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Behaviour for Learning

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BFL
The BFL teacher in conjunction with the National Council for Special Education (NCSE) Support Service aims to support and promote well-being, positive behaviour and academic learning in school. ‘Behaviour for Learning’ teacher works with identified students, individually or in small groups to enhance the social, emotional wellbeing and academic learning of the student. It also works on a whole- school basis- promoting positive behaviour.
The ‘Behaviour for Learning’ teacher works with identified students, individually or in small groups on Behaviour for Learning programmes that are designed to meet their social, emotional, positive health & wellbeing and behavioural and academic needs, so they can achieve and succeed in school
  • RELATE
  • Check and Connect
  • Road to resilience
  • Starving the exam gremlin
  • People skills
  • Friends for life
  • RELATE getting to know me
“RELATE in schools is an approach that puts positive relationships, respect and clear expectations at the heart of school life. It helps create a safe, supportive and consistent environment where students understand what is expected of them and staff use a shared approach to behaviour and relationships.
The aim is to strengthen the whole-school community by promoting respect, responsibility, positive choices and strong relationships, helping students to feel supported while also being accountable for their behaviour. As a school, we have established a RELATE team made up of staff members who are working closely with teachers and management to identify some of the key issues affecting behaviour across the school.
We identified a priority area to focus on initially and, from this, have developed new whole-school expectations and a clear matrix to help students understand what is expected of them. This is our main focus for 2026, and we plan to build on and develop the RELATE programme further over the coming years.
RELATE is also about building positive relationships and a stronger sense of connection within our school community. Our RELATE display board includes “Get to Know Me” pieces from staff, helping students to get to know the people in our school beyond the classroom.
We see RELATE as a worthwhile whole-school approach that can create greater consistency, strengthen relationships and ultimately provide a more positive school experience for all of our students.”
BFL
The BFL teacher in conjunction with the National Council for Special Education (NCSE) Support Service aims to support and promote well-being, positive behaviour and academic learning in school. ‘Behaviour for Learning’ teacher works with identified students, individually or in small groups to enhance the social, emotional wellbeing and academic learning of the student. It also works on a whole- school basis- promoting positive behaviour.

A student who can manage themselves and important information will suit this subject. Creative students who can communicate ideas as well as think critically and rationally will succeed. It is also important that students can work with others co-operatively and effectively. Finally, it is important students should be literate and numerate so to explain and explore options and alternatives.

Check and Connect
Check and Connect is an intervention designed to enhance student’s engagement in school. NCSE school advisors work with partner schools on the implementation of this intervention which consists of four key elements:

  • An adult mentor who keeps education relevant for students. This is done school wide through the SET, (Special Education Team)
  • Systematic monitoring (the “check” component).
  •  Timely and individualised intervention (the “connect” component).
    Enhancing home-school communication and home support for learning.
  •  Each mentor links with an identified student, checking in weekly to discuss how he/she is doing and offering support in a number of ways. For example:
  •  Providing ongoing, consistent and timely monitoring of a student’s progress throughout the week.
  •  Implementing timely interventions to support and promote student achievement and wellbeing.
  • Problem solving, fostering resilience and building positive relations with the student to overcome challenges.

Getting it Together

Organisational Skills Programme. The aims of this programme are to:

  • Support students in developing their understanding and awareness of organisational skills and their importance in school and daily life, by implementing strategies that will have a positive impact on their ability to learn and participate in school.
  1. Home
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  3. Behaviour for Learning
BFL
The BFL teacher in conjunction with the National Council for Special Education (NCSE) Support Service aims to support and promote well-being, positive behaviour and academic learning in school. ‘Behaviour for Learning’ teacher works with identified students, individually or in small groups to enhance the social, emotional wellbeing and academic learning of the student. It also works on a whole- school basis- promoting positive behaviour.
The ‘Behaviour for Learning’ teacher works with identified students, individually or in small groups on Behaviour for Learning programmes that are designed to meet their social, emotional, positive health & wellbeing and behavioural and academic needs, so they can achieve and succeed in school

Check and Connect
Check and Connect is an intervention designed to enhance student’s engagement in school. NCSE school advisors work with partner schools on the implementation of this intervention which consists of four key elements:

  • An adult mentor who keeps education relevant for students. This is done school wide through the SET, (Special Education Team)
  • Systematic monitoring (the “check” component).
  •  Timely and individualised intervention (the “connect” component).
    Enhancing home-school communication and home support for learning.
  •  Each mentor links with an identified student, checking in weekly to discuss how he/she is doing and offering support in a number of ways. For example:
  •  Providing ongoing, consistent and timely monitoring of a student’s progress throughout the week.
  •  Implementing timely interventions to support and promote student achievement and wellbeing.
  • Problem solving, fostering resilience and building positive relations with the student to overcome challenges.

