Elphin Community College

Whole School Guidance Plan

Table of Contents
Elphin Community College History and Vision ........................................................................................................ 6
Elphin Community College Mission Statement ......................................................................................................... 6
Guidance in Schools - Definition ..................................................................................................................................... 6
Rationale .................................................................................................................................................................................... 6
Scope ........................................................................................................................................................................................... 8
Aims and Objectives ............................................................................................................................................................. 8
Application of a Continuum of Support ........................................................................................................................ 9
Whole School Guidance Overview .............................................................................................................................. 10
Personal and Social...................................................................................................................................................... 10
Educational Guidance ................................................................................................................................................. 10
Career Guidance ............................................................................................................................................................ 10
Personal and Social...................................................................................................................................................... 11
Educational ...................................................................................................................................................................... 12
Career Guidance ............................................................................................................................................................ 13
Links to other policies ....................................................................................................................................................... 14
Existing Programmes & Structures .............................................................................................................................. 14
Outside Agencies/ Organisations .................................................................................................................................. 15
Guidance: A Whole School Activity - Roles & Responsibilities ..................................................................... 15
Guidance counsellor .................................................................................................................................................... 16
The Board of Management and School Management team ...................................................................... 16
The Principal................................................................................................................................................................... 17
Year heads........................................................................................................................................................................ 17
Subject teachers ............................................................................................................................................................ 17
Parents/Guardians ...................................................................................................................................................... 18
Students ............................................................................................................................................................................ 18
The Student Support Team ...................................................................................................................................... 18
The SEN Coordinator .................................................................................................................................................. 19
The Whole School Guidance Team ....................................................................................................................... 19
The Local Community ................................................................................................................................................ 19
Third Level Colleges .................................................................................................................................................... 19
Guidance Activities & Procedures................................................................................................................................ 20
Counselling ...................................................................................................................................................................... 20
Developmental Programmes & Vocational Preparation ........................................................................... 20
Vocational Preparation / Preparation for Working Life (Personal/Social, Educational,
Careers Guidance) ........................................................................................................................................................ 21
Information ..................................................................................................................................................................... 21

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 Consultation Services ................................................................................................................................................. 22
Consultation with Parents/Guardians ............................................................................................................... 22
Referral Services (Personal/Social) .............................................................................................................................. 22
Referrals to the Counsellor:..................................................................................................................................... 22
Referrals by the Counsellor: .................................................................................................................................... 23
Student Support Team ....................................................................................................................................................... 23
Guidance counsellor and testing .................................................................................................................................... 24
Interest Assessments: ................................................................................................................................................ 24
Students with SEN: ...................................................................................................................................................... 24
Assessment of incoming 1st years ........................................................................................................................ 24
Assessment during 3rd Year ..................................................................................................................................... 25
Assessment during Transition Year .................................................................................................................... 25
Assessment during Sixth Year ................................................................................................................................ 25
Subject Choice & Change Process ............................................................................................................................... 25
Subject Choice at Senior Cycle ............................................................................................................................... 26
Changing Subject or Level ........................................................................................................................................ 26
Guidance Plan as it relates to the Guidance service delivered by the Guidance counsellor ................... 27
Rationale ........................................................................................................................................................................... 27
Guidance Counselling ................................................................................................................................................. 27
Personal & Social Counselling ................................................................................................................................ 27
Educational Guidance ................................................................................................................................................. 27
Career Guidance ............................................................................................................................................................ 27
Aims of guidance service .......................................................................................................................................... 28
Objectives of guidance service ............................................................................................................................... 28
Guidance counsellor ........................................................................................................................................................... 28
Classroom Guidance Provision ...................................................................................................................................... 29
Guidance Programme ........................................................................................................................................................ 29
Incoming 1stYear Students – Transition to post-primary ......................................................................... 29
Incoming 1st Year Assessments ............................................................................................................................ 30
1st Year non-class guidance activities – related to transition. ................................................................ 30
Other non-classroom guidance activities in 1st year ................................................................................... 30
1st-year in-class guidance programme summary ......................................................................................... 31
2nd Years guidance programme summary ....................................................................................................... 32
3rd Year in-class guidance programme summary ......................................................................................... 33
Current Guidance Programme Senior Cycle Guidance ........................................................................................ 34
Transition Year .............................................................................................................................................................. 34

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 Summary of Transition Year in class guidance activities ......................................................................... 34
Other in-class guidance activities ......................................................................................................................... 35
Fourth-Year Guidance (Out of class guidance) .............................................................................................. 35
5th Year in-class guidance programme summary ......................................................................................... 36
6th year Out of Class Guidance ...................................................................................................................................... 37
6th Year in-class guidance programme summary ........................................................................................ 37
Counselling and Student Appointment Procedures: .............................................................................................. 38
Guidance appointment procedure ....................................................................................................................... 39
Delivery of Personal Counselling .......................................................................................................................... 39
Confidentiality ............................................................................................................................................................... 40
Resources ......................................................................................................................................................................... 40
Guidance Programme ........................................................................................................................................................ 42
Differentiation in Guidance ..................................................................................................................................... 42
Other Differentiation Strategies which may be used include: ................................................................ 43
Differentiated Assessment for Learning ........................................................................................................... 44
Assessment OF Learning (AoL) ............................................................................................................................. 44
Assessment for Learning (AfL) .............................................................................................................................. 44
Literacy in Guidance ................................................................................................................................................... 45
Numeracy in Guidance ............................................................................................................................................... 45
Planning for Students with Special Needs ................................................................................................................. 47
Planning for a Cultural Diversity .......................................................................................................................... 48
Organisation & Administration of the Guidance Service .................................................................................... 49
Administration............................................................................................................................................................... 49
Time Allocation & Timetabling .............................................................................................................................. 50
Record Keeping ............................................................................................................................................................. 50
Assessment Procedures ............................................................................................................................................ 51
Professional Standards & Duties ................................................................................................................................... 51
Ethical Requirements ................................................................................................................................................. 52
Counselling and Confidentiality ............................................................................................................................ 52
GDPR: Guidance & Data Compliance ................................................................................................................... 53
Data Collection in Elphin Community College ................................................................................................ 53
Note-Taking..................................................................................................................................................................... 54
Storage ............................................................................................................................................................................... 55
Special Categories of Data Processing ................................................................................................................ 56
Disclosure by transmission ..................................................................................................................................... 56
Erasure or Destruction .............................................................................................................................................. 56

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 Confidentiality & Testing .......................................................................................................................................... 56
Feedback ........................................................................................................................................................................... 56
Access to test results and data held..................................................................................................................... 57
In Career Development ..................................................................................................................................................... 57
Continuous Professional Development ............................................................................................................. 57
Evaluation & Review ................................................................................................................................................... 59
Guidance Areas for development/improvement planning (2023-24) .............................................................. 59

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Elphin Community College History and Vision
Elphin Community College is a Vocational School under the trusteeship of Galway and Roscommon
Educational and Training Board. It was established in 1942. Our school exists to serve the
educational needs of the community in which we serve. Elphin Community College is a place of
excellence where children can achieve their full potential in their academic, social, personal,
physical, moral and spiritual development.

Elphin Community College Mission Statement

"Our school exists to serve the educational needs of the community which we serve. We aspire to
provide an environment which acknowledges educational achievement, enhances student self-
confidence promotes life skills and attitudes which will enable students to live fulfilling lives and so
contribute to the betterment of society. We actively aspire to develop partnerships between teachers,
parents and the wider community".

Guidance in Schools - Definition

"A range of learning experiences provided in a developmental sequence that assist students in
developing self-management skills which will lead to effective choices and decisions about their
lives...". Guidance encompasses the three separate but interlinked areas of personal and social
development, educational guidance and career guidance. (DES, 2005, pg. 4)

This definition highlights the holistic nature of guidance in supporting students' personal and social,
educational and career development; guidance's important role in facilitating decision-making and life
choices and promoting supporting students' wellbeing. The DES Programme Recognition Framework:
Guidance Counselling (DES, 2016a; pg. 7)

Rationale
The following documents inform this whole school guidance plan.
Section (9) of the Education Act (1998): Subsection (c) states that schools must "ensure that students
have access to appropriate guidance to assist them in their educational and career choices". The
Inspectorate's identification of best practices broadens the DES guidelines for guidance counsellors
and school management.
A Continuum of Support for Post-Primary Schools Guidelines for Teachers (2007)
Looking At Our School 2016: A Quality Framework for Post-Primary Schools (DES, 2016c). The
Quality Framework has been developed to allow schools to critically examine their practices to
develop these further to support students' learning and development. It consists of two dimensions -
teaching and learning and leadership and management. Learning is seen as holistic and central to

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developing students' wellbeing. As guidance is defined as "a range of learning experiences..." (DES,
2005; pg. 4), the quality framework encompasses guidance provision in the school.
Framework for Junior Cycle 2015 (DES, 2015a): The Framework for Junior Cycle presents twenty-
four Statements of Learning, eight Principles and eight Key Skills at the core of the new Junior Cycle.
Guidance provision can be informed by "Framework principles such as Continuity and Learning to
Learn, key skills such as Managing Myself and a number of statements of learning, especially those
linked to making decisions" (DES, 2015a; pg. 25). Under the Framework schools will deliver subjects,
short courses, Wellbeing and a range of other learning experiences (DES, 2015a; pg.7). The DES
highlights that guidance provision may be included in the 400 hours available for Wellbeing and that
activities related to guidance can be delivered through other learning experiences also.
http://www.ncge.ie/uploads/Guidance_Framework_document_May_lst_2012.pdf.
School Self-Evaluation (SSE) Guidelines 2016-2020 Post-Primary (DES, 2016d): The SSE
Guidelines focus on teaching and learning, which is central to the work of all schools. Learning is seen
as holistic and central to developing students' wellbeing. The Framework supports schools in reviewing
practice concerning learning and teaching and developing action plans to improve practice. As with
the quality framework presented in Looking at Our School 2016, the SSE Guidelines facilitate the
evaluation and development of a school's guidance programme.
Ireland's National Skills Strategy 2025 (DES, 2016e): The National Skills Strategy is part of the
government's economic plan to restore full employment and build a sustainable economy. Effective
career guidance and career information are seen as integral to this strategy.
Junior Cycle Wellbeing Guidelines (NCCA, 2017). The Wellbeing Guidelines state that "Student
wellbeing is present when students realise their abilities, take care of their physical wellbeing, can cope
with the normal stresses of life, and have a sense of purpose and belonging to a wider community"
(NCCA, 2017; pg. 17). The Guidelines highlight wellbeing as a whole school endeavour. The
guidelines present six indicators of wellbeing: ' active', 'responsible', 'connected', 'resilient', 'respected',
and 'aware'. Guidance is highlighted as supporting 'learning about wellbeing and learning for
wellbeing' for all students in the junior cycle and is regarded as one of the main pillars for developing
the Wellbeing programme in schools (NCCA, 2017; pg. 46 & 48).
NCGE: A Whole School Guidance Framework (2017)
Wellbeing Policy Statement and Framework for Practice 2018–2023, Revised October 2019
Circular 0067/2020: Advice on the use of assessment instruments/tests for Guidance or for
additional and special educational needs (SEN) in post-primary schools
Junior Cycle Wellbeing Guidelines NCCA (2021)

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Department of Education 2022, Staffing Arrangements Circular: Guidance is a whole-school
activity where each school forms a team, in which the guidance counsellor has a pivotal role, to
collaboratively design and develop a whole-school Guidance plan as a means of supporting the needs
of all students. All staff members must fully recognise and ensure that Guidance permeates every
aspect of school life. The guidance plan should be developed with teachers, students, parents, and the
wider school community. The Board of Management should exercise oversight by regularly reviewing
and updating the Plan. Specifically, the Board should consider the plan and how it is resourced before
it adopts it and makes it available to all staff, parents and students.
School Self-Evaluation: Next Steps September 2022 – June 2026 Including Circular 0056/2022
for Primary Schools, Special Schools and Post-Primary Schools
Looking at Our School 2022: A Quality Framework for
Post-Primary Schools

Scope
This plan applies to the entire school community (students, all staff and parents) in Elphin Community
College under the headings of Personal & Social Development, Educational Guidance and Vocational
Guidance.

