Junior Cycle Skills Journal - Teacher Manual

Teacher Manual

Junior Cycle Skills,

REFLECTION, E EVALUATION L P M & PLANNING A S Journal

by Elizabeth Tierney

Published by 4Schools 89F Lagan Road, Dublin Industrial Estate, Glasnevin, Dublin 11, D11 F98N, Republic of Ireland.

T: ++ 353 1 8081494 - F: ++ 353 1 836 2739 - E: info@4schools.ie

© 2021 4Schools

ISBN 978-1-907330-30-8

E L P M

A S

All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, including photocopying and recording, without written permission of the publisher. Such written permission must also be obtained before any part of this publication is stored in a retrieval system of any nature. Requests for permission should be directed to 4Schools, 89F Lagan Road, Dublin Industrial Estate, Glasnevin, Dublin 11, D11 F98N, Republic of Ireland. or info@4schools.ie

4Schools has attempted to contact all proprietors of images, texts and graphics included in this book.

Proprietors we could not reach are requested to contact us.

Skills Journal for Form Classes and Form Tutors

Teacher Manual “A great teacher affects eternity. He can never tell where his influence stops.”

Henry Adams

The Curious Incident of the Form Tutor in the Morning!

As a teacher, you may be familiar with that feeling of uncertainty as you are about to receive your new timetable. You breathe a sigh of relief when you read it and think, ‘English with fifth years, good! I know how they work and how they respond! French with second years, lovely. I know them well!’ However, there is one minor change to your timetable this year, ‘Form Class! Oh dear!’

It is true to say that being a form tutor involves looking after a particular class of students and helping them with any problems.

It is about being a positive role model for students, registering them, checking journals, encouraging high standards of work, behaviour and uniform, setting a positive attitude for the school day, staying in contact with parents, keeping track of student records and being there to support and guide students through school life by helping set organisation and punctuality skills.

E L P M

Being a form tutor is a peculiar role and a role that teachers rarely sign up for. It appears far too briefly in teacher training, yet almost every teacher will have to become one at some point, and with the right tool box it can be a brilliant experience! However, the lack of guidance can be problematic. There are few resources for teachers to use in form class. The form periods vary in length and, honestly, it can be difficult to engage students during form period, however long it is. This journal is designed to help you to help your students develop new skills and to use form class productively.

A S

The Role of a Form Tutor and the Role of this Journal The role of a form tutor is often whittled down to someone who marks the daily register and collects notes from the students. It is sometimes seen as an added stress, and even though it sounds like a relatively short time slot, those minutes can seem impossibly long for teachers and students alike. From managing parents to spotting problems, there’s much more to being a form tutor, and being a great form tutor is so much more than turning up every morning to take a register! So, what should it entail?

However, a form tutor should always be someone a child looks up to and someone who holds students in high regard. One of the most important qualities of a form tutor is to be yourself, be fun and be able to have a sense of humour with the class. Students may choose to talk to form tutors about personal issues, and a good form tutor will discuss any problems with them to find a resolution.

Form tutors must make the effort to get to know the students fully and be respectful towards certain views and opinions they may have. If you respect your students, they will respect you!

This journal will allow you to develop good relationships with your students. There are many active methodologies and differentiated activities so you can hear the voice and opinions of all of your form students.

Tutor time is usually short, but you will see that same group every day, possibly for several years. That’s a lot of time. It is suggested that you aim to complete three activities each week with your form class from this journal.

This takes into account one day needed for the whole-year assembly which replaces one form session weekly and one day for school activities, administration or some such event or activity that will need another form session.

Junior Cycle Skills, Reflection, Evaluation and Planning Journal

3

So, how can you put the time you do have to the best possible use? You can use this time to introduce and reinforce the 8 Key Skills of the Junior Cycle, develop clarity for yourself on the Learning Statements, create a strong relationship with your students, establish routines, manage administration, create connections with home, assist student reflection, evaluation and planning, create awareness of issues, inform students of the 6 Indicators of Wellbeing, practise wellbeing techniques through efficient planning and build and develop a positive, cohesive and friendly class ethos.

How Will This Journal Help You to Achieve These?

This journal will follow a pattern whereby students will share previous knowledge about the 8 Key Skills, engage with other students and their form teacher to increase their knowledge, and take part in activities on reflection, evaluating and planning. The journal can be kept as a record of learning for each year of the Junior Cycle.

