Student Experiences of the Leaving Certificate Applied Programme

SCHOOL EXPERIENCES AND LEARNING PROCESSES AMONG LCA PARTICIPANTS 71In addition to the use of different teaching approaches within theclassroom, LCA graduates reported the variety of activities, such as fieldtrips, which took place outside the school building. The interviewshighlighted the effectiveness of fieldtrips in the learning process anddeveloping morale within the class.It was more visual and getting out there and experiencing it for yourself more,rather than just sitting there and reading it from the book, you more enjoyed it.(Mary, 22, completed LCA, home duties)The whole class, like we just got on so well and you know, it was working as partof a team and you know having to do key assignments and tasks and havedeadlines and we also went out on like great trips, we went down to Carlow forthe adventure centre, we went out on the Dublin bus tour. (Niamh, 21,completed LCA, employed)Some schools were more active than others but these activities allowedstudents to become more involved in their community and improve theirself-confidence:I loved going out like …, you had to go to different places and do things, makethe phone calls, it just gets you more socially involved I think, you know, outsideof school like. (Sarah, 21, completed LCA, employed)It was good to get out of school as well like, you’re not always in the school, youwere always off, they brought us to, you know, Drink Aware, like AA meetingsand all, to see what goes on, you know. (Andrew, 21, completed LCA,apprentice)In sum, LCA classes tend to be characterised by more active teachingand learning methodologies. These approaches were generally seen asenhancing learning, a process which was further reinforced by smaller classsize and more individual attention from teachers. Group work was seen asan effective way to promote learning from and with peers. Many LCAstudents were also given the opportunity to engage in activities outside theclassroom, such as field trips which were popular with the young peopleinterviewed.5.5Approach toAssessmentThe LCA and LCE/LCVP programmes differ markedly in their approachto assessment. Performance in LCA is assessed over the two years of theprogramme and is based on the completion of modules, the performanceof tasks and performance in terminal examinations. In contrast, LCE andLCVP assessment is much more reliant on terminal examinations. For themajority of respondents, one of the most positive aspects of LCA was thesystem of modular credit accumulation. The interviews highlighted thechange in attitudes to learning and assessment among many of therespondents during the course of the programme. Many respondents wereattracted to LCA by its structure of credit accumulation and found over thetwo year period that their grades, attendance and overall interest in schoolimproved under the new system. Of particular note was the reference to a‘less stressful’ school environment as they built up credits throughout theyear through the completion of project work and modules rather thanrelying on their performance in a terminal examination: