Junior Cycle Wellbeing Guidelines - NCCA

Junior Cycle Wellbeing Guidelines Guidelines for Wellbeing in Junior Cycle 20171 INTRODUCTION Why does Wellbeing matter? The policy context Towards an understanding of student Wellbeing in Junior Cycle 152 Wellbeing AND THE FRAMEWORK FOR Junior Cycle 18 3 Wellbeing A WHOLE-SCHOOL ENDEAVOUR Four aspects of Wellbeing in schools Teacher Wellbeing The physical environment and Wellbeing Expectations and beliefs and Wellbeing Teaching and learning, and Wellbeing Student voice and Wellbeing Assessment practices and student Wellbeing School policies Student support systems Partnerships with parents and guardians Planning 40 4 Wellbeing AND THE CURRICULUM Indicators of Wellbeing Wellbeing and the curriculum Guidance Other areas of learning and Wellbeing Planning principles and steps in developing Wellbeing programmes Curriculum for a Wellbeing programme Sample programmes 605 ASSESSMENT AND REPORTING Assessment Reporting on Wellbeing in first and second year 736 Appendices 76 Appendix A: NCCA short courses and Wellbeing programmes at Junior Cycle 78 Appendix B: How the Wellbeing indicators link to the statements of learning and the Staying well key skill 88 Appendix C: Getting started Suggested outline for a staff workshop 89 Appendix D: Us

environmental and social factors all have an impact on student wellbeing. The student’s particular family circumstances and context can also have a major influence on their experience of wellbeing. The links between poverty and poor physical and mental health are well-documented. In this context, data from the

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