Key Skills

Definitions

Statements of Learning As a teacher, it can be difficult to know exactly which of the 24 Statements of Learning you are using. Therefore, that work has been done for you! In the appendices, you will find the Statements of Learning, and an explanation of how and where each of these can and will be used in the journal. There are also blank spaces for you to fill in, if you feel you have creatively used other statements in your form class. This means that you will have an excellent record for yourself, your students and for inspections when they arise!

A S

E L P M

As an educator, Junior Cycle challenges you to encourage your students to develop and understand new skills. The 8 Key Skills of the Junior Cycle are:

4

The Junior Cycle helps students to learn and develop new skills and become knowledgeable in many areas. This journal will have one chapter dedicated to each of these skills.

However, students need to understand what a skill is, what it means to reflect and evaluate, and why planning is important for their wellbeing. These will be in the introductory chapter.

Wellbeing Indicators

The wellbeing of your form class is central to your role. The Department of Education and Skills states that “Students’ wellbeing is supported when students realise their abilities, take care of their physical wellbeing, can cope with the normal stresses of life and have a sense of purpose and belonging to a wider community.” Six Wellbeing Indicators have been identified by the Department. Throughout the journal, these six indicators will be incorporated into the planning exercises at the end of each chapter.

Connected

Aware

Resilient

Respected

Active

Responsible

How is this indicator present for teachers?

You can help to open their minds to ideas they may not have encountered elsewhere in a safe, supportive environment that encourages discussion, without getting bogged down in academic assessment.

Encourage your colleagues to contact you about your tutees when your charges are struggling or are doing well, allowing you to reinforce positive messages. The journal will promote students’ skills and it is important to know of other skills that they use in other classes and areas of the school.

How is this indicator present for students?

Students will be actively involved in connective exercises and these will equip students with knowledge and skills to be present and connected in the world.

Aware

E L P M

Liaise with the Year Head to become aware of how parents or carers would like to be contacted and provide them with regular updates, especially on the positives!

Establishing and maintaining contact with home is essential. The journal reinforces positive communication and it is important for you to lead by example.

Resilient

Connected

Wellbeing Indicator

A form tutor can be a very important person in a student’s life. You are often a person the student places trust in as they see you every day. Throughout the year, issues may arise for students from the journal work.

It is a privilege to work with students and if a student appears to be going through a difficult time or begins behaving unusually, speak to them privately. Direct them to possible sources of advice and support (both in school and externally), contact parents/carers if appropriate and escalate the matter to your school’s designated liaison person if you have serious concerns.

This approach will lead to a resilient and trustworthy relationship between you and your students.

A S

Students will develop awareness of the feelings of others and also become aware of their own actions and responses to situations.

Students will learn that through their own creativity and rich inner world, they have resilience to face situations in school and in life.

They will learn that we can bounce back from things with good communication and connection with others.

Junior Cycle Skills, Reflection, Evaluation and Planning Journal

5

Respected

The journal will help you to create a positive culture for your form class.

Students appreciate consistency, and it will help you form a trusting, respectful relationship with them. This journal is easy to follow and gives you structure for your form class. Your students will know how each form class will run and there is a sense of accomplishment when the activities are completed.

Active

It is also a time that you can reinforce the need to stay active in order to live a long and healthy life.

A S

Responsible

As a tutor, your students need to be aware that it is their responsibility to be strong and active participants in society.

Definitions

Students will respect others’ contributions in class.

E L P M

As form tutor, it is important to actively engage students in form class. This journal will help you encourage active engagement from your students.

6

Students will value themselves, their creativity, their participation and involvement in class discussion.

There are countless opportunities to foster pair work and group work within this journal which will encourage students to take responsibility for their behaviour and will allow open dialogue to discuss this behaviour. Like any class, a form group needs consistency. There is normally a weekly assembly which will take up one day, and ideally there should be at least one session of silent reading, allowing you to speak to individuals or complete admin, exploring current affairs and other activities that will engage students with the wider world. This leaves three days for you to complete an activity from the journal. Collective and personal responsibility should be discussed in general with students.

Students will learn how to be physically active in order to stay well.

Students will learn that we must be active members of society and also active listeners in class.

The group activities and discussion will help students to see themselves as a cohesive unit in which all members can achieve, regardless of their performance in other lessons.

Their planning skills inform them that they have to take responsibility in their own lives.

