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An Stáidéar Saol Scoile Páistí: Tuarascáil 7

An Stáidéar Saol Scoile Páistí: Tuarascáil 7

Foghlaim Tuilleadh

Acmhainní lena n-úsáid i dTeagasc OSPS 2024

Tá acmhainní ranga chun tacú le teagacs agus foghlaim le haghaidh OSPS na sraithre sinsearaí (2024) á fhorbairt.

Idir an dá linn, is féidir le múinteoirí a dtuiscint a fhorbairt agus tosú ar an bpleanáil trí athbhreithniú a dhéanamh ar na hacmhainní thios. Ní liosta saintreorach é agus tá cead ag gach múinteoir/scoil agus ag gach rang na hacmhainní 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. Ní bheidh na scoláirí ag an gcéim chéanna ó thaobh na forbartha mothúchánaí, forbartha sóisialta ná forbartha fisiciúla de agus déanfar difear dá dtaithí foghlama in OSPS de thoradh a gcuid taithí saoil a bheidh difriúil i gcás gach scoláire.  Tá sé de dhualgas ag múinteoirí 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 scoláirí, ar a staid forbartha agus ar an gcomhthéacs scoile.

Tá hipearnasc ar acmhainní ar fud an fhoireann uirlisí - chun acmhainn a fháil cliceáil ar an hipearnasc le do thoil. Tugann na naisc seo tú chuig láithreáin sheachtracha.

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 (created by Spunout)

1.6 recognise helpful and unhelpful thinking patterns, including negative self-talk, and how these can affect emotions and behaviour

 

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

Five a day for your mental health | Advice for Young People | 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

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 activity 3 - Comfort, Stretch, Panic to stimulate discussion about boundaries.

Am I in a healthy relationship? spunout.ie

Healthy relationships Dublin Rape Crisis Centre (2022)

Video resources and advice for teenagers on how to communicate effectively and tackle tricky conversations

PERSONAL SAFETY RESOURCE PACK (PDST 2017) See topic 1 Anger and conflict and topic 3 Managing conflict

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

 

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

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

3.2 demonstrate self-management skills necessary for life

Travelwise – a lesson to empower student with the knowledge and skills to make informed and responsible decisions when travelling abroad. 

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.

All Right All Night - On nights out, let's look out for each other (UCC Bystander Programme)

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.

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 mbuanaítear dearcthaí dochracha faoi chúrsaí inscne sna meáin, ar líne agus sa tsochaí agus plé a dhéanamh ar straitéisí chun aghaidh a thabhairt ar na dearcthaí agus na hinsintí 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 pornagrafaíochta ar ionchais agus ar iompair chaidrimh agus ar na tacaíochtaí atá ar fáil do na daoine ar imir an phornagrafaíocht tionchar orthu.


TF 2.7 tuilleadh mionsaothraithe agus treorach ar Toradh Foghlama 2.7 (CNCM, 2024.)

Cuireadh leis an ngearrthaisce é go rathúil.