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This is general outline on the SPHE CBA. In light of conversations regarding a reflective and action piece it might be good for everyone who to know what is involved in the SPHE CBA which all students complete and is linked to wellbeing. This could be something to link in with OR to ensure that the programme offers something that does not look and seem like a CBA (which is an assessment task, but that does require action and reflection) Just a thought.

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National Council for Curriculum and Assessment (NCCA)

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Updated Wellbeing Guidelines (2021) are available.

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Based on one hour classes

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Also based on 40minute classes

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400 Wellbeing Hours and Timetabling. Sample 1

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400 Wellbeing Hours and Timetabling. Sample 1

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There are three samples from the JCT providing examples of how schools MIGHT divide up their 400 wellbeing hours. (not sure how to combine 3 samples on one tab here?? If you can please let me know)

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Sample Appendix I based on one lesson. Classroom Guidance. Sleep

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Sample Appendix I based on one lesson. Classroom Guidance. Sleep

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This is just to show how an Appendix I based on one lesson as opposed to a series of lessons (like Learning to Learn above) might look like.

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This might be a good resource to share with the group so that they can skim and see the areas that are covered in the SPHE course over the three year period and then decide whether to address and compliment some of these or deal with stand alone pieces. If complimenting then I wonder if there could be consideration for producing a potential CBA piece that could be used. That would also look for understanding, reflection and action from students. It is assessment - but with success criteria it allows for success and it could be noted on their JCPA (just an idea if not a separate unit of learning)

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Links with SPHE course and resources. Relationships. Folens

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Links with SPHE course and resources. Relationships. Folens

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Reply requested by lunchtime 4/6/24

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5th & 6th Class | Login: TeacherX Password: ALFLxyz2020!

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5th & 6th Class | Login: TeacherX Password: ALFLxyz2020!

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LESSON 1:

My Wellbeing

LESSON 2:

My Digital Wellbeing

LESSON 3:

My Thoughts and Feelings

LESSON 4:

Linking My Thoughts and Feelings

LESSON 5:

Managing my Thoughts and Feelings

LESSON 6:

Healthy Relationships

LESSON 7:

Managing Relationships

LESSON 8:

Tricky World Influences

LESSON 9:

Tricky World (Internet Safety 1)

LESSON 10:

Tricky World Internet Safety 2

New Module: Future Ready - Preparing f

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Providing future generations in Ireland with the resources to be effective guardians of their own minds

How You Can Support The Programme

We want to make sure that every pupil in Ireland can take part in the Schools Programme which is why our programme is free of charge to schools. In order to continue growing the programme content and growing the programmes reach across Ireland we need your support. Please come on this journey with us as we begin to provide the future generations of Ireland with the wellbeing tools to manage their own minds.

We use cookies on our website to help improve functionality, derive insights about our audience and to ensure you get the best experience. By clicking "Accept All", you consent to the use of ALL the cookies. However, you may visit "Settings" to provide a controlled consent.

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Providing future generations in Ireland with the resources to be effective guardians of their own minds How You Can Support The Programme We want to make sure that every pupil in Ireland can take part in the Schools Programme which is why our programme is free of charge to schools.

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Hi Marie, Karen and Orla,

Hope you are all keeping well. Thank you for your work on the last round of edits.

The panel will review the lessons until 27th May, any feedback given can be implemented before workshop 10 (date TBC - w/c 2nd June or 9th June), with anything you would like to discuss further added to the workshop agenda. The next round of edits (from Wednesday 28th May onwards) will focus on implemented any feedback from panel, and getting the lessons and powerpoints into design format:

Lesson plans - 4 pages max, 4000-500 words per page max, 1-3 images per page max. Any content removed can be placed in the teacher guidebook

Powerpoints - 12 slides max, 30-80 words per slide max, 1 image per slide max. These can be created once the lesson plans are finalised, and should be kept very simple. No need to spend a huge amount of time on these.

With this, we are looking at getting the next few pieces started ahead of this final workshop.

Our ask is to begin the following materials:

1. Workshop 10 - This will be a reflective session, taking the opportunity to look back over the programme, what stood out, what they will take away with them, what they felt worked etc. We will also be embedding a post evaluation survey, with questions provided from ALFL. While we are waiting for these, our ask is that the 3 of you start to pull ideas together and get the foundations of this lesson in place. Hopefully this won't take too long to create, as it is a reflective piece, and referencing back to content/ activities already used.