Students will realise they also have a responsibility to others in this world.

Methodologies for Teaching

Health & Safety

Group & Pair Work

It is important to be mindful of current classroom restrictions as health and safety must always take precedence. Activities can be altered and adapted to suit current restrictions.

Group or pair work allows students to listen to each other, to appreciate each other and it is an excellent gauge to see what students understand. Students can Think, Pair and Share and then move to a learning square and share their information with another pair.

Class Wall

In their workbook, students will come across a graffiti wall as an activity. It would be helpful for the class to have a wall also so students can add their words, thoughts and opinions to it, when asked. Divide the class wall into 8 sections, one for each of the Key Skills, and ask students to add to it each week.

Washing Line

•

Post-its

•

Coloured Paper

•

Coloured Card: Red, Green, Yellow

•

String

•

Pegs

•

Noticeboard

•

Class Wall

•

Washing Line

•

Markers

•

Whiteboard Markers

•

Recycled Paper Slips

•

Dice

•

Tic-Tac Boxes

•

Coloured sticky tape

E L P M

Students will be asked to write relevant words on Post-its and add them to the class washing line. It is helpful to see their words hanging up in the room.

A S

Talking Stick/Ball/Bag

Equipment

The teacher will have a stick/ball/bag and will pass it to a student. This student will speak, pass it back to the teacher, and the process will continue until all students have spoken. It helps you as a teacher to hear from all students.

Agree/Disagree

Useful Websites

•

Prezi

•

YouTube

•

Kahoot

The teacher will ask a student a question.

Following their answer, the teacher will ask another student if they agree or disagree and why. This will continue until five students are included in each question.

Temperature Scale

The teacher makes statements about a topic, numbering each statement. The students then stand beside the number that responds most to their own opinion or knowledge.

Junior Cycle Skills, Reflection, Evaluation and Planning Journal

7

Finally, Some Tips for You as a Form Tutor when Using this Journal Establish Routines

Be Aware of Issues

Like any class, a form group needs consistency.

Students appreciate consistency and it will help you form a trusting relationship with them. This journal is easy to follow and gives you structure for your form class. Your students will know how each form class will run and there is a sense of accomplishment when the activities are completed. As stated, there is normally a weekly assembly which will take up one day and ideally there should be at least one session of silent reading, allowing you to speak to individuals or complete admin, exploring current affairs and other activities that will engage students with the wider world. This leaves three days for you to complete an activity from the journal.

The key is to open their minds to ideas they may not have encountered elsewhere in a safe, supportive environment that encourages discussion, without getting bogged down in academic assessment.

A form tutor can be a very important person in a student’s life. You are often a person the student places trust in as they see you every day. Throughout the year, issues may arise for students from the journal work. It is a privilege to work with students and if a student appears to be going through a difficult time or begins behaving unusually, speak to them privately.

Direct them to possible sources of advice and support (both in school and externally), contact parents/carers if appropriate and escalate the matter to your school’s designated liaison person if you have serious concerns.

Manage Administration

A S

Create Connections With Home

Liaise with the Year Head to find out how parents or carers would like to be contacted and provide them with regular updates, especially on the positives! Establishing and maintaining contact with home is essential. The journal reinforces positive communication and it is important for you to lead by example.

Definitions

Encourage your colleagues to contact you about your tutees when they are struggling or are doing well, allowing you to reinforce positive messages. The journal will promote students‘ skills and it is important to know of other skills that they use in other classes and areas of the school.

E L P M

The journal is a fun way for students to learn but administration is still the role of the form tutor.

Uniform, equipment and behaviour issues are all part of the tutor’s role. Taking the register each day is a legal requirement, but a good form tutor will also be chasing up the reasons for any absences or lateness and inform the Year Head if any worrying patterns emerge. Other tasks can easily jump up the priority list in the middle of a busy week, so it’s worth setting aside time each day to follow up on form issues as it will pay off in the long run. As students fill in their journal, you can also use this time to prepare for the next form class session.

8

Forge Links With Other Staff

Build an Ethos

Perhaps the most important thing you can do is create a positive culture for your form class.

There are countless opportunities to foster pair work and group work within this journal and it is important that a teacher becomes confident enough to allow group work take place. This will help members to see themselves as a cohesive unit in which all members can achieve, regardless of their performance in other lessons.

Notes

E L P M

A S

Junior Cycle Skills, Reflection, Evaluation and Planning Journal

9

So, what will each chapter look like?

