to Learn

In groups, the students use the placemat to answer the question, 'Why do we study _______ for the Junior Cycle?' (Assign each group a different subject).

Students often complain about some of the topics that are covered in class, asking, “when will I ever use this information?” But we must ask ourselves, will we ever regret learning something new?

The answer is usually no.

3

Junior Cycle subjects

Using the placemat, in your group discuss.

In the presentation, English, Irish, Maths, PE, History and Geography are completed.

Students give feedback to their classmates.

Why do we study ____________ for the Junior Cycle?

In school, we spend our day exercising our brain with all of the new knowledge we are gaining. This is an important part of our growth and development.

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4

4

Can you list the five senses?

Can you list the five senses?

Students are asked to list the five senses.

5

Chinese proverb

No one is suggesting that you taste your homework, but the more engaged your whole body is in the learning process the more you will learn.

In pairs, students are asked to discuss the Chinese proverb.

5

Chinese proverb

In pairs, discuss what the Chinese proverb means.

Students should understand that by hearing something once it is not enough to remember it, let alone understand it. But if we employ more than one approach we can learn more effectively.

“I hear: I forget I see: I remember I do: I understand.”

Tips for Using Some of Our Senses When Learning

E L P M A

In school, we hear a huge amount of information each day; some of it is extremely important, while some of it is background noise. It can be hard for us to remember everything, that is why it is important to use as many senses as possible when we are learning, to help us remember as much as we can.

Tips for Using Some of Our Senses When Learning

Hearing

A. Read stories, assignments or directions out loud.

B. Record yourself reading important notes and then listen to the recording.

C. Study new material by reading it out loud.

D. Repeat material out loud and in your own words.

E. Discuss class work in a study group.

F. Read textbooks aloud.

G. Listen to wordless background music while studying.

S

As a class, look at how we can use the senses to help us to learn.

Sight

Use flashcards to learn new words.

Try to visualise things that you hear.

Write down keywords, ideas, or instructions.

Draw pictures to help explain new information and then explain the pictures.

E. Colour code books and information.

F. Turn notes into pictures, charts, or maps.

G. Make mind maps instead of lists.

A. B. C. D.

Use the presentation to display the ideas from their workbook, students are invited to add their suggestions.

6

Touch A. Participate in activities that involve touching, building, moving, or drawing.

B. Walk around while reading or studying at home.

C. Use flashcards and arrange information in groups to show relationships between ideas.

D. Trace words with your finger to learn spelling (finger spelling).

E. Take frequent short breaks during reading or studying periods.

F. Use a computer to reinforce learning through the sense of touch.

Other senses

6

Other senses

It is not that easy to include smell and taste in your learning environment, but can you think of a way they could help?

Students are asked to record in their workbook how smell and taste can be incorporated into their learning.

Examples:

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Hint Hunger, treats, nice smells...

YOU ARE HERE | Level 3 - Reaching Your Destination

• A nice smell in a room can help us to relax and concentrate better.

• Never attempt to study hungry.

• Rewarding yourself with a treat after completing some work can help to keep you motivated.

• Stay hydrated, drink water while learning.

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Study Skills This section is designed to be a short introduction to studying. The purpose of this is to give students an easy 'How to Study' guide to help them get started.

Using the presentation, display the questioning words, and guide students through ‘How to Study’.

1.

2.

3.

4.

5.

6.

Why should I study?

What do I need?

Where do I study?

When should I study and for how long?

Who should I study with?

How do I study?

Ask the class what method has worked for them when they study and go through the three sample methods.

Study Skills Now that you know a little bit more about using your senses when you learn, let’s take a look at the best way to study.

How to study?

Ask questions ...

1. Why should I study? - We take in a lot of information in class, but hearing something once is never enough; studying helps to deepen our understanding and helps us to save the material so that we can recall it in a test.

2. What do I need? - Textbook, notes, pencil case, paper.

3. Where do I study? - Remember your learning space from Unit 3, you need a clean, quiet space to study.

4. When should I study and for how long? - You need to manage your time, studying should not be done late at night. It is recommended that we study in 30-minute blocks. It can be beneficial to study before starting homework.

