# data[].attributes.headline
Teaching Online Safety in the Post-Primary SPHE Classroom

# data[].attributes.subject
Teaching Online Safety in the Post-Primary SPHE Classroom

# data[].attributes.attachment_link.title
(New!) Teaching Online Safety in the Post-Primary SPHE Classroom

# data[].attributes.attachment_link.description
An online course supporting post-primary SPHE teachers in teaching online safety, awareness-raising and preventing harmful behaviour.

# data[].attributes.attachment_link.title
HSE Post Primary Wellbeing Supports 24.25

# data[].attributes.headline
Further Elaboration and Guidance on Learning Outcome 4.4

# data[].attributes.subject
Further Elaboration and Guidance on Learning Outcome 4.4

# data[].attributes.headline
Further Elaboration and Guidance on Learning Outcome 4.3

# data[].attributes.subject
Further Elaboration and Guidance on Learning Outcome 4.3

# data[].attributes.headline
Further Elaboration and Guidance on Learning Outcome 4.1

# data[].attributes.subject
Further Elaboration and Guidance on Learning Outcome 4.1

# data[].attributes.headline
List of Values (Dare to Lead by Brené Brown)

# data[].attributes.subject
List of Values (Dare to Lead by Brené Brown)

# data[].attributes.attachment_caption
Teaching Relationships and Sexuality Education (RSE) across the Strands of the Junior Cycle SPHE Specification Presentation 

# data[].attributes.attachment_link.title
Teaching Relationships and Sexuality Education (RSE) across the Strands of the Junior Cycle SPHE Specification Presentation (1)

# data[].attributes.attachment_link.provider_name
Oide - Supporting the Professional Learning of School Leaders and Teachers in Ireland

# data[].attributes.attachment_link.description
Oide is a new support service for teachers and school leaders, funded by the Department of Education.

# data[].attributes.headline
Ongoing Reporting for Effective Teaching and Learning

# data[].attributes.subject
Ongoing Reporting for Effective Teaching and Learning

# data[].attributes.attachment_link.authors[].name
National Council for Curriculum and Assessment (NCCA)

# data[].attributes.attachment_link.description
Focus on Learning. Assessment at junior cycle places the student at the centre of the learning process allowing for new ways of learning and a broader range of…

# data[].attributes.headline
Criteria for Selection of Resources for Inclusion in SPHE Online Toolkits

# data[].attributes.subject
Criteria for Selection of Resources for Inclusion in SPHE Online Toolkits

# data[].attributes.headline
Resources for teaching and learning in SPHE 

# data[].attributes.subject
Resources for teaching and learning in SPHE 

# data[].attributes.attachment_link.title
Resources for teaching and learning in SPHE

# data[].attributes.attachment_link.description
The new junior cycle features newly developed subjects and short courses, a focus on key skills, and new approaches to assessment and reporting.

# data[].attributes.headline
Focus on Learning: Students Reflecting on their Learning

# data[].attributes.subject
Focus on Learning: Students Reflecting on their Learning

# data[].attributes.headline
If Gender Bias Begins With Us, It Can End With Us

# data[].attributes.subject
If Gender Bias Begins With Us, It Can End With Us

# data[].attributes.attachment_link.title
If Gender Bias Begins With Us, It Can End With Us.

# data[].attributes.attachment_link.authors[].name
Department of Justice, Home Affairs and Migration

# data[].attributes.attachment_link.title
Intimate Image Abuse - Serious Consequences

# data[].attributes.attachment_link.description
The new junior cycle features newly developed subjects and short courses, a focus on key skills, and new approaches to assessment and reporting.

# data[].attributes.headline
HSE Relationships & Sexuality Education 1  

# data[].attributes.subject
HSE Relationships & Sexuality Education 1  

# data[].attributes.headline
HSE Relationships & Sexuality Education 2 

# data[].attributes.subject
HSE Relationships & Sexuality Education 2 

# data[].attributes.body
6 videos to support booklet

# data[].attributes.attachment_link.readable_text
The HSE has developed a series of resources to support teachers in planning teaching and learning linked to the updated Junior Cycle SPHE curriculum.

The first year resources are available below and follow up resources will be added incrementally.

# data[].attributes.attachment_link.description
The HSE has developed a series of resources to support teachers in planning teaching and learning linked to the updated Junior Cycle SPHE curriculum. The first year resources are available below and follow up resources will be added incrementally.