Aims and Objectives

• To clarify our school's approach to whole school guidance under the above headings and to
provide an environment where students can develop and progress in these areas.
• To support our students as they make choices and decisions to suit their individual needs.
• To promote self-confidence and belief in our students and to develop independent and
responsible young adults in the community.
• To develop self-management and organisational skills which may be applied to learning in
the classroom and other areas of life.
• To allow students to engage in personal reflection with a view to lifelong learning.
• To encourage communication between all relevant stakeholders.
• To develop skills around self-resilience as a coping strategy through life's journey.

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Application of a Continuum of Support
A Continuum of Support
A continuum of support model (NEPS 2007) applies to the Elphin Community College guidance
programme. In applying the continuum, our whole school guidance programme aims to meet the needs
of students along a varied range, from a whole school approach to group and individualised
approaches. The continuum model can be applied as follows:

The continuum model is applied as follows:

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 in co-ordinating the planning and delivery of the whole school guidance
programme and providing guidance to students.
A whole school approach is employed in delivering the learning and teaching activities of the school
guidance programme, including career education programmes, SPHE and Wellbeing in Junior Cycle,
guidance modules and work experience/placement provided as part of senior cycle programmes (TYP
and LCVP).
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 the senior cycle, especially 6th year, who will benefit from group and one-to-one
guidance counselling to support educational and career decision-making and students making
transitions. Transition points include primary school into the first year of post-primary education,
junior cycle to senior cycle, and post-primary 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 student support team,
SPHE teacher, year heads and class tutors.
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. This support will require the expertise of specialised school staff with the necessary
knowledge, skills and competencies to respond to the needs of these students. It will involve the
Guidance counsellor and other school staff trained in meeting the needs of vulnerable students and
those who may have additional needs. If the student requires more intensive support, referral to

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external agencies and support should be employed. In the event of a protracted referral, the Guidance
counsellor/staff member may need to provide continued support to the student.

Elphin Community College Approach to Guidance – Balanced Approach

Whole School Guidance Overview

The table below outline how Whole School Personal & Social, Educational and Career Guidance is
delivered at Elphin Community College.
Personal and Social Educational Guidance Career Guidance
Developing myself Developing my Learning Developing my Career Path
Care Structure Care Structure Care Structure
Care Team Meetings Care Team Meetings Care Team Meetings
Guidance counsellor Guidance counsellor Guidance counsellor
Guest Speakers Guest Speakers Guest Speakers
Post Holders - SEN, Year Heads Post Holders - SEN, Year Heads, Post Holders - SEN. Year Heads,
Wellbeing Wellbeing
SENO, NEPS SENO, NEPS SENO, NEPS
SPHE SPHE SPHE
LGBTI, TENI Belongto
Home/school Communication Home/school Communication Home/school Communication
School Refusal - school attendance strategy School Refusal - school attendance School Refusal - school attendance
strategy strategy
Awards Day. Awards Day
Positive Mental Health Week Positive Mental Health Week Positive Mental Health Week
1st Year induction, primary school links and 1st Year induction, primary school links
visits and visits
DARE HEAR DARE HEAR DARE HEAR
Extra- curricular Extra- curricular
SEN - New resource model SEN - New resource model SEN - New resource model
School Mass
RSE

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Belong Too – Stand Up Week activities
Work experience
Stay Safe, Stay Sober Talk for JC Students
Jigsaw One Good School Programme
Each year retreat
School Sports day
6th Year & Some 5th Years trip to Higher
Options, RDS, Dublin
Belong Too – Stand Up Week activities
Work Experience
Guidance timetabled
Open Days for 3rd level
EAL
CAT TESTING MOCK INTERVIEWS,
WORK EXP
Stay Safe, Stay Sober Talk for JC
Students
Jigsaw One Good School Programme
Apprenticeship Awareness Day
6th Year & Some 5th Years trip to Higher
Options, RDS, Dublin
Belong Too – Stand Up Week activities
Work Experience
Guidance timetabled
Open Days for 3rd level
EAL
CAT TESTING. MOCK INTERVIEWS,
WORK EXP
Apprenticeship Awareness Day

Dance Workshops
TY LC World Skills RDS Ploughing Championships
Whole School sponsored walk
Whole School Culture Day
TY LC World Skills RDS TY LC World Skills RDS
College liaison officer visits College liaison officer visits
Use of ICT in Guidance Use of ICT in Guidance
Cross-Curricular Cross-Curricular
STEM STEM
Peer Tutoring
LCVP LCVP
JCPA, OAL JCPA, OAL
Study Skills - Study Skills
CAO Evening CAO Evening
Open Nights. PT Meetings. Open Nights. PT Meetings.
st
Information Nights incoming 1 Year- Information Nights incoming 1st Year-
Subject Choice etc Subject Choice etc

Table 1: Whole school guidance summary

Breakdown of whole school guidance activities for All, Some, Few. (Continuum of support model)
Personal and Social FOR ALL FOR SOME FOR FEW
Care Structure √
Care Team Meetings √
Guidance counsellors √
Guest Speakers √
Referral to outside agencies such as Jigsaw √
Post Holders - SEN, Year Heads, Wellbeing √
School Sports day √
SENO, NEPS √ √

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 SPHE √
LGBTI, TENI √
Home / School Communication √
Belong To Stand-Up Week √
School Refusal - school attendance strategy. √
Awards Day. √
School Retreats √
Positive Mental Health Week. √
1st Year induction, primary school links √
Jigsaw One Good School Programme
DARE HEAR √ √
Extracurricular √
Wellbeing Programme √
SEN - New Resource model √
School Mass √
RSE √
Table 2: All, Some, Few breakdown – Continuum of support model – Personal and Social

Educational FOR ALL FOR SOME FOR FEW

Care Structure √
Care team meetings √
Jigsaw One Good School Programme √
Apprenticeship Awareness Day √
TY LC World Skills RDS
Guidance counsellor √

Stay Safe, Stay Sober Talk for JC Students

6th Year & Some 5th Years Trip to Higher
Options, RDS, Dublin
Guest Speakers √
Post Holders - SEN. Year Heads, Wellbeing √
SENO, NEPS √ √
SPHE √
Home/school communication √
School Refusal - school attendance strategy √
Awards Day √
Positive Mental Health Week √

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 1st Year Interviews - induction, primary
√
school links
DARE HEAR √
Wellbeing Programme √
SEN - New Resource model √
Guidance timetabled √
Open Days for 3rd level & Appropriate
√
Destination Options
EAL √
TY CAT, WORK EXP √
Use of ICT in Guidance √
STEM √
LCVP √
Study skills - √
CAO Evening √
Open Nights. PT MEETINGS. √
Information Nights – Subject Choice/CAO √
Table 3: All, Some, Few breakdown – Continuum of support model – Educational

Career Guidance FOR ALL FOR SOME FOR FEW

Care Structure √
Care Team Meetings √
Guidance counsellor √ √
Guest
√ √
Speakers/HEI/Industry/Apprenticeships
Post Holders - SEN. Year Heads, Wellbeing √
SENO. NEPS √ √
SPHE √
Home/school Communication √
School Refusal - school attendance strategy √
1st-year induction, primary school links -
√
visits
DARE HEAR √ √
Extra- curricular √
Wellbeing Programme √

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 SEN - New Resource model √ √
Apprenticeship information day √
Guidance timetabled √
Open Days for 3rd-level Appropriate
√
Destination Options
EAL √
TY, CATS. MOCK INTERVIEWS, WORK
√
EXP
Use of ICT in Guidance √
Cross - Curricular √
LCVP √
JCPA. √
Study Skills - students √
CAO Evening √
Open Nights. PT MEETINGS. √
Information Nights Subject Choice √
Table 4: All, Some, Few breakdown – Continuum of support model – Career

Links to other policies

• SEN Policy • Care Policy
• SPHE Policy • Wellbeing Policy
• Code of Behaviour Policy • Anti-bullying Policy
• Admissions Policy • Child Protection Policy
• Curriculum and Homework Policy • Technology Policy
• Critical Incident Policy • School Trips Policy
• Dignity at Work Policy • Data Protection Policy &
Procedures
• TY Policy • Safety Statement
• Social Media Guidelines & Acceptable • Assessment Policy
Use Policy (AUP)
• RSE Policy

Existing Programmes & Structures

Existing programmes & structures that support the achievement of the aims of the school guidance
plan include (the list is not exhaustive):
• Care System
• Year Head Structure & Referral system
• Social, Personal and Health Education

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 • Relationships and Sexuality Education
• Civic, Social and Political Education
• First-Year Induction Programme
• Subject Choice Programme for Senior Cycle
• Transition Year Programme
• Leaving Certificate Vocational Programme
• Extra-curricular Activities

Outside Agencies/ Organisations

• NEPS • TULSA
• RACE • CAMHS
• An Garda Siochana • SENO
• CAO • HEAR & DARE
• Reach & Access • SUSI
• Dioceses of Elphin • Barnardo’s
• Pieta House • DES
• Foróige • Higher Education Institutes
• St. Vincent de Paul
• TENI
• Rape Crisis Centre
• Feeder Schools
• Local Community/ Local Business

Guidance: A Whole School Activity - Roles & Responsibilities

Guidance is not provided exclusively by any one individual or group. It is a holistic process that
benefits from the synergy of many working with a shared vision towards a common goal. Whole
School Guidance Planning enables our School to identify, prioritise and respond to the guidance
needs of students using the resources available. When considering the three dimensions of guidance
(personal, educational and career), all teaching staff members guide students. However, it is the
responsibility of the Guidance counsellor to coordinate the guidance programme under the direction
of senior management.

The Guidance Plan recognises the important role that the whole school community plays in
supporting and implementing these aims, including;
• Principal and Deputy Principal
• Year Heads, tutors & subject Teachers

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 • Subject and Programme Co-ordinators (e.g., RE, SPHE, TY), SEN Co-ordinator
• Resource Teachers, Learning Support Teachers and SNA
• The Board of Management/GRETB
• Parents Council
• Students Council
• Auxiliary staff, including administration staff.
• Students themselves
• The local community.

A Whole School Approach ensures that our school maximises its resources for guidance by
identifying roles and responsibilities for school management and staff in providing appropriate
guidance to students. The main roles & responsibilities within our school are:

Guidance counsellor
Because of their specialist training have a professional role in each of the main areas of guidance:
personal and social, educational, and career. Within personal and social, their role, for example, may
involve publicising to the students and at parents’ meetings the work of the Guidance counsellor.
Their educational role may involve liaising with the SEN coordinator, management, year heads, class
teachers, and subject teachers concerning pupils who require intervention. Their career role may
involve addressing all students in 3rd Year and Transition Year before they choose subjects for the
Leaving Certificate. The Guidance counsellor will also address a meeting of parents on the same
topic. In addition, the guidance counsellor is key in collaborating with school management to
develop and review the school Guidance plan and integrate guidance into the curriculum. The
Guidance counsellor works collaboratively with all staff members and management. They meet
regularly with the principal, deputy principal and chaplain. The guidance counsellor has strong links
with outside support agencies and is a member of the student support and critical incident teams. The
Guidance counsellor delivers aspects of the LCVP & TY programme, such as work experience
preparation and career investigation.

The Board of Management and School Management team

Have a responsibility to ensure that the provision and practice of guidance in the school is of the
highest standard possible. This includes managing the guidance planning and provision process in
cooperation with the guidance school staff involved in guidance and other school partners such as
parents. The Guidance counsellor communicates regularly with the Principal and Deputy Principal
and attends a weekly meeting with the Principal and Deputy Principal to discuss the students'
educational, vocational, social and personal development. These meetings allow at-risk students to
be identified, allocate personal counselling duties and decide on referrals where necessary.

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The Principal
Oversees the Whole School Programme. The principal controls the internal organisation and
management of the school and supervises the teaching and non-teaching staff. The principal is the
Designated Liaison Person in the school. As such, the guidance counsellor makes immediate and
direct contact with the principal should there be a concern regarding Child Protection. The Principal
& Deputy Principal are heavily involved in student welfare and discipline. Following communication
with students and parents/guardians, referrals may arise. For instance, students may be referred to the
Guidance counsellor following suspension or if there is a concern regarding early school leaving.
The Deputy Principal oversee the school in the absence of the principal.

