INTRODUCTION


This very clear curriculum mapping will support planning. It will also assist the assessment process as you need to make sure that the Classroom-Based Assessment is based on Learning Outcomes from more than one strand.


Development of Key Skills


Each activity in the book supports the development of at least one of the Junior Cycle Key Skills. Icons indicate which Key Skill is addressed.


MY WELLBEING JOURNEY Being Literate


Communicating


Being Creative


Managing Information & Thinking


Managing Myself


Meanwhile the words underneath the icon show what element or aspect of the Key Skill is being developed.


Reflection


Being Numerate


Key Skill icon


Key Skill element


pair act Listening


Learning creatively


In pairs, carry out these listening activities.


Reflecting on learning is an important aspect of the Junior Cycle Framework. The Learning Keepsakes at the end of each lesson provide scaffolding for regular reflection. These reflections are particularly useful when it comes to deciding on a CBA in 2nd or 3rd year and for supporting communication with parents. Additional Topic Reviews are available on GillExplore and provide more opportunities for reflection.


Assessment


Meet the Challenges, linked to specific Learning Outcomes, Key Skills and Wellbeing Indicators and with clear success criteria, help prepare you for the Classroom-Based Assessment. They are particularly intended for people following the SPHE Short Course but provide engaging assessment opportunities for all SPHE students. A special Assessment section on page ix of this book will also guide you through the process of completing a successful CBA.


Additional resources


Numerous resources (including videos and PowerPoints) which support teaching and learning in SPHE are included on GillExplore.ie. The My Wellbeing Journey Teacher’s Resource Book includes useful lesson planning material and schemes of work.


Listening activity 1: Draw me a picture Instructions:


Step 1: Decide who will be A and who will be B. Step 2: A draws a simple picture into the frame on t only shapes and lines, similar to the example given o


Step 3: B cannot look while A is drawing their pictur finished drawing their picture, they cover it up and t directions to B on how to draw the picture, which th A must not look at B’s work while they are drawing.


Step 4: When B has finished, compare the drawings Step 5: Switch roles. Person A drawing


Staying Well


Working with Others


v


Was it difficult not being able to ask questions?


TOPIC 1 | HOW I SEE MYSELF AND OTHERS


Topic Review In this topic I learned about


This topic is useful to me in my life because In this topic I liked In this topic I did not like I would like to find out more about


TICK THE SKILLS YOU DEVELOPED IN THIS TOPIC: Creativity


Flexibility Listening


Communication Teamwork ICT


Analyses


Problem-solving Leadership


Responsibility Organisational Planning


Decision-making


Innovation Motivation


Presentation


Media production Creative writing Reporting


Write an article for your school magazine about settling into secondary school. In your article, let your readers know the most important tips for surviving the first few weeks in secondary school, e.g. teachers’ names, the school layout, etc. Include the following:


❍ An interesting headline and photo/image to capture your audience’s attention


❍ An introduction that lets your audience know what your article is going to be about


❍ Three or four paragraphs (each one dealing with an important area of school life)


27


❍ The importance of being kind to everyone ❍ How to make other students feel included ❍ Where to go if you need help ❍ How to make friends ❍ A conclusion summing up your points


MEET THE CHALLENGE Strand 1 Topic 1


AN ARTICLE ON STARTING FIRST YEAR Learning outcomes: 1.1, 1.2, 1.9


Date __/__/__ MY WELLBEING JOURNEY TOPIC 1 | HOW I SEE MYSELF AND OTHERS


27


How did you find this activity -


easy or difficult?


Was it difficu describe you the other p showing th

Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26