Acmhainní lena n-úsáid i dTeagasc OSPS 2024 Tá acmhainnà ranga chun tacú le teagacs agus foghlaim le haghaidh OSPS na sraithre sinsearaà (2024) á fhorbairt. Idir an dá linn, is féidir le múinteoirà a dtuiscint a fhorbairt agus tosú ar an bpleanáil trà athbhreithniú a dhéanamh ar na hacmhainnà thios. Nà liosta saintreorach é agus tá cead ag gach múinteoir/scoil agus ag gach rang na hacmhainnà is fearr dóibh féin a roghnú bunaithe ar a gcuid riachtanas féin. Daoine óga idir 16 agus 18/19 mbliana d’aois atá i gceist leis an tsraith shinsearach, de ghnáth. Nà bheidh na scoláirà ag an gcéim chéanna ó thaobh na forbartha mothúchánaÃ, forbartha sóisialta ná forbartha fisiciúla de agus déanfar difear dá dtaithà foghlama in OSPS de thoradh a gcuid taithà saoil a bheidh difriúil i gcás gach scoláire. Tá sé de dhualgas ag múinteoirà ranga oiriúnacht gach acmhainne maidir le rang faoi leith a mheas, ós iad is fearr atá ar an eolas maidir le cé an acmhainn a rachaidh chun tairbhe d’fhoghlaim a ranga féin, bunaithe ar riachtanais ar leith na scoláirÃ, ar a staid forbartha agus ar an gcomhthéacs scoile. Tá hipearnasc ar acmhainnà ar fud an fhoireann uirlisà - chun acmhainn a fháil cliceáil ar an hipearnasc le do thoil. Tugann na naisc seo tú chuig láithreáin sheachtracha. Strand 1: Health and Wellbeing New resources to support classroom teaching and learning in Senior Cycle SPHE are under development. The resources below are offered in the interim as a support for planning. Students should be able to 1.1 explore the determinants of good health Background reading for the teacher: LO 1.1 explained Further elaboration and guidance on this Learning Outcome 1.1 (NCCA, 2024). Classroom resources What makes us healthy? (1 min youtube video) Actions on the Determinants of Health (hse.ie) Slide presentation with a range of graphics, some of which could support classroom discussion What are the determinants of health? Determinants of health (who.int) 1.2 investigate factors that influence holistic health, including physical activity, food, sleep, social connections, positive self-image and connecting with nature, and discuss how these are related. Sample relevant research: Health Behaviours of Young Irish People Report 2022 Survey Results - Planet Youth - Growing Up in the West 1.3 Examine social norms, attitudes and beliefs related to alcohol, tobacco/vaping and substance use Background reading for the teacher: Survey Results - Planet Youth - Growing Up in the West Health Behaviours of Young Irish People Report 2022 Factsheet – Young people drugs and alcohol: the Irish situation 1.4 explore the factors that influence mental health and wellbeing, including the influence of family, community, peers, school, social media, digital technology, alcohol and mood-altering drugs, and self-image and identity Background reading for the teacher: My World Survey 2: National Survey of Youth Mental Health Ireland Being LGBTQI+ in Ireland: National study of the mental health and wellbeing of LGTQI+ communities in Ireland, 2024 1.5 recognise helpful and unhelpful thinking patterns, including negative self-talk, and how these can affect emotions and behaviour For the classroom: Minding Your Wellbeing Programme - HSE.ie See these short videos: Understanding our thoughts and Exploring Emotions Common Thought Patterns & How They Can Affect Your Life 1.6 recognise helpful and unhelpful thinking patterns, including negative self-talk, and how these can affect emotions and behaviour Know the Score: Lesson 2 Positive Self-talk worksheet Five a day for your mental health | Advice for Young People | Jigsaw Managing feelings - Jigsaw 1.7 recognise the signs and symptoms of low mood, stress and anxiety in themselves and others and recognise when help should be sought, where to go and how to access help if needed For the classroom: Understanding stress Jigsaw guidance for teens Fight Flight Freeze – Anxiety Explained For Teens (youtube.com) Mental Health Educate l Youth Mental Health Animations Short animated videos with young people talking about dealing with low moods/depression, anxiety, low self esteem, etc Mental health supports and services for young people Background for the teacher: Understanding Youth Mental Health problems - Dr. Colm Noctor, St Patrick's Hospital, explains normal reactions, how our moods (including low moods) transition, and how to recognise when there’s a difficulty. Living with the Black Dog - A WHO short video that provides a guide for carers, family and those living with or suffering from depression 1.8 discuss healthy and unhealthy ways of responding to low mood, stress and anxiety Background