5. Who should I study with? - For most students, studying is a solo event as we all learn differently. If you are studying with others, make sure it is beneficial to everyone and it is not causing distractions.

6. How do I study? - This can be very different for everyone; you need to try different study methods until you find what works for you.

Example study methods: A. Read your notes and then rewrite them in shorter versions in your own words. Add colour, pictures, symbols and maps to engage your senses. Cover the new study notes, test yourself to see what you remember, repeat the process until you can remember all of it.

B. Read the material and record yourself saying it; listen a few times and then ask a friend or family member to test you orally.

C. Testing yourself using questions at the end of a unit is a good way to find out how you are getting on. If at the beginning of your study you can only answer a couple but by the end you can answer most of them, you are doing very well.

E L P M A

Example study methods:

The secret to study is that there are no shortcuts, you need to spend time studying and keep testing yourself.

The more you revise a topic the better you will know it.

A. Read your notes and then rewrite them in shorter versions in your own words. Add colour, pictures, symbols and maps to engage your senses. Cover the new study notes, test yourself to see what you remember, and repeat the process until you can remember all of it.

B. Read the material and record yourself saying it; listen a few times and then ask a friend or family member to test you orally.

C. Testing yourself using questions at the end of a unit is a good way to find out how you are getting on. If at the beginning of your study you can only answer a couple but by the end you can answer most of them, you are doing very well.

S

How do I know what is important?

Students sometimes feel they don't know where to start when it comes to study. If possible, use a textbook to demonstrate the following important parts of a textbook for study.

• Keywords • Highlighted sections • End of unit questions

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How do I know what is important?

7

Some chapters can be very long and it can feel like you will never remember all of it. Look out for any words that are highlighted or written in bold. These are the keywords and are therefore important.

Read the scenario and advise Leo

Use your notes as a guide as that is what your teacher has picked Test yourself using the questions at the end of the chapter.

Students are given the following scenario:

7

out as the essential information.

Read the scenario and advise Leo

On Monday, in History, Leo is told he has a test on Friday, as the class has completed a unit.

What should he do? Leo likes images.

Hint

On Monday, in History, Leo is told he has a test on Friday, as the class has completed a unit.

What should he do?

What will he need, when should he study, how will he study?

Answer: Tell Leo to follow the ‘How to Study' guide.

He will need a textbook, notes, pen and paper. By completing a 30-minute study session each night, Leo will clock up two hours of study over the four evenings and the repetition each night will help him to recall the information in the test on Friday.

He could try to draw out his notes, or make a recording of them and add colour and images where possible.

Goal Setting A goal is something that you wish to achieve; if we give ourselves goals that are realistic, they can really help us to feel motivated. Studying can be hard work, but if we feel motivated by our goals it will help us to settle down and get the hard work done.

Christmas tests will be the biggest assessment you will face this year.

Now is a great time to set yourself goals for these tests. Ask yourself what grade would I be happy with in each subject. Be honest and realistic. You can’t hope for a top mark in each subject if you are finding it very difficult and doing very little work.

Think about what you got in a recent test in each subject, how much work did you put in? If you worked harder could you do better?

E L Goal Setting P M A S Students are encouraged to set realistic goals to help motivate themselves when studying. In this section, they are asked to think about their work so far this term and, with that in mind, set realistic goals for their Christmas results.

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8

Setting goals

Set goals for yourself for your Christmas tests. Fill in your subjects and Goal Christmas Result now, and wait until after the tests to fill in the rest.

My subject

Goal Christmas Result

Actual Christmas Result

How do I feel about my result?

1

Use the presentation to show students the benefits of setting goals.

2

3

4

8

Setting goals

Working individually, students complete the table with their subjects and a goal Christmas result for each subject.

5

6

7

8

9

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5

Make sure that you take some time to get organised

Beginning with a reminder of how to get organised for school, students check off what they have organised.