Getting it Together

Organisational Skills Programme. The aims of this programme are to:

  • Support students in developing their understanding and awareness of organisational skills and their importance in school and daily life, by implementing strategies that will have a positive impact on their ability to learn and participate in school.
BFL
The BFL teacher in conjunction with the National Council for Special Education (NCSE) Support Service aims to support and promote well-being, positive behaviour and academic learning in school. ‘Behaviour for Learning’ teacher works with identified students, individually or in small groups to enhance the social, emotional wellbeing and academic learning of the student. It also works on a whole- school basis- promoting positive behaviour.

A student who can manage themselves and important information will suit this subject. Creative students who can communicate ideas as well as think critically and rationally will succeed. It is also important that students can work with others co-operatively and effectively. Finally, it is important students should be literate and numerate so to explain and explore options and alternatives.

Check and Connect
Check and Connect is an intervention designed to enhance student’s engagement in school. NCSE school advisors work with partner schools on the implementation of this intervention which consists of four key elements:

  • An adult mentor who keeps education relevant for students. This is done school wide through the SET, (Special Education Team)
  • Systematic monitoring (the “check” component).
  •  Timely and individualised intervention (the “connect” component).
    Enhancing home-school communication and home support for learning.
  •  Each mentor links with an identified student, checking in weekly to discuss how he/she is doing and offering support in a number of ways. For example:
  •  Providing ongoing, consistent and timely monitoring of a student’s progress throughout the week.
  •  Implementing timely interventions to support and promote student achievement and wellbeing.
  • Problem solving, fostering resilience and building positive relations with the student to overcome challenges.

Getting it Together

Organisational Skills Programme. The aims of this programme are to:

  • Support students in developing their understanding and awareness of organisational skills and their importance in school and daily life, by implementing strategies that will have a positive impact on their ability to learn and participate in school.
  1. Home
  2. /
  3. Behaviour for Learning
BFL
The BFL teacher in conjunction with the National Council for Special Education (NCSE) Support Service aims to support and promote well-being, positive behaviour and academic learning in school. ‘Behaviour for Learning’ teacher works with identified students, individually or in small groups to enhance the social, emotional wellbeing and academic learning of the student. It also works on a whole- school basis- promoting positive behaviour.

A student who can manage themselves and important information will suit this subject. Creative students who can communicate ideas as well as think critically and rationally will succeed. It is also important that students can work with others co-operatively and effectively. Finally, it is important students should be literate and numerate so to explain and explore options and alternatives.

Check and Connect
Check and Connect is an intervention designed to enhance student’s engagement in school. NCSE school advisors work with partner schools on the implementation of this intervention which consists of four key elements:

  • An adult mentor who keeps education relevant for students. This is done school wide through the SET, (Special Education Team)
  • Systematic monitoring (the “check” component).
  •  Timely and individualised intervention (the “connect” component).
    Enhancing home-school communication and home support for learning.
  •  Each mentor links with an identified student, checking in weekly to discuss how he/she is doing and offering support in a number of ways. For example:
  •  Providing ongoing, consistent and timely monitoring of a student’s progress throughout the week.
  •  Implementing timely interventions to support and promote student achievement and wellbeing.
  • Problem solving, fostering resilience and building positive relations with the student to overcome challenges.

Getting it Together

Organisational Skills Programme. The aims of this programme are to:

  • Support students in developing their understanding and awareness of organisational skills and their importance in school and daily life, by implementing strategies that will have a positive impact on their ability to learn and participate in school.

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Business Studies

Business

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English

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Geography

Art

History

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Leaving Certificate Curriculum

Gaeilge

Wood Technolgy

Behaviour for Learning