Year heads
Regular formal and informal contact with the Year Heads in the school is integral to the guidance
counsellor's work. The Year Head's role demands greater contact and understanding of the student's
behaviour and circumstances. The Year Head is an essential point of contact for teachers with
concerns regarding their students. A more thorough and focused referral process occurs (using the
Student Referral Form), where interventions can be targeted. The student's best interests are
supported through teamwork between the Guidance counsellor and Year Head.

Subject teachers
Subject Teachers often have a key role in providing support to students and information and advice
relating to their subject discipline and related careers. Some teachers have additional formal
responsibilities through management, care roles, coordination roles, and participation in programmes
such as RE and SPHE. For instance, the guidance counsellor regularly liaises with the TY / LCVP
co-ordinator regarding scheduling and planning guidance activities and student welfare as needed.
Arrangements are made to take students to relevant career events. Preparation, support and advice
are offered for work experience –formally through class contact and informally. Subject teachers
have a crucial role in providing support to students and information and advice relating to their
subject disciplines and related careers. Some teachers have additional formal responsibilities through
management, care roles, coordination roles and participation in programmes such as SPHE. Teachers
who interact with students outside the classroom (e.g., coaching, etc.) may have a particular
relationship with students enabling them to play an essential role in students' personal, social, moral
and educational development.

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Parents/Guardians
Parents/Guardians have by far the most influence, directly or indirectly, on the choices made by
young people. Parents significantly influence the environment in which the young person lives,
including values, attitudes and lifestyle. The plan recognises that parents play a pivotal role in
developing, promoting and supporting their child's growth at home and within the school. Parents
play a vital role in shaping their children’s attitude to school. A supportive home environment shapes
attitudes that promote the child's holistic development. Parents have an essential role in helping to
establish the needs and priorities of the school guidance programme and supporting the programme.
Parents can also participate in guidance through:

• Communication and consultation with the guidance counsellor & other school staff
• Attendance at relevant information and other meetings at school
• Contributing to the development and review of the school guidance plan when possible

Students
Students are the focus of the school guidance programme. Students (through the student council and
formal & informal consultation with students in Guidance classes and one-to-one guidance
consultations) are encouraged to identify and establish the needs and priorities of the guidance
programme. Students are a valuable resource in the classroom. Vocational preparation and personal
development topics are developed and reinforced through classroom discussion. Students often self-
refer for counselling or consult with the guidance counsellor when concerned about a peer. Fellow
students also have a part to play in supporting their peers in difficulty. Students have an essential part
to play in creating and sustaining a positive atmosphere of mutual trust and respect that nurtures
teaching and learning. The Student Council allows students to voice their opinion and become
involved in the daily life of their school.

The Student Support Team

The Student Support Team comprises the Senior Management team, Guidance counsellor, SEN
Coordinator and other staff members where appropriate. The team meets weekly to review the needs
of students (timetabled). This forum allows sharing of information and concerns in a safe and
confidential setting. What is discussed at Student Support Team Meetings relating to individual cases
is confidential to the team. Any follow-up required is decided upon and assigned to a team member.
A team is created on MSN 365, where information notes from the meeting are stored. Only members
of the care team have access to this team.

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The SEN Coordinator
The SEN Coordinator directs the provision and application of resources for students with special
educational needs and/or specific learning difficulties. They liaise with the senior management team
and all staff, parents/guardians and outside agencies. They apply for resources, including resource
hours, special needs assistants and assistive technology. The SEN coordinator liaises with special
needs assistants, Guidance counsellor, Year heads, subject teachers and the senior management team.

The Whole School Guidance Team

The Whole School Guidance Team comprises the senior management team, guidance counsellors,
Wellbeing co-ordinator, SEN Co-ordinator and other representatives from the student support team
and staff body where necessary. The Whole School Guidance Team aims to assess students' guidance
needs (through consultation with staff, students and parents) and collaboratively formulate and
review the whole school guidance plan. The Whole School Guidance Team meets three times per
year.

The Local Community

Through its agencies, organisations and institutions, the Local Community provides young people
with resources for career exploration, information and other assistance and support. Such agencies,
organisations and institutions include providers of training, further and higher education,
employment and youth services. The local community also greatly supports our students by
facilitating the work experience programmes in both LCVP and TY.

Third Level Colleges

Third Level Colleges such as AUT Sligo and Technological University of the Shannon Midlands
Midwest give students a vision for the future and support the transition to third level through a range
of programmes and initiatives (e.g., Scifest, Access programmes), special awards (e.g. Business) &
events (e.g. Try Nursing, Try Business, Computer Camp) and participation in our college speakers
sessions & open days.

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Guidance Activities & Procedures
Guidance and Counselling support is offered on an individual, small group or class group basis. The
guidance counsellors' professional skills and training support the three key areas of the guidance
programme (Personal and Social Development, Educational Guidance & Vocational/Career
Guidance). As noted by the DES, guidance is a whole-school activity and as such many of the
activities & procedures listed below reflect the community initiative and community of cooperation
adopted by Elphin Community College.

Counselling
(Personal / Social & Career Guidance)
Counselling is offered on a one-to-one basis and is generally short-term in nature. The service
operates on an appointment basis. However, priority will be given in the event of an emergency.
Many issues and concerns may present for students during one's school day. Counselling allows
discussing personal issues or concerns that impact academic performance or personal well-being.
The Guidance counsellor's key role is to empower students to make decisions, solve problems,
change behaviours and resolve issues. Counselling may focus on personal, educational and career
issues, individually or in combination. The guidance counsellor may help the student explore
alternatives and develop strategies for change or consider referral if appropriate. In a person-centred,
caring environment, students are empowered to self-actualise. It is generally understood that
conversations with the Guidance counsellor are confidential. Students should feel comfortable that
conversations with the guidance counsellor are private and confidential, and this confidentiality will
be maintained except in the following circumstances:

• Where a student is at risk or is considered to be putting themselves or others at risk.

• Where an illegal activity is going to take place.
• Where there are concerns regarding child protection.

Developmental Programmes & Vocational Preparation

(Personal / Social, Educational, and Career Guidance)
These programmes are designed to help students develop social and personal skills. They are met
through the guidance programme, SPHE, RSE, RE & CSPE syllabi, and developmental workshops
(e.g., study skills, drug awareness, internet safety & resilience talks, Elphin Community College
awards). Developmental programmes include programme options such as the Transition Year
programme, Leaving Certificate Vocational Programme and Vocational Preparation activities:

20
Vocational Preparation / Preparation for Working Life (Personal/Social, Educational, Careers
Guidance)
Students need some experience and preparation for the world of work and how to manage this
transition. Work Experience is integral to the TY and LCVP programmes in Elphin CC. During work
experience, the student learns valuable work skills and insight into their career preferences. The
guidance counsellor liaises with the LCVP & TY coordinators. This function is met through
dedicated work preparation modules and tasks in LCVP and TY. This experience informs students
on career choices post-leaving certificates. Experiences that promote the career development of
pupils and prepare them for the transition to work, training and higher education include:

• Job Seeking skills development (e.g., completing an application form, CV preparation,

interview skills, communication techniques, etc.)
• Work Experience planning, investigation, scenario assessments, etc.
• Visits to workplaces, training institutions, Higher Education colleges, careers exhibitions
• Participation in presentations by visiting speakers.
• Participation in Mock interviews

Information
Information is critical to decision-making, particularly for career guidance and making informed
lifestyle choices. The Guidance counsellor helps pupils to acquire helpful information to assist them
in decision-making. This entails knowing what information pupils require, identifying sources of
useful information, setting up systems for acquiring, storing and disseminating information, and
showing pupils how to process and use information. Subject teachers can provide information on
their specialisms (Senior Cycle Subject Information sheets are available on our school website).
Outside bodies or individuals (e.g., Careers speakers, guest speakers organised by subject
departments/teachers, and through the guidance service via the Guidance Notice Board, school
intercom notices, MSN 365, & Guidance Instagram account and text messages to parents all of
which are all updated regularly.

It is also essential to empower the student to find and disseminate information themselves. CACG
(Computer Assisted Career Guidance), e.g., Careers portal and Qualifax, are useful in this work. The
guidance counsellor also regularly presents to parents and students on various guidance topics (e.g.,
1st year induction, 5th year Subject Choice, 6th Year CAO Process).

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Consultation Services
(Personal/Social, Educational, and Careers Guidance)
The Guidance counsellor engages in a two-way consultation with parents, teachers, school
management and referral agencies. Consultation may include advocacy by the Guidance counsellor
on behalf of a pupil. Open communication channels, honesty, integrity and respect for all parties are
essential. The guidance counsellor regularly consults formally and informally with significant adults
in the students’ lives, e.g., teachers, parents, principal, deputy principal, year heads, tutors, and
programme coordinators. This is achieved through presentations to parents, parent-teacher meetings,
management meetings, care/student support meetings and informal consultation with colleagues
(teachers, year-heads, etc.). This process enables these significant adults in young people’s lives to
support them more effectively. It enhances the guidance service through targeted provision & indeed,
the valuable insight and advice often gleaned from parents/guardians and colleagues.

Consultation with Parents/Guardians

The Guidance counsellor links with parents to ensure that each student's emotional, educational,
vocational and social needs are met. Parents are welcome to make an appointment with the Guidance
counsellor to discuss their child's aptitudes, abilities and interests in educational and occupational
planning and issues of personal concern. The school guidance service aims to support parents in
helping their child with his personal and social development and school progress.

Referral Services (Personal/Social)

Referrals cover two types of activity: referrals to the counsellor and referrals by the counsellor.

Referrals to the Counsellor:

The Guidance counsellor may invite a student to attend a guidance appointment if others refer them.
Referrals can be self-referral, parental referral, referral by management, Year Head, class tutors and
subject teachers (often through the Year Head) or referral by a friend or peer. For instance, a friend
or peer may draw it to the attention of a staff member that a student is encountering difficulties. The
voluntary participation in counselling of the referred pupil must be respected by all concerned.
Students are encouraged to discuss their problems/worries with their parent/guardians where
appropriate. However, confidentiality, with its limits, is respected at all times.

Year Heads and teachers are asked to complete a Student Referral Form when making a referral to
support record-keeping procedures and ensure appropriate counselling provision. The Year Head or
Deputy Principals generally make referrals following consultation with and/or referral by parents

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and/or teachers and discussion with students to glean a fuller picture of the student and the associated
concerns, thus facilitating a detailed referral. Students may also self-refer or be referred by their
peers also. Any staff member concerned about a student that falls under Child Protection
legislation (i.e., concern regarding physical, emotional or sexual abuse or neglect) should
immediately contact the Designated Liaison Person, the Principal.

Referrals by the Counsellor:

The Guidance counsellor may often make a referral if a student requires support beyond the school's
resources and/or expertise. A student may need assistance from other qualified helpers outside of
school or require intervention that is more intensive in duration and focus than the school's resources
can facilitate. The Guidance counsellor liaises with the pupil, parents/guardians and the principal
when recommending external referral, except in exceptional circumstances such as physical or
sexual abuse or neglect by a family member. In such cases, Child Protection and Department of
Health Guidelines are followed. The Guidance counsellor establishes links with appropriate agencies
for referral.

Student Support Team

A Student Support Team is established within the school. It plays an integral role in supporting the
needs of the students at Elphin Community College. The Guidance counsellor is a member of the
Student Support Team. Student Support Team meetings facilitate a space for relevant parties to
discuss particular student concerns and suggest methods to support the student best. Student Support
Team Meetings are timetabled for one period weekly. Personnel attending the Student Support
Meeting will depend on the student referred for a student support meeting, e.g., relevant Year Head,
Senior Management Team, SEN Co-ordinator, Guidance counsellor, and relevant teachers as
applicable/required. The guidance counsellor, principal and deputy principal attend each weekly
student support (care team) meeting.