Post Christmas Review

6

Returning from the Christmas holidays can be a great time to use your New Year's resolutions to make improvements in school.

Revisiting your goals

5

Make sure that you take some time to get organised

Tick if you have reorganised the following:

Students return to page 97 of their workbooks.

My bag My pencil case My locker

Working independently, they fill in their Christmas results.

They reflect on their results, did they do better or worse than expected? If there is room for improvement, how will they achieve it?

My learning space

6

Revisiting your goals

In Unit 10, page 97, you set yourself a goal for the Christmas tests; now it is time to review the goal and see how you did.

7

Hint

Our top tips

In groups, fill in the top tips for a new student.

Visit Activity 1 My First Term, for ideas.

1st Year Top

7

5 Tips

E L P M A

Our top tips

Students work in groups to think about the top tips that helped them settle into 1st year. This can be a beneficial exercise for students who feel unsettled coming back from holidays as they will hear what their peers find helpful.

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The groups participate in whole-class discussion by selecting their best tips and collating them on the presentation.

Positive Behaviour Students may be forgetful in terms of behaviour when they return from a break. The purpose of this activity is to remind them what is expected of them.

Positive Behaviour Recap on the classroom rules: One Voice, Hands Up, Listen.

8 Listening In order to get the most out of school, we need to behave in a way that allows everyone to learn. Reflect on your behaviour and answer the following questions as honestly as you can.

Remember Unit 5

HANDS UP

ONE VOICE

skills

LISTEN

How do we listen with our whole body?

8

Listening skills

Brain

Revisit whole-body listening, students fill in how this is achieved.

Mouth

Ears Hands

Feet

9

Avoiding conflict

How do we avoid conflict?

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Eyes

Heart

Mouth

Ears Hands

Heart

Feet

9

9

Avoiding conflict

Avoiding conflict

How do we avoid conflict?

Remind students they are in control of their behaviour, to avoid conflict use Stop, Think, Choose.

CHOOSE ING

ACTIONS ABOUT YOUR

AV MISBEH

TO DO BETTER

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10 True or false?

Students are asked to reflect honestly on their behaviour by reading the true or false questions and circling their answer. This exercise is designed to help them evaluate another area of school life and possibly inform their goals for the following section.

10 True or false?

1.

I show respect to my classmates.

T

F

2.

I show respect to my teachers.

T

F

3.

In class, I listen with my whole body.

T

F

4.

In class, I raise my hand before speaking.

T

F

5.

I allow others to finish speaking before I start.

T

F

6.

If I am corrected, I STOP what I am doing.

T

F

7.

When corrected, I THINK about what I am doing wrong.

T

F

8.

After being corrected once, I CHOOSE to do better.

T

F

9.

I rarely receive punishment work.

10. My school report was positive.

True

T

F

T

F

/10

False

/10

E L P M A

It is always a good time to make positive improvements to our behaviour as it will help us to learn and do better in school.

11

Goal setting

11

Students are encouraged to set three goals that they hope to achieve by the end of the school year. There are hints to help them.

Goal setting

Set realistic goals for the second half of the year. Think about the behaviour review - is there anything you could improve on? Now is the time to do it. Remember, your goals need to be realistic and achievable.

My goals for this term:

Hint Think about your participation in class, the effort you are making with your homework and study, are you involved in extracurricular, can you make any positive changes?

S

Students fill in three goals in their workbook.

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Time Capsule

My name is: _________________________ The year is 20_____ I am _____ years old Our class name:______________________ The best day in school so far was: ____________________________________

My favourite subject is: _________________________ Because: _________________ _________________________ _________________________

The music / tv/ games I currently enjoy: _________________________ _________________________ _________________________

A time capsule is designed to store items about you and your class; they won’t be looked at again until 6th year and will contain your memories from 1st year.

Students fill in the information for the class time capsule in their workbooks.

Hint Tell yourself how you managed 1st year, what subjects do you think you will be studying in 6th, what will you be planning for after school, who will you be friends with, what extracurricular activities will you be doing, what will your journey have been like?