for the teacher: Common mental health difficulties and self-help tips (HSE) Dealing with Anxiety - NEPS Managing Anxiety - Jigsaw 1.9 explain the pathways towards addiction, the signs and consequences of different kinds of addictions and where to go and how to access help, if needed Background for the teacher: Drugs, the brain and addiction HSE, (Youtube video 4 mins) Pathways to Addiction - Psychology Today Ireland Addiction and the brain - American Institute of Biological Sciences 1.10 discuss and devise ways to safely manage social situations where their own or others’ health or safety may be at risk. For the classroom: Know the score: Lesson 9 Safety First Know the score: Lesson 12 Drugs - Stories 10 ways to stay safe on a night out - Spunout Strand 2: Relationships and Sexuality New resources to support classroom teaching and learning in Senior Cycle SPHE are under development. The resources below are offered in the interim for the teacher as a support for planning. Students should be able to 2.1 demonstrate the awareness and skills needed for nurturing healthy in-person and online relationships, including respecting boundaries, communicating effectively, navigating difficult conversations, preventing and managing conflict and dealing with break-ups. Yes Project: Activities developed by Youth Work Ireland to support relationships education (2019). See this activity Comfort Stretch Panic Am I in a healthy relationship? spunout.ie Healthy relationships Dublin Rape Crisis Centre (2022) Being assertive and setting boundaries: Video resources and information for teenagers on how to communicate with friends and tackle tricky conversations (grounded in knowing our values and boundaries) 2.2 reflect on how their attitudes, beliefs, values and identity, and those of others, can influence the dynamics of families, friendships and romantic relationships Yes Project: Activities developed by Youth Work Ireland to support RSE (2019) See this activity Wider influences on decisions 2.3 discuss the need for consent and the importance of care, respect, empathy, trust and mutual pleasure within a sexual relationship Note: the focus of LO 2.3 includes but is broader than consent Let’s Talk About Consent: a guide for young people exploring the topic of consent National Youth Council of Ireland Consent Hub NUIG Consent-Consent-Skills-Booklet.pdf DRCC Consent what do I need to know? A fact sheet developed by DRCC, 2020 Consent and Sex Advice for Young People Jigsaw.ie 2.4 examine how both positive and harmful attitudes around gender are perpetuated in the media, online and in society and discuss strategies for challenging and changing harmful attitudes and narratives Background reading for teacher: LO 2.4 explained Further elaboration and guidance on Learning Outcome 2.4 (NCCA, 2024). Gender Equality: Learn About the Root Causes of Gender Inequality Unicef.ie Gender Social Norms Index (GSNI) | Human Development Reports undp.org Ten harmful beliefs that perpetuate violence against women and girls Oxfam Gender Norms in Ireland Spotlight Report 2021 Report on The impact of the use of social media on women and girls europa.eu TikTok and YouTube Shorts feeding male users misogynistic content, Irish research shows The Journal DCU-Recommending-Toxicity-Summary-Report.pdf antibullyingcentre.ie Step In, Step Up and Step Back Men’s Development Network (2 min video) on how men and boys can promote gender equality The White Ribbon Campaign aims to engage with men and boys in ending Violence Against Women and Gender Based Violence. 2.5 identify and consider common signs of abusive relationships, including coercive control Quiz: Can you recognise a healthy relationship? spunout.ie 8 red flags in relationships spunout.ie Too Into You resources (e.g. Quiz) 2.6 explore the root causes and consequences of domestic, sexual and gender- based violence (DSGBV) and outline the supports and services available, and protections under the law Senior Cycle Personal Safety Resource Pack: A resource developed by PDST to explore a range of topics including dealing with anger, negotiating and managing conflict, domestic violence and sexual violence (2016). Some aspects are in need of updating. Stand-UP-Speak-Out A youth work programme aimed at understanding power and Preventing gender-based violence (youthworkireland.ie) Report: One in five women (Women’s Aid) White ribbon campaign Ireland seeks to engage men and boys in ending violence against Women and Gender-Based Violence. 