1. Level 2 learning Programmes
Junior Cycle
Level 2 learning Programmes

3. National Framework of Qualifications
Specifications broadly aligned to Level 3
L2LPs
broadly aligned to Level 2
CYCLE
L1LPs broadly aligned to Level 1
JUNIOR
CYCLE

4. General Learning Difficulties Keeping in mind that we are working off standard scores, 100 is the average. Mild IQ Moderate IQ Severe Profound
The Level 2 Junior Cert is for students who have a general learning difficulty and fall into the category of low mild or high moderate.
Many students who have a GLD are very capable of achieving a level 3 Junior Cert.
Level 2 is for students who would otherwise be unable to access the curriculum and experience success.
It is not for the student who is absent or the EAL student.

5. Who are the L2LPs designed for…
Moderate General Learning Disability:
IQ: 35-49
Mild General Learning Disability:
IQ: 50-69

6. Who are L2LPs designed for?
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Who are L2LPs designed for?
Learners with a low mild to high moderate learning disability
'The special needs of these children is such as to prevent them from accessing some or all of the subjects and short courses on offer at junior cycle that are broadly aligned with Level 3 NFQ.'
A Framework for Junior Cycle 2015

7. Why is the introduction of L2LPs important?
Age appropriate structured programme
Realistic and relevant Learning Outcomes
Meaningful Learning Experiences that will be of real benefit
Junior Cycle Profile of Achievement

8. What are Level 2 Learning Programmes?
There are 5 Priority Learning Units
250 hours for each PLU
Each PLU focuses on developing the social, personal and pre-vocational skills that prepare students for further study, for work and for life
Communication and Literacy
Numeracy
Personal Care
Living in the Community
Preparing for Work
Plus 2 Short Courses
Makes up 60% of a students timetable

9. Priority Learning Units
Each Element has a number of Learning Outcomes
PLU
Element
Learning Outcomes
Majority of learning outcomes to achieve element. All elements to achieve priority learning unit.
That Priority Learning Unit will then be on the JCPA.

10. LIVING IN THE COMMUNITY
Theme Planning
COMMUNICATION AND LITERACY
Design a Level 2 scheme of work around ………
Which (subject) teachers can be involved?
NUMERACY
Map Reading
PERSONAL CARE
LIVING IN THE COMMUNITY
PREPARING FOR WORK
KEY SKILLS

11. Assessment of PLUs Assessment of PLUs is school based
A portfolio of evidence will be created by students completing the L2LPs
Grading of content completed in PLUs is on the basis of ACHIEVED.
All students who have completed part of or all of the Level 2 receive a JCPA that reports on the content completed.

12. Creating an Individual Programme: Student centred
Step 1: Look at the needs of your student – create their Level 2 Learning Programme
Step 2: Consider where and how the student can access Level 3 and/or Level 2 content?
Step 3: Identify the team of teachers working with that student
Step 4: Fill in the gaps within the current system– making sure to offer a breadth of curricular experiences

13. Paul’s Junior Cycle Pathway
Communication and Literacy
Numeracy
Personal Care
Living in the Community
Preparing for Work
ALL PLUs and some subjects

14. Mark’s Junior Cycle Pathway
Most subjects and some PLUs
Numeracy
Living in the Community
Preparing for
Work

15. Jane’s Junior Cycle Pathway
Jane is diagnosed with Moderate General Learning Disability. She is a talented artist. The Level 2 Learning Programme is most suitable for her but she will do Art at Level 3 and the Level 3 short course in Artistic Performance. 
Communication and Literacy
Numeracy
Personal Care
Living in the Community
Preparing for Work
Two Level 2 short courses

16. I N V E S T G A Art Art Art Timetable Artistic Performance

17. Paul’s Junior Cycle Pathway
John is diagnosed with a Low Mild General Learning Disability He is accessing most Level 3 subjects, struggles with Languages and Personal Care/Self esteem issues.
Subjects
Level 3 short course
Level 2
SPHE
Preparing for Work
In subject classes and in learning support unit
Level 2 Learning Outcomes
Level 3 Learning Outcomes PE
Personal Care
Living in the Community

18. Identify the team of teachers working with that student
Filling in the gaps

21. Folder Portfolio Artefacts E-portfolio
Methods of storing/ collating evidence
Folder Portfolio
Artefacts
E-portfolio
In School group:
Reflection: what evidence do you collect at the moment?
How is it managed?

22. Exploring the PLUs As a group ​
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Exploring the PLUs
As a group ​
Where can you see these Learning Outcomes be experienced/achieved?​
Think subjects first
THEN
Resource, learning support, unit, special class and so on…​

23. Think of a topic you currently teach
Identify the appropriate Level 2 Learning Outcome(s) that could be achieved within this topic
Discuss learning activities

24. 24/03/2017

25. What do the PLUs require?
Collaboration between teachers
Personalised learning goals
Linking learning – home, school and community
Differentiation

26. Short Course Options
There are two NCCA-developed Short Courses available online
Schools can develop their own Level 2 Short Courses
Adapt
Level 2 Short Courses
Level 3 Short Course
FETAC course
Another schools own short course
______________
Short Course
Forensic Science
Level 2
Specification for Junior Cycle
___________________________________
________________________________________

27. Music and Drama in my Life
Examples of other school-developed
Level 2 Short Courses
Grow it, Cook it, Eat it
Enterprise in Animation
Water, Water Everywhere
Where am I from,
Where am I going?
Music and Drama in my Life

28. 24/03/2017
It is important that students learn at a level that is appropriate for their needs, but that they also are challenged to reach their full potential.