Each chapter of the student journal relates to one of the 8 Key Skills. This skill is linked to the relevant Wellbeing Indicators, which are represented in the student journal by the familiar wellbeing icons. The relevant Statements of Learning are also listed, by number, for each chapter.

Revision Time

Chapter layout

In this chapter, you have been introduce d to what a skill is, reflect, how to eval what it means to uate, why it is impo rtant to plan and also you stay well in scho why these can help ol and in life.

Use the blocks in the graffiti wall below to write down key are important from words that you think this chapter. Share this with your part you have learned from ner and add any word their wall. Then, betw s een you, choose two them to your class things and add wall.

Chapter 1

Managing Myself “If you don’t manage

yourself, someone

else will.”

Learning Intentions Each lesson will begin with a list of learning intentions.

It is important to point these out to the students at the start of each session.

Group or Pair Work

What a skill is What reflection mea ns How to evaluate, and Why it is important for our wellbeing to plan ahead.

Now that you have learned how to use these tools, you will them as we learn abou be able to use t the Key Skills.

Introduction

When the information has been gathered, students may be asked to discuss, read or write this information down.

Exercises and Activities

EING

Connected Respon sible

• Explain why it is important to manage myself, my actions and my decisions • Reflect on and plan how to take responsi bility for my actions.

We all need to be able to understand who we are, what we like and how we react to others! We have to take responsibility for our actions. What does that mean?

Watch the video and listen carefully to Scan the QR Code to the words of the song watch the : All About Self Cont

Reflect

A S

rol

HARRY KINDERGART

EN MUSIC

Watch the video a seco nd time and this time write down three thing video is telling you s you think this about managing your self.

1 2 3

E L P M

• • • •

10

INDICATORS OF WELLB

Respected

video

To draw on information already known, each lesson will have a group or pair activity to understand prior Now you know: knowledge. This is empowering for students.

Class Discussion

Learning Intentions I will be able to:

Junior Cycle Skills, Reflec

tion, Evaluation and

Planning Journal

11

Students will have three exercises to complete about the topic, under the headings of Reflect, Evaluate and Plan, as well as additional activities more generally related to the chapter’s theme.

These should each take approximately 10 minutes to complete. Form class can range from 10 minutes to one hour, therefore each section is divided into manageable pieces but can of course be used together for a longer period.

Reflect Students will complete a reflective exercise to understand a situation or skill.

Evaluate Students will complete an evaluative exercise to see what they might do differently in any situation.

Plan Students will complete an exercise on how they will use that skill throughout the following week. They will be asked to include one of the Wellbeing Indicators in this plan.

Revision This is not an assessable class and yet it is such an important part of school life. By completing this revision exercise at the end of each chapter, you will be able to determine what students have learned.

10

Definitions

Introduction

Welcome to your Junior Cycle Skills Reflection, Evaluation and Planning Journal!

Learning Intentions:

Indicators of Wellbeing

• To empower students by highlighting their previous knowledge of skills, reflection, evaluation, planning and wellbeing.

• To encourage students to share their understanding and to fill in any gaps in their current information.

Active, Aware, Responsible

BEING LITERATE COMMUNICATING

WORKING WITH OTHERS

MANAGING MYSELF

KEY SKILLS

STAYING WELL

Key Skills Being Literate, Staying Well, Communicating, Working with Others

E L P M BEING CREATIVE

MANAGING INFORMATION & THINKING

BEING NUMERATE

Statements of Learning 1, 5, 10, 11, 18

A S

Students have previous knowledge and understanding of what the skills of reflection, evaluation, planning and wellbeing are. However, you can use this chapter to introduce students Did you know?to how You are the mos t important and pow erful people on the they will use them in this journal and, planet right now.

You are the peop le who will make decisions about how this indeed, in life. world will be for the next generatio

n.

Your teachers, pare nts and guardian s and grandparents you to do well. They want understand how important it is for be in school, beca you to use your education helps prepare you the future. One way for we all want to ensu re this happens is teaching you new by skills and helping you develop thes e skills throughout life.

Welcome students to their form class and their new journal. Students should be asked to introduce themselves. When this is done, read the information under Did you know? on page 2. You may want to invite students to read it aloud.

After reading, ask students what the 8 Key Skills are, and put them on the board.

