Student Experiences of the Leaving Certificate Applied Programme

88 ENGAGING YOUNG PEOPLE?positive aspect of the programme, giving young people greater feedback ontheir progress and reducing the stress associated with a terminal exam.A more general issue regarding the standards of schoolwork within LCAis apparent. For some students, finding schoolwork easier than beforeresulted in improved self-confidence and engagement with learning.However, others felt insufficiently challenged by the coursework andexpressed surprise at the gap in standards between the LCA and otherLeaving Certificate programmes. Maths, in particular, attracted comment,with some respondents characterising it as ‘babyish’ and overly repetitive ofjunior cycle material.Many young people reported improved relations with their teachers overthe course of the LCA programme. Similarly, having a smaller class andspending more time on group work improved relations with their peerswithin the classroom. However, there was evidence of some segregation ininteraction between the LCA and other class groups. In some cases, thedivision into distinct classes for LCA and LCE/LCVP was mirrored andreinforced by a physical separation in terms of facilities, assemblies andother school events. Many young people reported a lack of awareness ofLCA among other students and negative labelling of them as the ‘thick’ or‘slow’ class.Within the LCA programme, there is a strong emphasis on preparationfor the world of work evidenced by work experience placements andvocational guidance courses. This aspect of the programme wascommented on very favourably by LCA graduates. The nature of workexperience and the guidance received are discussed in greater detail in thefollowing chapter.