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3 Draft Leaving Certificate specifications consultations

3 Draft Leaving Certificate specifications consultations

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Resources for teaching and learning in SPHE

The teaching and learning resources in this Toolkit have been carefully selected to support teachers in planning for Junior Cycle SPHE. They are not a prescriptive list of teaching and learning resources as each teacher/school and class will decide what resources are best suited to their needs. Young people in junior cycle are typically aged between 12-15/16 years. They are at different stages of emotional, social and physical development and each young person will bring a wide variation of life experiences to their learning in SPHE. These resources in the Toolkit were developed for this age group by a State agency or organisation with a proven educational track record in the area of SPHE.* To faciltate planning, the resources have been carefully mapped against the Junior Cycle SPHE learning outcomes. However, the relevance and appropriateness of each resource needs to be considered by the SPHE teacher, since the teacher is best placed to discern which resources are suited to supporting learning in the context of their students’ unique needs, stage of development and school context.

The criteria for selection of resources can be accessed here.

Students should be able to  
1.1 explore the physical, social and emotional changes that happen during adolescence
For the classroom:

Relationships and Sexuality Education 1: This unit by the HSE (2023) is for first year students.

  • Activity 8: Changes in adolescence
Background reading for the teacher:

Adolescent Health: Information by the World Health Organisation (WHO) on adolescent development.

1.2 reflect on their personal strengths and values and how they bring these into relationships
For the classroom:

Understanding Myself and Others 1: This unit by the HSE (2023) is for use with first year students in the early months of post-primary education.

  • Activity 3: My achievements so far

  • Activity 4: I am unique

b4udecide: Resource by the HSE (2013).

Background reading for the teacher:

Strengths and Skills of Autistic Students: A resource by Middletown Centre for Autism designed to support autistic teenagers, their parents, families and professionals working with them.

1.3 explore the range of influences and life experiences that can impact on self-image and self-esteem and identify ways to nurture a positive sense of self-worth
For the classroom:

Understanding Myself and Others 1: This unit by the HSE (2023) is for use with first year students in the early months of post-primary education.

  • Activity 6: Belonging and connection

b4udecide: HSE resource (2013).

More than just a selfie programme: By Bodywhys – see especially Lessons 1 and 2 which examine the influence of social media on body image and self-esteem.

Ditch the Monkey: A short animation video (1.20mins) by Spunout.ie which could be used a stimulus for classroom discussion.

Why Don't I Like The Way I Look?: A short animation video (4.32mins) which could be used as stimulus for classroom discussion.

Background reading for the teacher:

Reasons for feeling bad about yourself and Ways to feel good: Information by the HSE (2013).

Dealing with self-criticism: Advice for young people by Jigsaw (2021).

Body image and mental health: Advice for young people by Jigsaw (2021).

Let's Talk Body Image: Article from the West of Ireland Sexuality Education Resource (WISER) on how body image influences self-esteem and ways to develop a more positive body image.

1.4 recognise the factors and influences that shape young people’s self-identity, such as family, peers, culture, gender identity, sexual orientation, race/ethnic background, dis/abilities,
religious beliefs/world-views
For the classroom:

Relationships and Sexuality Education 1This unit by the HSE (2023) is for first year students.

  • Activity 3 Gender diversity and inclusion
  • Activity 4: Sexual orientation

Resources for Teaching About Identity, Race and Racism: Article with links to lesson plans and resources compiled by the New York Times (updated 2022) – see especially the Identity section.

Life Stories – Exploring identity with young people: Resource by the National Youth Council of Ireland (2004) - see especially activities 1-6.

1.5 reflect on gender equity and how gender stereotypes impact on expectations, behaviour and relationships
For the classroom:

Relationships and Sexuality Education 1This unit by the HSE (2023) is for first year students.

  • Activity 2: Gender stereotypes

Gender Equality: A series of activities by UNICEF Ireland - see especially activities 1 and 2.