The hardest part of 1st year has been...

A letter to myself in 6th year: Dear me, I can't believe you are in 6th year now! I hope ...

Students have completed the entire induction programme.

A Certificate of Completion can be awarded to each student.

The best part of my day is... _________________________ _________________________ _________________________ _________________________

Time Capsule

One tip I wish I knew before I started post primary school:

A time capsule is designed to store information about the student; they won’t be opened again until 6th year and will contain their memories from 1st year.

When I finish school I want to be...

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The biggest news event this year was...

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CONGRATULATIONS You Are Here Certifies that: _________________________________________________________ (Student's name)

has completed You Are Here - A Student's Guide to Navigating 1st Year.

E L P M A

_________________________________________________________ (Teacher's signature)

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Notes

E L P M A

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Appendix I

You Are Here

A Student's Guide to Navigating 1st Year Title of Programme: You Are Here A Student's Guide to Navigating 1st Year

Duration: 22 hours in term one and 1 hour revision post mid-term & post Christmas

Aim of Programme: To bring students on a paced induction journey that divides out the information they require to settle into post primary school. Facilitating students getting to know their new classmates, teachers and school.

E L P M A

Links:

This programme is designed with the Key Skills, Wellbeing Indicators, and Statements of Learning taken into consideration.

Statement of Learning 1. Communicates effectively using a variety of means in a range of contexts in L1

S

Example of Related Learning in the Unit

Each unit uses a variety of methodologies, including group work, pair work, and whole-class discussion, that facilitate communication.

Students record their thoughts in their workbook and are constantly encouraged to share these thoughts with the entire class, particularly in the icebreaker activities in each unit.

Unit 2 – Finding Your Way Student share who they are with their new classmates.

5. Has an awareness of personal values and an understanding of the process of moral decision making

Unit 3 – Organisation Students learn the importance of being organised and coming to school prepared to learn.

Unit 4 – School Supports Students learn about how to ask for help and all the various supports available in school. They learn how to check in with themselves.

Unit 5 – Respect & Rules Learning about respect, how we give and receive it.

Unit 6 – Attendance, Punctuality & Dress Code Discusses our responsibility to attend school and follow the correct procedures.

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Statement of Learning

Example of Related Learning in the Unit Unit 7 – Making Friends, Extra–Curricular Activities & Avoiding Conflict Learning techniques to avoid conflict in the classroom and understanding consequences.

Unit 8 – My School Community Understanding the values of our new school.

...continued.

Unit 9 – Looking After Our School Environment, Acceptable Usage Policy & Bullying Examines the impact of our behaviour towards our peers.

Unit 10 – Managing Your Work, the Senses in Learning, Study Skills & Goal Setting Considers the importance of the hard work needed to achieve your full potential.

Unit 12 – Reviewing Your Journey Students review all their previous learning.

Each unit deals with at least two Wellbeing Indicators and throughout the entire programme all indicators are engaged.

E L P M A

Unit 2 – Finding Your Way Sharing information about themselves in an effort to create connections with their new classmates.

Unit 3 - Organisation By spending time getting all of their required material in order, students will feel more settled in their new school.

Unit 4 – School Supports Understanding the framework of support available within schools.

S

Unit 5 – Respect & Rules Learning about respect, how we give and receive it.

11. Takes action to safeguard and promote his / her wellbeing and that of others

Unit 7 – Making Friends, Extra–Curricular Activities & Avoiding Conflict Building and maintaining positive relationships.

Dealing with conflict and understanding our internal thermometer.

Unit 8 – My School Community Feeling a sense of belonging towards our new community by learning about its history.

Making connections with our new classmates.

Unit 9 – Looking After Our School Environment, Acceptable Usage Policy & Bullying Understanding how to deal with bullying and the supports available.

Unit 10 – Managing Your Work, the Senses in Learning, Study Skills & Goal Setting Learning to successfully manage the increased workload of post primary school.

Unit 11 - Positive School Reports & the Junior Cycle Growing our understanding of wellbeing as part of the curriculum.