Testing and Assessment

The Guidance counsellor may use a range of psychometric tests for various purposes, e.g.,
categorisation of occupational interests, assessment of behaviour, educational and career planning,
personal and social development and help students obtain a better self-understanding. Information
from these sources, supplemented by school records and public examination results and discussion
with the student, enable the Guidance counsellor to assist a pupil in decision-making, problem-
solving, behavioural change and life changes. Confidentiality will be respected at all times. The

23
Guidance counsellor is responsible for maintaining professional standards in administering,
interpreting, and disseminating tests and their results. In addition, the SEN Department completes
WRAT4 with students who may be eligible for reasonable accommodations in the certificate
examinations (RACE) and for Learning Support and NEPS assessment procedures as required.

Guidance counsellor and testing

The remit of the Guidance counsellor concerning testing is as follows:
To engage in effective guidance and counselling of students, the Guidance counsellor has access to
school reports and the results of performance tests (CAT). These are standardised tests administered
to incoming first-year students and transition-year students by the Guidance counsellor. Testing
usually takes place in late February/early March in the year of entry to the school. Students and
parents are briefed on this assessment at the School Open Night and 1st year information evening.
CAT testing of TY students occurs in Feb- March.

Interest Assessments: These assessments may also be conducted on a group basis, usually during

careers classes with 3rd year, Transition year, Leaving Certificate Applied & 6th year students. It may
be necessary to conduct interest inventories on a one to one with some students, often in advance of
subject choice or as part of career choice.

Students with SEN: The Inspectorate’s Looking at Guidance (2009) stresses the ‘vital role’ that
guidance counsellors play in ensuring that ‘good assessment and test information is available to
inform decisions about students’ learning and about the choices and decisions that they and others
make about their lives’. Children with special needs may require more help to cope with aspects of
school and the transition to 3rd level or the world of work. Teachers, the Special Needs coordinator
and the Guidance counsellor will liaise with parents, support services and disability/Access Officers
etc., to best assist these students. The SEN department and the Guidance counsellor administer
testing and assessment within Elphin CC. The school has a separate SEN Policy & Assessment
Policy that guides the process.

Assessment of incoming 1st years

CAT 4 (E) is undertaken with incoming 1st years. Results are shared with the SEN coordinator to
identify students needing extra academic support.

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Assessment during 3rd Year
As part of the Study Skills & Subject Choice programme for 3rd years, there will be a focus on
developing students’ self-awareness with assessments of learning styles & career interests
incorporated to support students with their study skills and senior cycle subject choice.

Assessment during Transition Year

As part of the Careers module in Transition Year, the first half term (Sept-Nov) is explicitly focused
on developing students' self-awareness, with assessments of personality, interests, intelligence,
values, etc. The careersportal.ie website, will be used to support these assessments. The purpose of
these assessments is to help students gather & process information about themselves to help them
make decisions based on a good self-understanding. It also helps assess those attributes in the search
for a suitable 5th-year subject choice & a successful and fulfilling career. CAT 4 (G) is administered
to assist students with subject choice and assess the need for additional support.

Assessment during Sixth Year

Leaving Certificate students use the Careers Portal website, which has vast resources concerning
pursuing college courses and future careers. As students have access to iPad in, these tests are
conducted online. Students are encouraged to create an online account to save all their findings for
future research. These tests include:
● Interest-based tests to see a student's interest level in a particular career or course.
● Personality tests which allow the students to gain more self-knowledge.
● Career Values questionnaires for students to determine what is important to them concerning their
future.

Subject Choice & Change Process

Subject Choice at Junior Cycle
First-year students study the following subjects: Irish (unless exempt), English, Maths, Science,
History, Geography, Business, CSPE, Ethical Education, SPHE (Short Course), PE, Digital Literacy
(Short Course) and two additional “choice subjects”.
SUMMARY OF 1ST YEAR SUBJECT TASTER PROGRAMME HERE
The Open Night is a valuable opportunity to showcase the variety of choice subjects. On the
Incoming First Year open night, parents and students are presented on student support structures, the
incoming assessment and the Subject Choice process & decision making, and the third language
requirement for some college courses. Each subject department presents its subject to parents during
an extensive tour of the school and subject room facilities. The choice subjects offered at Elphin

25
Community College are Music, Art, French, German, Technical Graphics, Woodwork, Metalwork &
Home Economics. All core and choice subjects may be continued to Leaving Certificate level.

Subject Choice at Senior Cycle

The transition year is a compulsory programme at Elphin Community College. Students progressing
into 5th year will pick their choice subjects between February and March. Students take the core
subjects of Irish (unless exempt), English & Maths and four ‘choice’ subjects from a choice of 13
options. Current choice subjects include French, Geography, History, Home Economics, Business,
Biology, Physics/Chemistry, Agricultural Science, Art, Design, Communication Graphics,
Construction Studies and Engineering. All 5th-year students also take the LCVP programme.
The 5th year timetable is created based on their choices to ensure that the largest possible number of
students obtain their top THREE choices. Students submit their choices in order of preference (1-6)
and study THREE subjects. Typically, most students are given a place on their top 4 choices. While
every effort is made to accommodate student preferences, this may not always be possible due to
limited resources.

Senior Cycle Subject Choice module

The following learning activities are in place to assist students with effective senior cycle subject
choice.
• Subject choice module led by guidance counsellor.
• Individual subject teacher presentations on their subject at leaving certificate.
• CAT undertaken and implication for subject choice discussed at the one-to-one meeting with
all incoming 5th-year students.
• Parent subject choice information evening led by guidance counsellor

Changing Subject or Level

All senior cycle students who change a subject or subject level must get a subject/ subject level change
form from the guidance counsellor. This form (see Appendix) must be signed, following consultation
& discussion by their parent/guardian, the student, their Year Head and the Guidance counsellor.

26
Guidance Plan as it relates to the Guidance service delivered by the Guidance
counsellor
Rationale
The Education Act 1998 Section 9 (c) requires schools to "ensure that students have access to
appropriate guidance to assist them in their career choices. The provision of guidance is a statutory
requirement under this act".

Guidance Counselling
Guidance and Counselling refer to a range of learning experiences provided in a developmental
sequence that assists students in developing self-management skills, leading to effective choices and
decisions about their lives. It encompasses three separate but interlinked areas.

Personal & Social Educational Guidance Career Guidance

Development

Personal & Social Counselling

Counselling is a key part of the school guidance programme offered on an individual and group basis
as part of a developmental learning process and at moments of personal crisis. It has its objective in
the empowerment of students so that they can make decisions, solve problems, address behavioural
issues, develop coping strategies and resolve difficulties they may be experiencing. It helps students
explore their thoughts and feelings and their choices. It provides care and support to students as they
cope with the many aspects of growing up. It is offered in a non - judgmental manner and observes
appropriate confidentiality. Person Centred, Solution Focused Therapy, CBT and appropriate
pluralistic counselling with a multi-strand focus.

Educational Guidance
Educational Guidance includes assistance with the transition from primary to post-primary, from
junior cycle to senior cycle and from post-primary to third level or the world of work. It involves
psychometric testing, study skills, examination techniques, organisation and motivation. It also
involves decision-making concerning the senior cycle programme and further education. It is offered
on an individual and class basis.

Career Guidance
This involves empowering students to recognise their talents and abilities while enabling them to
make informed choices and take responsibility for their futures. This also involves psychometric
testing, the development of self-awareness and the acquisition of information and research skills.

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Aims of guidance service
• To provide a supportive and caring environment where students can explore various personal,
educational and vocational issues.
• To foster self-esteem and develop the self-concept.
• To develop self-awareness in the student of their talents and abilities.
• To explore opportunities.
• To grow in independence and take responsibility for themselves.
• To make informed choices about their lives and follow through on those choices.

Objectives of guidance service

• The student will grow in self-awareness and develop positive self-esteem.
• The student will have the capacity to engage in personal reflection.
• The student will develop self-management skills that they will apply to their learning and other
areas of their life.
• The student will develop techniques for dealing with stress, including stress linked to school,
study and exams, through planning and time management.
• The student will constructively manage conflict.
• The student will identify options and goals.
• The student will learn research skills and obtain information to guide her in her future educational
life and career.
• The student will be familiar with ICT around research.
• The student will understand the NFQ.
• The student will evaluate her options and make critical use of information.
• The student will develop a working knowledge of CAO, UCAS, FETAC (QQI) and other
applications.
• The student will have a heightened understanding of the value of work and the labour market.

Guidance counsellor
• The school has a qualified guidance counsellor coordinating the Guidance and Counselling
programme.
• Guidance in Elphin Community College is seen as a whole school concern and a specialist area
where the Guidance counsellors play a key role.
• Whole School Guidance meetings are held regularly, and care meetings are held weekly.
• Child protection guidelines are followed, and issues of concern are referred to the DLP.

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• The guidance counsellor is part of the care and critical incident teams.

Some of the outside agencies the Guidance counsellors liaise with:

Department of Higher Educational Local Community CAO
Education and Institutes
Science
Local Businesses Garda Liaison Feeder Schools UCAS
Officers
Health Service Social Services National Educational EUNICAS
Executive – TUSLA Psychological Service
(N.E.P.S)
Referral Agencies, e.g., Pieta House, Rape Crisis Centre, TENI, St. Vincent
de Paul, Foróige, Barnardo’s, Jigsaw.
Table 5: Links to outside agencies

Classroom Guidance Provision

1st 2nd 3rd 4th 5th 6th
1 class period 1 class period 1 class period 1 class period 1class period
per week per week per week per week per week

Guidance Programme
The guidance programme aims to address the needs of all students within the school community. The
following is a summary of both Guidance-specific and whole school/subject department activities,
which are in place to support our students' personal, social and career development.

st
Incoming 1 Year Students – Transition to post-primary
Incoming 1st-year parents are given an incoming 1st Year Presentation which includes advice
regarding:
• Completing the Application Form
• Subject Choice for 1st year
• Supporting the Transition from Primary to Post-Primary school
• The Student Support system in place in the school,
• The Incoming 1st Year assessment and organisationtips for 1st year.
• The guidance procedures

The School Open Night & Information Evening also provides an opportunity for students to tour the
school facilities and learn about the school’s ethos and the range of options available. Parents &

29
students can visit the different subject rooms and are given an outline of the option subjects by the
relevant subject teachers.

Incoming 1st Year Assessments occur in late February/early March to facilitate mixed-ability class
groupings and identify educational needs. Various assessments examining verbal, non-verbal &
numerical reasoning and comprehension are administered. The results of these assessments may
prompt discussion with the SEN department and are used for the learning needs of 1st-year students.
The Principal/Deputy Principal visits feeder primary schools in advance of the Open Night to meet
with 6th-class students, teachers and management. The link between feeder primary schools and the
principal is an important one which facilitates.

• The transfer of accurate information on incoming students (Educational Passport), including

standardised test scores.
• The identification of children requiring resource/learning support.
• Gain information to support the students best (e.g., recent/significant bereavement). This
information is held strictly confidential unless the parents/guardians request otherwise.
• Information & informative guides & links to support parents and students in the transition to
post-primary school and junior cycle subject choice are on the school guidance website.

1st Year non-class guidance activities – related to transition.

• Induction day: This includes welcome, transition issues, the geography of the school, rules, and
extra-curricular activities. Meeting year head. The guidance counsellor meets all class groups to
explain the role, referral system and confidentiality.
• 1st year students meet their 5th year mentors.
• The care team monitor the settling-in period.

Other non-classroom guidance activities in 1st year

• Identifying students who may need extra school support.
• Liaising with year heads, tutors and management.
• Liaise with parents and referral agencies as required.
• Attend parent-teacher meetings.
• Attend meetings with NEPS.
• Attend care team meetings.
• Counselling provided as required.