2.7 investigate the possible influence of pornography on attitudes, behaviours and relationship expectations and what supports are available for those impacted by pornography Background reading for teacher LO 2.7 explained Further elaboration and guidance on Learning Outcome 2.7 (NCCA, 2024). Culture Reframed-Harms of Pornography-pdf cultureframed.org ‘A lot of it is actually just abuse’ Young people and pornography UK Childrens Commissioner.gov.uk ESRI research findings on pornography use among young men and its effects (2024) It's Time we Talked - Australian website aimed at educators, young people and parents It’s Time to Talk about Porn: Irish attitudes on the links between pornography, sexual development, gender inequality and violence against women and girls. Women’s Aid, 2022 Pornography What do you need to know? A fact sheet developed by DRCC 2020 Fight the New Drug 2.8 discuss image-based abuse, sexual harassment, sexual assault and rape and what to do and how to seeks support if they or someone they know has experienced any of these Street harassment: #ISayItsNotOK YouTube (1.26 mins) Storm and Stress’ An Exploration of Sexual Harassment Amongst Adolescents Sexual Violence Survey CSO, 2022 2.9 understand the components of sexual health, including fertility across the life-cycle, reproductive choices, sexual functioning, safer sexual practices, possible responses to an unplanned pregnancy, and how to access sexual health information and services. Sexualwellbeing.ie: A webpage with information on all forms on contraception. What are my rights to sexual healthcare in Ireland?: Written by Children’s Rights and Alliance and published by SpunOut HSE advice on all options for an unplanned pregnancy What to do if you have an unplanned pregnancy Spunout information Talking-About-Sexual-Health-Resource.pdf youthworkireland.ie Strand 3: Into Adulthood New resources to support classroom teaching and learning in Senior Cycle SPHE are under development. The resources below are offered in the interim as a support for planning. Students should be able to 3.1 consider strategies for self-care that can help maintain health and prevent ill-health Self-Care Assessment Worksheet (adapt for students) What is self care? - spunout The Self-Care Wheel: Wellness Worksheets, Activities & self-care wheel - positivepsychology.com 3.2 demonstrate self-management skills necessary for life Self-Management Skills - Student Learning Development - Trinity College Dublin 3.3 explore a range of life events where they might experience change, loss or heartache and discuss how to care for themselves and/or others during these times and where to find support Dealing with a breakup | Advice for Young People | Jigsaw 3.4 summarise accurately their rights and responsibilities and protections before the law as a young adult with reference to online communicating, consent, alcohol and drug use, their work-place rights and right to access services Rights of young workers (citizensinformation.ie) Know the Score Lesson 11 (the law as it relates to cannabis) 3.5 demonstrate the confidence and skills needed to be their own person and be able to advocate for themselves and others even if it means standing out from the crowd. Bystander intervention tip sheet - American Psychological Association Frequently Asked Questions - UCC Bystander programme The 5D's methodology - Standup-international.com 3.6 recognise when people are experiencing discrimination and demonstrate the skills needed to express solidarity in a range of situations. Tips for being a good ally (youtube 3mins 30 sec 30 secs) It’s up to You: A short video (1.44mins) encouraging everyone to tackle online abuse and bullying. See toolkit What-makes-an-inclusive-SPHE-Classroom Additional guidance for teachers on specific learning outcomes Snáithe 1 Toradh Foghlama 1.1: Ba cheart go mbeadh sé ar chumas an scoláire iniúchadh a dhéanamh ar chinntithigh de dhea-shláinte. TF 1.1 tuilleadh mionsaothraithe agus treorach ar Toradh Foghlama 1.1 (CNCM, 2024.) Snáithe 2 Toradh Foghlama 2.4: Ba cheart go mbeadh sé ar chumas an scoláire scrúdú a dhéanamh ar an gcaoi a mbuanaÃtear dearcthaà dochracha faoi chúrsaà inscne sna meáin, ar lÃne agus sa tsochaà agus plé a dhéanamh ar straitéisà chun aghaidh a thabhairt ar na dearcthaà agus na hinsintà dochracha seo agus iad a athrú. TF 2.4 tuilleadh mionsaothraithe agus treorach ar Toradh Foghlama 2.4 (CNCM, 2024.) Toradh Foghlama 2.7: Ba cheart go mbeadh sé ar chumas an scoláire iniúchadh a dhéanamh ar thionchar féideartha na pornagrafaÃochta ar ionchais agus ar iompair chaidrimh agus ar na tacaÃochtaà atá ar fáil do na daoine ar imir an phornagrafaÃocht tionchar orthu. TF 2.7 tuilleadh mionsaothraithe agus treorach ar Toradh Foghlama 2.7 (CNCM, 2024.)
