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. Snáithe 1: Sláinte agus Folláine Students should be able to 1.1 explore the determinants of good health Classroom resources What makes us healthy? (1 min youtube video) Social Determinants of Health Care Canada Actions on the Determinants of Health (hse.ie) Slide presentation with a range of graphics, some of which could support classroom discussion Background reading for the teacher: What are the determinants of health? Determinants of health (who.int) Health and Wellbeing in childhood and adolescence: Ireland (ESRI short paper) 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: Drinking to belong: Understanding young adults’ alcohol use within social networks 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 Dr Chris Luke: What exactly happens when you take cocaine? (thejournal.ie) 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 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 10 ways to stay safe on a night out - Spunout Snáithe 2: Caidrimh agus Gnéasacht 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. Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusLorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod te 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 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 2.5 identify and consider common signs of abusive relationships, including coercive control 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 2.7 investigate the possible influence of pornography on attitudes, behaviours and relationship expectations and what supports are available for those impacted by pornography 2.8 discuss image-based abuse, sexual harassment, sexual assault and rape and what to do and how ot seeks support if they or someone they know has experienced any of these 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. Snáithe 3: Teacht In Inmhe 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) 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. Empathy resource Session 4 – University of Galway 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) See toolkit What-makes-an-inclusive-SPHE-Classroom Treoir breise a bhaineann le torthaí foghlama ar leith 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.) Toradh Foghlama 1.3: Ba cheart go mbeadh an scoláire ábalta iniúchadh a dhéanamh ar noirm shóisialta, ar dhearcthaí agus ar chreidimh a bhaineann le halcól, tobac/vápáil agus úsáid substaintí TF 1.3 tuilleadh mionsaothraithe agus treorach ar Toradh Foghlama 1.3 (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.) Toradh Foghlama 2.9: Ba cheart go mbeadh an scoláire ábalta tuiscint a fháil ar na gnéithe de shláinte ghnéis, lena n áirítear torthúlacht ar fud an tsaolré, roghanna atáirgthe, feidhmiú gnéis, cleachtais ghnéis níos sábháilte, freagraí féideartha ar thoircheas neamhbheartaithe, agus an chaoi chun rochtain a fháil ar sheirbhísí agus eolas maidir le sláinte ghnéis. TF 2.9 tuilleadh mionsaothraithe agus treorach ar Toradh Foghlama 2.9 (CNCM, 2024.) Snáithe 3 Toradh Foghlama 3.6: Ba cheart go mbeadh an scoláire ábalta a aithint nuair a bhíonn leithcheal á dhéanamh ar dhaoine agus na scileanna a theastaíonn a thaispeáint chun dlúthpháirtíocht a léiriú i réimse cásanna. TF 3.6 tuilleadh mionsaothraithe agus treorach ar Toradh Foghlama 3.6 (CNCM, 2024.)