30
1st-year in-class guidance programme
summary
Week Topic
1-2 Gain an overview of the structure of the year ahead.
• Understand when to expect holidays, exams, careers day etc., by examining the
school Calendar.
• Gain an overview of your school day by better understanding our timetable.
• Explore what is needed for each class.
3 Explore worries you may have started post-primary School.
• Explore supports that are available in school.
• Understand who can help you in school.
4 Define ‘Values’.
• Identify what an inspirational person is.
• Describe some of the values an inspirational person has.
• Evaluate how inspirational people/ role models impact the lives of others. •
Describe an inspirational person you know.
5 Explore the difference between a wish and a goal.
• Explore how to set a meaningful, appropriate and challenging goal.
• Explore how to make a gaol S.M.A.R.T
6 Explore the meaning of ‘nature’ and how we can connect with nature.
Consider why nature is essential for our mental health.
Examine how we can integrate nature into our home and school lives.
7-8-9 Students will learn how to use the website “Careers Portal”.
Students will set up a One Note-Page
Students will put one thing in One-Note
10-11 Learn how to use some additional features of the website “careers portal”.
Learn more about your Junior Certificate Subjects.
12-13 Learn more about the subjects you will choose over the next few weeks.
Use Careers Portal to help you research your subjects.
14 Explore the JCT website for subject choice information.
Find out information about the subjects I am studying.
Use Padlet
15-16- To explore group work
17 To understand the process of how groups work together.
To work together as a group to achieve several goals
18-19- Managing information
20 • Listening
• Reading
• Thinking

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 21-22- Study skills
23 Goal setting
Exploring motivation
Changing beliefs
Planning study – barriers and planning
24 - Study skills continued
25 Flashcards
How to read a chapter
Note taking techniques
26- 27 Planning and executing revision
Devising an individual approach to studying
28 End-of-year class reflection
Table 6: Classroom guidance 1st year

2nd Years guidance programme summary

• Classes are taken from other teachers to reinforce developmental issues dealt with in SPHE,
such as study skills, motivation, values, personal responsibility and mindfulness.
• Liaising with Year Head, tutor and SPHE teachers.
• Issues concerning bullying, courtesy, study and self-management.
• Attend parent-teacher meetings.
• Counselling provided as required.

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Week
3rd Year in-class guidance programme
summary
1 Create an Account for Careers Portal – Explain features and complete the career
interest test.
2+3 Complete TRUITY careers interest tests and record results
Complete the Career Aptitude Test (123 CAREERS)
Record all results on the worksheet – Discuss results with partner
4-8 Career Sector Tool – Careers Portal
Explore the career sector tool from careers portal and understand how to use it to
find information about a chosen career.
Know how to search through careers portal to find information on one career.
To complete a simple research project by finding out information about one career.
Research project – Students to present in class (PowerPoint, PREZI, TIKTOC
etc.)
• Qualities (summary of qualities)
• Entry
• Pay & Salary
• Labour Market Updates
• Video (summary underneath)
• College courses associated with this career.

9-10 Skills, qualities and career interests

• Identify some work skills you have and may lack.
• Understand your career interests and one career matching same.
11-13 Apprenticeships
• Know about the range of apprenticeships.
• Know about one website where you can investigate apprenticeships.
• Be introduced to different apprenticeships.
14 -15 Jigsaw Learnupon OneGoodSchool programme explained.
Online Mental Health course x 2
16 - Preparing for the Junior Certificate – Study Skills Module
20
21 My Balanced Life
• Reflect on important aspects of your life and explore whether you live a
well-balanced life.
• Reflect on areas you want to change/enhance to become happier and more
successful.
• Reflect on why aspects of your life are going well or need more attention
and how they can be improved.
22 -23 Navigating my path after post-primary school
Exploring options available to students after post-primary school

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 24 - Reflect on your Guidance Related Learning so far.
25 • Create a poster about yourself and what you have learned. Include the following.
Growth Mindset Statement, Your Options, Subjects you like, Role Model
Identity Values Goals Skills
The presentation can be undertaken through a social media video editor/PowerPoint
or video editing programme.
Table 7: Classroom guidance 3rd year

Current Guidance Programme Senior Cycle Guidance

Guidance in schools refers to a range of learning experiences provided in a developmental sequence
that assist students in developing self-management skills, leading to effective choices and decisions
about their lives. At the senior cycle (including LC, LCVP & TY), the Guidance counsellor
collaborates with other staff members to ensure a consistent approach in supporting student
achievement of learning outcomes. This collaboration also helps minimise repetition in providing
teaching and learning experiences, reinforcing and approaching areas from complementary
frameworks.

Transition Year
Transition year offers students many opportunities to develop social and personal skills. The
transition year careers programme is active where students can visit industry, careers fairs, STEM
workshops, work experience and other career guidance activities. 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. 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 dynamic nature of the transition year
programme. With this in mind, the in-class guidance programme is designed to allow students to do
extensive research on one career area of their choice. Each student then presents research findings to
the rest of the class. Students work on this research when they are present in the guidance class.
Guidance on completing 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 careers 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

34
 • 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.

Other in-class guidance activities

• 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 (from 2023/24)
• Review of Diary of Work Experience
• SIMI schools apprenticeship competition

Fourth-Year Guidance (Out of class guidance)

• All transition year students do the CATs and get individual feedback before they make their
subject choices for 5th and 6th year. This meeting is an opportunity for students to look at their
strength areas as identified through aptitude tests and also to look at their areas of interest,
subjects and possible careers for the future.
• Work experience programme.
• They are encouraged to attend open days.
• Guest speakers on various career areas.
• Information night for parents on subject choice
• Students are provided with the required information on the various subjects available by subject
teachers at an information morning before deciding on Leaving Cert subjects.
• Counselling as required.

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 5th Year in-class guidance programme summary
Week Topic
1 Introduction to TY Guidance
Dreams and Ambitions
What Inspires me
My Talents
2+3 Career Interests
What would I like to do?
Career Interest Test (TRUIY) (CAREERS PORTAL)
4+5 How to use career guidance websites
Getting the most from Qualifax/careers portal
6+7 Aptitudes & Intelligences
My Aptitudes
Multiple Intelligence Test
8+9+10 Career Research
What is that job really like?
Profile project on one career of choice
Courses that link to careers Career Skills Self-Assessment
Will that course suit me?
11+12 How to get the most from
College Open Days
How to get the most from Careers Fair
13 Studying in the UK and Europe
How to complete a UCAS form
Options for studying in European countries (UNICAS)
14 Jobs and Values
What do you value?
Values and Career Choices
15-19 Study Skills programme
Goal Setting
Time management
Barriers to study
Improving Memory
Different types of notetaking
Using flash cards
Graphic organisers
How to read a text more effectively
20 Personality Test (123 Careers PF16 Type test
My Personality and a suitable career
21-28 The LCVP career investigation
29 A summary of the CAO application process
CAO Choices
Preparation
Considering all factor
Using the online CAO form
30-32 Curriculum Vitae
Sample CVs
MY CV
Table 8: Classroom guidance 5th year

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6th year Out of Class Guidance
• 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 examination.
• Updating of Careers resources and Notice Board
• Individual counselling
• Parent appointments
• Organise speakers from third-level institutions, Garda Síochána, Army, SOLAS etc.
• 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 year.
• College Awareness Week Activities
• Apprenticeship awareness – local company talks.

6th Year in-class guidance programme

summary
1 Administration of an online guidance questionnaire
Visiting Speakers Audit – Ask students what type of speakers they would like.
Review of the appointment process
College Open Day information
2-3 Higher Options Conference preparation
4 Application to UCAS colleges – a review
5 Career Action Planning with Careers Portal
6-7-8-9 CAO application explained.
Researching CAO Choices
Completing a sample CAO form
CAO Applications – Dates, Procedures, Payment, Restricted Entry, Deferred Entry,
Entry Requirements, Acceptance of offers, Change of Mind etc.
CAO and Disability Issues (DARE)
Application process through the HEAR Access Programme
10-11- Study Skills workshop
12-13
14 Review of Interest Inventories
Career Interest Inventory
Implementation of Career Decisions
Review of term exams and resetting target CAO points for the mock examinations.

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 15 -16Review of Study skills in preparation for mock examinations Interview preparation
for interviews in UK/PLC Courses
17 The PLC options
19 Dealing with examination stress
20 Grant system – Where do you apply? Looking at “studentfinance.ie”, information
needed for grants.
Budgeting for college and costing
21-22 Change of mind for CAO
Study plan for the last four weeks
Review goals chart
Job Search Skills
The process of viewing examination scripts.
COLLEGE REPRESENTATIVE VISIT LIST
1 UCD
2 NUIG
3 NUIM
4 TUD
5 TRINITY COLLEGE
6 AUT SLIGO/GALWAY MAYO
7 ATHLONE
8 UNIVERSITY OF LIMERICK
9 SLIGO COLLEGE OF FURTHER EDUCATION
10 CAVAN INSTITUTE OF FURTHER EDUCATION
Table 9: Classroom guidance 6th year
LCVP
The Link Module programme is identified within the Guidance framework as an additional building
framework partially grounded on the work introduced and developed within their Guidance
experience. The guidance counsellor is responsible for the career investigation element of the LCVP
portfolio. In addition to the classes provided, students are encouraged to avail of the resources in the
careers office and notice boards and visit career events and open days designed explicitly for 5th Year
students. They are informed of the dates for entry to courses through Central Applications Office
(CAO), the Universities and Colleges Admission Service (UCAS), the Quality & Qualifications
Ireland (QQI) system and the requirements for each.

Counselling and Student Appointment Procedures:

Each year the Guidance counsellors take responsibility for different groups. Currently, in 2022/23,
the following applies:

The student, care team, management and parents can make referrals. Students may request
appointments with the Guidance counsellors via email, Teams Chat or directly. Students may request
appointments with the Guidance counsellor for a variety of reasons, e.g.:

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 Personal Careers related Information seeking Study Skills

As each student's needs vary, the time required with the Guidance counsellor will vary from student to student
and/or year to year.

Guidance appointment procedure

• A guidance appointment is issued to students through email, which gives the time and date of
the guidance appointment.
• Students show this email to their teacher to confirm this appointment.
• The term “guidance appointment” will be noted in the student’s VSware attendance for the
scheduled class. The note will be removed when a student does not make the guidance
appointment.
• Teachers can refuse permission for a student to attend. The guidance counsellor will arrange
another appointment with the student.
• If a student is absent on the day of a scheduled appointment, the guidance counsellor may go
to a class to get another student on the appointment list. Teachers can refuse permission for a
student to attend.

Delivery of Personal Counselling

All members of the Care Team, Year Heads and Tutors, play a central role in delivering the counselling
programme. Counselling helps students solve problems, address behaviour issues, resolve
development difficulties and develop coping strategies. Personal counselling appointments may arise
for various reasons. A student may request an appointment. A teacher may refer a student, or a parent
may request their child be given an appointment. Year Head, Deputy Principal or Principal may refer
to the Guidance counsellor. Peer support is also encouraged. Students see the Guidance counsellor on
an appointment basis with cooperation from class teachers. Students will be referred to outside
agencies when appropriate.

The reasons for these appointments may include one or more of the following:
• Family or personal problems.
• Relationship problems.
• Crises.
• Students are having difficulty coping.
• Stress, anxiety, panic attacks, self-harm.

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• Exam/academic pressure.
• Identity, LGBTI issues.
• Anger management.
• Bereavement/loss/separation/divorce.
• Pressures around social media.

Personal counselling appointments will be arranged as soon as possible. Teachers will be notified in
advance through VSWARE or verbally. Usually, the student will get an appointment note and must
get permission from that class's teacher so they can attend their appointment. Their teacher must sign
this appointment note.

Confidentiality
A professional relationship involving confidentiality is at the core of guidance. The Guidance
counsellor will take all reasonable steps to ensure consultations with students take place in an
appropriately private environment. The Guidance counsellor will take all reasonable steps to ensure
the confidentiality of information about students obtained during their work is private and all notes
kept safely. There are circumstances where confidentiality cannot be promised, including; where
concealment could result in danger to the student or others; when required by law or designated
guidelines; or for professional consultation or supervision. Child protection regulations and guidelines
will bind all guidance work. The Guidance counsellor discusses with each year group and class
confidentiality and the limits of confidentiality. All is confidential unless a disclosure could harm the
student or someone else. Appropriate referral and liaising with the Designated Liaison Person (DLP)
will happen in all cases, adhering to the latest Child Protection guidelines.

Resources
• The guidance office has a computer, broadband, printer, telephone, filing cabinets, shelving,
desk and comfortable seating.
• Timetabled Guidance classes for 1st, 3rd, 4th, 5th and 6th years
• Photocopying facilities with an allowance for Guidance.
A guidance notice board for the display of information.
• ICT programmes such as Qualifax, Careers Portal, CAO, UCAS, Eunicas and all other guidance
programmes available on the internet.
• Child Protection Guidelines.
• Institute of Guidance counsellor Website.

