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Presentation College
Rockford Manor
Whole School Guidance Plan
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Contents
Introduction ................................................................................................................................................... 5
Rockford Manor School Ethos and Profile ................................................................................................. 5
Aims of the Guidance and Counselling Service .......................................................................................... 6
Personnel involved in planning the Guidance Programme ....................................................................... 6
What is Guidance Counselling ..................................................................................................................... 8 Personal and Social Guidance ..................................................................................................................................................... 8 Group Counselling.......................................................................................................................................................................... 8 Educational Guidance .................................................................................................................................................................. 9 Career Guidance ........................................................................................................................................................................... 9
Other Guidance and Counselling Service Activities .................................................................................. 9
Theoretical Orientation of the Guidance Counsellor .............................................................................. 10
Referrals to outside agencies ...................................................................................................................... 11
Promotion of Mental Health and Wellbeing- 3 Tier Model .................................................................... 11
Three Tier Model of student support with reference to Rockford Manor supports ........................ 13 School Support for ALL ............................................................................................................................................................. 13 Physical safety provisions ............................................................................................................................................................ 13 Below is a summary of what Rockford Manor currently provides to support the Wellbeing of all. (This list is not exhaustive) . 15 School Support for Some............................................................................................................................................................ 16 Rockford Manor Support for a Few ......................................................................................................................................... 17
Guidance in Rockford Manor and the Framework for Junior Cycle .................................................... 18
The Guidance Service ................................................................................................................................. 19 Time Allocation and timetabling ............................................................................................................................................... 19
Induction Programme for incoming 1st years transitioning from Primary to Secondary School. ... 19
Senior Cycle Guidance Programme .......................................................................................................... 21 Transition Year ........................................................................................................................................................................... 21 Summary of Transition year in class guidance activities .............................................................................................................. 21 Other in-class guidance activities ................................................................................................................................................. 22 Other Guidance activities in transition year (see appendix 9 for more detail) .............................................................................. 22 First Year Guidance activities ................................................................................................................................................... 22
Second Year ................................................................................................................................................. 23 2nd Year Career Guidance ......................................................................................................................................................... 23
Third Year ................................................................................................................................................... 23 3rd-year Career Guidance Class-Based Activity....................................................................................................................... 24 Third Year8-week Guidance Programme (Integrated into SPHE class) ....................................................................................... 24 Fifth Year .................................................................................................................................................................................... 25 Fifth Year classroom guidance activities .................................................................................................................................. 25 Leaving Certificate Applied (LCA) Guidance Summary ........................................................................................................ 27 Over the two years of the programme, students will cover the following topics .......................................................................... 27
Sixth Year Guidance ................................................................................................................................... 28 Summary ..................................................................................................................................................................................... 28 Sixth years-monthly schedule Guidance programme .............................................................................................................. 30
Junior/Senior Cycle Subject/Programme choice...................................................................................... 33 Subjects in Second Year in Rockford Manor ........................................................................................................................... 33 Compulsory subjects .................................................................................................................................................................... 33 Optional subject ............................................................................................................................................................................ 33 1st to 2nd Year Subject Choice Programme ................................................................................................................................... 33 Leaving Certificate Subject Choice Programme details .......................................................................................................... 34 Important Elements of the Senior Cycle in Rockford Manor ....................................................................................................... 35
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Subjects that students can choose in Rockford Manor (three core/compulsory subjects .............................................................. 35
Rockford Manor Procedure for students giving up a subject/Changing Subject/Changing
levels/Changing Programme ...................................................................................................................... 37 Procedure for student giving up a subject ..................................................................................................................................... 37 Procedure for a student changing to a new subject/programme during the school year................................................................ 37 Operating Procedure subject/programme changes ........................................................................................................................ 38
Administration of the Guidance and Counselling Service ...................................................................... 38 Guidance administration ............................................................................................................................................................... 38 Correspondence ............................................................................................................................................................................ 38 Phone Calls ................................................................................................................................................................................... 39 Office Management ...................................................................................................................................................................... 39 Programme development and planning ........................................................................................................................................ 40 School planning evaluation .......................................................................................................................................................... 40 Report writing............................................................................................................................................................................... 40 Information collation and Organisation ........................................................................................................................................ 40 Managing Guidance Information for Students.............................................................................................................................. 41 Administration for testing ............................................................................................................................................................. 41
Parent/Teacher Meetings and Parent Information Evening ................................................................... 42
Record Keeping and Data Protection Procedures- one to one counselling and other data .................. 42
Reporting Procedures ................................................................................................................................. 43
Assessment Procedures ............................................................................................................................... 45 Assessment of Incoming First-Year Students ........................................................................................................................... 45 Assessment during Transition Year .......................................................................................................................................... 45 Assessment during Fifth and Sixth Year .................................................................................................................................. 45
School Protocol for Meetings/Appointments ............................................................................................ 47 Student counselling meeting protocols and procedures ................................................................................................................ 47 One to one protocols and procedures ............................................................................................................................................ 47
Guidance counselling one to one meetings and safeguarding procedures ............................................. 48 Meeting with Parents/Guardians ................................................................................................................................................... 48
Role of the Care Team in meeting the guidance needs of our students .................................................. 49 Role of Rockford Manor Care Team ............................................................................................................................................ 49 Role of Care team members....................................................................................................................................................... 49 The co-ordinator: Mr Collison ...................................................................................................................................................... 49 The guidance counsellor: Ms Scarff, Mr Kelly ........................................................................................................................ 50 The Deans: Ms Hennigan, Ms Behan, Ms Joyce, Ms Knowles ............................................................................................... 50 Rockford Manor Pastoral Care Team 2018-19 ............................................................................................................................. 51 Procedure for teachers referring students to the care team .................................................................................................... 51 Care Team Referral Forms ........................................................................................................................................................... 51
Communication of information re students .............................................................................................. 52 CODE FOR CARE TEAM STUDENT LIST ON VSWARE ...................................................................................................... 52
Cross-Curricular Planning ........................................................................................................................ 53
Subject Planning for a Culturally Diverse Society................................................................................... 53
Effective Teaching Methodologies ............................................................................................................. 53 Range/Variety of Resources ......................................................................................................................................................... 54
Leaving Certificate Vocational Programme (LCVP) and links to Guidance ........................................ 55 Assessment of the Link Modules ............................................................................................................................................... 56
Guidelines for the use of visitors to enhance guidance/wellbeing activities. (Circular 0023/2010) ..... 59 Guest Speakers for career guidance .............................................................................................................................................. 60
Monitoring and Reviewing of Guidance ................................................................................................... 61
Teacher In-Career Development ............................................................................................................... 61
Evaluation .................................................................................................................................................... 61
Areas for Development (based on consultation) ....................................................................................... 62
References .................................................................................................................................................... 63
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Appendices ................................................................................................................................................... 64 Appendix 1: Subject Choice Information Letter...................................................................................................................... 64 Appendix 2: 5th Year Student Options form: Example ........................................................................................................... 65 Please tick the language you intend doing. ................................................................................................................................... 65 Appendix 3 GUIDE TO FILLING OUT YOUR 5TH YEAR SUBJECT OPTIONS THROUGH OUR VSWARE
SYSTEM- .................................................................................................................................................................................... 66 Appendix 4: Parent Letter Subject Choice: Sample ................................................................................................................ 67 Rockford Manor Secondary School Stradbrook Road, Blackrock, Co Dublin. ............................................................................ 67 Appendix 5 Parent Letter 2 Subject Choice ............................................................................................................................. 69 Rockford Manor Secondary School Stradbrook Road, Blackrock, Co Dublin. ............................................................................ 69 Appendix 6: Suggested Guidelines for Volunteer Teacher/6th Year Mentors ....................................................................... 70 Wellbeing ..................................................................................................................................................................................... 70 Study skills ................................................................................................................................................................................... 70 Appendix 7: Care Team Referral form-Private and Confidential- Example ........................................................................ 71 Appendix 8: Subject Programme Change Form ................................................................................................................. 72 Appendix 9 Guidance Provision Stocktake .............................................................................................................................. 73
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Introduction As outlined in its Mission Statement “A Christian Environment where learning and teaching nurture
the personal development of every student”, Rockford Manor aims to protect the wellbeing of its
students and staff by providing a safe and nurturing environment at all times. The practical
application of the guidance plan is integral to promoting this mission statement. Guidance is also a
universal entitlement for all students in post-primary schools as per the Education Act (1998). This
Act requires schools to provide students with "appropriate guidance to assist them in their
educational and career choices" (section 9c). Circular 0009/2012, “Staffing arrangements in Post-
Primary Schools for the 2012/13 school year” restates this position: ‘each school develops a school
guidance plan collaboratively as a means of supporting the needs of its students.’
Rockford Manor School Ethos and Profile Rockford Manor is a non-fee-paying Secondary School for girls which differentiate itself from other
schools by catering for a wide range of social categories within the Catholic ethos of the
Presentation Congregation. The size of the school is unique in its catchment area
enabling it to provide education of the highest quality in an intimate and caring
environment where there is an emphasis on individuality and personal contact and affirmation.
In the school, there is an emphasis on achievement, and in this climate of excellence, improvement
and success are not only rewarded but celebrated. The underlying philosophy of Rockford Manor is
based on a commitment to nurturing the personal development of every student to her full potential
guided by the Catholic principles of the Presentation Sisters. The school fosters a caring, intimate
culture with an emphasis on building self -esteem and achieving excellence. This is a
relatively small school where friendship, affirmation and individual attention are
encouraged among pupils, teachers and parents. In this climate of care and personal fulfilment,
we aspire to produce a mature, well educated, well- adjusted, tolerant, responsible,
socially aware and Christian person.
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Aims of the Guidance and Counselling Service To assist each student in realising, accepting and developing her unique talents, skills,
aptitudes and abilities
To assist students in transitioning from primary to secondary and in important
moments of transition within their time in secondary school
To meet the social, personal, educational and vocational needs of each student within
the school
To assist each student in making realistic, appropriate and informed career choices
To provide an integrative model of counselling based on sound theoretical theory to
any student who wishes to avail of such a service
To act as the administrator of all guidance and counselling services that operate within
the school
To assist with the implementation of a Whole School Model/Approach to Guidance
and Wellbeing
To provide, in collaboration with the schools care team and all other members of the
school community, a positive, constructive, empowering non-judgmental and caring
support system for all students.
Personnel involved in planning the Guidance Programme Guidance is regarded as a core element of the school’s overall programme. This guidance
programme seeks to respond to the needs of the students at all stages of their education in the
school. The guidance programme is a whole school initiative, intrinsically linked with every
aspect of the school. The Guidance Counsellor consults with key personnel in the
development, implementation and evaluation of the programme including;
Principal
Deputy Principal
Deans
Class Tutors
Wellbeing Coordinator
Subject Teachers
LCA Coordinator
T.Y. Co-ordinator (Transition Year)
Resource Teacher
Special Needs Assistants
Learning Support Teacher
Parent’s Association
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School Secretary
Student Council
School Auxiliary staff
N.E.P.S.
N.E.W.B.
B.O.M.
Outside Agencies
Business and Industry
Universities/Institutes of technologies/Further Education Colleges and other educational
institutions
Local community
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What is Guidance Counselling
Guidance Counselling can be split up into three main areas including
1. Personal and Social
2. Educational
3. Career
Personal and Social Guidance Counselling at post-primary level aims to address certain areas within an adolescent’s
development including addressing and resolving specific problems, coping with crisis,
improving relationships, self-esteem, dealing with conflict, developing coping strategies and
exploring thoughts and feelings. The function of the Guidance Counsellor is to act as a catalyst
that assists their students/clients to develop the skills and self-awareness necessary to deal with
issues that confront them in their daily lives. The guidance service is available to all members
of the school community including parents and staff, although priority will always be given to
students. Individual, group and peer counselling are also incorporated into the School Guidance
and Counselling service. In addition, we offer one-to-one guidance and counselling to all
students on request or by referral. A counselling service is provided where students can explore
issues of concern to them, and this service is provided in a caring, confidential, non-
judgemental and objective manner.