Spotlight on Stereotyping: A resource by the Equality Authority (2011) - see especially:

Gender stereotyping: A short video (1.27mins) from the HSE’s B4uDecide website which could be used a stimulus for classroom discussion.

GenTOPIA: A digital game to promote gender equality and to tackle sexual abuse and harassment, includes a Handbook for teachers - see especially Section 1: Gender stereotyping.

Background reading for the teacher:

Challenging gender bias and stereotypes in and through education: factsheet by UNESCO (2022).

Gender stereotyping: Information from the Office of the High Commissioners for Human Rights (OHCHR).

1.6 discuss experiences/situations of bias, inequality or exclusion* and devise ways to actively create more inclusive environments

* The Equal Status Acts prohibit discrimination on the grounds of gender, civil status, family status, age, disability, sexual orientation, race, religion and membership of the Traveller community. These grounds are a useful lens for engagement with Learning Outcome 1.6. Teachers may select the grounds most relevant to their context to facilitate student engagement with this learning outcome.

For the classroom:

Understanding Myself and Others 1This unit by the HSE and NEPS (2023) is for first year students.

  • Activity 6: Belonging and connection

Activating Social Empathy - junior cycle resource by researchers in the University of Galway.

Show Racism the Red Card: (2019) Education resource.

All Different - All Equal: Developed by the National Youth Council of Ireland (2006) - see especially Section 2: Prejudice and Discrimination 

Background reading for the teacher:

Autism good practice guidance for schools: Guidance for schools (2022) on how to support the wellbeing, learning and participation of children and young people with autism in education.

Intercultural Training for Yellow Flag Schools: A training manual by the Irish Human Rights and Equality Commission, Irish Traveller Movement and Yellow Flag Programme (2015).

Responding to racism guide: Guide developed by the European Network Against Racism (ENAR) Ireland (2019) detailing how to report racism and where to find help.

Being LGBT in School: Guidance for post-primary schools (2016) on how to prevent homophobic and transphobic bullying and support LGBT students.

Stand Up Awareness Week: Resources by BeLongTo to support schools to organise a ‘Stand Up Awareness Week’ against homophobic, transphobic, and biphobic bullying.

Transforming the classroom: Supporting Trans Young People in Schools: By the Transgender Equality Network Ireland (TENI) (2015).

1.7 communicate in a respectful and effective manner and listen openly and sensitively to the
views/feelings of others
For the classroom:

Activating Social Empathy - junior cycle resource by researchers in the University of Galway.

Assertive communication: Advice for young people by Jigsaw.

Marshall Rosenberg’s NonViolent Communication model can provide a useful framework for teaching communication skills (short videos are available online).

1.8 reflect on the meaning and importance of empathy and discuss ways that it can be expressed
For the classroom:

The Respect Effect: Resource by Webwise.

  • Lesson 4: Showing empathy online

Activating Social Empathy - junior cycle resource by researchers in the University of Galway

  • Lesson 4: Building empathy online

Dr Brené Brown on Empathy (Kid Friendly!): short video (2 mins) that could be used as a stimulus to introduce the concept of empathy.

How to develop empathy: activities and worksheets from PositivePsychology.com 

Background reading for the teacher:

How to Build Empathy and Strengthen your School Community: A resource by Harvard Graduate School of Education.

5 Tips for Empathy-Building in Youth: A webpage with tips on how to build and demonstrate empathy.

1.9 demonstrate self-management skills, including setting personal goals, delaying gratification, and self-regulation of thoughts, emotions and impulses
For the classroom:

Understanding Myself and Others 1:  This unit by the HSE (2023) is for use with first year students in the early months of post-primary education.

  • Activity 5: Goal setting

Goal setting lesson: By NCGE and Careersportal (2020).

Emotional Regulation Activities for Tweens and Teens: Information about techniques teenagers can use to regulate their emotions.

Resilience: Developed for 12-16 year olds by Reachout, Australia’s leading online youth mental health organisation. Classroom resources include activities about impulse-control, self-regulation and goal-setting.

Background reading for the teacher:

What are executive functioning skills?: Harvard University.

Building the core skills youth need for life: Harvard University.

Emotional Regulation: Information on how to support students with autism to regulate emotions.

Students should be able to  

2.1 consider the multifaceted nature of health and wellbeing, and evaluate what being healthy might look like for different adolescents, including how food, physical activity, sleep/rest and hygiene contribute to health and wellbeing

 

For the classroom:

Making Healthy Choices 1: This unit by the HSE (2023) is for use with first year students and focuses a range of factors that impact on our health.

  • Activity 1: What does it mean to be healthy?
  • Activity 2: The benefits of being active
  • Activity 3: The importance of sleep
  • Activity 4: What is healthy eating?
  • Activity 5: A nutrition quiz

Relationships and Sexuality Education 1This unit by the HSE (2023) is for use with first year students.

  • Activity 10: Personal hygiene
Background reading for the teacher:

Taking a fresh look at teaching about food: Guidance from the Irish Heart Foundation (2023) for Junior Cycle SPHE teachers. 

Sleep and Mental Health: Information by Jigsaw about the difficulties young people face when it comes to sleeping.

Findings of health behaviours of school age children in Ireland 1998-2018: University of Galway (2021).

Healthy Ireland: A government-led initiative aimed at improving the health and wellbeing of everyone.

This Girl Can: Sport England campaign to encourage girls and women to be physically active.

2.2 investigate how unhealthy products such as nicotine, vapes, alcohol, and unhealthy food and drinks are marketed and advertised

For the classroom:

Making Healthy Choices 1: This unit by the HSE (2023) focuses on a range of aspects that impact on our health.

  • Activity 6: Talking about healthy choices - the ingredients that are used to make cigarettes
  • Activity 7: Second-hand smoke
  • Activity 8: E-cigatettes and vaping

The Video the Fast Food Industry Don't Want You to See... — Bite Back 2030: A short video (2.26 mins) that could be used as a stimulus to introduce the marketing and advertising of unhealthy food.

KidsHelpLine ‘Coping strategies’: An Australian resource with coping strategies for young people.

Relaxation techniques: Step-by-step instructions by NEPS.

Background reading for the teacher:

Information and guidance on e-cigarettes and vaping for schools by the HSE.
 

"Stop Targetting Kids": Short campaign video (1.11mins) by the Irish Heart Foundation aimed at raising awareness about junk food marketing.

5 Unhealthy Ways Digital Ads May Be Targeting Your Child: Information on how advertising for food, tobacco/e-cigarettes, alcohol, marijuana and body appearance is aimed at children.

Who’s feeding the kids online: Digital food marketing and children in Ireland IHF report (2016)  

2.3 discuss societal, cultural and economic influences affecting young people when it comes to making healthy choices about smoking, alcohol and other addictive substances and behaviours, and how harmful influences can be overcome in real-life situations
For the classroom:

Making Healthy Choices 1: This unit by the HSE (2023) focuses a range of aspects that impact on our health.

  • Activity 9: The journey of alcohol through the body
  • Activity 10: Alcohol in our society
  • Activity 11: Alcohol myths and facts
  • Activity 12: Exploring drugs
Background reading for the teacher:

Gaming and mental health: Advice for young people by Jigsaw.

2.4 demonstrate skills and strategies to help make informed choices that support health and wellbeing and apply them in real-life situations that may be stressful and/or involve difficult peer situations
For the classroom:

Making Healthy Choices 1: This unit by the HSE (2023) focuses on a range of aspects that impact on our health.

  • Activity 13: Pressure to conform

How I deal with peer pressure: a young person’s experience’: This blog could be used as a classroom stimulus.

2.5 discuss the physical, social, emotional and legal consequences of using addictive substances - immediate and long-term
For the classroom:

Making Healthy Choices 1: This unit by the HSE (2023) focuses on a range of aspects that impact on our health.

  • Activity 5: Alcohol myths and facts
  • Activity 10: Alcohol in our society

Substance Use Resources for Post Primary School Teachers: A HSE resource that addresses alcohol and drug use. While aimed at senior cycle students, elements could be incorporated into Junior Cycle SPHE.

Background reading for the teacher:

Ask about alcohol: HSE information about how alcohol affects health and wellbeing.

Dealing with parental drug and alcohol problems: Information for young people by Barnardos.

2.6 consider scenarios where, for example, alcohol, nicotine, drugs, food and electronic devices might be used to cope with unpleasant feelings or stress, and discuss possible healthy ways of coping
For the classroom:

ReachOut: A resource to enable young people to develop coping skills for their wellbeing.

How to deal with stress: Advice for young people by Jigsaw.

‘Five a day for your mental health’: by Jigsaw.

KidsHelpLine ‘Coping strategies’: An Australian resource with coping strategies for young people.

Relaxation techniques: Step-by-step instructions by NEPS.

2.7 assess the benefits and difficulties associated with their online world and discuss strategies for dealing with a range of scenarios that might arise
For the classroom:

My Online WorldA short unit developed by Webwise (2023) for first year students.

  • Lesson 1: My online experience

The Respect Effect: Resource by Webwise.

Our experience of social media: Classroom activity with short video (3 mins) and worksheet.

Background reading for the teacher:

Gen X Index 2019 - Part 2: Research by Young Social Innovators and Amarach Research (2019) on how social media affects the lives of young people.

Children’s online behaviours in Irish primary and secondary schools’: Research report by Zeeko, Nova UCD, University College Dublin (2018).

2.8 discuss how to share personal information, images, opinions and emotions in a safe, responsible and respectful manner online and in person
For the classroom:

My Online WorldA short unit developed by Webwise (2023) for first year students.

  • Lesson 2: Sharing my online world
  • Lesson 3: The people in my online world

The Respect Effect: Resource by Webwise.

Background reading for the teacher:

Be Safe Online: Campaign by the Government of Ireland (2020) with information for parents, teachers, guardians and young people on how to be safe online.

Safer Internet Day: Safer Internet Day (SID) is an EU wide initiative to promote a safer internet for all users, especially young people.

Respectful Communication Online: A Safer Internet Day presentation which looks at the topic of respectful communication online.

2.9 explore why young people share sexual imagery online and examine the risks and consequences of doing this
For the classroom:

My Online WorldA short unit by Webwise (2023) for use with first year students.

  • Lesson 4: Everyone doesn’t do it!

No Excuses: Short video (1.58mins) by the Department of Justice (2021) highlighting that the sharing of intimate/sexual images is a crime and what to do if you are sent an intimate/sexual image.  

Additional lessons related to this learning outcome:

Lockers: Resource by Webwise (2016) which addresses the sharing of explicit self-generated images of minors.

Be in Ctrl: Educational resource by Webwise.

Background reading for the teacher:

Image-sharing, consent and Coco’s Law Webwise Webinar: Designed by Webwise (PDST) for SPHE teachers, this webinar (59.37mins) addresses image-sharing, consent online and the law.

Intimate Image Abuse (IIA): Frequently Asked Questions (FAQs) with information relating to non-consensual sharing of intimate images.

Coco's Law: Infographic by the National Youth Council of Ireland.

2.10 demonstrate how to access and appraise appropriate and trustworthy information, supports and services about health and wellbeing.
For the classroom:

Connected: A resource by Webwise and the PDST (2020) to teach digital media literacy skills to Junior Cycle students.

  • Module 2: News, Information, and Problems of False Information

Explained: What is False Information?: A Webwise video (4.21mins) illustrating the why, how and dangers of false information.

Students should be able to  
3.1 reflect on the values, behaviours and skills that help to make, sustain and end relationships respectfully with friends, family and romantic/intimate relationships
For the classroom:

Relationships and Sexuality Education 1This unit by the HSE (2023) is for use with first year student.

  • Activity 5: What makes a family
  • Activity 7: Maintaining healthy relationships

b4udecide: Resource by the HSE (2013).

Respectful relationships: Reachout is Australia’s leading online mental health organisation for young people. These classroom resources aim to help students identify and understand the qualities of healthy relationships and learn how to make and maintain respectful relationships. 

Background reading for the teacher:

‘Before you start’ sexualwellbeing.ie: Designed to help parents talk to their young children about relationships, sexuality and growing up. Also useful for teachers before starting to teach this strand. 

3.2 examine benefits and difficulties experienced by young people in a range of relationships - friendships, family relationships, and romantic/intimate relationships
For the classroom:

Relationships and Sexuality Education 1This unit by the HSE (2023) is for use with first year students.

  • Activity 5: What makes a family
  • Activity 6: Healthy connected relationships
  • Activity 7: Maintaining healthy relationships
Background reading for the teacher:

Friendships: Video resources and information by Jigsaw (2021).

Relationships with parents: teenagers talk: An Australian video (9.21mins) by raisingchildren.net.au which features teenagers talking about relationships between parents and teenagers.

Understanding teenage relationships: A resource by ‘headspace’, the National Youth Mental Health Foundation in Australia.

3.3 identify signs of healthy, unhealthy and abusive relationships
For the classroom:

Relationships and Sexuality Education 1This unit by the HSE (2023) is for use with first year students.

  • Activity 6: Healthy connected relationships
  • Activity 7: Maintaining healthy relationships

The Respect Effect: Resource by Webwise.

Background reading for the teacher:

Walk away from the relationship monster: A webpage by the HSE on the difference between healthy and unhealthy relationships.

Healthy relationships: 4-page information resource by the Dublin Rape Crisis Centre (2022).

3.4 appreciate the importance of setting healthy boundaries in relationships and consider how to show respect for the boundaries of others
For the classroom:

Relationships and Sexuality Education 1This unit by the HSE (2023) is for use with first year students.

  • Activity 7: Maintaining healthy relationships

Maintaining boundaries: Advice for young people by Jigsaw.

3.5 consider the importance of taking care of their reproductive health
For the classroom:

Relationships and Sexuality Education 1This unit by the HSE (2023) is for use with first year students.

  • Activity 9: Human reproduction
Background reading for the teacher:

Period Stigma & Health Risks: Information on how talking about menstruation can lead to an earlier diagnosis of health complications.

How to Check your Breasts | Irish Cancer Society: Important information and a video (1 min) on how to regularly check your breasts and identify any changes that occur. 

Symptoms and Diagnosis of Testicular Cancer | Irish Cancer Society: Important information and video (55 secs) on how to check your testicles for testicular cancer. 

3.6 appreciate the breadth of what constitutes human sexuality, and how sexual orientation and gender identity are experienced and expressed in diverse ways
For the classroom:

Relationships and Sexuality Education 1This unit by the HSE (2023) is for use with first year students.

  • Activity 3: Gender diversity and inclusion
  • Activity 4: Sexual orientation

Relationships and Sexuality Education 2: This HSE unit is under development.

Background reading for the teacher:

Learning Outcome 3.6 explained: Further elaboration and guidance on Learning Outcome 3.6 (NCCA, 2023).

The Sexuality Wheel: a HSE resource which highlights the many elements that make up a person’s sexuality.

Sexual diversity and accepting sexuality: A B4uDecide resource on sexual diversity and understanding diverse sexual identities.

My trans story: A personal story as told by a Jigsaw volunteer. 

I think I might be transgender: Advice for young people by Jigsaw.

BeLonG To Youth Services - YouTube

Gender Identity and Gender Expression E-Resource for Second-level Schools: By the School of Education, University of Limerick and the Transgender Equality Network Ireland (TENI) (2020).

3.7 explore the pressures to become sexually intimate and discuss ways to show respect for people’s choices
For the classroom:

b4udecide: Resource by the HSE (2013).

