3. Support to learners

3.6. Extended and extra-curricular learning

Extra-curricular and out-of-school educational activities may either have a strong academic component or a more informal learning and development approach. These activities, when compatible and coherent with educational aims, may provide additional opportunities for young people to 'shine' and can increase motivation and a sense of belonging with the school that they might not otherwise have. Extra-curricular and out-of-school educational activities should be designed to complement curriculum delivery and to maximise learner participation and social inclusion. They may be developed in cooperation with parents, local organisations, services and NGOs and with the involvement of volunteers from the community.

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Breakfast / Morning clubs

In Irish schools, different initiatives to facilitate social inclusion and equality include breakfast clubs, lunch clubs, chess clubs and homework clubs. Schools promote the benefits of providing an early morning breakfast - this includes improved school attendance and retention, improvements in punctuality, interaction with adults, allowing students to have fun whilst at the same time developing social skills, meeting nutritional needs and developing positive links between the school and the family.

Area: 3. Support to learners

Subareas: 3.3. Career guidance and support; 3.6. Extended and extra-curricular learning; 3.11. Targeted support - disadvantaged socio-economic background

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Ireland

INCLUD-ED Family Education

Family Education is one of the Successful Educational Actions (SEAs) identified in the research project INCLUD-ED. It supports the promotion of cultural and educational interactions between students and social agents, and more particularly with family members and enhance students' achievement.

Areas: 3. Support to learners; 4. Parental involvement; 5. Stakeholders involvement

Subareas: 3.6. Extended and extra-curricular learning; 4.4. Family learning; 5.4. Partnerships: Community organisations and civic society

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Albania; Austria; Belgium; Bulgaria; Croatia; Cyprus; Czech Republic; Denmark; Estonia; Finland; France; Germany; Greece; Hungary; Iceland; Ireland; Italy; Latvia; Lithuania; Luxembourg; Malta; Netherlands; North Macedonia; Norway; Poland; Portugal; Romania; Serbia; Slovakia; Slovenia; Spain; Sweden; Turkey; United Kingdom

Transfer Programme - Peer Mentors for Primary to Secondary

In Ireland pupils typically transfer from primary to post-primary at twelve years of age where they enter the junior cycle (lower secondary education). In supporting the transition of learners from primary to post-primary, effective guidance/counselling is a strong feature, embedded within the curricula. Dedicated guidance counsellors are in place and many schools operate a ?peer coaching (buddies) for all primary school pupils to ease transition. For example, measures are in place as part of the School Completion Programme to support transition through homework clubs, induction days, taster days etc. St Aidan's Community School has an annual plan for recruitment, training and preparation of peer mentors (in post-primary), who then prepare the pupils in their last year of primary for the transition through exercices, discussions and games.

Picture: Huy ProShoot / Pexels.com

Area: 3. Support to learners

Subareas: 3.3. Career guidance and support; 3.6. Extended and extra-curricular learning

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Ireland

Transition Year - a broad educational experience

Transition Year offered by a number of Irish schools allows pupils (aged circa 15 years old) to acquire a broad educational experience with a view to the attainment of increased maturity. It takes place after having completed the Junior cycle (lower secondary) and before proceeding to further study and/or vocational preparation. It provides a bridge to help pupils make the transition from a highly-structured environment of the Junior cycle to one where they will take greater responsibility for their own learning and decision making.

Areas: 3. Support to learners; 5. Stakeholders involvement

Subareas: 3.3. Career guidance and support; 3.6. Extended and extra-curricular learning; 5.3. Partnerships - employers and businesses; 5.4. Partnerships: Community organisations and civic society

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Ireland