We aim to develop each student’s interpersonal skills, and it is hoped that they will become
responsible and independent members of society and will contribute to that society by
becoming proactive citizens, caring for their community and society. We also hope they will
become more conscious of the environment and the invaluable contribution that they can make
towards its preservation.
Group Counselling
The Guidance Counsellor may offer counselling to groups of students, to:
Allow students to support each other and feel less isolated and alone.
Reach a greater number of students.
The Guidance Counsellor will offer group counselling to certain specific groups, for example:
Students who have experienced the death of a family member.
Students who have experienced parental separation.
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Educational Guidance Guidance is developmental and begins before a student enters second level. It covers topics
such as psychometric testing, subject choice, study skills, examination techniques, transition
year programmes, work experience placements etc. The Guidance Counsellor works in co-
operation with the Resource and Learning Support Department, Year- head of incoming first-
years and management to organise, conduct, correct and evaluate first-year entrance tests.
Career Guidance Career Guidance provision is a continuous process beginning with entry to second level and
ending after CAO/UCAS/PLC offers are accepted. The programme aims to encourage
students to explore further or third level education appropriate to their interest, aptitudes and
abilities. This service aims to provide students with the scope to develop their decision-
making skills, cope with employment/unemployment, develop job search skills, increase their
awareness of employment opportunities within the locality, as well as to look at reports on
employment trends nationally.
The Guidance service will include some or all of the following:
Information about future careers
Information about third-level courses, entry requirements etc.
Empower students with the skills necessary to make future career choices
Computer packages to assist in making an informed career choice, e.g. Qualifax,
Careers Portal etc
Mock interviews
Guest speakers from third-level institutions, Army, Solas, Garda Siochana etc.
School trips to open days
Information on grant payments: SUSI
Higher options
Other Guidance and Counselling Service Activities
Networking with local Guidance Counsellors
Report to B.O.M. on school guidance and counselling programme
Presentations at staff meetings on areas such as dealing with emotionally challenged
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students
Liaising with HSE/NEPS/NEWB
Monthly personal supervision and counselling
Annual evaluation of school guidance and counselling service using feedback from
students, parents, tutors and management
Ongoing maintenance of careers resources
Keep up-to-date on courses and entry requirements
Networking with local employers to keep the channels open for work experience
placements
Weekly meetings with students care team, making sure that it is preventative rather
than reactive.
Attend branch meetings and AGM of IGC (Institute of Guidance Counsellors)
Theoretical Orientation of the Guidance Counsellor
Counselling facilitates students in crisis by suggesting and exploring a range of coping
strategies and interventions in a caring and sensitive way appropriate to the individual’s needs
and developmental stage. Counselling can only take place in an atmosphere where the young
person experiences unconditional positive regard. A student needs to feel secure, accepted,
understood and confident that confidentiality is guaranteed except in cases where there is a
risk to the student, to others or where there is ongoing abuse or neglect. The Guidance
Counsellor of the school must work within the limitations of the Institute of Guidance
Counsellors Code of Ethics. Article 4.2 states that:
…Guidance Counsellors take all reasonable steps to preserve the confidentiality of
information about clients obtained in the course of professional work. They reveal such
information only with the client’s consent, but with certain exceptions, which include; where
concealment would result in danger to the client or others; when required by the Law or
designated guidelines; or for purposes of professional consultation or supervision.…It is the
duty of Guidance Counsellors to inform clients about legal limits on confidentiality…
The Guidance Counsellor is also obliged to follow the Child First National Guidelines for the
Protection and Welfare of Children and the Department of Education and Skills Child
Protection Procedures for Primary and Post-Primary Schools. One should note that
successful counselling can only take place at the request of the student and her willingness to
participate. Although a student may be referred to a Guidance Counsellor by a concerned
colleague or a worried parent, after the first meeting, it is always the student’s choice whether
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they wish to continue or not. The theoretical orientation of the Guidance Counsellors is
eclectic drawing on Rogerian person-centred, C.B.T., Gestalt, choice theory and other
solution-focused styles of counselling.
Referrals to outside agencies
After the initial consultation, the guidance counsellor may decide it necessary to refer
students on to relevant outside agencies and relevant specialised service as set down in
Article 2.2 of the I.G.C.’s Code of Ethics. The Guidance Counsellor will still monitor the
student and he will co-operate with the specialised service to provide for the needs of the
students concerned. The relevant parental permission will be sought by the Guidance
Counsellor when they are referring a student to a specialised outside service. The Guidance
Counsellors will work to maintain links with the local H.S.E. (Health Service Executive) and
other organisations that students may need to be referred to.
Promotion of Mental Health and Wellbeing- 3 Tier Model
Rockford Manor adopts the NEPS three-tiered continuum of support model for the promotion
of mental health within our school community (NEPS, 2010a; NEPS, 2010b)
(1) School Support for ALL
(2) School Support for SOME
(3) School Support for a FEW
A) Guidance For All
– Provided to all students to support personal & social, educational, and career development,
and students making transitions (incoming first years, junior cycle to senior cycle and from
senior cycle into apprenticeships, FET, HE and employment). The guidance counsellor as the
specialist has a key role to play in coordinating the planning and delivery of the whole school
guidance programme and in the provision of guidance to students. A whole-school approach
is employed in delivering the learning and teaching activities of the school guidance
programme which include, career education programmes, SPHE and Wellbeing in Junior
Cycle, guidance modules and work experience/placement provided as part of senior cycle
programmes (TY, LCA and LCVP).
B) Guidance For Some
– Provided to specific groups of students to support personal & social, educational and
career development and transition making. Such groups of students will typically include, for
example, students in senior cycle, especially 6th year, who will benefit from group and one-
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to-one guidance counselling to support educational and career decision making, and students
who are making transitions. Transition points include primary school into first year of post-
primary education, junior cycle to senior cycle, and school to higher/further education and
training, apprenticeships and employment. Some students may require additional and more
intensive support in making transitions. Group/one-to-one guidance counselling will require
the expertise of specialist school staff, such as the guidance counsellor working in
collaboration with the pastoral care team, SPHE teacher, SEN Coordinator, year heads, class
tutors and the school Chaplain.
C) Guidance for a Few
- Students may require support in meeting their developmental needs and when they
experience personal crises. Some students may also require more intensive support as they
make transitions (including transitions for Early School Leavers (ESL) and to education
centres such as Youthreach) and important decisions during their time in post-primary
schools. This support will require the expertise of specialised school staff with the necessary
knowledge, skills and competences to respond to the needs of these students and will involve
the guidance counsellor, and other school staff. The guidance counsellor in collaboration with
school management and staff, and external organisations/personnel deliver a wide range of
activities and learning to support students’ personal & social, educational and career
development. The guidance counsellor as the specialist plays a central role in the design and
delivery of the whole school guidance programme.
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Three Tier Model of student support with reference to Rockford
Manor supports
School Support for ALL
School Support for ALL is a whole-school approach that focuses on promoting Wellbeing for
all members of the school community. School Support for ALL is a process of prevention,
effective mainstream teaching and early identification and intervention for young people who
are showing mild or transient signs of difficulty
School Support for All in promoting Wellbeing in Rockford Manor.
Rockford Manor Post Primary School has put systems in place to help to build resilience in
both staff and students, thus preparing them to cope with a range of life events. These include
measures to address both the physical and psychological safety of the school community.
Physical safety provisions
Evacuation plan formulated
Regular fire drills occur
Fire exits and extinguishers are regularly checked
Supervision of students before during and after school
Provision of accesses points and car parking spaces for disabled drivers
Lift serviced regularly
Psychological safety provisions
The management and staff of Rockford Manor aim to use available programmes and
resources to address the personal and social development of students, to enhance a sense of
safety and security in the school and to provide opportunities for reflection and discussion.
The following measures are put in place in Rockford Manor to promote the psychological
safety of the school community.
Staff are familiar with the Child Protection Procedures and the name of the
Designated Liaison Person
Staff have access to training for their role in SPHE Social, Personal and Health
Education
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(SPHE) Is integrated into the curriculum of the school. Issues such as grief and loss;
communication skills; stress and anger management; resilience; conflict management;
problem-solving; help-seeking; bullying; decision making and prevention of alcohol
and drug misuse are addressed in the SPHE curriculum. Promotion of mental health is
an integral part of this provision. The SPHE programme can increase levels of
emotional literacy among students. SPHE is most effective when taught within the
context of a whole-school approach to promoting mental health and wellbeing. In this
way, young people’s learning in SPHE can resonate with positive messages delivered
throughout the school
The Friends for Life programme is a school-based positive mental health programme.
An internationally acclaimed programme for building resilience and reducing anxiety
which helps young people manage worry and depression. The World Health
Organisation cites Friends for Life as the only evidence-based programme at all
levels of intervention for anxiety in children. It is supported by NEPS psychologists.
The school further promotes positive mental health thought its positivity week
During this week information is provided to the whole school community on mental
health in general and such specific areas as signs and symptoms of depression and
anxiety
The link between physical and mental health is recognised and promoted through a
comprehensive Physical Education programme and an active school week
Staff are informed in the area of suicide awareness, and some have attended
specialist training such as ASIST (Guidance Counsellors) provided by the HSE
The school has developed links with a range of external agencies
The school has an anti-bullying policy and deals with incidents of bullying in
accordance with this policy
There is a care system in place in the school using the “Continuum of Support”
approach which is outlined in the NEPS documents published in 2007 for primary
schools and 2010 for post-primary schools
Students who are identified as being at risk are referred to the designated staff
member (e.g. guidance counsellor or support teacher), concerns are explored, and
the appropriate level of assistance and support is provided. A support plan is put in
place for students identified as being most at risk. Parents/guardians are informed,
and where appropriate, a referral is made to an appropriate agency
Meditation integrated into RE Programme
Staff are informed about how to access support for themselves.
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A peer mentoring system has been developed between 6th
years and 1st years
A voluntary teacher/6th
year mentoring programme has also been developed (see
appendix 6 for details).
Below is a summary of what Rockford Manor currently provides to support the
Wellbeing of all. (This list is not exhaustive)
Deans and Class
Tutor System
Class Teachers Student
Council
Class
Representatives
Peer Mentors
Prefects Physical
Education
Programme
Gaisce Award After School
Study
Charity
Fundraising
School Tour &
Trips
Subject Field
Trips
Career
Guidance
Open Night Learning
Support
Parents Teacher
Meeting
Parents Council School masses Student Retreats Counselling
Transition Year
programme
Lunchtime
Activities
Outside
Speakers
Student Awards Catholic Schools
Week
International
Breakf
ast
Morni
ng
Careers Week Positive
Health
Week
LGBT
Awareness Week
Rhythm of
Rockford Show
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School Policies that link to Wellbeing
The school has also formulated a number of policies and procedures to be followed with a
view to ensuring the physical and psychological safety of both staff and students during the
normal course of the school day. Such policies include, but are not limited to;
Health and Safety Policy
Wellbeing Policy (in development)
Anti Bullying Policy
Code of Behaviour
Guidance and Counselling Plan
S.P.H.E Programme (Incorporating RSE Policy)
Self Harm Policy
SEN Policy
It is expected that individual subject plans will have a strong emphasis on student Wellbeing
School Support for Some
School Support for Some is embedded in a whole-school approach and focuses on
identifying the smaller number of students who are at risk of developing unhealthy patterns of
behaviour or who are already showing early signs of mental health difficulties. A staff
member may notice emotional or behavioural changes in a young person. In this case, the
staff member will notify the care team through the school care referral procedures. The
student support team will agree on the appropriate course of action.
