The publications and resources referenced in Sections 1-3 of The NCGE WSG Framework: Junior Cycle are available to download below.
- DES (2016)Programme Recognition Framework: Guidance Counselling
- DES (2005) Guidelines for Second Level Schools on the implications of Section 9 (c) of the Education Act (1998), relation to students' access to appropriate guidance
- NEPS (2013) Well-Being in Post Primary Schools
- NEPS (2007) Special Educational Needs - A Continuum of Support
- NCGE (2004) Planning the School Guidance Programme
- NCGE (2017) A Whole School Guidance Framework
- DES (2018) Circular Letter 0079/2018. Arrangements for the Implementation of the Framework for Junior Cycle with particular reference to school year 2018/2019
- DES (2015) Framework for Junior Cycle
- NCCA (2017) Junior Cycle Wellbeing Guidelines
- DES (2018) Wellbeing Policy Statement and Framework for Practice
Resources – Section 1 - Exploring Whole School Guidance in our School
This section will support your preparation for the reflection activities and exercises that will follow in subsequent sections. This will facilitate your exploration of whole school guidance. You will, as a school, need to decide early on what the focus of your exploration of whole school guidance will be i.e. junior or senior cycle. To explore the provision and practice of whole school guidance in both junior and senior cycles will be a considerable undertaking and one that NCGE does not recommend. This, and subsequent sections, will include links to resources/tools that can be used in respect of Junior Cycle or Senior Cycle.
A number of reflection activities are included within the content of Section 1.
Use the workbook to keep a record of your insights and learning.
The reflection activities should be used to form part of a discussion of guidance in your school so that a range of perspectives are captured.
This PDF can be used to facilitate your learning and enable you to:
- Reflect on the policy guidelines and how they may inform the development of your whole school guidance programme.
- Identify the contributions that members of the whole school community can make to the whole school guidance programme.
- Explore a Continuum of Support model for whole school guidance
Table 1 can be used to review your school’s provision of guidance activities, per the activities relating to the work of the guidance counsellor in all service settings identified in the Department of Education and Skills' Programme Recognition Framework: Guidance Counselling (2016)
Resources – Section 2 - Convening a School Guidance Group
The aim of this Section is to support you in progressing your exploration of guidance.
After you have identified members of your school community who are receptive to guidance and a whole school approach, the questions presented in the workbook may support your guidance team in developing your approach.
This PDF can be used to facilitate your learning and will enable your school to:
- Discuss Whole School Guidance in your school
- Establish a school guidance group to progress your work
- Develop a 'plan of action' on how to proceed
The wheel presents the continuum of support model offered within a whole school approach to guidance.
This blank template version may be useful in starting a conversation in your school about guidance, highlighting programmes/staff who may be involved in the delivery of a whole school guidance programme.
Resources – Section 3 – Information Gathering and Evidence in Your School
The aim of this Section is to gather information and evidence on your school's approach to guidance.
The reflections in this workbook may assist you in recording your findings and presenting a report to your school community outlining the school’s strengths, areas for improvement, etc.
This PDF will facilitate your learning and will enable you to:
- Explore the school’s provision of Whole School Guidance using the NCGE Framework
- Examine guidance learning experiences offered to students using the NCGE Framework's areas of learning as a reference point
- Identify the school's strengths and areas for improvement in the school's provision of Whole School Guidance
- Present your findings to members of the school community
This resource is based on the indicators for success for a Whole School Approach, as presented in the Department of Education and Skills (2018) Wellbeing Policy Statement and the NCCA (2017) Junior Cycle Wellbeing Guidelines. The resource proposes four key aspects to guidance: culture, relationships, policy & planning and curriculum & service across three key levels (guidance for all, guidance for some and guidance for a few)
This checklist presents individual aspects of the four key aspects to guidance, to examine which of these criteria your school meets at present.
This form will help you to examine how your school’s programmes are addressing the provision of guidance across the three levels – guidance for all, guidance for some and guidance for a few
This form is a review of your school’s response to Form A and will help you to examine how your school’s programmes are addressing the areas of learning and competences outlined in the Framework
As can be seen above; this form is available both in Junior Cycle and Senior Cycle in three parts corresponding to each Area of Learning and its associated learning outcomes. These forms can be used to examine these learning outcomes from a provision point of view i.e. Is the school making provision for the learning outcomes through guidance learning experiences.
The three areas of learning facilitating post-primary students’ development in eight areas of competence throughout post-primary education are outlined in this resource.
As can be seen above, these questionnaires, available for Junior Cycle and Senior Cycle may be useful to support your students in reflecting on their guidance needs and inform the planning of the school guidance programme, including guidance learning opportunities.
Note: Information entered into any interactive PDF provided is not recorded or held by NCGE. At the time of completion the data is displayed on the form itself and will automatically be removed unless saved locally to individual devices and / or printed.