B4udecide.ie: Website for young people by the HSE, developed as part of the the B4udecide campaign.

3.8 appreciate the importance of seeking, giving and receiving consent in sexual relationships, from the perspective of building caring relationships and from a legal perspective
For the classroom:

Relationships and Sexuality Education 2: This HSE unit is under development.

Background reading for the teacher:

Learning Outcome 3.8 explained: Further elaboration and guidance on Learning Outcome 3.8 (NCCA, 2023).

DRCC-WeConsent-Consent-Skills-Booklet.pdf (we-consent.ie)

Consent – What do I need to know?: A fact sheet developed by the Dublin Rape Crisis Centre (2020).

Cycling Through Consent: This animated video (3.47mins) by Western University (2015) uses a fun and simple approach to looking at consent.

Consenthub.ie: This website, by University of Galway's Active*Consent, focuses on consent and how it applies to all relationships, all genders, and all sexualities.

Let’s Talk About Consent (Young People’s Guide): A Guide for young people exploring the concept of consent by the National Youth Council of Ireland.

3.9 explain the importance of safer sexual activity with reference to methods of contraception and protection against sexually transmitted infections (STIs)
For the classroom:

Relationships and Sexuality Education 2: This HSE unit is under development.

Background reading for the teacher:

Sexualwellbeing.ie: A webpage with information on all forms on contraception.

Compare birth control methods: A tool to compare the effectiveness of different forms of birth control and how they are used.

Your Guide to Sexually Transmitted Diseases (STIs): Information on sexually transmitted infections (2018).

3.10 discuss the influence of popular culture and the online world, in particular, the influence of pornography, on young people’s understanding, expectations and social norms in relation to sexual expression
For the classroom:

Be in Ctrl: Educational resource by Webwise.

b4udecide: Resource by the HSE (2013).

Gender Equality - Learn About the Root Causes of Gender Inequality: A resource by UNICEF Ireland - see especially Activity 3 for a number of short videos on sexism in the media, sexual objectification and related topics.

Background reading for the teacher:

Learning Outcome 3.10 explained: Further elaboration and guidance on Learning Outcome 3.10 (NCCA, 2023).

The Let’s Get Real Youth programmes and training by Dublin Rape Crisis Centre on the influence of media, culture and pornography.

Culture Reframed: A website that aims to build the resilience of young people in relation to hypersexualised media and porn.

Healthy Sexuality and Relationship Development: A resource by Tusla - see page 56, Section 2: Pornography.

Pornography – What do you need to know?: A factsheet by the Dublin Rape Crisis Centre (2020).Why is Porn an issue for schools?: An Australian website aimed at educating about the harm associated with children and young people’s exposure to pornography.

3.11 demonstrate how to access and appraise appropriate and trustworthy advice, support and services related to relationships and sexual health.
For the classroom:

Jigsaw online: An Irish website with information and support for young people covering a range of SPHE related topics.

www.sexualwellbeing.ie: HSE website designed to provide information on all aspects of sexual health.

Students should be able to  
4.1 discuss the fluid nature of emotional wellbeing and ways to nurture and protect it
For the classroom:

Emotional Wellbeing 1: This unit by the HSE (2023) is for use with first year students and focuses on nurturing emotional wellbeing and promoting positive mental health.

  • Activity 1: Minding your emotional wellbeing
Background reading for the teacher:

Learning Outcome 4.1 explained: Further elaboration and guidance on Learning Outcome 4.1 (NCCA, 2023).

Five Ways To Wellbeing: By Mental Health Ireland.  

6 ways to take care of your mental health and well-being this World Mental Health Day: A World Health Organisation (WHO) resource with information on ways to take care of your mental health.

4.2 recognise and acknowledge their emotions and recognise the links between thoughts, feelings and behaviour
For the classroom:

Emotional Wellbeing 1: This unit by the HSE (2023) focuses on nurturing emotional wellbeing and promoting positive mental health.