In Rockford Manor, the interventions in providing School Support for Some include:
Weekly Care Team meetings involving Guidance Counsellors/Deans and Senior Management
One-to-one counselling for the young person
Careful monitoring by class teachers/ tutors
Participation of the young person in a small support group set up to address specific
issues, such as bereavement, bullying, substance use, stress management
6TH
to 1st year mentoring/buddy programme
Participation in relevant interventions, e.g. anger management, social skills training
Engagement with relevant support services, e.g. community projects, youth
services, community Gardaí, juvenile liaison officers, health services
Promotion of out-of-school activities for the young person, e.g. drama, sport,
public- speaking
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Specific support programmes for parents/ guardians of the young person(s).
Rockford Manor Support for a Few
Rockford Manor recognises that a small percentage of our students present with more
complex or enduring need relating to their mental and emotional well-being. Supports for
our students at this level will generally be more intensive and individualised and will involve
the involvement of the school care team initially and additional support, including access to
external professionals and support services.
Parents/guardians should be involved from the very outset and at every stage of the process.
Parental consent is required for any external intervention accessed by the school for a young
person
In the event of a young person presenting with mental health concerns, which are above and
beyond the capacity and ability of Rockford Manor to provide support, our school may, with
the consent and collaboration of parents/guardians, refer the young person to the local general
practitioner (GP), who is best placed to make an initial assessment and advise on appropriate
referral pathways for the young person concerned.
A GP will listen to concerns and offer information, support and advice. The GP will facilitate
onward referral to other services, when appropriate. The referral will likely be made to the
local HSE psychology service/ primary care team or the Child and Adolescent Mental Health
Services (CAMHS).
Where a student is referred to outside an outside agency, they will be monitored on an
ongoing basis by the care team. In instances where the student is receiving outside
counselling support from CAMHS, CROSSCARE, etc., this should be the only
counselling support the student is offered. However, the school will continue to support
the student in such cases by offering a “check-in” support. This “checking in” can be
facilitated by a dean/guidance counsellor/trusted teacher in close collaboration with the
schools care tea
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Guidance in Rockford Manor and the Framework for Junior Cycle
Guidance-related learning starts in early childhood education and continues through students’
primary and post-primary education. As part of this holistic development, students in Rockford
Manor are exposed to three areas of guidance-related learning to allow them to develop in eight
areas of competence (Table 2) below courtesy of NCGE: A Whole School Guidance Framework,
Page 16). These areas of learning aim to build on the learning that students will have experienced
during their years in primary education.
Three areas of
learning
Eight areas of competence
Developing My
Career Path
•Using career-related information & sources appropriately
•Understanding the world of work & life roles
•Managing career development & decision making
Developing My
Learning
•Employing effective personal learning/exam strategies
•Making educational choices in line with career aspirations
Developing Myself •Developing & maintaining self-esteem & a positive self-concept
•Interacting effectively with others (face-to-face & online)
•Developing & growing throughout life
Table 2
Junior Cycle - The three areas of learning and associated competencies are linked with the
Principles underpinning the Framework for Junior Cycle, a number of the Framework
Statements of Learning and Key Skills. The whole school guidance programme is linked to Key
Skills such as managing me, Managing Information & Thinking, Staying Well, Communicating
and Working with Others. The guidance counsellor has a role in planning, coordinating and
delivering guidance-related learning associated (Guidance for All) with the relevant Key Skills and
in providing more intensive interventions to those students who need it through Guidance for
Some and A Few approaches.
Wellbeing - SPHE and guidance related learning are two of the main pillars of Wellbeing.
Wellbeing is linked to the Staying Well key skill of the Framework for Junior Cycle. The eight
competences can be linked with five of the six indicators of Wellbeing – Responsible, Connected,
Resilient, Respected and Aware. The guidance counsellor has an important role in supporting
planning for and delivery of the learning outcomes associated with Wellbeing indicators.
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The Guidance Service
Time Allocation and timetabling
1st Years: (Guidance Intervention periodically during the school year; formal w e l l b e i n g f o r
s i x t e e n w e e k s class.
Guidance related activities integrated within the SPHE Programme.)
2nd
Years: Intervention periodically during school year, 6-week study skills programme.
Guidance related activities integrated within the SPHE Programme.)
3rd
Years: Guidance class integrated into 3rd
year SPHE programme (8-week
Programme)
T.Y .: One class every week
LCA: One guidance class every week
5th
Years: One class every week
6th
Years: One class every week
Induction Programme for incoming 1st years transitioning from Primary
to Secondary School. Date Activity
Early
September
School representatives usually the principal and deputy principal visit the
local primary schools for an information session with 4th
class.
School Open Night where prospective students and their parents visit the
school and meet with teachers and management
Bonding day at the end of the 1st week
Development of Buddy System between 1st and 6
th years
1st-year participation in Rockford Manor School Show
Group meetings (four students at a time) with first years by the guidance
counsellor
Information meeting with parents
1st Year Liturgy
February Information meeting with incoming parent- distribution of forms for NCSE
applications for SEN
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Late February Assessment tests- CAT4 administered by the guidance counsellor
Student council organise a tour of the school for prospective
students
March SEN team visit primary schools of those students with SENs
First Year into second Year Subject Choice Programme (Guidance
Counsellor Led)
May Parents are invited for one to one meeting with the school care team
Booklists and information pack sent out
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Senior Cycle Guidance Programme
Transition Year
Transition year offers students many opportunities to develop social and personal skills apart
from academics when entered into the correct frame of mind. The transition year careers
programme is active where students are allowed to engage in visits to industry, careers fairs,
STEM workshops, work experience and other career guidance activities (see appendix 9)
The main objective of this programme is to promote student self-awareness that will help
determine which career path best suits their aptitudes, interests, values and personality. Each
student has a workbook and a personalised online space. All classes are based in the
Information Technology classrooms to allow students to access online resources such as
Careers Portal and Qualifax.
Summary of Transition year in class guidance activities
Transition year class contact time is limited due to the active nature of the transition year
programme. With this in mind, the in-class guidance programme is designed to allow students
do an extensive piece of research on one career area of their choice. Each student then
presents Students' research findings to the rest of the class. Students work on this research
when they are present in the guidance class. Guidance on how to complete this research is
given to the students by the guidance counsellor. Topics which must be included in this
research include.
Name of career to be researched (students undertake several career interests tests from
careers portal to help them choose a career area to research on)
University/college entry requirements (students are shown how to use Qualifax to get
this information)
An analysis of the positive and negative aspects of this career
An analysis of the employment prospects of this career
An analysis of the skills and qualities required to be successful in this career
The use of online video resources as a guide to other students in explaining the nature
of this career
On completion, students are asked to give an oral presentation to the rest of the class
using presentation software.
22
Other in-class guidance activities
Transition year students have access to the Careers Portal Reach programme and will
undertake aspects of this programme where time permits.
How to use Qualifax for careers research and subject choice analysis
Subject choice information programme (4 class periods)
Students compete in the National Career Skills Competition
Review of Diary of Work Experience
Other Guidance activities in transition year (see appendix 9 for more detail)
Conduct CAT 4 Testing
Individual student choice appointments relating to subject choices
Individual counselling as requested
Group counselling as necessary
Parent appointments
Individual consultations about future options by appointment
First Year Guidance activities
Highlight the role of the Guidance Counsellor and the pastoral care system at first-
year parents’ night
Individual counselling
Group counselling if necessary
Guidance Counsellor is available to parents as students settle into secondary school.
1ST
Year Guidance Classes
Number
of
Classes
Activity
1 Explaining the role of the school care team and guidance counsellor who can I talk to
if something is wrong?
4 Class Homework and Study skills
1 My Hopes and dreams for my future
23
4 Thinking about Careers-An introduction (Online Careers Test and the use of
guidance websites for basic careers information searching)
4 Different types of careers-An Introduction
2 Subject Choice (April)
Second Year Advise students about taking higher, ordinary or foundation levels in core subjects
Individual counselling as requested
Group counselling as necessary
Parent’s appointments
2nd
Year Career Guidance
Number
of
Classes
Activity
1 Explaining the role of the school care team and guidance counsellor who can I talk to
if something is?
1 Review of Study Skills Strategies and how to use Journal effectively
1 Different Types of Careers- Focus on STEAM Careers
1 Students complete short research about one STEAM career of their choice and
present findings to the class
Third Year This is a very important year with students facing their Junior Certificate
Examinations and having to make decisions about the type of programme they will
take the following year as well as having to make subject choices in some cases.
Advise students about taking higher or ordinary level subjects at Junior Certificate
level
Individual counselling as requested
Group counselling as necessary
Study Skills programme
Parent appointments
Organise a parents’ information night
24
Administer CAT testing for those going directly into 5th
year.
Meet on a one to one third basis years that are going directly to 5th
year regarding
subject choice. All of these students undertake a full subject choice /programme
choice module)
3rd
-year Career Guidance Class-Based Activity
Number
of
Classes
Activity
1 Explaining the role of the school care team and guidance counsellor/who can I talk
to if something is wrong?
1 How to use career guidance websites effectively for careers research
1 My Options after the Junior Certificate-Apprentices new and traditional explained
1 Understanding all the third level options available and explaining the Ladder System
of Progression
1 My Options after the Junior Certificate- LCVP, LCA and LC explained
1 Study Skills Review of Student Enrichment Study Skills programme-
1 (Subject Choice Programme for 3rd
Students going directly into 5th
year) Group
intervention and one to one support)
Third Year8-week Guidance Programme (Integrated into SPHE class)
Week 1 Week 2 Week 3 Week 4
Subject options at
Senior Cycle
The Transition
Year option
Using the Web for
Guidance Research
and Entry
Requirements
Career and College Entry
Requirements
Week 5 Week 6 Week 7 Week 8
Self-Awareness Career Decision
Making Interest
Inventory
Understanding
Multiple Intelligences
Study Skills
Techniques
25
Fifth Year
Fifth Year classroom guidance activities
Fifth years are scheduled for one class period per week and undertake the following career guidance topics during
this time.
Dreams and Ambitions
What Inspires me
My Talents
Career Interests
What would I like to do?
Career Interest Test
Occupations and Career Interests
Class Interests Profile
My Career Interests
How to use career guidance websites
Getting the most from
Qualifax/careers portal
Aptitudes & Intelligences
My Aptitudes
Multiple Intelligence Test
Career Research
What is that job really like
Will that course suit me?
Career Skills
Skills for the Job
Career Skills Self-Assessment
Career Skills Summary
Enterprise Skills
Careers Fairs and College Open days
How to get the most from
Careers Fair
How to get the most from
College
Open Days
Studying in the UK and Europe
How to complete a UCAS form
Opt
ions for studying in European countries
Career Values
Jobs and Values
What do you value?
Values and Career Choices
Study Skills programme
Goal Setting
Time management
Barriers to study
Improving Memory
Different types of note-taking
Using Q Cards
Graphic organisers
How to read a text more effectively
Personality
Personality Test
My Personality
CAO Choices
A brief summary of CAO application process
Preparation
Consider All Factors
Research
Curriculum Vitae
Sample CVs
MY CV
PLC Choices
Preparation
Consider All Factors
Research
PLC Progression Routes
Finding a PLC course with Higher Education
links
Finding CAO courses linked to specific QQI
Awards
Further Education Progression Routes
26
Course Investigation
The World of Work
Why do people work?
Exercise: Future Generations
Career Sectors
Work Experience
What are STEM Careers
Explaining STEM
Visits to industry and in-school presentations
during Science Week
27
Leaving Certificate Applied (LCA) Guidance Summary This course offers students a range of learning experiences that will enhance both their
vocational development and their understanding of the world of work. It aims to develop
important workplace skills such as planning, communication and teamwork. The course also
seeks to ensure that learning opportunities derived from practical experiences such as
enterprise activity, community work and work experience are maximised. The guidance
component of this course will help the students to develop an awareness of their strengths
and interests about the world of work. The students are also encouraged to develop their
career action plan. The course is broken up into four units which consist of one class per
week over the two years of the programme.
Unit 1: The student and the world of work
Unit 2: The student and one particular field of work
Unit 3: Information building
Unit 4: Career Action Plan
Over the two years of the programme, students will cover the following topics
Identify students aims and expectations concerning the Leaving Certificate Applied
course
Recognise career interests through completion and interpretation of an occupational
interest questionnaire
Distinguish different types of work and employment
Demonstrate an understanding of what people gain from working
Identify qualities which employers value in workers.
List some of their personal qualities and their relevance to working life
Complete a checklist re her skills
Outline their ideal job, the type of work it entails, and how suitable they think they are
to do this job
Research one particular chosen career and present their findings.
Report on information obtained on several visits to career exhibitions, colleges of
further education, training centres, etc
List the career and training opportunities that are available as a progression from the
Leaving Certificate Applied
Complete and score an interest questionnaire
28
Complete a checklist or questionnaire on learning styles and/or psychometric tests and
discuss the outcome with the guidance counsellor
Identify possible careers that would suit his/her skills, qualities and interests and to
suggest at least three areas of employment that link to these characteristics
Devise a personal career action plan
Prepare for interviews
Identify changes which people may have to cope with during their working lives, e.g.
unemployment, getting restarted/retrained/upskilling
Review the experience they have gained from the Leaving Certificate Applied
Programme.
Attend College/Further Education College open days
Attend information talks from visiting speakers from Universities/PLC
colleges and Institutes of Technologies.
Engage in work experience and reflect on this work experience
Develop an awareness of apprentice opportunities
This module will be delivered through the Guidance Counsellor via a comprehensive
PowerPoint presentation containing syllabus relevant content. As the students fill in their
accompanying Learner's Records (Classroom Guidance.ie LCA programme) they will be
helped to develop an awareness of their interests, aptitudes and skills with regard to work; to
investigate a range of career, education and training opportunities and to devise a personal
career action plan.
Sixth Year Guidance
Summary
Weekly career guidance classes with all class groups
Each 6th
-year student is given a minimum of two specific individual career guidance
appointments, one before Christmas and one post mock examinations
Updating of Careers resources and Notice Board
Individual counselling as requested
Group counselling as necessary
Parent appointments
Organise speakers from third-level institutions, Garda Síochána, Army, Solas etc.
29
Organise a parent’s information night about C.A.O./U.C.A.S./P.L.C, college
grants/SUSI and fees etc.
Organise outings to third level open days
Mock interviews
Realistic preparation of students for moving out of home and advising them on a
successful transition to third level
Be available in August when Leaving Certificate results and college offers are made to
advise students if requested
Organise study skills 6th
years.
Careers Information Night (every second year)
30
Sixth years-monthly schedule Guidance programme
September and October
Administration of
online guidance
questionnaire
Review of the
appointment
College Open Day
information
Information on the
Higher Options
Conference
Completing Student
records
Visiting Speakers
Audit – Ask student
what type of
speakers they would
like
Study Planning (day
study skills seminar)
Review of Study
Skills
Review of Interest
Inventories – Career
Interest Inventory
Implementation of
Career Decisions
November
Application’s to
UCAS colleges if
required
including HPAT,
CAT, Cambridge
test and preparing
Personal
Statements.
Work Placement
Review for
UCAS Students
if necessary
Career Action
Planning with
Careers Portal
Presentation
from
University IT
the PLC
sector
Researching
CAO Choices
Researching Non
– CAO Choices
Individual and
group preparation
for Open Days
CAO information
night for parents
December
Application
process through
the HEAR
Access
Programme
Presentation
from University
IT and Post
Leaving
Certificate
sectors
Completing a
sample CAO
form
CAO and
Disability Issues
(DARE)
Review of term
exams and
resetting target
CAO points for
the mock
examinations
31
Maker Interest
Inventory
Set goals for the
year, set target CAO
points for the term
exams
All students receive
an individual
appointment with
the guidance
counsellor to assess
career paths.
Individual and
group counselling
where required
Understanding the
CAO system
HEAR and DARE
Systems
January
Presentation from
University IT and
Post Leaving
Certificate sectors
CAO Applications –
Dates, Procedures,
Payment, Restricted
Entry, Deferred
Entry, Entry
Requirements,
Acceptance of
offers, Change of
mind etc.
February
Presentation from
University IT and
Post Leaving
Certificate
sectors
Review of Study
skills in
preparation for
mock
examinations
Interview
preparation for
interviews in UK
March
Review of Mock
Exams about
subject levels
and CAO Points
Reset aims for
their leaving
cert.
Study Plan to
year-end
Review of Goals
chart preparing
for a change of
32
CAO and
Supplementary
Application
Procedure
Introduction to
Scholarships
The PLC options
Dealing with Stress
concerning Exams
Presentation from
NUI Galway (3
departments)
colleges and PLC
interviews. (if
necessary)
Mock
Examinations
mind
UCAS follow
up
Grant system –
Where do you
apply, looking at
“studentfinance.
ie”, information
needed for
grants
Budgeting for
college and
costing
Presentation
from “Steps
Engineering”
April
Review of CV and
letter of application
Accommodation
Review
May
Change of mind
for CAO
Study plan for the
last four weeks
Review goals
chart
Job Search Skills
The process of
viewing
examination
scripts.
33
Junior/Senior Cycle Subject/Programme choice
Subject Choices have to be undertaken by our students on two different occasions in
Rockford Manor. Below are an outline of the second year subjects and a summary of the 2nd
year subject choice programme. This is followed by a summary of the senior cycle subject
choice programme
Subjects in Second Year in Rockford Manor
Compulsory subjects
Religious Education
Physical Education
C.S.P.E.
Irish
English
Mathematics
History
Geography
S.P.H.E.
Optional subject
Business Studies
Science
Home Economics
Art
Music
French/German
1st to 2
nd Year Subject Choice Programme
1. Guidance Counsellor led subject choice information presentation
2. Individual appointment with each student
3. All first-year teachers will present information on their subjects
during class time
34
Leaving Certificate Subject Choice Programme details
Rockford Manor recognises the importance of good decision in the transition between the
junior certificate and senior cycle especially regarding choosing a programme and/or subject
options. The following is the sequence of events regarding subject and programme choice
information for our students.
1. Careers classes on subject choice
2. Individual subject departments will give a presentation on their subject
3. Subject choice information evening
4. CAT 4 Administration
5. Individual/small group appointments with Guidance Counsellor.
Students are also advised to
1. Study the information booklet distributed to them.
2. Do research (e.g. www.qualifax.ie, careers library)
3. Consult textbooks and past papers of subjects they may be interested in.
4. Talk to students who have been, or are presently, studying the subjects which interest
them
5. Discuss subject choice with teachers and parents/guardians
35
Important Elements of the Senior Cycle in Rockford Manor
Students must study English, Irish, Maths
Students will study either French or German
Then students are presented with possible subject combinations of which they
must choose three subjects
All students will undertake SPHE, RE, PE and Career Guidance
Subjects that students can choose in Rockford Manor (three core/compulsory subjects
& Modern European Language & 3 optional subjects consisting of the following areas)
Languages Science Business Humanities Practical
French Physics Business Geography Art
German Chemistry Accounting History Home
Economics
Biology Music
5TH
Year Subject Choice Programme Timetable Example
Date Time Class Activity
Monday 27th
February
9am-12pm TY1 CAT 4 Testing
Monday 27th
February
13:40-15:40 TY2 CAT 4 Testing
Tuesday 28th
February
9am-12pm 3rd
years going
directly into 5th
year
CAT 4 Testing
Wed March 1st-
Friday 10th
March
All Day by
appointment
TYs and 3rd
years Individual Guidance
Appointment-
distribute results of
CAT Test and
discuss subject
choice
36
Monday 6th
March 12:30-14:20 TY 2 Guidance
Presentation- Subject
Choice
Monday 6th
March 14:20-15:50 TY 1 Guidance
Presentation- Subject
Choice
Tuesday 7th
March 12:30pm- 3:00pm All incoming 5th
Years
Individual Teacher
Presentation on their
subject (Study Hall)
Thursday, March 9th
7 pm Parents Subject Choice
information Evening
Week beginning
13th
March - Friday
18th
March
All Day Monday All students entering
5th
year in September
2017
Student can complete
options form on VS
Ware
Week beginning
20th
March
STUDENTS WILL BE INFORMED OF THEIR SUBJECTS
37
Rockford Manor Procedure for students giving up a subject/Changing
Subject/Changing levels/Changing Programme
Procedure for student giving up a subject
It should be extremely rare for any student not to follow the school curriculum as outlined
above. A very small number of students have exemptions from Irish, and only those with
exemptions are excused from taking the subject. In a minority of cases, it may be decided
that a student can benefit from a smaller number of subjects and additional support in the
core subjects. Before a student is permitted to give up a subject or to sit in the class and do
other work:
The student must first inform their subject teacher of their initial request to leave
the subject.
The matter must be discussed with both the Guidance Counsellor and/or Learning
Support Teacher- a note of any change should be recorded in VSWARE
The Principal must be kept informed.
The parents\guardians will be given the opportunity to discuss the matter with
both relevant teachers.
The parent\guardian must sign the change of subject form.
Written approval must be given to the teacher by the Principal.
Every effort will be made to provide students in this position with Learning Support if
this is required. If this is not possible, he\she will have to remain in the assigned class.
Procedure for a student changing to a new subject/programme during the school year
All subject changes/programme to be completed by October 10th. In general, it is
educationally unsound for a student to change the subject/programme four to six weeks into
the school year and one of the main reasons is that the student will have lost a significant
amount of tuition time and project work with the subject/programme that she is about to
embark on. It is important that students and parents get the selection and subject/programme
choice correct for fifth year and second year; as this will certainly prevent students from loss
of tuition time with a subject that has been chosen later in the academic year. The school
provides a comprehensive subject/programme choice programme for incoming 5th
years. Both
students and parents must engage fully with these.
38
Operating Procedure subject/programme changes
1. The student informs the class teacher that he/she wants to change a
subject/level/programme.
2. The student is referred to the guidance counsellor to discuss potential college entry
implications of moving subjects/level/programme
3. The student brings a subject change form to the Deputy Principal requesting a change
of subjects/level/programme
4. Deputy Principal checks if a place is available in the new subject
class/programme, and the proposed change fits into the band structure and
discusses the proposed changed with the relevant teachers/programme
coordinators.
5. If a change is practical and a place is available in the new subjects/level/programme,
the change will then be made subject to the subjects/level/programme change form
(see appendix 8) being signed by all relevant parties. The signed off
subjects/level/programme form is given to the Deputy Principal to be filled.
Administration of the Guidance and Counselling Service
Guidance administration
Administration of the service necessitates time spent each week by the Guidance Counsellor
in carrying out clerical and administrative duties. The following gives a brief outline of these
duties;
Correspondence
Correspondence takes place between the Guidance service and a variety of people and
organisations.
