The AAC is a new assessment component within the Leaving Certificate that reflects the skills and competencies identified by the Department of Education as essential for student development. Its purpose is to support students in building confidence and competence in key skill areas, recognising that many learners need structured time and guidance to develop these abilities rather than being expected to already have them.
Through AAC focused courses, schools support the development of core skills such as Managing Myself, Communicating, Working with Others, Managing Information and Thinking, Being Creative and Staying Well. These project based, interpersonal and presentation skills are central to success in further education, apprenticeships, college and future careers. Investing in AAC supports staff in delivering meaningful, real world learning while empowering students with the confidence, independence and transferable skills needed for life beyond school.
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AACs explained
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Key skills required to complete your AACs
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Explanation of the key skills identified
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Practical guidance on structuring effective project based learning
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Case study
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Assessing real AACs
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Exploring clear links between AAC skills and future pathways
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The workshop employs direct instruction and novel learning experiences. Senior students will step into the shoes of an examiner to assess sample AACs and discuss their findings. This hands-on experience gives a clear vision of what it takes to create a clear, engaging and creative AAC.
Our AAC workshop focuses on developing skills that go beyond traditional academics, providing a roadmap to success in future learning.
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Audience: Second and third year students
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Cost: Depends on number of students and location
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Venue: At your school (nationwide)
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Duration: 1 hour 30 - 2 hours
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Dr Mulcahy is a full-time teacher of Maths, Science, Biology and Religion working in one of the largest schools in the country. She has worked on the in-service provision team with Junior Cycle for Teachers. A Master’s in Chaplaincy and Pastoral Work has grounded her in a very student-centred approach to teaching, and student welfare and wellbeing are at the heart of her work with schools, teachers and parents. After 30 years of teaching, she took on a Doctorate in Education with TCD. Her research focused on Junior Cycle, with a particular interest in learning and assessment.