2. Teacher guidebook - there are areas within the lessons that may need to go into the teacher guidebook (as the max per lesson plan is 4 pages), along with any useful and supporting information. Please have a look through the lessons and make note of what can go into the teacher guidebook, and what needs to stay in the lesson. Please do not remove anything from the lessons while the panel review is happening, simply make note in the document HERE. Once the review is finished, you can start moving pieces out of lessons into this document. Also look through supporting material in the supporting material folder of each lesson plan, there may be useful information for teachers here that can be input into the guidebook. I am waiting to hear from ALFL on the max number of pages/ words etc for this, but if you could get started on this, it would be great.

3. Student worksheets - Again, please have a look through the lessons for any activities that could be made into worksheets. Please add these documents into the folder for each lesson, which can be found HERE. There may also be useful information in the supporting material folders in each lesson that could feed into these worksheets. Please keep these simple - just refer to any mention of activities that may need paper to complete etc. Again, I am waiting to hear from ALFL on the max number of page/ words for these worksheets, I would image they will also have a similar limit to the lesson plans (4 pages, 1-3 images per page, 400-500 per page) but I will confirm this when I have it. If you could get started on this, that would be great.

If you feel it would be better for the 3 of you to meet and divide and conquer the above pieces, please do. We are working towards a deadline of mid June to have the lesson plans and powerpoints over to our design team. This is a strict deadline that unfortunately cannot be moved. However, as ALFL will be looking after the creation of the teacher guidebook and worksheets, and I have asked for a later deadline for you so all materials aren't due at the same time. I will keep you updated on this, but we may also need to work towards mid June also for those pieces.

I will be away on leave from tomorrow for a week, so there will be a delay in my response until my return. If you have any questions, you can reach out to Ruth and she will help out.

Thanks a million,

Claire Collins | Education Project Manager

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We also need to find the sample of work - so pop them here or share otherwise. Thanks ladies

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Teacher Off-Line Task Deadline 20th June 24

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Indecon report states that career guidance may be beneficial from earlier along the lifespan - introducing 1st years to innovative content as a motivational tool (see links to SDT/Values etc) could this be a USP integrated in in terms of goals/motivation/values - light touch of course

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Questions raised by psychologists

❓The difference between where SPHE sits and the wellbeing hours
❓The transference of primary school structure to secondary school programme (i.e. would the 10 week prog structure from the primary programme transfer well into the secondary setting/system)
❓The process of CPD accreditation – is this something we could look at for teaching training / similar…

Ask? Can we spend 30 minutes to look at these questions and share some feedback with Estefiana by lunch time on Tuesday?

I can create a shared doc for a remote brain-dump-pool if this works?

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Write observations here:

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Key Objective of Meeting/Workshop 26/3/24

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Key Objective of Meeting/Workshop 26/3/24

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Elaborate some ideas of topics/themes that you think are necessary to include in the programme from your own clinical/therapeutic/school based work.

For Teachers: Try to link in with other 1st year teachers and bring some general feedback / interest in this sort of programme: what teacher would deliver it, what are the gaps in terms of other programmes out there.

It would be great if you could take 1 hour of offline work to familiarise yourselves with the above materials (with focus on the survey analysis and landscape for 1st year) and complete the tasks ahead of the workshop to ensure a productive meeting.

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Early career awareness? - Motivational/Goal Focused

Skills - future focused? -

My JCPA - helping me with My WHY

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MR 20/3/24:

Self-determination theory based programme (motivation and self-belief is at a low point)

ACT - values work - noticer of your thoughts (in original programme)

Choice theory - autonomy - overlapping with values

New SPHE landscape - 400 hours allowed to be programmes

Material easily slotting in to the t/table - able to be scheduled from the end of the previous academic year would be a strength

How many hours can it provide?

Led by a co-ordinator but able to be delivered by a tutor/teacher - easy to follow

Accountability? How would a co-ordinator know it was being implemented?

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Yes - space for content that is easy to plan into the year's schedule

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Pre-reads from James | Sent: 1st March 2024

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Pre-reads from James | Sent: 1st March 2024

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ALFL

Gone Past Talking Deck

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I hope you all had a great bank holiday weekend!

I'm getting in touch with you ahead of our next workshop on the 26th of March to share some information that will be handy for all to review in advance:

5th and 6h class Programme Materials (available on A Lust For Life, user name: TeacherX Password: ALFLxyz2020!) and framework (attached)

Survey conducted for the 5th and 6th class Programme as part of the research for the new transition module (attached)

Landscape and needs analysis documents created for the 1st year as a starting point (attached)

Also, some tasks for you to perform ahead of the workshop:

For the whole team: Elaborate some ideas of topics/themes that you think are necessary to include in the programme from your own clinical/therapeutic/school based work.

For Teachers: Try to link in with other 1st year teachers and bring some general feedback / interest in this sort of programme: what teacher would deliver it, what are the gaps in terms of other programmes out there.

It would be great if you could take 1 hour of offline work to familiarise yourselves with the above materials (with focus on the survey analysis and landscape for 1st year) and complete the tasks ahead of the workshop to ensure a productive meeting.

Please, also find attached the Agenda for the Workshop.

If you have any questions, do not hesitate to contact me.

Looking forward to seeing you next week!

Best regards,

Estefania

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Online training? Allowing teachers to gain an understanding of the content and trying to envisage how and when it could be delivered within the school year.

*Timetabling in schools- Feb/March

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Topic/ Strand of SPHE etc

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ISPCC expands Smart Moves – the Free Resilience Building Programme for Children

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Smart Moves, for sixth-class students, is designed to give young people the skills they need to increase their resilience as they make the transition between primary and secondary school.

For many children, the move from primary school to second level can be a tough one. Anxiety levels among students are high, exacerbated by the Covid pandemic.

At Childline, we have seen a surge in the number of children and young people presenting with anxiety, with school avoidance becoming an increasingly common issue.

But the ISPCC can help with our free Smart Moves programme.

It can help to empower sixth-class students and it has received overwhelmingly positive reviews from users. One student said that the programme helped them to talk about their concerns and realise that they did have support.

Smart Moves was launched in September 2021 and initially rolled out to over 50 primary schools. Now, primary schools throughout the country are being offered the opportunity to benefit from the programme which provides coping tools for young people.

This free, evidence-based programme is aimed at all sixth-class students. It includes 15 short lessons, covering topics from friendship to problem-solving to sleep difficulties.

The programme's resources are sent directly to each school: they include a manual for the teacher as well as a private booklet for each student in which they can explore their thoughts and feelings during each module.

Smart Moves has received extremely positive feedback from its users, with all the schools that initially took part in the programme opting to participate again this coming academic year.

According to one teacher who was involved in the programme, it "stimulated good conversations", while another said that the programme was very easy to use, adding that "it encouraged pupils to think about potential worries, problems and routes of support".

Another teacher lauded Smart Moves for helping students to think about all the people who are there to support them.

For the students themselves, completing the Smart Moves programme was an overwhelmingly good experience and they would recommend that other schools get involved in it.

One sixth-class pupil said: "It made me feel more prepared by talking about my feelings and other people's feelings" while another added that doing the programme made them feel less worried about the transition to secondary school.

The private booklet was also a winner, with one student saying how they liked the fact that teachers could only look at it if they had permission and students didn't have to read out what they had written in it.

For more information or to register your interest in Smart Moves, go to ispcc.ie/smart-moves. Places are limited so please make contact as soon as possible.
Smart Moves is proudly supported by Avolon Aviation, a corporate supporter of the ISPCC.

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Smart Moves - The Free Resilience Building Programme for Children

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Smart Moves is designed to increase the resilience of young people making the transition between primary and secondary schools.

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Must be affiliated with a GRL/Wellbeing resource

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Make it clear where it will fit in?

Assessment element? AfL

Inclusivity

Device issue

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Inclusivity check- language, activities, close captioning on videos, subtitle options, triggers (?) etc. A version as Gaeilge?

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Must all the programmes running within classrooms

Well-being | Cross-curricular | Assessment | AEN/L2Lp etc

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A one stop shop with specific learning targets (back by experts & science) - in one toolkit by the end of the programme

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Junior Resources

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Classroom Guidance | Resources for Guidance Counsellors

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Oral Communication - Prep for CBA/Interviews etc

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Oral Communication - Prep for CBA/Interviews etc

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In terms of managing themselves going forward

Presenting

Listening

Giving/receiving feedbac

Managing emotions

Empathy etc

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Learning to Learn

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Focus Group | Teacher Comments Required by 3/4/24

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Focus Group | Teacher Comments Required by 3/4/24

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Student Focus Groups Question Framework.docx

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Focus groups feedback
Stress of being organised
Liking smaller group
Internal voices
Parent relationship not a cause from concern.

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Teacher Task 24/4/24 | Teacher Focus Group Task

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Teacher Task 24/4/24 | Teacher Focus Group Task

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Link to our shared doc

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Teacher Focus Group Collab Doc | 24th Apr 24

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Shared Folder | Student Focus Groups Feedback

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Shared Folder | Student Focus Groups Feedback

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Teachers Focus Group - Question Framework DRAFT.docx

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Folder of Documents for Off-Line Work 12/6/24

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Folder of Documents for Off-Line Work 12/6/24

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A draft course descriptor, based on Exam Craft's Learning to Learn as a template

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Leaflet outlining what a short course is. Although I think the agreement was to steer away from a 100hour short course at this stage?

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A recording of me showing the outline of their wellbeing programme and areas that they cover. Focus is on positive psychology and addresses a number of areas that we identified as being important. Interesting to consider their approach.

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Sample Wellbeing Programme Outside the Box

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Sample Wellbeing Programme Outside the Box

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A recording of me going through the outline of their wellbeing programme and areas that they (OTB) cover. This is interesting as it is an 8 week programme which progresses from first to third year. There is a string focus on positive psychology and does come at wellbeing from a psychology and scientific based angle I feel. It also addresses a number of areas that we identified as being important. Interesting to consider their approach.

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Information sheet for parents

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Sample of what is provided to teachers to support them to deliver the lesson

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This is a sample ppt from the 'Outside the Box' Wellbeing Programme. Looking at their approach to one of the lessons. Wellbeing focus.

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Sample NCCA approved Short Course on Cybersecurity

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Sample NCCA approved Short Course on Cybersecurity

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Ideas for formatting programme - even if in Units of Learning

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This section of the website will support you in your enactment of the Curriculum Specification for the Junior Cycle Short Course in Cybersecurity. There are a number of key documents that will guide your work in the classroom. These include:

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This programme is designed to support 1st Year students settle into learning as they begin secondary school. It reflects the changes in the Junior Cycle of placing the student at the centre of teaching and learning. At the end of the programme students should have a better understanding of the how to organise and plan their study as well as take notes, thus setting them up for success in secondary school.

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In our 45-minute course, we will examine the causes of childhood anxiety before focusing on strategies to build resilience and emotional regulation so that children have the tools to respond to challenging life events. Over the course of the session, we will explore the neuroscience behind anxiety briefly and look at neuroplasticity; the ability of the brain to form and recognise synaptic connections.

We will put an emphasis on introducing manageable anxiety reducing habits and scaffolding the new habits onto existing routines. We will examine cognitive behavioral therapy exercises to empower children to replace negative thinking patterns with more positive ones

Specific strategies will include helping an anxious child to become a 'feelings detective'. We will learn ways to encourage children to think about their thinking. We will learn the importance of teaching children that thoughts are not facts they are just thoughts. We will discuss how to develop a calming toolbox that your child can use in the classroom or at home.

Through techniques such as self-monitoring of thoughts, feelings, we will demonstrate how to support children to modify anxiety-related thoughts to produce changes in anxiety symptoms.

Course Objectives:

Examine the causes of childhood anxiety and explore the neuroscience behind anxiety

Provide participants with strategies to help build resilience and emotional regulation in children

Provide guidance on introducing manageable anxiety-reducing habits for children

Examine cognitive behavioural therapy exercises to empower children to replace negative thought patterns with more positive ones

Empower participants to help children to think about their feelings and support children to modify anxiety-related thoughts

To discuss how to develop a calming tool box to use at home or in the classroom

Additional inf ormation:

Concerns about increases in anxiety conditions have prompted Sensational Kids to provide a webinar for parents and teachers on Childhood Anxiety. The World Health Organization (2022) report that the COVID-19 pandemic triggered a 25% increase in the prevalence of anxiety worldwide. In in our day-to-day practice in Sensational Kids we have seen an increase in children presenting with anxiety on our caseload.

Anxiety disorders are well recognised as the most common psychological problem for children and adolescents. It is suggested that children as young as three and four can present with persistent anxiety disorders.

The changing goal posts of the COVID-19 pandemic affected children in different ways. There is no doubt that children have experienced a series of anxiety inducing life events from the Covid'19 pandemic to the exposure to images of a war in the Ukraine to the recent shooting in Texas. As parents and educators, we cannot change the outside world for anxious children, but we can change their inner world by providing children with solid coping strategies.

When you purchase a course with Sensational Kids you're supporting a child in therapy. 100% of the profits from our courses go towards subsidising therapy services for children in our Child Development Centres in Ireland

What you'll get:

45-minute course video delivered by a Chartered Educational Psychologist from Sensational Kids. Watch in your own time for up to 30 days after you purchase the course.

Course slides for download

Course certificate

For questions on this course please contact[email protected]

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In our 45-minute course, we will examine the causes of childhood anxiety before focusing on strategies to build resilience and emotional regulation so that children have the tools to respond to challenging life events. Over the course of the session, we will explore the neuroscience behind anxiety briefly and look at neuroplasticity; the ability of the brain to form and recognise synaptic connections.

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MR & KP attending. Online.

Teachers docs received well.
Teachers to start writing content from this structure.
Vision:
Rising Minds
Presented by Leida
Early prediction education & mental health promotion
Mental, emotion & social thriving
Key points broken down & will be sent after meeting.
Social skills
The isolation of the online platform
Challenge of meaningful group work
It’s not what you do but how you do it
An agenda item for quality group work focus to be set out -
Layer up content to allow the teacher time to build relationships & communication focus throughout the lessons
CPD idea - CN suggested the creator of the resource provides a little TikTok video style video explaining the resource
In person training for the first year or two
Intro video per programme + support sheet
Ideas to contribute ideas, format, methodologies

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Link to Shared Doc | Proposed Outline Ideas

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Link to Shared Doc | Proposed Outline Ideas

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Other programme materials for reference 31/07/24 CC

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Previous Content Reminder | TY Gone Past Talking

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Previous Content Reminder | TY Gone Past Talking

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5. Gone Past Talking Programme (In person TY programme)

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Shared document - Useful Resources CC.docx

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 Junior Cycle Guidance Related Learning and Teaching Resources- lesson plans and presentations x6 per year

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 Junior Cycle Guidance Related Learning and Teaching Resources- lesson plans and presentations x6 per year

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NCGE and CareersPortal.ie are delighted to provide a suite of innovative and integrated on-line Junior Cycle Guidance Related Learning and Teaching Resources. These resources may be incorporated into the school Wellbeing Programme and Other Areas of Learning, as appropriate. Below you will find 3 Units of Learning suitable for 1st, 2nd and 3rd years students. Each unit of learning contains 6 classes and includes a Lesson Plan, Presentation and Student Worksheet. Where appropriate there will also be a Teacher Answer Sheet. Please note these units of learning are incremental.

Class content will include a focus on Developing Myself, Developing My Learning and Developing My Career Path. Overarching topics include: My School Year, My Supports, My Goals, My Values, My Study Skills and My Pathways.

The following files provide an overview of resources for the three years: Appendix 1 (1st yr); Appendix 2 (2nd yr); Appendix 3 (3rd Yr).

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Junior Cycle Guidance Related Learning | Guidance / Teaching Professionals | CareersPortal.ie

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NCGE and CareersPortal.ie are delighted to provide a suite of innovative and integrated on-line Junior Cycle Guidance Related Learning and Teaching Resources. These resources may be incorporated into the school Wellbeing Programme and Other Areas of Learning, as appropriate. Below you will find 3 Units of Learning suitable for 1st, 2nd and 3rd years students.

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b4udecide- 16 lesson plans& resources for 14-16 age group- RSEd

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b4udecide- 16 lesson plans& resources for 14-16 age group- RSEd

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Cycle Against Suicide- Headstrong programme (sign up required)

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Cycle Against Suicide- Headstrong programme (sign up required)

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Cycle Against Suicide Post Primary evidence based Programme - HEADSTRONG is designed as a whole school approach to mental health. It supports mental health education in schools, reduces stigma, promotes resilience and fosters a sense of belonging among young people.

Additionally, teachers will be given access to a series of lesson plans as well as creative ideas for teaching students about the different themes and activities that coincide. These can be used in transition year, fifth year and 6 th year, such in Guidance and SPHE as well as cross curricular and outside of class.

HEADSTRONG works in three core ways:

1. Cycle Against Suicide provides all coursework and exercises toolkits and resources

2. HEADSTRONG has a strong peer-to-peer education component. A group of students/learners, supported by a teacher, are trained in our programme. This committee of student/learners then in turn train the rest of their school population throughout the school year.

3. Throughout the school year teachers will be supported by a core member of Cycle Against Suicide schools' team.

Please click on the link below to access information in relation to relevance to the curriculum
Relevance To Curriculum
This programme is free to all Post Primary schools. To participate please fill in the form below to register.

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Post Primary Education Programme - Cycle Against Suicide

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Cycle Against Suicide Post Primary evidence based Programme - HEADSTRONG is designed as a whole school approach to mental health. It supports mental health education in schools, reduces stigma, promotes resilience and fosters a sense of belonging among young people.

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Schools Programme - Tackle Your Feelings

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Pieta- Resilience Academy Programme (sign up required)

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Pieta- Resilience Academy Programme (sign up required)

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Background

The National Suicide Research Foundation (2017)has declared that the roll-out of evidence-based mental health awareness programmes in Irish schools should be undertaken as a matter of priority in order to develop mental health literacy, promote positive mental health, and prevent suicide in adolescents.

The Resilience Academy offers such programmes.

The Resilience Academy was originally developed in response to a 163% increase in people under the age of 18 presenting due to suicide or self-harm between 2011 and 2016 (Pieta House, 2016).

Resilience Academy programmes are in line with recommendations in relation to the development of school-based suicide prevention programmes (Surgenor, Quinn, &amp Hughes, 2016). In addition, the content was informed by in-house psychotherapists, interviews with school staff, focus groups with students, and input from industry experts in areas such as body image, cyberbullying, occupational stress, and LGBTQIA+ issues.

Service Demands

This is a demand-led service, meaning that schools request our Resilience Academy programmes. Schools are the experts in issues that affect their students - they understand the importance of mental health education for young people - however, many are not in the position to facilitate this type of education in-house.

How are we funding the Resilience Academy?

The roll-out of the Resilience Academy is reliant on donations and contributions from voluntary sources. We are asking schools that are receiving the Resilience Academy to consider supporting us with a fundraiser or donation. This will allow us to sustain the Resilience Academy and reach more students.

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The Resilience Academy is a 6-week programme aimed at 2nd-year students, equipping them with emotional resilience tools. Read on to learn how to take part.

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This is general outline on the SPHE CBA. In light of conversations regarding a reflective and action piece it might be good for everyone who to know what is involved in the SPHE CBA which all students complete and is linked to wellbeing. This could be something to link in with OR to ensure that the programme offers something that does not look and seem like a CBA (which is an assessment task, but that does require action and reflection) Just a thought.

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Sample Wellbeing Programme Outside the Box

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Sample Wellbeing Programme Outside the Box

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A recording of me going through the outline of their wellbeing programme and areas that they (OTB) cover. This is interesting as it is an 8 week programme which progresses from first to third year. There is a string focus on positive psychology and does come at wellbeing from a psychology and scientific based angle I feel. It also addresses a number of areas that we identified as being important. Interesting to consider their approach.

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Information sheet for parents

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Sample of what is provided to teachers to support them to deliver the lesson

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This is a sample ppt from the 'Outside the Box' Wellbeing Programme. Looking at their approach to one of the lessons. Wellbeing focus.

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Sample NCCA approved Short Course on Cybersecurity

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Sample NCCA approved Short Course on Cybersecurity

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Ideas for formatting programme - even if in Units of Learning

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This section of the website will support you in your enactment of the Curriculum Specification for the Junior Cycle Short Course in Cybersecurity. There are a number of key documents that will guide your work in the classroom. These include:

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Kp 5/8/24 Empathy, Balance & Link suggestion Emotion based

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Kp 5/8/24 Empathy, Balance & Link suggestion Emotion based

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KP 5/8/24 Potential links to consider with 'emotions' as key thread

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KP 5/8/24 Potential links to consider with 'emotions' as key thread

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This is just a random - very brief overview of another idea of how what we discussed ad what we are working on could link with a concrete thread of 'emotions' at the heart of them - working back from empathy and relationships - to knowing ourselves, our emotions, thoughts - behaviour etc... the brain,,but also how it can be tricky and looking at thoughts and self-talk... what we can control and what we can't... etc

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Lesson Links - outline linked to emotions