Some examples are:
Parents: Written Invitations to Open Night Information Sessions
Third Level and Further Education Colleges
39
Visiting speakers
Psychologists
Permission slips/letters
Counselling agencies
HSE
CAO, UCAS, Failte Ireland and other such bodies
References for UCAS colleges and work experience placements
References for PLC colleges
Organising the administration of Positivity Week and Careers Week
Phone Calls
The work of the Guidance Counsellor necessitates phone calls being made to others and
received from others daily. Some examples are:
To/from parents
To/from Third Level/ Further Education Colleges
To/from employers/work placement contacts
To/from industry representatives
To/from organisations such as STEPS, AHEAD
To/from visiting speakers
To/from psychologists ( NEPS and other)
To/from counselling agencies
Office Management
Office organisation and filing, e.g. Filing student records
Filing materials for careers, counselling and educational matters
Record keeping of attendance at open days and other careers events
Computer work
Storing of confidential testing and other resources
Organising appointments and distributing appointment slips
40
Record keeping of individual guidance appointments
Records Outside meetings
To/from CAO, UCAS and other bodies involved in education
Programme development and planning
Plan the content of the careers programmes
Writing the guidance programme
Research new developments in careers and courses and incorporating these into the
guidance programme
Evaluating the effectiveness of the programmes
Liaise with other staff members concerning programmes such as SPHE, CSPE, etc
School planning evaluation
Evaluation of the Guidance and Counselling service in conjunction with the school plan is
on-going. This involves:
Organising and chairing meetings of the School Guidance and Counselling
Planning Group
Writing agenda for meetings
Keeping records of meetings/ items discussed/decisions made
Engaging in correspondence, phone calls report writing involved in the planning
process
Distributing written information to the partners involved in planning
Planning, devising and distributing surveys to the partners
Report writing
Assessment reports for students
Occasionally behaviour reports on students
Referral reports for psychologists, counselling agencies
Policy documents
Information collation and Organisation
Information gathering, organisation and dissemination are an essential and
important function carried out daily
41
Visits to College Open Days
Visits to Career Exhibitions
Visits to Solas or other agencies
Organising visiting speakers to the school and liaising with staff re timetable
availability
Informing staff of speaker arrangements
Set up of hall before the arrival of speaker, audiovisual and seating
Arranging access to computers and information technology
Disseminating information to classes and groups
Continuous research to ensure the availability of the most recent information
Managing Guidance Information for Students
Ensuring up to date information is available
Collating correspondence from outside agencies
Filing careers books, prospectuses, leaflets, videos and other relevant information
Arranging and organising the borrowing of materials
Purchasing and updating the literature on guidance
Keeping records of materials borrowed and returned
Maintaining up to date careers information notice board
Administration for testing
Collating all materials required before testing such as question booklets, answer
sheets
Notification letters sent to parents/guardians
Ensuring and booking hall and library for test administration
Ordering new materials from suppliers
Liaising with other staff in organising seating arrangements
Collating all materials post-testing
Correcting answer sheets or arranging for the computerised marking of tests
42
Postage of tests for correction
Transfer of invoices to the office for necessary payment to suppliers
Preparatory talk to students outlining the purpose and use of testing
Minimising pre-test anxiety
Feedback to students of test results with explanatory hand-out
Guidance Review, Planning and Evaluation.
As Guidance is a continuous and developmental process which aims to meet the needs of all
our of students, it must be reviewed on an ongoing basis so that it can adequately respond to
the changing needs of students and changing society. To that end, a Guidance Planning
Group is in a place whose role it is to review and update the guidance provided in
accordance with the changing needs of our students. The guidance planning group meets
five times annually.
Parent/Teacher Meetings and Parent Information Evening
Parent/teacher meetings are held each year for each of the various years in the school.
The Guidance Counsellor is available at every meeting to meet parents.
Parents Information Evening Information evenings are provided in the school on
subject choice and senior cycle programme choice for parents.
Parents Information Evening a presentation is given to parents on all aspects of
applying to the CAO and information is provided on other third-level options
available.
Record Keeping and Data Protection Procedures- one to one
counselling and other data
The Guidance Counsellors operate the following record-keeping procedures.
Records of all personal counselling and careers/vocational guidance interviews are
kept
Guidance records are kept for seven years after the students leave school
The records of personal counselling sessions should contain some of the actual words
and phrases used by the student, and the student should be informed of all matters
pertaining to confidentiality between the counsellor and the student
The Guidance Counsellor will seek the consent of both the student and the
student’s parents or guardians before any personal data is disclosed to third parties
43
such as Tusla or any outside counselling service the student may be referred to.
Data relating to students will only be obtained for a specific purpose or purposes
and justifiable reasons
Under the Irish Data Protection Regulations, neither organisations nor parents
have an automatic right of access to data relating to the students. While a parent
or guardian is entitled to act on behalf of the student, there are circumstances
where school management in consultation with the guidance counsellor might
determine that the disclosure of certain information to a parent or guardian
might not be in the student’s best interests. Circumstances include but are not
limited to incidents of child welfare.
Access to manual and electronic records will be strictly limited and password-
protected, only those with a particular need or authorisation to do so will be
able to see and modify this data.
In the course of the Guidance Counsellor’s work with the students, they will be
expected to disclose their information to other organisations, e.g. prospective
employers, work experience assignments, etc. The Guidance Counsellor will only
disclose the minimum of student data required by these parties, to fulfil their
obligations to their students.
There is a system in place to inform teachers of the necessary information
concerning the welfare of students. This reporting system is highlighted in this
document. To protect the sensitive nature of certain data relating to students,
the information given to teachers is limited. Rockford Manor has a duty of care
to its students, and in certain circumstances, the guidance service will report
limited necessary information regarding students to teaching staff. This is
done where possible with the permission of the particular student.
Reporting Procedures
In both the Personal Counselling and Vocational Guidance interviews, the confidentiality rule
has adhered to, i.e. school management, class teacher, year head and/or parents/guardians are
informed if it is felt that the student is a danger to herself and/or to others. As previously
mentioned, the student is informed of matters pertaining to confidentiality but also of the
limits of confidentiality. This is always done at the beginning of the initial session. If the
Counsellor feels that this is in the best interests of the students to inform a
Teacher/Parent/Guardian/School Management of a particular difficulty, this is only done with
the knowledge and hopefully agreement of the student. Where the care team feel it is
44
necessary to inform teaching staff of concerns regarding students, this will be done on a need
to know basis and using the reporting system devised by the care team. Minimum information
may be disclosed to the staff regarding difficulties students may be having using this agreed
procedure. This proposal acknowledges that Guidance is a whole school issue and as such it
is the responsibility of all staff of the school to adhere to the Child Protection Guidelines and
report their concerns about a child to the Designated Liaison Person (Principal).
45
Assessment Procedures
A range of assessment tools is used in the Guidance Programme to supplement academic and
teacher reports.
Assessment of Incoming First-Year Students
Currently, the assessment test is administered by the guidance counsellor as part of the
entrance procedure that incoming First-year students are asked to take. The test administered
is the Cognitive Ability Test (CAT 4). This test gives the school an indication of the strengths
of incoming students in the areas of verbal and numerical reasoning. The Special Educational
Needs coordinator contacts feeder primary schools to identify the particular needs of students.
Results from this test are also communicated to incoming 1st-year students parents as part of
our induction process. The Special Needs Coordinator will meet with all the relevant parties
and process applications for the resources required.
Assessment during Transition Year
In March of Transition Year, students are tested using CAT 4 level F. This is used to help the
gathering and processing of information which is used for consultative purposes regarding
subject choice for 5th
year and indicates potential career suitability. Results of this test can
also be used to compare with students 1st year CAT 4 results. It also helps assess those
attributes in the search for a successful and fulfilling career.
Assessment during Fifth and Sixth Year
Leaving Certificate students to use the Careers Portal website which has vast resources
concerning pursuing college courses and future careers. Students undertake summative
assessment tests at Christmas and summer based on the content covered during the year. All
sixth-year students have access to the reach programme which contains several career
interest/personality/values tests. As students have access to computers in every Guidance
class, these tests are carried out online. Students create an online account to save all their
findings to use for future research.
These tests include:
Interest-based tests to see what level of interest a student would have in a particular
career or course.
46
Personality tests which allow the students to gain more self-knowledge.
Career Values questionnaires for students to work what is important to them
concerning their future.
47
School Protocol for Meetings/Appointments
1. Student counselling meeting protocols and procedures
2. Meetings with parents/guardians
Student counselling meeting protocols and procedures
Counselling is a key part of the school guidance plan, offered on an individual or group
basis as part of a developmental learning process and at a moment of personal crisis.
Counselling may include personal counselling, educational counselling, career counselling or
a combination of these.
Students may make an appointment to see the Guidance Counsellor at any time. An
appointment will be arranged as soon as possible. Self-referral to the service is encouraged.
Below is a summary of the one to one guidance appointment procedures in Rockford Manor
and should be understood in the context of the overall guidance plan of Rockford Manor.
One to one protocols and procedures
A guidance appointment slip is issued, which states the students' name, appointment and is
signed by the guidance counsellor. Students may in some cases, have a guidance
permission note from the guidance counsellor in their journals instead of this permission
slip.
The guidance appointment slip or journal is given to the class teacher by the student from
whose class the student is absenting herself. The teacher signs the slip or journal indicating
that permission is granted. The class teacher has the right to refuse the student permission for
an appointment. In that case, the appointment is rescheduled.
It is the student’s responsibility to inform their class teacher of the appointment assigned to
them immediately. Where a student forgets their appointment time, the guidance counsellor
may go to their assigned class to seek permission for this student to attend their guidance
appointment. The class teacher has the right to refuse the student permission for an
appointment. In that case, the appointment is rescheduled.
In the case of student absences, their assigned appointment time is given to another student
on the list. The guidance counsellor will go to this student’s assigned class to seek
permission to
attend their guidance appointment. The class teacher has the right to refuse the student
permission for an appointment. In that case, the appointment is rescheduled.
48
Guidance counselling one to one meetings and safeguarding
procedures
A large glass panel is on the guidance room door. At all times both the student and
teacher can be visible to other members of the school community
The guidance counsellor will write detail notes of counselling activities
The guidance counsellor will seek permission from parents before engaging in
ongoing counselling of students. The care team is also consulted concerning the
need for one to one counselling
Meeting with Parents/Guardians
The Guidance Counsellor is most willing to meet parents or guardians on an individual basis.
Appointments are usually conducted during school hours but may in certain circumstances be
arranged after school. All parties are requested to inform each other if a cancellation proves
necessary. On occasion, the guidance counsellor may request that another member of staff be
present at a particular meeting, e.g. Year Head, subject teacher and/or management. The
student may be invited to this meeting with the approval of the Parents/Guardians. This affords
the students responsibility, ownership, accountability and inclusion in the meeting outcomes.
Notes of all meetings shall be kept by the Guidance Counsellor. The guidance counsellor may
request another member of staff such as the relevant dean, principal, deputy principal be in
attendance.
49
Role of the Care Team in meeting the guidance needs of our
students
Weekly meetings of the Pastoral Care team are organised between the Principal, Deputy
Principal Guidance Counsellor, and Deans. The care team has a central role in the overall care
needs of students. Below is a summary of the role of the care team and individuals within this
care team.
Role of Rockford Manor Care Team
Care Team
Weekly meetings to Co-ordinate the support available for students in the school-
through referral process
Facilitate links to the community and other non-school support services such as HSE,
Tulsa and CrossCare etc
Ensure staff members are briefed about policies and procedures relating to student
wellbeing and support through information on VSWare and via communication with
teachers
Advise school management on the development and review of effective student
support policies and structures.
Review policies relating to student well being
Role of Care team members
The co-ordinator: Mr Collison
Organise and prepare for the meetings
Liaise before the meetings with any additional attendees and arrange for the relevant
year heads, other teachers, parents/guardians, students to be present
Ensure documentation is circulated
Make appropriate referrals or allocate the task to another person
Liaise with relevant agencies and, if appropriate, with parents/guardians provide
structured feedback to those agencies
Convene and chair case meetings or arrange for someone else to chair
Ensure relevant staff are kept informed of appropriate decisions/action
Provide support in the development of criteria for monitoring the operation of the
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student support system.
The guidance counsellor: Ms Scarff, Mr Kelly
May have detailed information on particular students
Take meeting minutes
Provide on-going support or specific interventions to individual students as an
outcome of the meeting
May support subject teachers in their work
Liaise with outside agencies
Be a contact for parents/guardians who have concerns about their children.
Make referrals to outside agencies where issues are beyond guidance counsellor core
competency
The Deans: Ms Hennigan, Ms Behan, Ms Joyce, Ms Knowles
Will collate information from teachers concerning particular students or issues
Give feedback to individual staff re students
May make contact with parents/guardians
Liaise with the class teacher; the school psychologist, or other professionals
Be available to monitor/support individual students where appropriate
51
Rockford Manor Pastoral Care Team 2018-19
Principal Mr Collison
Deputy Principal Ms Gallagher
Year Group Dean
1st Year Ms Lil Hennigan
2nd
Year Ms Lil Hennigan
3rd
Year Ms Lil Hennigan
Transition year Ms Kate O’Toole
LCA Ms Sandra Joyce
5th
Year Ms Kathy Behan
6th
Year Ms Kathy Behan
Guidance Counsellors Mr Paul Kelly
Ms Wanda Scarff
Procedure for teachers referring students to the care team
A referral regarding a student should be made to the relevant Dean in the first
instance
A referral can also be made directly to the guidance counsellor
Where the referral is urgent and when the Dean or Guidance Counsellor is not
available to make a person to person referral, a written referral form should be
filled out and left in the relevant Dean’s pigeon hole (See Appendix 7)
The Care Team meets weekly to discuss the care needs of students
Copies of Care team Referral Forms are left in a Pigeon Hole in Staff Room marked
Care Team Referral Forms
52
Communication of information re students
To increase communication to class teachers regarding students and maintain student
confidentiality the following system in place.
1. A list of students the care team is monitoring will be placed on VSware with the
heading STUDENT LIST
2. A number(s) (1-6) will be placed beside each student corresponding to a general area
of concern for this student
3. A note will be placed on the notice board in the staff room explaining what each
number represents (see below)
4. Students will be added and taken off this list as necessary
5. Notices regarding individual students will also be placed on VSWARE notice board if
necessary
CODE FOR CARE TEAM STUDENT LIST ON VSWARE
1= Ongoing long term mental health issue such as depression/anxiety/eating disorder/self-
harm etc
2= Ongoing Family-related problem
3= Peer related difficulties
4=Significant Academic related stress
5=Behavioural issue
6=Recent significant trauma/bereavement etc
This list will be updated weekly.
Students will be informed before their names appear on this list, and their views will be taken into
account regarding their inclusion in this list. However, the school reserves the right to include a
student in this list without a student’s express permission if it feels that this is in the best interest
the student.
53
Cross-Curricular Planning
The Guidance department actively seeks and promotes cross-curricular participation with
many subjects.
Guidance and SPHE have many similar aspects in the curriculum. e.g. decision
making procedures and promoting the physical, emotional and mental health of the
individual to name but a few. The SPHE at both junior and senior level is a vital
component of the overall guidance needs of our students as part of the “guidance for
all” element of our schools' whole school guidance plan.
The guidance department encourages all subject teachers to include career-
related elements into all subject plans.
Subject Planning for a Culturally Diverse Society
The Guidance Department, in accordance with school policies, exists in a multicultural
society and as such, caters for children from all cultures and all denominations.
All pupils enjoy a diverse and inclusive education which strives to cater for all, regardless of
culture. The Guidance Counsellor must be sensitive to the beliefs and understand the
differences between cultures and strive to incorporate inclusion in all individual meeting and
classroom lessons. The main approach regarding planning for cultural diversity is
“Inclusion”. At no time should a student feel excluded from any class in the department
because of;
Subject content
Class discussions
Subject field trips
Cultural difference
Religious or ethnic difference
Effective Teaching Methodologies
A variety of teaching methodologies are required in this department. The Guidance
department actively uses a range of teaching methods to extract the most potential out of
all its pupils. The department uses a wide range of teaching methods such as;
Visualisation Techniques
54
Various questioning techniques (Rapid-fire, open-ended etc.)
Promoting student interaction
Extracting information from students to facilitate learning
Group work / Individual work / Cooperative Learning
Brainstorming (Promotes Discussion)
Use of ICT & E-Learning – use of iPods
Displaying work from students
Promote practical experience (sample days in the local IT)
Visits in from Universities, IT’s and PLC Colleges
Visits to college open days
Range/Variety of Resources
The Guidance Department has a variety of resources to choose from.
Whiteboard with an internet connection
Careers Portal and the Reach element of this website
Various careers teaching resources, e.g. college prospectuses career directories etc
Computers in the computer room
Communal photocopier for handouts
Video’s & DVD’s
A fully equipped Guidance Office with a computer, internet connection, printer,
guidance materials and a filing cabinet
55
Leaving Certificate Vocational Programme (LCVP) and links to Guidance
The Leaving Certificate Vocational Programme (LCVP) is an intervention designed to enhance
the vocational dimension of the Leaving Certificate (established) and thus can facilitate
student engagement in the process of career decision making. The LCVP combines the
academic strengths of the Leaving Certificate (established) with a focus on self–directed
learning, innovation and enterprise. This two-year programme is part of an expanded provision
that aims to cater to the diversity of participants’ needs at senior cycle. The programme was
introduced in Rockford Manor as a part response to point two of the schools' strategic plan which
seeks to increase Rockford Manor participation rates in third level institutions.
Students study two LCVP Modules – Preparation for the World of Work & Enterprise Education –
in addition to their traditional Leaving Certificate subjects. Students who follow the
programme will have a minimum of one LCVP class per week. Over their two years in senior
cycle, LCVP students will have to prepare a portfolio of work which will be a major part of
their overall assessment. They will also be required to sit a written terminal examination –
this will take place before the traditional Leaving Certificate is written examinations in June.
Programme Requirements
Programme Requirements for students taking the Leaving Certificate Examination are:
At least five Leaving Certificate subjects plus the Link Modules, one of which must be Irish
Two of the above subjects must be selected from one of the designated Vocational Subject
Groupings
Two Link Modules: Preparation for the World of Work and Enterprise Education
A recognised course in a Modern European Language other than Irish or English
Vocational Subject Groupings (VSGs)
Two subjects are selected from one of the Vocational Subject Groupings. These subjects provide students
with a focus on developing vocational skills and exploring their career options.
The Specialist Groupings consist of subjects which complement one another naturally. The Services
Groupings comprise subjects which complement one another in a commercial context.
Specialist Groupings
1 Construction Studies; Engineering; Design and Communication Graphics; Technology - Any Two.
2 Physics and Construction Studies or Engineering or Technology or Design & Communication
Graphics.
3 Agricultural Science and Construction Studies or Engineering or Technology or DCG
56
4 Agricultural Science and Chemistry or Physics or Physics/Chemistry
5 Home Economics; Agricultural Science; Biology - Any Two
6 Home Economics and Art - Design Option or Craft Option
7 Accounting; Business; Economics - Any two
8 Physics and Chemistry
9 Biology and Chemistry or Physics or Physics/Chemistry
10 Biology and Agricultural Science
11 Art - Design Option or Craft Option and Design & Communication Graphic
Services Groupings
12 Engineering or Technology or Construction Studies or Design & Communication
Graphics and Accounting or Business or Economics
13 Home Economics and Accounting or Business or Economics
14 Agricultural Science and Accounting or Business or Economics
15 Art Design or Craftwork Option and Accounting or Business or Economics
16 Music and Accounting or Business or Economics
The Link Modules
Students taking the Leaving Certificate Examination from 2004 onwards will follow two Link Modules
over the two years:
Link Module I – Preparation for the World of Work
Students will research and investigate local employment opportunities, develop job-seeking skills
such as letter writing, CV presentation, interview techniques; gain valuable practical experience of
the world of work; interview and work shadow a person in a career area that interests them
Link Module II – Enterprise Education
Students will be involved in organising visits to local business and community enterprises; meet and
interview enterprising people on-site and in the classroom; plan and undertake interesting activities that
will build self–confidence, creativity, initiative and develop teamwork, communication and computer
skills.
Assessment of the Link Modules
57
LCVP students follow the same subject syllabi and are assessed in the same way as their peers in the
Leaving Certificate. For the Link Modules, they are assessed by Written Examination (40%) and by
Portfolio of Coursework (60%). The written examination takes place in May of the Leaving
Certificate Year. The examination is of two and a half hours duration and consists of three sections
which are outlined below.
The structure of the Written Examination is as follows:
Section A: Audio Visual Presentation
Section B: Case Study (received in advance by students)
Section C: General Questions (4 out of 6)
The Portfolio of Coursework accounts for 60% of total marks. Students assemble the portfolio over the
two years of the programme and it is assessed at the end of the final year of the Leaving Certificate. The
Portfolio and Written Examination are externally assessed by the Department of Education & Science.
LINK MODULES - PORTFOLIO OF COURSEWORK
CORE ITEMS
Curriculum Vitae
Career Investigation
Enterprise/Action Plan
Summary Report OPTIONAL ITEMS (any two)
Diary of Work Experience
Enterprise Report
Recorded Interview/Presentation
Report on My Own Place
Certification
LCVP students receive the same certificate as other Leaving Certificate students, but their Certificate
includes an additional statement of the results of the Link Modules.
Grades for the Link Modules are as follows:
Grade Per cent
Distinction
Merit
Pass
80% – 100%
65% – 79%
50% – 64%
The Link Modules are recognised for points purposes by the Institutes of Technology and the
58
Universities. The points are allocated as follows:
Grade Universities and Institutes of Technology Award
Distinction
Merit
Pass
66 points
46 points
28 points
59
Guidelines for the use of visitors to enhance guidance/wellbeing
activities. (Circular 0023/2010)
Rockford Manor uses visitors to supplement the schools SPHE/RSE/WELLBEING/GUIDANCE
programme. Outside facilitators who contribute to the SPHE/RSE/WELLBEING/GUIDANCE
programme can play a valuable role in supplementing, complementing and supporting our
SPHE/RSE/WELLBEING/GUIDANCE programme. Visitors to the classroom particularly those
engaging directly with students will be made aware of relevant school policies including the school’s
child protection policy, RSE policy and substance misuse policy. Any such visit must be carefully
planned in line with our whole-school SPHE/RSE programme(s) and policies.
The following general principals will be applied to the use of guest speakers.
Talks/programmes delivered by outside agencies or speakers must be consistent with and
complementary to the school’s ethos and SPHE/RSE programme. Visits should be planned,
researched and implemented in partnership with school personnel.
Relevant teachers need to liaise with and be involved with all visitors and external agencies
working with the school, and the whole staff needs to be made aware of the same.
Parents will be consulted and made aware of any such visiting people or agencies to
classrooms/ schools.
The school’s SPHE/RSE /GUIDANCE team will help in the process of whole-school
planning and coordination to support the effective implementation of SPHE/RSE. Before
individual teachers ideals for suggested speakers to their class, they will consult with the
SPHE coordination group to ensure consistency of planning.
It is of the utmost importance that classroom teachers remain in the classroom with the
students and retain a central role in the delivery of the core subject matter of the SPHE/RSE
programme. The presence of the classroom teacher should ensure that the school follows
appropriate procedures for dealing with any issue(s) that may arise as a result of the external
input(s).
