Introduction Working Group – 2008 to 2009 and 2010 to 2011 Working Group – 2008 to 2009 and 2010 to schools with students who had pupils with moderate learning difficulties 8 schools with students who had pupils with moderate learning difficulties Year 1 – developing learning programmes and informing the Draft Curriculum Framework for students with GLD Year 1 – developing learning programmes and informing the Draft Curriculum Framework for students with GLD

Year Identifying Priority Learning Needs Identifying Priority Learning Needs Working with colleagues in school on learning programmes Working with colleagues in school on learning programmes Developing Guidelines for teachers Developing Guidelines for teachers

School Context Large Community School in West Dublin Large Community School in West Dublin 1,100 students including 15% international students 1,100 students including 15% international students Students are from mixed socio-economic background Students are from mixed socio-economic background 80 teachers and 7 SNA’s 80 teachers and 7 SNA’s 110 students with varied assessed learning needs 110 students with varied assessed learning needs Paul was the first student with Moderate ID Paul was the first student with Moderate ID

Target student: Paul 14 year old First Year with moderate intellectual disability 14 year old First Year with moderate intellectual disability No literacy or numeracy scores were recorded in his assessment No literacy or numeracy scores were recorded in his assessment William’s syndrome William’s syndrome Attended Mainstream Primary school Attended Mainstream Primary school Linked to DOC outreach programme Linked to DOC outreach programme

Developing an Individualised Education Plan Assessments Assessments Primary school profile Primary school profile Parent involvement Parent involvement Teachers’ observations Teachers’ observations Student goal setting Student goal setting

Priority Learning Needs- Paul Self esteem Self esteem Literacy targets Literacy targets Language targets Language targets Social maths targets Social maths targets Social skills targets Social skills targets Motor skills target Motor skills target Organisational skills Organisational skills

Priority Learning Units Communication and literacy Communication and literacy Numeracy Numeracy Looking after myself Looking after myself Living in a community Living in a community Preparing for work Preparing for work

Working with the framework Teachers of Geography, Science and Metalwork collaborated Teachers of Geography, Science and Metalwork collaborated Focus group meetings in school Focus group meetings in school Developing sample teaching and learning Developing sample teaching and learning Evaluating outcomes Evaluating outcomes

Sample teaching and learning activities Junior Certificate subjects TopicsPLU’sElementsLearning outcomes Keywords Pre-learning Resources Brief overview of the lesson Introduction Main activity Closure Follow up Lessons/Activities Gathering evidence of learning

Sample teaching and learning activities Junior Certificate subjects TopicsPLU’sElementsLearning outcomes Metal work Work tools. Where they are. What they look like and use Develop awareness of health and safety using equipment Literacy Use tools and equipment safely Speaking appropriately To know where tools are How to use them to make a piece Giving tools proper names KeywordsScriber, Dot punch, Ruler, Try square, Spring dividers, Protractor, Vice, File, Hammer, Hacksaw, Pliers, Snips and Vice grips Pre-learningView the layout of the room Know the location of the press. ResourcesPictures of the tools Brief overview of the lesson Step by step layout of where the tools are and how to use them Introduce new tools from week to week. IntroductionGet tools from the press Set up work area Get blank to start work or piece from last class Get drawing of the project Main activityUsing ruler, scriber and try square to mark out a piece Use a hacksaw to cut out a shape and file to finish Use drill to drill holes ClosurePut tools back where they came from Keep the workplace clean Follow up Lessons/Activities Will work in the same line until the project is done. Gathering evidence of learning Hand out about the tools Can it be filled out – match words to pictures Can tools be found and used in later classes Add work to the portfolio Tape

Reflections on the learning programme The guidelines presented a definite structure The guidelines presented a definite structure The links between his IEP and the learning programmes ensured personalised learning The links between his IEP and the learning programmes ensured personalised learning Teacher collaboration was essential Teacher collaboration was essential SNA was pivotal in supporting his involvement SNA was pivotal in supporting his involvement Parental support was essential to the work Parental support was essential to the work