Unit 12 – Reviewing Your Journey Students review all their previous learning about promoting and safeguarding their wellbeing.

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Wellbeing Indicators The Wellbeing Indicators make explicit what is important learning in wellbeing.

The Wellbeing Indicators are: Active, Aware, Connected, Resilient, Respected, Responsible.

Wellbeing Indicator

Supporting Unit Unit 1 | Welcome Unit 2 | Finding Your Way

Connected

Unit 5 | Respect & Rules Unit 7 | Making Friends, Extra-Curricular Activities & Avoiding Conflict Unit 8 | My School Community

E L P M A

Unit 9 | Looking After Our School Environment, Acceptable Usage Policy & Bullying Unit 10 | Managing Your Work, the Senses in Learning, Study Skills & Goal Setting Unit 12 | Reviewing Your Journey

S

Unit 1 | Welcome

Unit 3 | Organisation

Unit 4 | School Supports Unit 5 | Respect & Rules

Aware

Unit 6 | Attendance, Punctuality & Dress Code Unit 7 | Making Friends, Extra-Curricular Activities & Avoiding Conflict Unit 8 | My School Community Unit 9 | Looking After Our School Environment, Acceptable Usage Policy & Bullying Unit 10 | Managing Your Work, the Senses in Learning, Study Skills & Goal Setting Unit 11 | Positive School Reports & the Junior Cycle Unit 12 | Reviewing Your Journey 106

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Wellbeing Indicator

Supporting Unit Unit 3 | Organisation Unit 4 | School Supports

Resilient

Unit 7 | Making Friends, Extra-Curricular Activities & Avoiding Conflict Unit 9 | Looking after our School Environment, Acceptable Usage Policy & Bullying Unit 10 | Managing Your Work, the Senses in Learning, Study Skills & Goal Setting Unit 11 | Positive School Reports & the Junior Cycle Unit 12 | Reviewing Your Journey

E L P M A

Unit 2 | Finding Your Way

Respected

Unit 5 | Respect & Rules

Unit 6 | Attendance, Punctuality & Dress Code

S

Unit 7 | Making Friends, Extra-Curricular Activities & Avoiding Conflict Unit 8 | My School Community

Unit 9 | Looking After Our School Environment, Acceptable Usage Policy & Bullying Active

Unit 7 | Making Friends, Extra-Curricular Activities & Avoiding Conflict Unit 5 | Respect & Rules

Responsible

Unit 6 | Attendance, Punctuality & Dress Code Unit 7 | Making Friends, Extra-Curricular Activities & Avoiding Conflict Unit 9 | Looking After Our School Environment, Acceptable Usage Policy & Bullying Unit 10 | Managing Your Work, the Senses in Learning, Study Skills & Goal Setting Unit 11 | Positive School Reports & the Junior Cycle Unit 12 | Reviewing Your Journey 107

Learning Outcomes At the end of this unit, students should be able to…

Level

Unit

Unit 1

1.

2.

3.

4.

Identify more students in their new class by name.

Read a timetable.

Listen and learn about a staff member (VIP).

Display their knowledge of a typical school day and location of their main classroom.

Unit 3

1. Demonstrate how best to organise their materials.

2. Demonstrate the correct use of the school journal.

3. Draw their improved learning space.

Unit 4

1. Demonstrate how to ask for help appropriately (T.A.S.K.).

2. Identify and discuss feelings they’ve experienced as they settle into post primary school.

3. Recognise supports available to them and locate support team members.

Unit 5

1. Demonstrate understanding of the term respect and show evidence of it in their interactions with others.

2. Discuss the important rules of their new school.

3. Apply whole-body listening in class.

Unit 6

1.

2.

3.

4.

Level 1

Unit 2

1. Navigate their physical surroundings better.

2. Listen carefully to and repeat information about their classmates and themselves.

3. Collaborate with their classmates to explore the similarities and differences between their primary and post primary school.

4. Listen to and learn information about another staff member (VIP).

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Learning Outcomes

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E L P M A

S

Discuss the importance of attending school every day.