All programmes and events delivered by visitors and external agencies must use appropriate,
evidence-based methodologies with clear educational outcomes. Such programmes are best
delivered by those specifically qualified to work with the young people for whom the
programmes are designed.
All programmes, talks, interventions and events should be evaluated by students and
teachers in terms of the subject matter, messages, structure, methodology and proposed
learning outcomes.
60
Research findings indicate that the following teaching approaches have limited effect and are
counterproductive to the effective implementation of SPHE. In light of this Rockford Manor will
aim to avoid the following when delivering Wellbeing/SPHE/RSE/Guidance related programmes
Scare tactics: Information that induces fear, and exaggerates negative consequences, is
inappropriate and counterproductive.
Sensationalist interventions: Interventions that glamorise or portray risky behaviour in
an exciting way are inappropriate and can encourage inappropriate risk-taking.
Testimonials Stories focused on previous dangerous lifestyles can encourage the
behaviour they were designed to prevent by creating heroes/heroines of individuals who
give testimony.
Information only interventions: Programmes which are based on information alone are
very limited in the learning outcomes they can achieve and can be counter-productive in
influencing values, attitudes and behaviour.
Information that is not age-appropriate giving information to students about behaviours they
are unlikely to engage in can be counterproductive in influencing values, attitudes and
behaviour.
Once off/short term interventions, short-term interventions, whether planned or in reaction
to a crisis, are ineffective.
Normalising young people’s risky behaviour giving the impression to young people, directly
or indirectly, that all their peers will engage/are engaging in risky behaviours could put
pressure on them to do things they would not otherwise do.
Didactic approach: Didactic approaches which are solely directive are ineffective in the
successful implementation of SPHE/RSE.
Guest Speakers for career guidance
It is normal for speakers from individual colleges to give talks to senior class groups. These
talks are both informative and useful as they give the students an overview of the courses
which are available in different colleges, and they give the students an overview of third-level
education. Other speakers are arranged subject to demand and in consultation with the
students, staff and management. Talks may be held on certain subject areas depending on the
demand in a given year.
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Monitoring and Reviewing of Guidance
A questionnaire will be developed in order to elicit the views of the school partners -
parents, pupils, teachers and management - concerning how the objectives of the
programme as outlined in the plan are being met. This will be done annually. This
questionnaire will be made available online
The Guidance Counsellor will write a summary report, including critical analysis, of the
guidance activities during each school year
The findings of the annual review of guidance in the school and the results of
questionnaires and follow up studies will be presented annually to the senior management
team for consideration
At the end of each academic year, the Guidance Counsellor will do a review of
Guidance in the school; this will be done in collaboration with the school Principal.
Based on this review the Guidance Department plan will be updated for the following
Academic Year
Teacher In-Career Development
In-career development is essential to the work of the Guidance Counsellor to maintain
and develop their professional competence
The Guidance Counsellor regularly attends local IGC meetings and attends Counselling
Supervision. These meetings are held on Tuesday afternoons between 2 pm and 4 pm and
are facilitated by the school
The annual IGC AGM and Conference also provides a range of workshops and
presentations relevant to our work which has been attended each year for the last fifteen
years by the Guidance Counsellor
Evaluation The Guidance department is committed to monitoring and evaluating the effectiveness of
Guidance. As part of this role, the Guidance Counsellor will review the plan, to ensure it is
meeting the demands of the students and their parents. Specifically important to our Guidance
plan is:
Pupil feedback
Staff feedback
Parental feedback.
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Areas for Development (based on consultation)
1. The delivery of comprehensive SPHE and RSE programme is an essential component of the whole
school response to student well being. A review by the guidance planning group on the delivery of the
SPHE and RSE policy and programme at senior and junior cycle has been undertaken. The following
has been suggested;
A list of teachers willing to teach SPHE/RSE will be taken, and in-service training
needs analysis will be conducted
A Whole School SPHE/RSE plan to be developed which will be shared among all
SPHE/RSE teachers. This plan will include specific times where the RSE
programme will be delivered to each year group
Teachers will be timetabled to teach SPHE/RSE across the year groups from 2019-20
a record of which will appear in the SPHE plan
RSE will be implemented as part of the Junior Certificate SPHE programme from
2019-20
RSE will be implemented in Transition Year on a modular basis
RSE to be delivered in senior cycle as part of SPHE on a modular basis
Meetings of the SPHE/RSE teachers to be prioritised at the beginning of the 2019-20
year and an SPHE coordinator selected on a voluntary rotating basis
2. Results from parents’ consultation re career guidance suggest the need for the introduction
of careers modules from 1st to 3
rd year. (DES Inspectorate’s recommendations and
commendations in Looking at Guidance (2009) p.22) This will be delivered by guidance
counsellor during SPHE class beginning in early 2019
3. Results from the staff consultation on guidance outline the need to develop a separate
Policy on Student Wellbeing
4. Policy on Wellbeing to be developed (result of staff consultation)
63
References
Data Protection for the Guidance Counsellor- Compliant Data Management- Author:
Hugh Jones Data Protection Specialist Sytorus Data Protection Consultancy.
Child Protection Procedures for Primary and Post Primary Schools 2017
Framework for Considering Provision of Guidance in Post Primary Schools – September
2012 Issued by Association of Community and Comprehensive Schools (ACCS), Irish
Vocational Education Association (IVEA), Joint Managerial Body (JMB) and National
Association for Principals and Deputy Principals (NAPD).
Guidelines for Second-Level Schools on the Implications of Section 9(c) of the Education
Act 1998, Relating to Students Access to Appropriate Guidance (DES 2005).
Government of Ireland (1998) The Education Act. Dublin: Stationery Office
Institute of Guidance Counsellors Code of Ethics [Internet]. Available at:
http://www.igc.ie/opencontent/default.asp?itemId=75&Id=75&Section=About+Us&map=
School Self-Evaluation Guidelines for Post-Primary Schools Inspectorate Guidelines for
Schools. (Department of Education Inspectorate 2013).
The Practice of Counselling by Guidance Counsellors in Post-primary Schools: Claire Hayes
& Mark Morgan, NCGE (2011).
Well-Being in Post-Primary Schools: Guidelines for Mental Health Promotion and Suicide
Prevention' (Department of Education, 2013).
64
Appendices
Appendix 1: Subject Choice Information Letter
Dear Parent/Guardian,
Soon our incoming 5th
year of 2017 will be asked to make a very important decision, namely,
SUBJECT CHOICE. Students will be asked to select a number of subjects, usually 7, for
their Leaving Certificate. To make a good decision, it is essential to have good information.
At Rockford Manor, we arrange the following to help our students make informed
decisions regarding subject choice:
1. Careers classes on subject choice.
2. Subject choice information evening
3. Individual subject departments will give a presentation on their subject
4. Administer CAT 4 TEST
5. Individual/small group appointments with Guidance Counsellor.
Students are also advised to;
Study the information booklet which will be distributed to them.
Do research (e.g. www.qualifax.ie, careers library).
Consult textbooks and past papers of subjects they may be interested in.
Talk to students who have been, or are presently, studying the subjects which interest
them.
Discuss subject choice with teachers and parents/guardians.
Students should choose their ‘package’ of subjects to satisfy their interests and to keep as
many careers options open as possible. Our subject choice programme is designed to help
students access as much up to date information as possible and in doing so, make good
subject choice decisions.
A meeting will take place in the school in March both parent and student must be present at this
subject choice presentation. This is your future and every decision impacts on that choice.
Le gach deag
65
Appendix 2: 5th
Year Student Options form: Example
Subject Preference Number
Accounting 6
Art 5
Biology 2
Business
Chemistry 1
Geography
History 4
Home Economics
Music
Physics 3
1
Additional Instructions
Please sign in this box if you are happy with your choices below. Please note you will not
be guaranteed the above choices as all choices may be subject timetabling restrictions.
Please tick the language you intend doing.
French
German
Are you planning to take a subject outside of school? Please write this subject in the box
below.
66
Step 1:
Open VS Ware and Login in.
Step 2:
Click on Student Options on
right hand side
Step 3:
When you click on Student
Options you will be directed to
this page. Use the Drop down
menu to make your subject
selection.
Appendix 3 GUIDE TO FILLING OUT YOUR 5TH
YEAR SUBJECT OPTIONS
THROUGH OUR VSWARE SYSTEM-
This Facility will be open to Parents from March 13th and close at 16:00 March 16th
67
Appendix 4: Parent Letter Subject Choice: Sample
Rockford Manor Secondary School
Stradbrook Road, Blackrock, Co Dublin.
Tel: 2801522 Fax: 2845091 E-mail: [email protected]
Re: Leaving Certificate 2017-19 Subject Choice
Dear Parent/Guardians,
Selecting the right subjects for the Leaving Certificate, and the level at which to take them, is
a critical task faced by Rockford Manor students every year. The wrong choice here can have
unintended consequences in two years when students find unfortunate subject gaps block
paths into college.
In mid-March, our incoming 5th
-year students will be asked to make decisions around what
Leaving Certificate subjects they wish to choose. To make a good decision, it is essential
to have good information. At Rockford Manor, we arrange the following to help our
students make informed decisions regarding subject choice:
1. Careers classes on subject choice.
2. Individual subject departments will give a presentation on their subject.
3. Students undertake (CAT 4) Cognitive Abilities Test, which will assist our
guidance counsellors in advising students on subject aptitude. This test will take
place on Monday the 27th
of February.
4. Students will have an individual appointment with one of our guidance counsellors to
discuss subject choice.
5. Subject Choice Parent Information night.
6. Current 5th
-year Students will give subject-specific presentations to our incoming
5th
Years.
Students are also advised to;
Study the subject choice information booklet which will be distributed to them.
Do research (e.g. www.qualifax.ie, careers portal).
Consult textbooks and past papers of subjects they may be interested in.
Talk to students who have been, or are presently, studying the subjects which interest
them.
Discuss subject choice with teachers and parents/guardians.
68
Students should choose their ‘package’ of subjects to satisfy their interests and to keep as
many careers options open as possible. Our subject choice programme is designed to help
students access as much up to date information as possible and in doing so, make
effective subject choice decisions.
Finally, all parents/guardians are invited to attend a subject choice/programme choice
information evening, which will take place on Thursday, March 9th
2017. The programme of
events for this evening is set out below.
Time Presentation Content
19:00- 20:00 Subject Choice –talk for all incoming 5th
years
20:00- 20:30 The Leaving Certificate Applied (LCA) Programme talk for parents of
incoming LCA students
20:30- 21:00 The Transition Year Programme- talk for parents of incoming Transition
Years
Finally, please note that from this year, students will be able to input their subject choice on
our VSWARE system and we have enclosed a brief guide on how to do this online. Parents
are asked to fill out the slip below to confirm that they have received this correspondence and
agree to complete the subject choice via our VS WARE System.
Yours Sincerely,
Tony Collison Paul Kelly
Principal Guidance Counsellor
PLEASE RETURN THIS SLIP BY FRIDAY MARCH 3RD
2017
I………………………………..have received the above correspondence and am aware that I
can fill out subject choice options on the schools VSWARE system. I am also aware that I
this facility will be available from March 13th
to March 16th
2017.
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Appendix 5 Parent Letter 2 Subject Choice
Rockford Manor Secondary School
Stradbrook Road, Blackrock, Co Dublin.
Tel: 2801522 Fax: 2845091 E-mail: [email protected]
Dear Parent/Guardians,
Our first-year students are now choosing what optional subjects they wish to take for second
year. At Rockford Manor, we arrange the following to help our students make informed
decisions regarding second-year subject choice.