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• PDST material.
• IGC Branch meetings and Counselling Supervision.
• Institute of Guidance counsellors AGM.
• CAO handbook.
• Career Choice.
• Guidance budget.

Leadership development/holistic development for all students

Student leadership opportunities in Elphin Community College include:
• Elphin Community College Student Council
• Onegoodschool Student Leadership Team
• OneGoodSchool student wellbeing teaching team
• 6th Year 1st Year Mentoring programme
• TY Leadership programme.

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Guidance Programme

This section is divided into:

● Differentiation in Guidance & Assessment
● Literacy in Guidance
● Numeracy in Guidance
● Planning for Students with Special Educational Needs
● Planning for Cultural Diversity
● New Junior Cycle & Wellbeing
Differentiation in Guidance
Definition: (NCCA, 2007) “the process of varying content, activities, teaching, learning,
methods and resources to consider the range of interests, needs and experiences of individual
students.”
Differentiated teaching and learning are key to ensuring children have multiple options for taking
information and making sense of concepts. Heacox (2002) defines differentiation as ‘changing the
pace, level, or kind of instruction you provide in response to individual learners’ needs, styles or
interests. Based on this principle, differentiated teaching and learning are vital to ensuring children
have multiple options for taking in information and making sense of concepts.

To differentiate, the teacher will:

● Break all learning tasks into small steps.
● Probe regularly to check understanding.
● Provide regular quality feedback, both orally and for all written tasks.
● Present information visually and verbally, using ICT, whiteboard, and PowerPoint.
● Use diagrams, graphics and pictures to support instruction.
● Provide independent practice (through independent research projects).
● Model what you want students to do (i.e., Use career websites such as careersportal to show
students how to research courses effectively).
● Clearly define and post classroom expectations for work and behaviour at the start of the year
and reminders throughout the year.
● Explicitly teach study and organisational skills.
● Use Direct Instruction.
● Provide simple instructions on completing tasks.
● Sequence slowly, using examples.

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 ● Speak clearly and turn so students can see your face.
● Allow time for students to process requests and allow them to ask questions.
● Use an overhead projector with an outline of the lesson or unit of the day and explain to
students.
● Provide clear photocopies of notes and overhead transparencies.
● Provide a detailed course outline at the beginning of the year.
● Keep oral instructions logical and concise and reinforce them with brief cue words.
● Repeat or re-word complicated directions.
● Frequently verbalise what is being written on the board.
● At the end of class, summarise the important segments of each presentation.
● Give assignments both in written and oral form.

Other Differentiation Strategies which may be used include:

Readability: All handouts will be of A4 size, with clearly laid-out and straightforward language.
Keywords will be in BOLD print/underlined and explained thoroughly by the teacher. Images/graphs
will also be included on handouts as necessary.
Choice of Activity: Use a range of teaching and learning strategies (I.E., Teacher-talk, think pair
share/group work (co-operative learning), board work, PowerPoint, reflective exercises) to include
whole-class, small group and individual activities.
Use of Anchor Activities - activities students move on to when completing a task. Students are given
a choice of activities to complete independently so the teacher can work with small groups/individuals.
Learning Preferences: Use of ICT & other resources (YouTube clips, visual presentations, graphs)
to include visual/auditory learners.
Modelling: E.g., Use of modelling when completing career/course investigations. The process will be
shown by the teacher and modelled by students.
Active Learning: Use various active learning strategies (i.e., think pair share/group work, assertive
questioning (BLOOM’S TAXONOMY) etc.). There will also be a lot of independent research to be
conducted in class by the students.
Interest Groups: Students will be split during activities into a learning group composed of those
interested in a specific interest (i.e., specific course sector/college)
Independent Study: Student chooses a topic of interest that they are curious about and wants to
discover more about (i.e., worksheets on career/course investigation)
Creative Thinking: Both role-play and reflective journal exercises will increase creativity and include
kinaesthetic and creative thinkers and learners.

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Differentiated Assessment for Learning
Equally, a differentiated approach to Assessment is integral to a complete & thorough model of
differentiation in Guidance; the Guidance Plan acknowledges this need.

Assessment OF Learning (AoL)

No formal Assessment OF Learning in 6th Year Guidance
5th Year end of term written assessment.
4th Year end of term written assessment.
3rd Year end of term written assessment.
2nd Year end of term written assessment.
1st Year end of term written assessment.

Understanding of the skills and information taught in Guidance classes are assessed through over-
arching activities that illustrate a well-rounded understanding of specific processes (e.g., research
processes) and personal reflection (e.g., on their values, interests, and aptitudes). The final career &
course choices made by the students serve to illustrate further making decisions which, it is hoped, are
well grounded in personal reflection and deliberate negotiation & deliberation.

Assessment for Learning (AfL)

Assessment for Learning is an approach that emphasises the importance of giving learners clear,
focused feedback.
Specific strategies used in Career Guidance classes include:
Teacher observation, i.e., the teacher will assess career areas of interest for students and keep each
lesson inclusive of all students’ interests regarding careers, etc.
Focused talk and discussion, Discussion of progression routes to third level.
The teacher will create teacher-designed tasks and tests, i.e., All worksheets to challenge all
learners and cater for mixed abilities.
KWL grids, i.e. What I know, What I want to Know and What I have learned – Students are also
actively encouraged to use KWL grids as part of their study methods.
Standardised tests, E.g., CATs, Career Interest Inventory, Holland’s Interest Test.
Concept mapping, i.e., Concept mapping of suitable course choices at third level, concept mapping
of college costs, etc.
Questionnaires and surveys, i.e., Students will design questionnaires and surveys to investigate an
area of work that interests them.

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Self-assessment and reflection
E.g., Learning Log and career investigation worksheets from which they can assess the learning
achieved by personal research online/via a prospectus.
Students will also calculate CAO points from their mock exams and can therefore assess their level
of achievement in the Leaving Certificate)
Think Pair Share (E.g., Students will be asked what career areas they are interested in researching,
and they will then share their thoughts and interests with their peers to aid the learning experience)
Peer Assessment (E.g., Peer assessment will be used when students learn about interview techniques
and prepare for job interviews. Students will provide written and verbal feedback on peer's
performance in a role-play scenario of a job interview)
Correcting Sample Answers (E.g., Students will be presented with sample CVs and Cover letters
and will identify points of strength and weakness within them).

Literacy in Guidance
“Literacy includes the capacity to read, understand and critically appreciate various forms of
communication including spoken language, printed text, broadcast media and digital media.” (DES
2011). Literacy is a whole school issue involving all teachers and subjects; the Guidance Plan reflects
this.
As part of the school's SSE plan, the Guidance department’s literacy strategy, and the whole school
approach to literacy, specific lists of Key words/terms have been developed. Students will be
encouraged to identify and define these keywords in class. The guidance plan will incorporate pre-
teaching and revision of these words. These lists should support the school's literacy development plan
and will underline the Guidance programmes. Students may be familiar with words (e.g., value,
experience, assessment, credit, award, etc.). The meaning of these words may change or be given more
gravitas in the context of the Guidance programme and Career planning.

Students also complete research assignments which require students to read, understand and critically
appreciate and appraise the information given. Research assignments can be submitted through various
mediums, including digital media.

Numeracy in Guidance
Numeracy complements literacy and is sometimes called ‘mathematical literacy’. Both skills are
needed to function fully in modern life. Numeracy includes promoting skills in critical thinking and

45
problem-solving and using mathematical competencies. Bloom’s Taxonomy of Critical Thinking
includes several numeracy skills which form an integral part of the numeracy strategy within the
Guidance Programme. For instance, as part of the Career Guidance programmes, students are guided
towards and allowed to practice the following skills, which are all part of Bloom’s Taxonomy:
● Count (e.g., results, course options)
● Add (e.g., results, predicted points, target setting)
● Choose (e.g., courses which fit interests, strengths & values)
● Define (e.g., entry requirements, specific career activities & qualities)
● Identify (e.g., personal strengths, interests and values)
● Record (e.g., results, targets, courses of interest, entry requirement details)
● Organise (e.g., study schedule, revision plan, attendance at Open Days)
● Compile (e.g., a list of courses in order of preference)
● Plan (e.g., their time, study schedule, life balance)
● Assess (e.g., course details, module topics, level of interest)
● Compare (e.g., aspects of different careers, courses and modules with each other)
● Interpret (e.g., results, interest assessment, personal values Vs career interests)
● Investigate (e.g., matriculation requirements, points requirements, modules, courses, careers)
● Rank (e.g., courses in order of preference, the importance of life values, career interests)
● Measure (e.g., interests, aptitudes, etc.)
● Analyse (e.g., an abundance of data on courses, careers, personal interests, qualities, values,
and modules)

Some specific examples of specific tasks which facilitate the above numeracy skills and form part of
the Career Guidance programmes are:
● Completion of Personality & Interest Assessments using a Likert scale to record and assess
answers. Students practice ranking, choosing, measuring, and later interpreting their
answers.
● Interpretation of graphical data. For instance, the personality test results are given as a pie
chart. Students must assess and analyse this data and interpret this information.
● Interpretation of numerical data. For example, the results of interest assessments are
given in linear data form for analysis.
● Generating individual study timetables/ schedules – students must analyse and quantify the
time available for their study and plan, organise and divide this time between their different
subjects.
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 ● Students rank, assess and compile their career values and use this information to analyse
the match between their values and preferred careers.
● Students compile and add their current and predicted grades and points and compare this
data with the required grades and points. Students then apply this knowledge to their study
plan to assess whether additional time should be spent.
● Students research and identify the entry requirements for various courses of interest and
analyse this data regarding their specific subject details.

In line with the school’s SSE targets, the school’s numeracy targets are incorporated into the guidance
programme. Assessments & quizzes include numerical problem solving, and results are given in a
fraction format with students required to calculate their percentage score.

Planning for Students with Special Needs

The Guidance & Counselling Department recognises the need to facilitate our students with special
needs. We aim to maximise the learning potential of each of our students. In the teaching of Career
Guidance, new concepts & vocabulary are often introduced, which may prove difficult for our special
needs students. Various teaching methodologies (e.g., pre-teaching keywords, differentiated
worksheets, use of MSN 365 & Google Translate) are employed to make these more accessible. Power-
point presentations, copies of homework or assignments (& rubrics) are offered to students in advance
& following class to aid in revision & study. Assignments are differentiated, if necessary, to support
the learner (e.g., differentiated versions of assignments & quiz worksheets). The Guidance Department
works closely with the SEN Department & SNAs as they often provide valuable insight into the
particular needs of some special needs students. We rely on their expertise in areas where we need
clarification.
When supporting learners with General Learning Disabilities, the following general strategies may be
employed to support student’s learning:

✔ Present a range of activities that will interest and motivate the student.
✔ Differentiate teaching approaches, methods, materials, resources and learning tasks according
to individual, group, and whole-class student needs.
✔ Make tasks’ beginning and end points clear and avoid ambiguity.
✔ Consider using a model or picture of the final goal or end product so the student knows what
is expected.

47
 ✔ Use visual cues to highlight meaning; present tasks using symbols or give instructions with a
written/pictorial list or prompt cards.
✔ Present tasks in small, manageable, clearly identifiable steps
✔ Develop a hierarchy of sub-goals and sequence activities towards the learning goal.
✔ Modify tasks to harness and build on the student’s strengths.
✔ Tasks can be graded so that they make increasing demands on the student.
✔ Be explicit when giving instructions; do not assume the context will help clarify the meaning.
✔ Make explicit connections with previous skills or knowledge.
✔ Build on opportunities for the student to generalise knowledge and skills.
✔ Gradually introduce choice, thereby encouraging decision-making
✔ Teach routines through a structured approach.

Planning for a Cultural Diversity

The Career Guidance Department values and respects all our learners' cultural diversity and needs.
Support for our learners, particularly EAL learners, can include the following:

✔ Much of the Career Guidance teaching involves using visual aids.