Listen and learn about another staff member (VIP).

Demonstrate punctuality.

Adhere to the Uniform / Dress Code.

Level

Unit

Level 2

Unit 7

Unit 8

Level 3

Unit 9

Learning Outcomes 1.

2.

3.

4.

Apply some of the tips to making friends in their class.

Know how to get involved in an extra-curricular activity that interests them.

Demonstrate how to avoid conflict.

Apply techniques to control their behaviour when necessary and work towards resolving issues that arise.

1. Discuss the history of their school.

2. Explain the meaning behind the school crest.

3. Know the key points of the school motto or mission statement which contains the values of the school.

4. Compare and contrast similarities and differences between themselves and their peers.

1.

2.

3.

4.

E L P M A

Look after the school environment.

Listen and learn about another staff member (VIP).

Understand and demonstrate the school's Acceptable Usage Policy.

Be able to distinguish the signs of bullying and identify supports available to them.

S

1.

2.

Unit 10 3.

4.

Apply tips to help manage their school work.

Examine how their senses can help them to learn.

Apply the tips on how best to study.

Understand what a goal is and how to set goals for themselves.

1.

2.

Unit 11 3.

4.

Choose the type of student they are currently.

Know how the school reports on their progress.

Demonstrate that they are familiar with the Junior Cycle.

Discuss Key Skills, curriculum, other areas of learning, wellbeing and assessments.

1. Demonstrate their knowledge of the key points from the previous units.

2. Apply organisational skills, positive behaviour, school rules, and setting goals Unit 12 to the term ahead.

3. Create the class time capsule.

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Sample learning activities Students show evidence of their learning when they…

• Use the tips to organise their locker, bag, materials and learning space.

• Begin to settle into their new school and make friends, and get involved in school life.

• Work in groups to interpret scenarios.

• Offer advice and identify positive and negative behaviour.

• Work in pairs to answer questions and offer feedback to the entire class.

Assessment Students will show evidence of their learning when they…

• Complete the self-reflection exercise at the end of each unit.

• Work effectively in their pairs or groups and are able to demonstrate respect for others.

• Are more confident and settled in their new school.

E L P M A

• Recognise the work they do is all part of their Junior Cycle journey.

• Apply the skills and tips of organisation, positive behaviour, and respect for their school environment and can manage their work load.

S

Useful resources, web links and community links www.childline.ie www.jigsaw.ie

www.pdst.ie

www.belongto.org

www.sess.ie

www.reachout.com

www.pieta.ie

www.spunout.ie

www.padlet.com

www.nbss.ie

www.kahoot.com

www.juniorcycle.ie

www.mentimeter.com

www.jct.ie

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E L P M A

S

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The transition from primary to post primary school is an important landmark in a young person’s educational journey. This book aims to facilitate the student throughout their transition by equipping them with all the tools they will need to make their journey successful and enjoyable.

E L P M A

You Are Here – A Student’s Guide to Navigating 1st Year is a structured induction programme designed to give young people the social, emotional and practical supports to excel in their transition into post-primary school and also to give them the skills to have a rewarding first year - a year which forms the foundation for a young person’s success at second level.

The programme was developed by Elaine McLoughlin, an experienced second-level teacher with special responsibility for induction in St. Vincent’s CBS, Glasnevin, Dublin 11.

The programme began as an in-school programme which Elaine developed for students in her own school. Now with the publication of You Are Here – A Student’s Guide to Navigating 1st Year, this comprehensive programme can be rolled out to students throughout the country.

S

The programme is accompanied by a Teacher Manual and a comprehensive set of PowerPoint slides, which makes it easy for teachers to implement the programme and apply it to their own school context.

978-1-907330-32-2 You Are Here - Teacher manual 89F Lagan Road, Dublin Industrial Estate, Glasnevin, Dublin 11, D11 F98N, Republic of Ireland.

T: ++ 353 1 8081494 - F: ++ 353 1 836 2739 - E: info@4schools.ie - W: www.4schools.ie

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