  • Activity 2: Recognising emotions
  • Activity 3: Thoughts, feeling and behaviours
  • Activity 4: Pressing pause
Background reading for the teacher:

Learning Outcome 4.2 explained: Further elaboration and guidance on Learning Outcome 4.2 (NCCA, 2023).

The learning in this strand is underpinned by approaches used in cognitive behavioural therapy (CBT), such as recognising the link between our thoughts, feelings and behaviour, and approaches used in positive psychology, such as, gratitude and mindfulness techniques.

For information on CBT click here

For information on positive psychology click here

4.3 consider the impact of stress and draw upon a variety of techniques to help self-regulate emotions and cope with the day-to-day stresses of life
For the classroom:

Emotional Wellbeing 1: This unit by the HSE (2023) focuses on nurturing emotional wellbeing and promoting positive mental health.

  • Activity 4: Pressing pause
  • Activity 5: Helpful and unhelpful thoughts
  • Activity 6: Challenging unhelpful thoughts
  • Activity 7: Gratitude
  • Activity 8: Mindfulness
Background reading for the teacher:

Learning Outcome 4.3 explained: Further elaboration and guidance on Learning Outcome 4.3 (NCCA, 2023).

Relaxation techniques: Step-by-step instructions by NEPS.

How to deal with stress: Advice for young people by Jigsaw.

Five a day for your mental health: Advice for young people by Jigsaw.

Be Well: Activities by Youthwork Ireland to address anxiety.

‘Friends for Life’ and ‘My Friends Youth’: School based anxiety prevention and resilience building programmes. 

4.4 discuss ways to support themselves and others in challenging times and where/how/when to seek support, if needed
For the classroom:

Emotional Wellbeing 1: This unit by the HSE (2023) focuses on nurturing emotional wellbeing and promoting positive mental health.

Background reading for the teacher:

Learning Outcome 4.4 explained: Further elaboration and guidance on Learning Outcome 4.4 (NCCA, 2023).

Your mental health: HSE website with self-help resources.

Coping with difficult situations: HSE information and guidance.

Youth Mental Health Animations: Six animations by the Royal College of Surgeons Ireland (each video = approx. 1 min.) exploring experiences of struggling with anxiety, feeling different, depression, loneliness, being bullied and body image.

Your Wellbeing Hub: National Youth Council of Ireland.

A mental health resource for youth workers and volunteers: A comprehensive overview of youth mental health by Headstrong and The National Centre for Youth Mental Health.

4.5 explore how emotional wellbeing can be affected by factors within our control, such as sleep, diet, exercise, substance use and online exposure, and factors beyond our control
For the classroom:

Making Healthy Choices 1: This unit by the HSE (2023) focuses a range of aspects that impact on our health.

  • Activity 2: The benefits of being active
  • Activity 3: The importance of sleep

Connected: A resource Webwise and the PDST (2020).

Background reading for the teacher:

Building healthy sleep routines: By GROW, a national community based organisation providing support and education around emotional and mental wellbeing.

Sleep and Mental Health: A resource by Jigsaw which highlights the difficulties facing young people when it comes to sleeping.

The effects of social media on mental health: A SpunOut webpage on the positive and negative effects of social media on mental health.

4.6 recognise different kinds of abusive and bullying behaviour that can occur in interactions online and in person
For the classroom:

The Respect Effect: resource by Webwise.

  • Lesson 1: Connecting online
  • Lesson 2: Understanding the impact
Background reading for the teacher:

Bullying: Reachout is Australia’s leading online mental health organisation for young people. 

'Get With It!': Free Cyberbullying' eBook by Barnardos.

Tackle Bullying: A national website targetting bullying and cyberbullying.

No Excuses: Short video by the Department of Justice (2021) highlighting that the sharing of sexual images is a crime.

4.7 explain why noticing and responding to different kinds of abusive or bullying behaviour that can occur in person and online is important and discuss appropriate responses including, why, how, where and when to report
For the classroom:

The Respect Effect: resource by Webwise.