Introduction

Welcome to your Junior Cycle Skills, Reflection, Evaluation and Planning Jour nal!

Learning Intentio

ns

I will be able to: •

• • • •

Celebrate what I already know abou t skills, reflection, evaluatio n, planning and my wellbeing

Each lesson will begin with a list of learning inten tions, or what you can expe ct to know and be able to do by the end of the chapter.

Describe what a skill is Explain how to refle ct and plan Express my evaluatio ns using the hand evaluation tool Recognise the Well being Indicators.

Junior Cycle Key

Skills

The fact is that you already have hun dreds of skills. How will focus on eigh ever, your Junior t Key Skills. Thes Cycle e skills are: bein communicating, g literate, being staying well, man numerate, agin g myself, working creative, and man with others, bein aging information g & thinking. You these as we work will learn more through this jour about nal. There are man can help you succ y different types eed in all aspects of skills that of your life, whether a sport or hobby. it’s school, work, So, what is a skill? or even

Junior Cycle Skills,

Reflection, Evaluation

and Planning Journ

al

3

Junior Cycle Skills, Reflection, Evaluation and Planning Journal

11

Chapter 5

Managing Information & Thinking Learning Intentions: •

•

To introduce the students to critically examine ways to manage information.

Indicators of Wellbeing Aware, Connected, Responsible

To show students how important it is to gather information in a safe manner.

BEING LITERATE COMMUNICATING

WORKING WITH OTHERS

Statements of LearningChapter 5

1, 3, earned about. How did you use own three ideas on your graffiti

MANAGING MYSELF

KEY SKILLS

BEING CREATIVE

STAYING WELL

MANAGING INFORMATION & THINKING BEING NUMERATE

Key Skills Managing Information & Thinking, Being Numerate, Communicating

Managing Informa tion & Thinking

15, 16, 17, 18, 19, 20, 21, 23, 24

?

“New information makes new and fresh ideas possible .” - Zig Ziglar

E L P M

Reflect

Learning Intentions INDICATORS OF WE LLBEING Read out the statements below about Managing Information and Thinking.

Provide the I will be able to: Aware students with a red, green and yellow card. Tell them you will read out theConstatements nected Responsibl and e • Search online sa fel y for informaatio they should hold up a red card if they disagree, green card if they agree and a yellow n • Recognise the da ngers of social media card if they are unsure.

A S

• Organise informa tio

n in a useful way.

Managing inform ation & thinking helps you to searc different sources. Yo h for information u will develop skills from in thinking clearly an and sources of infor d safely about types mation. You will de velop strategies for so that you can un organising informa derstand it and use tion it later.

Reflect Your teacher will re ad out statements about Managing inf Hold up a red card ormation & think if you disagree with ing. the statement, a gre and a yellow card if en card if you agre you are unsure. e

erate. Now that yo u have d numeracy, in th e next Information & Think ing. veryday life!

Junior Cycle Skills, Refl ection, Evaluation and

Planning Journal

29

Junior Cycle Skills, Reflection, Evaluation and Planning Journal

31

Statements Managing information and thinking is to: • Be curious • Gather, record, organise and evaluate information and data • Think creatively and critically • Reflect on and evaluate learning • Use digital technology to access, manage and share content • Question ideas and assumptions, both your own and other peoples’ • Make estimations and predictions and compare them with others • Make connections between what you already know and new information • Adjust your thinking in light of new information • Source, share and evaluate information that you find in different technologies and digital media formats • Use digital tools to expand your thinking and source information • Understand how to use content and present it differently while respecting copyright • Use different technologies and digital media tools to give and receive feedback.

E L P M

Evaluate

Activity

Students should study the poster and then answer the questions which follow.

Evaluate Ev

Study this poster aluate dywer this poster and thenStu ans and then answer the questio ns below. the questions below.

Gathering information is central to this skill. Set the following activity for your form class so they can begin to learn the skill of note-making.

A S

Activity Activity

Gathering Inform ation Gathering Note-making is a reaInformation lly good way e-making is a really to gather and manage information be used Not again later. so good way to gather and manage informathat it can be used again later. tion so that it can On your own, write down 10 sentences about yourself that you r a hobby On own you , writ you have, an interes would like to share; e down 10 sentences t, a holiday about hob byfutu like to doain beerself that you wou like to share; you have, an interes you may have you the re etc. t, a holiday you ma n on or what you ld y have been on or would like to do in the futu what you would re etc.

1 2 3 4 5 6 7 8 9 10 w

No. Question Answer No. Question What Answer main message of this 1 poster?is the What is the main message of this 1 poster?

What you think about the name 2 ‘Safebodook’?Wha t 2 ‘Safebodook’?you think about the name Write down one thin g you would tell 3 someon Writ ngone aboeutdow bein you would tell safethin onligne.

3 esom eone about being safe What online. ht happen if you are not 4 carefulmig Wha htiahap soctialmig med sitepen s? if you are not 4 oncare ful on social media What sites? some of the conseq uences 5 of bullare yingWha some of the conseq onlitne? uences 5 of bullare ying onli

6

ne?

Do you believe that we all have to be carefulDo you beliing whe eveinfo n read that we all have to rma be ?careful when read tion online? Why ing information online? Why?

6

1 2 3 4 5 6 7 8 9 10 w

Plan

Pla

n One of the Wellbe ing Indicators is to be responsib One of responsibl the e by gatherWe ing Ind icators is to be resle. This week, plan to be ingllbe info rma tion res pon sibl study wee week, plan to be e by gathering info on study and thenpon drasib w le. k. up This this plan rmation on study and for then draw up this a study week. plan for a

Managing Informat

30

32

ion & Thinking Managing Informat ion & Thinking

Managing Information & Thinking

Junior Cycle Skills, Refle

ction, Evaluation and Planning Journal Junior Cycle Skills, Refle 31 ction, Evaluation and Planning Journal

31

5 6 7 Plan 8 One of the Wellbeing Indicators is to be Responsible. This week, ask students to plan to be 9 by gathering information on study and then drawing up this plan for a study week. responsible 10 w

Plan One of the Wellbe ing Indicators is to be responsible. Thi responsible by gat s week, plan to be hering information on study and then study week. draw up this plan for a

MO JuniN or Cycle Skills, Reflecti Tluat UionEand Planning Journal WED on, Eva 31

FRI

SAT

SUN

E L P M MON

A S

Revision Time

Graffiti Wall

Revision

SAT

Notes WED

SUN

THU

Notes

Think of the skill of managing inform ation & thinking about. How did you that we have learn use it? How would ed yo u help others to us ideas on your graffi e it? Write down th ti wall. Then, choose re e one for the class wa ll.

Revision Time

Ask students to think of the skill of Managing Information & Thinking that they have learned about.

How did they use it? How would they help others to use it? Ask them to write down three ideas on the graffiti wall, then choose one for the class wall.

32

FRI

TUE

THU

Graffiti Wall Think of the skill of managing inform ation & thinking about. How did you that we have learne use it? How would d you help others to ideas on your graffit use it? Write down i wall. Then, choose three one for the class wa ll.

Well done on com pleting Chapter 5 on Managing Informat Now that you have ion & Thinking. developed awaren es s and understanding the next session we around this, in ’ll be looWe kin g at ll do ne on thecom skple ill tin ofgSt Chay aping keep using your ne ter 5We on ll.

Ma Re nagin mem g Infbe r ati orm w-found No toon & Thinking. w tha skills hayd veay int you devel ever lifeop ! ed awareness and understanding aro the next

Managing Informati

on & Thinking 32

session we’ll be loo und this, in king at the skill of Staying Well. Reme keep using your ne mber to w-found skills in eve ryday life!

Managing Information

& Thinking

Junior Cycle Skills, Reflection, Evaluation and Planning Journal

33

Chapter 6

Staying Well Learning Intentions • T o introduce the many ways students can stay well.

Indicators of Wellbeing Active, Responsible

• T o encourage students to include staying well in a daily plan so that it becomes a normal part of life.

Key Skills Staying Well, Managing Myself, Working with Others

BEING LITERATE COMMUNICATING

Statements of Learning

WORKING WITH OTHERS

BEING CREATIVE

1, 5, 11, 12, 13, 18, 23

D

MANAGING MYSELF

KEY SKILLS

STAYING WELL

MANAGING INFORMATION & THINKING BEING NUMERATE

E L P M

THReflect U

Chapter 6

Inform students of the following and then ask them to complete the exercise.

Staying Well

A S

Keeping our bodies and minds strong and healthy is one of the most important things we can do for ourselves. Simple lifestyle changes can have a positive impact on our health.

“All the money in the world can Ask the students to watch the video and write down five think they can stay ’t buways y you bathey ck good - Reba McEntire health.”

