Junior Cycle Wellbeing Guidelines - NCCA

Junior Cycle Wellbeing Guidelines 1 Junior CycleWellbeing Guidelines2021 Junior Cycle Wellbeing Guidelines1 Introduction Why does Wellbeing matter ? The policy context Towards an understanding of student Wellbeing in Junior Cycle 112 Wellbeing and the Framework for Junior Cycle 143 Wellbeing a whole-school endeavour Four aspects of Wellbeing in schools What matters most for student Wellbeing ? Student voice and Wellbeing Teacher Wellbeing Expectations and beliefs and Wellbeing Teaching and learning, and Wellbeing Assessment practices and student Wellbeing School policies Student support systems Partnerships with parents and guardians The physical environment and Wellbeing Planning Planning for Wellbeing during challenging times 38 Junior Cycle Wellbeing Guidelines4 Wellbeing and the curriculum Indicators of Wellbeing Wellbeing in the subject areas Guidance Other learning that can be included in a Wellbeing programme Providing a Wellbeing programme for students engaging with Level 1 and Level 2 learning programmes Planning principles and Steps in developing Wellbeing programmes Sample Wellbeing Units of Learning Sample Wellbeing programmes 765 Assessment and r

Orienting Education and Schools in the Space of Wellbeing (NCCA, 2016) by Prof Maeve O’Brien and Dr Andrew O’Shea. There are six sections in the guidelines2. Section 1 sets out why wellbeing matters as part of junior cycle education and the policy context for considering wellbeing within junior cycle education.

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