1. Subject teachers will give students information on their subjects.
2. Our Guidance Counsellor will deliver a presentation to students on the implications of
taking particular subjects for career choice.
3. Subject fact sheets containing information on each optional subject are provided
within this correspondence.
4. Students can arrange an individual appointment with the guidance counsellor to
discuss subject choice issues.
Subject selection for second year will be completed via the school administration software
VSware by students themselves in school with the assistance of our guidance counsellor.
However, students are asked to fill in and return the subject options form included in this
correspondence to the guidance counsellor by Friday the 12th
May. A parent/guardian must
sign this form.
Each student is asked to pick four option subjects, as well as French or German. The majority
of students will get their top three choices. However, it is helpful for us to know what other
subjects your daughter would like to study if she does not obtain her first three preferences.
You should discuss subject options carefully with your daughter as her future career may
require specific subjects, examples of which are outlined with the accompanied factsheets.
Finally, if you would like some advice about subject choice, please contact the school
office to arrange an appointment with the guidance counsellor.
Kind Regards,
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Appendix 6: Suggested Guidelines for Volunteer Teacher/6th
Year Mentors
Wellbeing
1. Checking in on student (Not providing grind in your subject)
2. Any issues emerging should follow school referral procedures.
3. Encourage students to be active and not to give up team sports
4. Emphasise the importance of good sleep
5. While some part-time work is necessary for students, they should be encouraged to
cut back as much as possible and not engage in part-time work from after Christmas
on
Study skills
1. Check-in after study skills workshop how applying new learning to each subject
2. Study skills journal provided ask students are they using it
3. Checking have they developed a study plan
4. Are they working to plan? Ask students to show you their study plan
5. Students should be encouraged not to have mobile phones in same room while
studying
6. In most cases it advised referring careers college-related queries to the
guidance department
7. Specific academic performance monitoring is to be done by class tutors.
8. Teachers who have a serious concerned with student wellbeing are asked to note this
used the schools' referral procedures
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Appendix 7: Care Team Referral form-Private and Confidential- Example
Name of Student:
Year:
Class:
Date of referral:
Dean:
State how you know this
student:
Is this a pastoral care/learning/behaviour concern (please circle)?
Briefly outline the reason for your concern
Signed: Date:
Please drop this referral form into relevant deans’ pigeonhole or guidance office post
box. Referrals can also be made by speaking directly to the relevant dean or guidance
counsellor.
72
Appendix 8: Subject Programme Change Form
Rockford Manor Secondary School Stradbrook Road, Blackrock, Co Dublin.
SUBJECT/PROGRAMME CHANGE FORM
Students Name:
Class:
Date:
Please tick relevant box
Changing Levels Changing Subject Giving up and
subject
Changing
programme
Name of subject/programme to be discontinued:
Signature of the teacher of existing subject/programme:
Name of replacement subject/programme (if applicable):
Signature of Teacher of replacement subject:
Signature of Relevant Dean/programme coordinator:
Signature of Guidance Counsellor
Signature of Parent/Guardian:
Principal:
Please note:
All subjects/level/programme changes must be discussed with the relevant teachers, deans, programme
coordinator and guidance counsellor before students move class
73
Appendix 9 Guidance Provision Stocktake
1st Year Programme
Part of
Timetabled
Curriculum
Outside
Timetabled
Curriculum
Part of
Timetabled
Curriculum
Outside
Timetabled
Curriculum
Part of
Timetabled
Curriculum
Outside
Timetabled
Curriculum
Personal and
Social
RSE, SPHE,
Counselling,
invited speakers,
healthy eating
week, etc.
Personal and
Social
Counselling,
invited speakers,
healthy eating
week, etc.
Careers
Education
Information on
3rd level courses,
SOLAS, Fáilte
Ireland Job
search skills,
interview
techniques, etc.
Careers
Education
Information on
3rd level courses,
SOLAS, Fáilte
Ireland Job
search skills,
interview
techniques, etc
Educational
Guidance
Examples:
subject choice,
study skills,
motivation, etc.
Educational
Guidance
Examples:
subject choice,
study skills,
motivation, etc.
Aspects of SPHE 6th
Year Buddy Integrated
into SPHE
All first years visit Aspects of SPHE Subject Choice
including RSE System Young Scientist Programme
Class exhibition Guidance
counsellor led (4
class periods)
Friends Individual Guidance
counsellor led
introduction to
career guidance (4
classes)
Guest speakers Study Skills
Programme Counselling (Care during Careers programme
team written action week
plan where
required)
Aspects of Positivity Week Science week
wellbeing in guest speakers
individual subject from UCD and
plans DIT also guest
speakers from
STEM industry,
First Year Liturgy Active Schools
week
Induction
Programme
International
Breakfast morning
First Year/6th
Year
Bonding day and
mentoring
programme
74
2st Year Programme
Part of
Timetabled
Curriculum
Outside
Timetabled
Curriculum
Part of
Timetabled
Curriculum
Outside
Timetabled
Curriculum
Part of
Timetabled
Curriculum
Outside Timetabled
Curriculum
Personal and
Social
RSE, SPHE,
Counselling,
invited speakers,
healthy eating
week, etc.
Personal and
Social
Counselling,
invited speakers,
healthy eating
week, etc.
Careers
Education
Information on
3rd level courses,
SOLAS, Fáilte
Ireland Job
search skills,
interview
techniques, etc.
Careers
Education
Information on
3rd level courses,
SOLAS, Fáilte
Ireland Job
search skills,
interview
techniques, etc
Educational
Guidance
Examples:
subject choice,
study skills,
motivation, etc.
Educational
Guidance
Examples: subject
choice, study skills,
motivation, etc.
Aspects of SPHE Individual Guidance
intervention in
SPHE Class
Guidance
intervention in
SPHE Class
including RSE Counselling (Care
Class team has written
action plan where
required)
Friends
Programme
Positivity Week
Aspects of Active Schools
wellbeing week
embedded into
individual subject
plans
Individual
Counselling (Care
team has written
action plan where
required)
Positivity Week
Cultural
Awareness day
Active Schools
week
75
3st Year Programme
Part of
Timetabled
Curriculum
Outside
Timetabled
Curriculum
Part of
Timetabled
Curriculum
Outside
Timetabled
Curriculum
Part of
Timetabled
Curriculum
Outside
Timetabled
Curriculum
Personal and
Social
RSE, SPHE,
Counselling,
invited speakers,
healthy eating
week, etc.
Personal and
Social
Counselling,
invited speakers,
healthy eating
week, etc.
Careers
Education
Information on
3rd level courses,
SOLAS, Fáilte
Ireland Job
search skills,
interview
techniques, etc.
Careers
Education
Information on
3rd level courses,
SOLAS, Fáilte
Ireland Job
search skills,
interview
techniques, etc
Educational
Guidance
Examples:
subject choice,
study skills,
motivation, etc.
Educational
Guidance
Examples:
subject choice,
study skills,
motivation, etc.
Aspects of SPHE
including RSE
Individual
Counselling (Care
Guidance
intervention in
SPHE Class
Guidance
intervention in
SPHE Class
Subject Choice
Programme for
Class Team has written
action plan where
required)
those going
directly into 5th
year
Friends
Programme
Positivity Week Cat testing for
those going
directly into 5th
year
Aspects of
wellbeing in
individual subject
plans
Active Schools
week
Programme choice
awareness- LCA-
Traditional and
Transition Year
Individual
Counselling (Care
team has written
action plan where
required)
76
Transition Year Programme
Part of
Timetabled
Curriculum
Outside
Timetabled
Curriculum
Part of
Timetabled
Curriculum
Outside
Timetabled
Curriculum
Part of
Timetabled
Curriculum
Outside
Timetabled
Curriculum
Personal and
Social
RSE, SPHE,
Counselling,
invited speakers,
healthy eating
week, etc.
Personal and
Social
Counselling,
invited speakers,
healthy eating
week, etc.
Careers
Education
Information on
3rd level courses,
SOLAS, Fáilte
Ireland Job
search skills,
interview
techniques, etc.
Careers
Education
Information on
3rd level courses,
SOLAS, Fáilte
Ireland Job
search skills,
interview
techniques, etc
Educational
Guidance
Examples:
subject choice,
study skills,
motivation, etc.
Educational
Guidance
Examples:
subject choice,
study skills,
motivation, etc.
Aspects of Individual Career Guidance Learning about Career Guidance Subject Choice
wellbeing in Counselling (Care Class Law and the work Class Programme for
individual subject
plans
team written action
plan where
of a Barrister those going
directly into 5th
required) year
Career Guidance Positivity Week Students undertake Cat testing
Class work Experience
and work
experience diary
Active Schools Visits to UCD Programme choice
week DCU and Trinity awareness- LCA-
College and DIT LCVP- Traditional
and Transition
Year
Individual IADT workshops
Counselling (Care throughout the
team written action year
plan where
required)
SOAR workshops Stem workshops
leaders in our level
Body-wise
programme
77
Bank of Ireland
Cyber Bullying
discussion
Schools active
week and PE Expo
developed
coordinated
organised by Miss
Howlan
Blackrock Further
Education careers
day
LGBT Awareness
Week
5th
Year Programme
Part of
Timetabled
Curriculum
Personal and
Social
RSE, SPHE,
Counselling,
invited speakers,
healthy eating
week, etc.
Outside
Timetabled
Curriculum
Personal and
Social
Counselling,
invited speakers,
healthy eating
week, etc.
Part of
Timetabled
Curriculum
Careers
Education
Information on
3rd level courses,
SOLAS, Fáilte
Ireland Job
search skills,
interview
techniques, etc.
Outside
Timetabled
Curriculum
Careers
Education
Information on
3rd level courses,
SOLAS, Fáilte
Ireland Job search
skills, interview
techniques, etc
Part of
Timetabled
Curriculum
Educational
Guidance
Examples:
subject choice,
study skills,
motivation, etc.
Outside
Timetabled
Curriculum
Educational
Guidance
Examples:
subject choice,
study skills,
motivation, etc.
Aspects of
wellbeing
embedded into
individual subject
plans
Individual
Counselling (Care
team has written
action plan where
required)
Career Guidance
Class
Positivity Week Career Guidance
Class
One to One Career
Guidance
Appointments
Career Guidance
Class
Active Schools
week
Study Skill
Programme
5th
Year bonding
afternoon
78
6th
Year Programme
Part of
Timetabled
Curriculum
Outside
Timetabled
Curriculum
Part of
Timetabled
Curriculum
Outside
Timetabled
Curriculum
Part of
Timetabled
Curriculum
Outside Timetabled
Curriculum
Personal and
Social
RSE, SPHE,
Counselling,
invited speakers,
healthy eating
week, etc.
Personal and
Social
Counselling,
invited speakers,
healthy eating
week, etc.
Careers
Education
Information on
3rd level courses,
SOLAS, Fáilte
Ireland Job
search skills,
interview
Careers
Education
Information on
3rd level courses,
SOLAS, Fáilte
Ireland Job search
skills, interview
techniques, etc
Educational
Guidance
Examples:
subject choice,
study skills,
motivation, etc.
Educational
Guidance
Examples: subject
choice, study skills,
motivation, etc.
techniques, etc.
Aspects of
wellbeing
embedded into
individual subject
plans
Teacher Student
Volunteer
Mentoring
programme
Talks from
representatives
from all
Universities
Career Guidance
Class
Individual
Counselling (Care
team has written
action plan where
required)
Career Guidance
Class
Talks from
representatives
from PLC colleges
Career Guidance
Class- Including
Study skills
Study Skills
workshop
(Supergeneration)
Positivity Week Students attend
college open days
Parent/Student CAO
Information talk
One to one Career
Guidance
Appointments