Notes healthy.

N

https://www.youtube.com/watch?v=UxnEuj1c0sw

Learwith Information you can share ning Instudents tentions

INDICATORS OF WE

LLBEING

I wi

be able to: Staying well is about finding allbalance that works for you, but there are some general principles Active Responsible • Ex pla in wa that most people find useful. These include and managing your stress levels, ys that reducing I can help to keep myself well • Restaying flect on my maintaining a healthy lifestyle, away alcohol and drugs, and taking action early if life from and ma ke a new plan to stay well. you start experiencing symptoms of anxiety, depression or suicidal thoughts.

It’s also important Keeping our bodie s an d mi nd s str to deal with any setbacks th and keep trying. Family and friends important role by ong ancan d heplay ng that we have lea althyan is one of the most ings we can do for rned important ourselves. Simple life tolelisten. use it? Write down providing practical and emotional changes can have on our he support, or just being theresty wall.

three

34 Staying Well ormation & Thinking .

alth.

a positive impact

Reflect Watch the video an d write down five wa ys you think you can sta y healthy.

Scan the QR Code to watch the video

What Do Humans Ne ed

BBC LEARNING -

To Stay Healthy?

WONKY FILMS

Evaluate

1 2 3 4 5

Evaluate In 2020, the world came together to fight the Covid-19 pandemic. Everyone came together to follow rules to help us to stay well. As a class, talk about the leaflet and then ask students to fill in the evaluation exercise: 6 WAYS TO STAY FIT AND HEALTH Y

Evaluation Use the hand templat

e to fill in the following information about the leaflet: • In the thumb, writ e something good from the leaflet.

• In the index fing Eva er, write lua somtion ething you would like to point out about leaflet (could be goo the Use the d or bad han d ).template to fill in the following informa • In the middle fing tion about the leafl e som et: • Iner, ethi thewrit ng thumb, write som youethi thinng k is miss ing from • In the ring finger, goo the d from the leaflet. leaflet. something that help • Inwrit theeinde x finger, write som ed peo ple the pandemic. to stay ething you wouwell duri ld like tongpoint out about leaflet (could be goo the d or bad).

• In the little fing som • er, ethi In writ ng er, the emid smawrit ll you dle wou fing ld add to e something you it.

• In the palm, writ thin k e is a miss pred ing from the leaflet. iction for the future • In the ring finger, write som – ethi Willng thethat how we stay well in panhelp demic change the ed people to stay well futu re?ic. the pan dem during • In the little fing er, write something small you would add to it.

• In the palm, writ e a prediction for the future – Will the pan how we stay well in demic change the future?

6 WAYS TO STAY FIT AND HEALTH Y Get some exercise!

The flow of blood and oxygen through the body will boost your mood and your ene rgy.

Wash Up We all know the imp ortance of hand washing now – keep up the good habit!

Get some exercise!

Wash Up

The flow of blood and oxygen through the body will boost your mood and your ene rgy.

Stay hydrated

Dehydration can have a negative impact on your moo d and energy.

Aim for 8 cups of wate Sta r a day.

y hydrated

We all know the imp ortance of hand washing now – keep up the good habit!

Look on the bright

k on the bright side

Dehydration can have a negative impact on your moo d and energy.

Aim for 8 cups of wate r a day.

Eat well Choose unprocessed , whole foods that resembl e what they looked like in nature.

Eat well

34

34

Staying Well

Activity

Having a ‘glass half full’ attitude is linked to longer, healthier lives, so practise grat itude!

E L P M

Sleep soundly

Try to get at least 8 hours’ sleep a night – switch off that phone!

Choose unprocessed , whole foods that resembl e what they looked like in nature.

Staying Well

side

Having a ‘glass half full’ attitude is linked to longer, healthier lives, so practise grat Looitude!

Sleep soundly

A S

Try to get at least 8 hours’ sleep a night – switch off that phone!

Junior Cycle Skills, Refle

ction, Evaluation and

Junior Cycle Skills, Refle

Planning Journal

ction, Evaluation and

35

Planning Journal

35

Activity

Using the four steps outlined in their workbook, lead students through a short meditation to teach them how they can use it to relax and stay well.

Your teacher will lead you in a quick and relaxing meditation to stay well. , which is a gre

at way

O m

Quick Meditation 1. Set aside time.