4.8 identify actions young people can take, without putting themselves at risk, in situations where they are aware of incidents of abusive behaviour or bullying happening and explore the barriers to standing up
For the classroom:

The Respect Effect: resource by Webwise.

Activating Social Empathy - junior cycle resource by researchers in the University of Galway.

It’s up to You: A short video (1.44mins) by the PDST (2014) encouraging everyone to tackle online bullying.

Background reading for the teacher:

Immigrant Council of Ireland: information on how to be an ally against racism.

4.9 demonstrate how to access and appraise appropriate and trustworthy information and services aimed at supporting young people’s emotional wellbeing and mental health.
For the classroom:

Jigsaw online: Expert mental health advice, support and information to help young pegople deal with a range of challenges.

Your mental health: HSE website with self-help resources.

Mental Health Supports & Resources for Young People: A list of health care supports for young people, teachers and parents.

Background reading for the teacher:

HSE’s mental health literacy campaign: this HSE campaign highlights how experiences like ongoing stress, sleep issues, anxiety and low mood are related to our mental health and explains when we might need some support.

Health literacy across the strands

Learning Outcome 2.10: Students should be able to demonstrate how to access and appraise appropriate and trustworthy information, supports and services about health and wellbeing.

Learning Outcome 3.11: Students should be able to demonstrate how to access and appraise trustworthy advice, support and services related to relationships and sexual health.

Learning Outcome 4.9: Students should be able to demonstrate how to access and appraise appropriate and trustworthy information and services aimed at supporting young people’s emotional wellbeing and mental health.

Health literacy explained: Further elaboration and guidance on Learning Outcomes 2.10, 3.11 and 4.9 (NCCA, 2023).

_____________________________________________________________________________

Strand 3: Relationships and sexuality

Learning Outcome 3.6: Students should be able to appreciate the breadth of what constitutes human sexuality, and how sexual orientation and gender identity are experienced and expressed in diverse ways.

Learning Outcome 3.6 explained: Further elaboration and guidance on Learning Outcome 3.6 (NCCA, 2023).

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Strand 3: Relationships and sexuality

Learning Outcome 3.8: Students should be able to appreciate the importance of seeking, giving and receiving consent in sexual relationships, from the perspective of building caring relationships and from a legal perspective.

Learning Outcome 3.8 explained: Further elaboration and guidance on Learning Outcome 3.8 (NCCA, 2023).

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Strand 3: Relationships and sexuality

Learning Outcome 3.10: Students should be able to discuss the influence of popular culture and the online world, in particular, the influence of pornography, on young people’s understanding, expectations and social norms in relation to sexual expression.

Learning Outcome 3.10 explained: Further elaboration and guidance on Learning Outcome 3.10 (NCCA, 2023).

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Strand 4: Emotional wellbeing

Learning Outcome 4.1: Students should be able to discuss the fluid nature of emotional wellbeing and ways to nurture and protect it.

Learning Outcome 4.1 explained: Further elaboration and guidance on Learning Outcome 4.1 (NCCA, 2023).

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Strand 4: Emotional wellbeing

Learning Outcome 4.2: Students should be able to recognise and acknowledge their emotions and recognise the links between thoughts, feelings and behaviour.

Learning Outcome 4.2 explained: Further elaboration and guidance on Learning Outcome 4.2 (NCCA, 2023).

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Strand 4: Emotional wellbeing

Learning Outcome 4.3: Students should be able to consider the impact of stress and draw upon a variety of techniques to help self-regulate emotions and cope with the day-to-day stresses of life.

Learning Outcome 4.3 explained: Further elaboration and guidance on Learning Outcome 4.3 (NCCA, 2023)

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Strand 4: Emotional wellbeing

Learning Outcome 4.4: Students should be able to discuss ways to support themselves and others in challenging times and where/how/when to seek support, if needed.

Learning Outcome 4.4 explained: Further elaboration and guidance on Learning Outcome 4.4 (NCCA, 2023).

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More coming soon!

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