✔ PowerPoint & website images & diagrams (e.g., NFQ framework).
✔ Keywords are written on the board.
✔ The teacher communicates and works with the language teacher, who helps EAL students.
✔ Encourage the students to ask if they find something too difficult.
✔ Encourage using dictionaries, thesauruses & Google Translate in class and examination
situations.
✔ Try to avail of the background and knowledge of these students to enrich and stimulate other
students’ awareness of other cultures and countries.
✔ In 6th year, the guidance counsellor enquires about language exemptions (e.g., NUI Irish
exemption application may be required).

New Junior Cycle & Wellbeing

The Framework for Junior Cycle (2015) provides for a new area of learning at junior cycle called
Wellbeing. Wellbeing will cross the three years of the junior cycle and build on substantial work
already taking place in schools to support students’ wellbeing. The introduction of wellbeing into the

48
Junior Certificate in September 2017 recognises the association between the quality of relationships
between teachers and students and several student outcomes, including socio-emotional wellbeing,
engagement in schoolwork, feeling a sense of belonging in school, levels of disciplinary problems, and
academic achievement. Guidance-related learning forms part of the Wellbeing programme at junior
cycle.

Organisation & Administration of the Guidance Service

This section can be divided into the following areas:

● Administration
● Time Allocation & Timetabling
● Record Keeping
● Protocols/procedures for meetings with parents/guardians
● Assessment Procedures

Administration
Counselling/Vocational/Careers Meetings
• An appointment system for Personal Counselling/Careers/Vocational Guidance interviews
operates to ensure the safe and effective delivery of the guidance programme.
• Students wishing to meet with the Guidance counsellors may make an appointment.
• The Principal, Deputy Principals and Year Heads also make referrals.
• The Guidance counsellor will liaise with class teachers to meet with students in these cases.
The ongoing cooperation and goodwill of the teachers in Elphin Community College greatly
support the counselling service in particular.
• Except for emergencies or sudden distress, students are requested to make these appointments
outside of class time so that they are on time for class unless their teacher permits them to do
so.
• Students must avoid excusing themselves from class to make appointments or wait outside the
Guidance Office.
• Students are given an appointment email and instructed to present it to their class teacher,
requesting permission to attend before the appointment. Students are also advised to record
their appointment in their school journals. The guidance counsellor will record in VSware
where a student is attending an appointment.

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 • It is the responsibility of each student to inform their teacher in advance of their appointment
and to request permission to attend the appointment.
• Subject teachers can refuse students to attend the Guidance counsellor if it interferes with their
teaching. For instance, if a student cannot attend their appointment as there is a test scheduled
for the appointment time.
• The student must communicate this in advance to the guidance counsellor and organise an
alternative time for their appointment.
• Specific periods in the school year (particularly before UCAS & CAO deadlines: Oct
• 15th, Jan 15th, Jan 20th & Feb 1st) are very busy, and a waiting list (at times up to two weeks)
may be in place for appointments. Students must give the guidance counsellor advance notice
as far as possible if they cannot attend so that their appointment time can be given to another
student.

Time Allocation & Timetabling

1st, 3rd, Transition year, 5th & 6th year have timetabled guidance classes and the remainder of guidance
time us used for career, educational, social and personal guidance & counselling work- generally one-
to-one careers & counselling appointments. The Guidance counsellor is a member of the Institute of
Guidance counsellors (IGC) and engages in continuous professional development and counselling
supervision with the Co. Sligo branch of the IGC. This group offers support for counselling issues
that arise, is facilitated by an accredited supervisor and meets five times a year for 2 hrs per session.
The guidance counsellor does not have classes on Tuesday afternoons to accommodate his attendance
at supervision (where the timetable allows).

Record Keeping
The Guidance counsellor operates the following record-keeping procedures.
● Detailed 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 detailed records of personal counselling sessions should contain some actual words and
phrases the student uses. The student should be informed of all matters about confidentiality
between the counsellor and the student.
● The Counsellor should ideally write up notes as soon as possible after the meeting to ensure
accuracy and precision.
● Notes should be brief.

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 ● Details on all appointments are recorded in the Guidance counsellor’s MSN 365 calendar.

Protocols/procedures for meetings with parents /guardians

The Guidance counsellor may occasionally request another staff member, e.g., class tutor, subject
teacher or/and management, to attend a meeting. The student may be invited for all or part of the
meeting with the approval of parents/guardians.

In certain circumstances, the Guidance counsellor may need to contact the parents/guardians to request
a meeting with them. Contact is made with the parent directly by phone to arrange a mutually
convenient time for the meeting. If appropriate, the parents/guardians are informed over the phone of
the reason for the meeting. Notes are kept of all meetings by the Guidance counsellor.

Assessment Procedures
As detailed earlier, assessments can include Assessment of Learning (AoL) and Assessment for
Learning (AfL). Transition year assessment includes assignments such as the Career Investigation &
Course Investigations and the Preparation for the World of Work folder. Transition Year and 6th year

class groups also have Careers Workbooks & worksheets. 5th and 6th year career guidance classes
assess students’ ability to apply their skills through active research skills practice, target setting & the
use of differentiated quiz worksheets, 3-2-1 & Kahoot quizzes feature of guidance. Informal
‘assessment’ in clarifying career choice and subject choice, improved study skills and examination
technique etc., provide some insight into the effectiveness of the Guidance counsellor’s interventions.
Students are encouraged to engage in self-reflection and self-evaluation regarding goal-setting and
personal development.

Professional Standards & Duties

This section can be divided into the following areas:
● Ethical Requirements
● Counselling & Confidentiality
● Confidentiality & Testing
● GDPR
● In-Career Development
● Evaluation & Review

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Ethical Requirements
Ethical awareness is a prerequisite for the school Guidance counsellor. The Guidance counsellor is
bound by the Code of Ethics the Institute of Guidance Counsellors outlines. The Guidance counsellor’s
primary focus is the student's welfare. They are ethically bound to act in the student's best interest. The
counsellor must act within the law and their profession's ethical guidelines. Furthermore, the Guidance
counsellor is ethically obliged to seek out new developments in the personal, educational and
vocational fields to improve the overall counselling service to the student.

The Guidance counsellor receives professional support through regular meetings with a trained
counselling supervisor through ‘Supervision’, organised by the Institute of Guidance Counsellors
(IGC) at a regional level and occurs five times per
year. In addition, regional IGC branch meetings occur monthly and support professional development.

Counselling and Confidentiality

The Guidance & Counselling Service is a professional counselling service that abides by a strict code
of ethics and confidentiality policy outlined by the Institute of Guidance Counsellors. Confidentiality
is a central and integral part of the counselling process. It is assured to each student who avails of the
Counselling Service. It offers safety and privacy to those discussing personal and private concerns.
The guidance counsellor takes all reasonable steps to ensure that consultation takes place in an
appropriately private environment and to preserve the confidentiality of information about the student.
Students should feel comfortable that conversations with the guidance counsellor are private and
confidential. However, absolute confidentiality cannot be guaranteed, and this is explained to the
student at the onset of counselling. Students are reminded of this limited confidentiality. It is explained
to the student that the guidance counsellor cannot guarantee confidentiality if:

i) The life or safety of the student is in danger -

ii) The life or safety of others is in danger.
iii) There are concerns regarding Child Protection – see Children’s First
Guidelines & Child Protection Policy.
iv) A crime is about to be committed.

In such cases, the guidance counsellor will contact the school’s designated liaison person (the
principal) to seek help and safety for the student. In so far as is possible, in such cases, confidentiality
is broken following a discussion with the student. A full explanation will be given regarding the

52
necessary procedures that may need to be taken. Where appropriate, the Designated Liaison Person
may contact TUSLA for a formal referral, seek advice (informal consultation) & / or contact the
student’s parents/guardians. The DLP will keep a record of all TUSLA referrals made.

GDPR: Guidance & Data Compliance

The Irish Data Protection legislation sees the organisation, school or institute as the Data Controller,
“the legal entity which, alone or with others, determines the processing and use of the personal data”.
Staff who are employees of the organisation, who gather and process personal data, are doing so on
behalf of the organisation and must comply with the organisation’s data management. For Guidance
counsellors who are employees of the school or institution, the school as a legal entity will be the Data
Controller. The Data Subject is the living individual to whom the personal data relates. For the most
part, the Guidance counsellor will gather data on the students for whom they will provide guidance
counselling. They will also have contact details for employers and others who support their guidance
activities. The Office of the Irish Data Protection Commission enforces compliance with this national
legislation. It will be based on adherence to the seven principles which form the framework for the
General Data Protection Regulation (GDPR). Any data management activity involving the
organisation’s personal information must comply with the seven principles of the GDPR from May
2018 onwards. In its capacity as Data Controller, Elphin Community College ensures that all data
shall:
1. Be obtained and processed fairly, lawfully and in a transparent manner.
2. Be obtained only for one or more specified, legitimate purposes.
3. Only be processed to the minimum necessary to achieve the specified purpose(s).
4. Be kept accurate, complete and up to date where necessary.
5. Not be kept longer than necessary to satisfy the specified purpose(s).
6. Be kept safe and secure to protect the confidentiality and integrity of the data.
7. Be managed and stored so that Elphin Community College can easily and verifiably
demonstrate its compliance with the appropriate legislation.

Data Collection in Elphin Community College

As part of the Guidance & Counselling service offered by Elphin Community College, the guidance
counsellors may become aware of various personal details of the students (e.g., email, career interests,
areas of concern, academic scores, special educational needs, exemptions, financial circumstances,
family circumstances, etc.). All information is treated in the strictest confidence, per the Guidance Plan
& Policy and disseminated, where necessary, on a strict need-to-know basis.

53
Data is collected on students in various forms, for instance:
• Through the school application process (e.g., incoming first-year application), through a
standardised form submitted to & stored in the school office.
• Visits to feeder primary schools by the principal to ascertain if there is any information, such
as access to learning support, resources, SNA, and exemptions. This information is forwarded
to the SEN coordinator, where appropriate.

• The gathering of relevant contact details of parents, guardians and family members who are
the primary contact points about the students’ education and welfare.
• The disclosure of this personal data to appropriate authorities, governing bodies, national
organisations, inspectors and officers.
• Psychometric assessments are completed with the incoming 1st year cohort & other groups on
an ad-hoc needs basis. Again, results are stored securely – feedback (if appropriate) &
interpretation practices are detailed below.
• A parent may inform the guidance counsellor of their child's academic scores, access to
supports, financial circumstances, well-being or mental & physical health as part of a parental
referral to the guidance counsellor.
• The principal, Deputy Principal, Year head, or Teachers may make a referral to the guidance
counsellor, expressing a concern, etc., about a student. Referrals generally use the ‘referral
form’ to maintain record keeping.
• Some Year Heads email referrals to the Guidance counsellor. A new electronic referral form
has been introduced to minimise using a paper-based personal data collection.
• Students may record details of their subjects, careers of interest, recent grades, etc.

Note-Taking
School staff members who provide counselling and welfare services within the school must comply
with the Codes of Practice of their professional bodies. As part of the provision of both guidance &
counselling support to students, Guidance counsellors may keep notes on students (e.g. counselling &
referral notes or vocational guidance forms). All counselling notes are kept brief and factual & are
recorded on a standard referral form by the individual guidance counsellor.

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The Institute of Guidance Counsellors provides clear recommendations on the note-taking practices of
the Guidance counsellor in the Data Protection Handbook drafted by Sytorus Ltd. (2018). Elphin
Community College meets these recommendations in the following ways;
• Any notes taken during such services are highly confidential and treated at all times with the
utmost care and attention.
• Notes taken during counselling meetings are sparse and should only include the minimum level
of detail to enable the counsellor to provide appropriate counselling.
• The Guidance counsellor has a particular duty of care towards storing the notes to protect the
trust placed in them by the student and parents and the quality and integrity of the counselling
process.
• The identity of the student undertaking counselling is protected at all times. While it may be
necessary to identify the student from the notes taken, the counsellor takes steps to mask or
protect the student from being immediately identifiable.
• Notes taken should avoid referencing information, such as gender, parental circumstances,
socio-economic circumstances or health information, which might inadvertently identify the
individual student.