Set a timer for five minutes, so you can relax and not worry about staying in meditation for ‘too long’. (If you have an iPhone, the Healing Music app can be used as a timer, though the regular timer that comes with mo st phones can also be useful.)

2. Relax your bod y. Just close you r eyes and relax. Tak e a few deep breaths from your diaphragm and release the tension in your body.

Try to visualise the tension leaving your body from you r head to your feet, either as ima gining that the stress is literally dra ining from you thro ugh your toes, escapin every breath, or sim g your body with ply melting away.

3. Clear your mind.

When you work on clea ring you r mind of thoughts, focusing on ‘thinking rather than of nothing’, focus on ‘being’, and whe your mind, gently ack n thoughts enter nowledge them and let them go, returnin the present mome g your focus to nt again. If you focu s on how well you becomes the focus. are doing this, tha If you accept that con t stantly bringing you present moment is r mind back to the the meditation, it will be much easier to kee 4. Keep going. Con p your mind still. tinue this for five min utes, and return to relaxed and refresh your day feeling mo ed. Simply focus on re the sen sations you are feel body, focus on you ing in your r breath, or focus on letting go. Try this me and you should feel dita tion reg ularly, less stressed overall.

36

Junior Cycle Skills, Reflection, Evaluation and Planning Journal Staying Well

35

Plan

Activity

Your teacher will lead you in a quick and relaxing meditation to stay well. , which is a gre

Some things that could be included in a at way well/active plan. You can share Quick Mestaying ditation 1. Set asidthese e time. Setwith class: a timer your for five

Plan One of the Wellbeing Indicators is to be active. Draw up a dail minutes of activitie y plan to include 10 s that can help you stay well.

minutes, so you can relax and not worry about staying in meditation for ‘too long’. (If you have an iPhone, the Healing Music app can be used as a timer, though the regular timer that comes with mo st phones can also be useful.)

2. Relax your bod y. Just close you r eyes and relax. Tak e a few deep breaths from your diaphragm and release the tension in your body.

Try to visualise the tension leaving your body from you r head to your feet, either as ima gining that the stress is literally dra ining from you thro ugh your toes, escapin every breath, or sim g your body with ply melting away.

3. Clear your mind.

When you work on clea ring your mind of tho focusing on ‘thinking ughts, rather than of nothing’, focus on ‘being’, and whe your mind, gently ack n thoughts enter nowledge them and let them go, returnin the present mome g your focus to nt again. If you focu s on how well you becomes the focus. are doing this, tha If you accept that con t stantly bringing you present moment is r mind back to the the meditation, it will be much easier to kee 4. Keep going. Con p your mind still. tinue this for five min utes, and return to relaxed and refresh your day feeling mo ed. Simply focus on re the sensations you are body, focus on you feeling in your r breath, or focus on letting go. Try this me and you should feel dita tion regularly, less stressed overall.

DAY / TIME

• Setting goals

PLACE

ACTIVITY

• Talk to my school teachers or counsellors • Take one day at a time

• Exercise at least twice a week

• Feeling overwhelmed: have one day a week to relax • Catch up with family/friends • Take the dog for a walk • Do some gardening

• Establish good sleep hygiene

• Open up about how I am feeling • Eat properly.

36

E L P M

Staying Well

Revision

A S

Ask students to think of the skill of Staying Well that they have learned about. How did they use it? How would they help others use it? They should write down three ideas on the graffiti wall and then choose one for the class wall.

Junior Cycle Skills, Refle

Revision Time

ction, Evaluation and

Planning Journal

37

Graffiti Wall

Think of the skill of staying well that we have learned about.

How would you hel How did you use it? p others to use it?

Write down three ide Then, choose one as on your graffiti wal for the class wall. l.

•

M r th as al

Wa

R

38

36

Staying Well

Well done on com pleting Chapter 6 on Staying Well. No developed awaren w that you have ess and understan ding around this, in we’ll be looking at the next session the skill of Being Lite rate. Remember to new-found skills in keep using your everyday life!

Staying Well

U

E L P M

A S

978-1-907330-30-8 Junior Cycle Skills, Reflection, Evaluation and Planning Journal - Teacher manual

89F Lagan Road, Dublin Industrial Estate, Glasnevin, Dublin 11, D11 F98N, T: + 353 1 8081494 F: + 353 1 836 2739 E: info@4schools.ie W: www.4schools.ie