Storage
The details of all counselling notes are strictly confidential and stored securely for seven years
following the student’s departure from the school. Indeed, all data about both guidance & counselling
records, notes etc., are stored in the Guidance office for seven years following the student’s departure
from the school.

All standardised test scores, counselling notes & all data compiled through the guidance & / or
counselling process are kept securely & confidentially by the individual guidance counsellor in a
secure office, on either a password-protected desktop computer or in a secure filing cabinet –
depending on the format of the data.

The guidance counsellor office has its own key – this is not a ‘master key’, but individual to the
individual guidance office. The guidance counsellor's office contains secure filing cabinets and
desktop computers, and/or laptops, which are password protected. This room is locked when the
guidance counsellor is not in the office. Should the guidance office be used for the oral examinations,
a ‘clean desk’ policy is ensured, and the computer is shut down (password access is required). The key
to the office is held by the examination coordinator only.

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Special Categories of Data Processing
The Data Protection Regulation recognises that certain data is particularly susceptible to discrimination
or prejudice and deserves additional protection. Such data includes data on an individual’s racial or
ethnic identity, their political, religious or ideological beliefs, their sexual orientation and any
information on an individual’s mental or physical health, etc.

In the school's context, the results of standardised ability tests (e.g. incoming 1 st year assessments)
would indicate an individual student’s mental and academic ability. They would therefore qualify as a
special category of processing. Counselling notes qualify as a special processing category. All
standardised test scores, counselling notes & all data compiled through the guidance & / or counselling
process are kept securely & confidentially by the guidance counsellor in a secure office, in either a
password-protected folder on a desktop computer or laptop or a secure filing cabinet – depending on
the format of the data.

Disclosure by transmission
Certain applications are made by students in sixth year. These may include UCAS, DARE, HEAR,
REACH applications. The guidance counsellor may help the student with this application and may, on
occasion, be required to submit a reference for the student and forward this reference and/or academic
details to state bodies, colleges, etc. All information transmissions are completed in consultation with
the student and at the student's request. As part of these applications, parental consent is required and
documented. This information is treated with the strictest confidence. Where the guidance counsellor
submits documentation, copies of such (e.g., references) are kept in soft copy on the password-
protected computer.

Erasure or Destruction
Student records are kept for seven years following the student's departure from the school. After this
period, the records are destroyed by school procedures.

Confidentiality & Testing

Psychometric Testing: Confidentiality, Feedback & Storage

Feedback
Results of standardised tests administered are given to students in a confidential manner. A one-to-one
feedback discussion is approached in such a way as to ensure in as far as possible that it is a thoroughly

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rewarding experience for the student. A test result will not be taken in isolation but viewed in the
context of the development of the whole individual. Parents will receive results feedback in the form
of a written report. The Test Administration company generates this report. The guidance counsellor
will not alter this report.

Access to test results and data held.

Access is restricted to those with a need to know. Untrained persons will not be allowed access to raw
data from tests but only to clearly described interpretations. Individuals change and develop; therefore,
psychometric data can become less accurate. Tests can provide well-constructed measures of aspects
of individuals at a point in time, but this does not preclude a degree of subsequent change and
development. The Guidance counsellor will discuss the findings of the test accordingly. Procedures
adhered to (in accordance with best practice guidelines: British Psychological Society) are as follows:

1. Appropriate parties who may legitimately receive test results and the Guidance counsellor are
the Principal, the Deputy Principal, the Year Head, and the SEN co-ordinators. Oral reports
will be given to these parties when necessary, and written reports will be supplied if
requested.
2. Class Tutors and subject teachers may, when appropriate, be given general oral qualitative
descriptions but will not have access to actual test data results or to written reports of data.
3. Levels of confidentiality are explained to individuals and groups before tests are
administered.
4. Data kept on file is protected so that only those with a right of access can obtain them.
5. Test data will be kept on file for up to two years after the student completes school.

In Career Development
In-Career development is essential to the work of the Guidance counsellor. The school facilitates
regular attendance at local IGC meetings and Counselling Supervision through sensitive timetabling
(Tuesday afternoon). The IGC provides a range of in-service workshops and presentations relevant to
our work. Additional in-service is organised at local or/and national level and is open to all registered
current members of the IGC. The guidance counsellor attends regular professional development,
record such as CPD, and actively plan for ongoing professional development.

Continuous Professional Development

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Paul Kelly Guidance counsellor (BA, PDE, MEd, GDip Guidance, PDSL)
Continuing professional development
Date Event Facilitator

2023 Blended Learning in the Post PDST

Primary Classroom Webinar
2023 Whole School Guidance PDST
Collaborative Day 2
2022 Whole School Guidance PDST
Collaborative Day 1
2022 Eunicas Training Guy Flouch

2022 JCT Training JCT

2020 Labour Market Skills IGC

Shortages
2021 CBT Diploma City College

2019 UCAS Training Brian Howard

2019 Introduction to Children First TULSA

ELearning Programme
2017 and 2020 REACH + Programme Careers Portal

2019 Child Protection SPHE

2019 Child Protection Online
Course
2019 Qualifax Training
Careers Portal Training
2019 ASSIST- Suicide Intervention,
Safe Talk Training
2018 Self-Harm Awareness
Training programme
2017 Friends For Life 2 days training
2017 Bodyright: A Sexual Violence
Awareness & Prevention
Programme for young people
2017 Child Protection
PDST
Qualifax Training
Living Works Education
Regional Suicide Resource
Office HSE
NEPS Psychology Team &
Youth Skills for Life
The Dublin Rape Crisis Centre
Ltd.
SPHE Support Service PP

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 2016 Role of the SPHE Co-ordinator Social Personal & Health
Education Support Service
2015 ASSIST- Suicide Intervention, HSE
Safe Talk Training
2015 Junior Cycle RSE SPHE Support Service PP
Table 10: Guidance Counsellor CPD
Evaluation & Review
Critical reflection and evaluation is very important to the school Guidance Programme. It is necessary
to review the plan to measure the strengths and weaknesses of guidance within the school and to assess
whether it is meeting the needs of the students. It is also vital to employ strategies for a whole school
approach to guidance. Engagement in programmes such as Forbairt, bodies such as NEPS and utilising
Subject Development and Planning hours facilitate the evaluation and review process. Equally, the
guidance programme is amended in line with the School Improvement Plan, targets & SSE process.
The Guidance Department actively reviews, evaluates & amends guidance programmes annually (&
mid-cycle in the case of interventions used with various groups) and engages in long-term planning.
The Whole School Guidance Team is involved in a review of whole school guidance. In addition, the
Guidance Plan in its entirety will be reviewed annually.

Guidance Areas for development/improvement planning (2023-24)

Improvement area Task Responsible By When
Use of Reach Reach programme Guidance counsellor Sept 23
programme for role out for TY.
LCVP and TY work Students to reflect
experience diary on work experience
using the Work
Experience Diary
function
How is work TY and LCVP Work Guidance counsellor Nov 23
experience experience Programme
monitored? monitoring group Coordinator
Work initiated Principal
experience/shadowing
programmes,
procedures,
reporting, diary,
assessment to be
included in guidance
plan.

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 Use of Reach Reach programme Guidance counsellor Sept 23
Programme at Senior role out for TY
Cycle
Improve TY out of Careers visits to Guidance counsellor Sept 23 – May 24
class careers UCD/DCU/AUT
programme. Sligo/
School Summit
All Junior Cycle Notebook function Guidance counsellor Nov 23
students will have an of MSN 365 to be
MSN 365 Notebook operational for all
where all worksheets junior cycle students
will be stored.
Introduction of Introduction of Management Sept 23
guidance class in guidance class in
second year or second year or
formalised guidance formalised guidance
module in SPHE module in SPHE
Whole school Whole School Guidance counsellor From September
planning group, Guidance team fully Principal 2023
including the SEN operational with
coordinate and SPHE input from SEN and
coordinator and have SPHE coordinator
at least 4 planning
meeting per year
Table 11: Areas for development

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Appendix 1

Coláiste Pobail Ail Finn

Ail Finn, Co. Ros Comáin

Elphin Community College

Elphin, Co. Roscommon

_________________________________________________________________________________

SUBJECT/PROGRAMME CHANGE FORM

Students name: __________________________________________________________________
Class: ___________________________________________________________________________
Date_____________________________________________________________________________
Please tick the relevant box
Changing levels Changing subject Giving up a subject Changing programme

Name of subject/programme to be discontinued: _______________________________

Signature of teacher of existing subject/programme: ____________________________
Name of replacement subject/programme (if applicable): ________________________
Signature of teacher of replacement subject: ___________________________________
Signature of relevant year head: _____________________________________________
Signature of parent/guardian: _______________________________________________
Guidance counsellor signature: ______________________________________________
Principal/deputy principal: __________________________________________________
Please note:

Proposed subjects/level/programme changes must be discussed with the relevant teachers, year head
programme coordinator (for programme changes) and guidance counsellor before students move
classes or discontinue a subject. (Please return the completed form to the guidance counsellor.
Príomhoide/Principal: Ms. Siobhàn Cullen.
Leas-Phríomhoide/Deputy Principal: Mr. Paul Noone.
T: 071 9635031 E: siobhan.cullen@gretb.ie

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Appendix 2

Elphin Community College

Guidance Department Information note for Incoming 1 st Year/TY
Parents/Guardians regarding upcoming CAT testing.
'FAQ Sheet for Parents/Guardians' Incoming 1st Years CAT Test
Who will be involved in the administration of assessment instruments?
Administration of assessment instruments will be undertaken by appropriately qualified
school staff only. Some instances will involve subject teachers, the school guidance
counsellor and/or the learning support teacher (depending on the nature of the test).
Will my child need to prepare for the test?
Students do not need to prepare in any way for this assessment. Students should sleep well the night before the
test and have breakfast on the morning of the test.
How will the information be protected?
The school will ensure that the information, in line with data protection requirements, is kept secure, with
access confined to designated school staff. In the case of electronic information, this will be kept secure
through password protection. Only designated school staff will have access to this password. Who will be able
to access the information and results?
The information and results may be shared with your child's teachers following established test practices to
ensure that your child receives an education that best supports their development. This ensures that teaching
approaches can be adapted to accommodate students' learning needs and styles. In addition, the guidance
counsellor and the learning support teacher will have access to the information.
How long with the school retain the information?
The school will retain the information until seven years after your child has left school. This is in line with
data protection requirements.
Will we be informed of the results?
All parents/guardians will be informed of their child's results in a one-page summary document. The
information will be presented following established test practice and in an easily understood format. Students
will also receive feedback on how they did. This will be through a meeting with either the guidance
counsellor/learning support teacher or the subject teacher who administered the test. The testing company
creates the reporting page generated for parents based on your child’s results. It will be presented to parents
without alteration by the guidance counsellor.
My child has a Special Educational Needs (SEN) or takes English as an Additional Language (EAL), is
further testing appropriate?
Suppose your child has been identified as having a SEN or is an EAL student, and you have disclosed this
information to the school. In that case, it may not be necessary or appropriate for your child to take a specific
test. A school staff member will contact you before administering a test to discuss this further with you.

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Appendix 3
List of Abbreviations
CAMHS Child and Adolescent Mental Health Service
CAO Central Applications Office
CAT4 Cognitive Abilities Test
CFE College of Further Education
CII Career Interest Inventory
CPD Continuous Professional Development
DARE Disability Access Route to Education
DES Department of Education and Skills
EUNICAS Colleges in Europe providing programmes through English
GC Guidance Counsellor
HEAR Higher Education Access Route
HSLP Home School Community Liaison Person
HSE Health Service Executive
II Interest Inventory
TU Technological University
JC Junior Cycle
LCE Leaving Cert Established
LCVP Leaving Cert Vocational Programme
NEPS National Educational Psychological Service
NGRT New Group Reading Test
PE Physical Education
PLC Post Leaving Certificate Course
RSE Relationships and Sexuality Education
SPHE Social, Personal and Health Education
SOLAS Apprenticeships and Training Authority
SSE School Self Evaluation
STEM Science, Technology, Engineering and Mathematics
SUSI Student Universal Support Ireland
TUSLA Child and Family Agency Services
TY Transition Year
UCAS Universities and Colleges Application Service
WRAT4 Wide Ranging Achievement Test 4

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