# data[].attributes.attachment_link.readable_text
Talk to someone

Worried about something you have seen online or concerned about your child? Childline and the National Parents Council Primary offer free advice and support service.

Childline is a support service for young people up to the age of 18.There is a 24hr telephone, online and mobile phone texting service.

The National Parents Council Primary enables and empowers parents to be effective partners in their children's education.

# data[].attributes.attachment_link.description
Worried about something you have seen online or concerned about your child? Childline and the National Parents Council Primary offer free advice and support service. Childline is a support service for young people up to the age of 18.There is a 24hr telephone, online and mobile phone texting service.

# data[].attributes.attachment_link.readable_text
About

Welcome to the What is Coco's Law? Lesson.
Understanding the Harassment, Harmful Communication and Related Offences Act 2020 and the legal consequences of it for young people. This lesson is intended to be appropriate for the 3rd to 5th year demographic.
Students will be able to recognise the key offences under the Harassment, Harmful Communication and Related Offences Act 2020. Students will understand that their online actions have consequences for both themselves and others and that they are accountable for their actions. Students will feel empowered to speak up about online sexual harassment and know where to go for help if it occurs.

Welcome to the What is Coco's Law? Lesson. This resource is intended to support the delivery of the Lockers Junior Cycle resource on the topic of non-consensual sharing of intimate images, created by Webwise. This talk must be delivered in conjunction with those lessons, in order for this message to be effective. The aim of this visit is to reinforce the message that the making, taking, permitting to be taken, showing, possession and/or distribution of indecent images of minors is a criminal offence. The objective in delivering this talk is to try to prevent this behaviour from happening by empowering students with this knowledge.

This page contains information on preparing for the school visit, provides support materials to help deliver the talk and directs you where to find appropriate follow up information.

Before beginning the lesson read the background information provided in the Lockers resource including Legal Framework outlining Harassment, Harmful Communications and Related Offences Act 2020 also known as Coco's Law (p.5-21).

This is a really sensitive topic and advanced preparation is essential. Being familiar with the background information is vital as questions will arise.

1. Due to the sensitive nature of this material, teacher preparation before each lesson is essential. Inform the students of the upcoming topic that will be explored in class. This offers students the space to emotionally prepare themselves for this topic in advance. Students who may be affected by this lesson can share this with you, so that supports can be provided.

2. Check the students' emotional state, before and after the lesson. This could be done by asking students how they feel about the topic about to be explored, before the lesson and by then asking if their feelings have changed at the end of the lesson. You could also use an ice-breaker game to check how students are emotionally. A simple game involves asking students what the weather is like with them. The students then describe their emotional state through a weather forecast (e.g. "There was a damp and dreary start to the day in Tom Town but things have started to pick up now and we might even get some sun in the evening").

3. It is important that teachers are aware of the school's Safeguarding Statement and Risk Assessment as well as the DE Child Protection Procedures and that they follow its procedures carefully in cases where students make sensitive disclosures in the SPHE class.

4. Know your students well and be aware of any possible issues they may have before teaching each lesson.

5. Be aware of all the supports available to you and to the students in your school. It is important to be well informed on the school's Child Safeguarding Statement, Anti-Bullying Policy and Child Protection Procedures before teaching the lessons in this pack.

6. These lessons deal with sensitive issues that can impact on the wellbeing of students in your class. For this reason, it is advisable that teachers have completed the introduction to SPHE two-day course before delivering this programme.

7. Inform your students of the supports available to them and highlight how each support can be accessed. If necessary, arrange for introductions before lessons take place. The school should distribute the list of supports included in Appendix 2 (Lockers) and draw students' attention to this resource.

8. Liaise with the guidance counsellor, pastoral care team or class tutor before embarking on this programme.

9. Leave time for debriefing at the end of the lesson. The suggested activities might sometimes take longer than indicated. Feel free to alter and omit activities to ensure that you address the specific needs of your class.

10. Discuss the content of these lessons with the SPHE team at your school. They may not all be trained in how to deliver these lessons or in how to teach SPHE.

11. Ensure that the principal and parents are aware of the programme and when it will be taught in school. As stated in the Education Act Section 30 2 (e) schools 'shall not require any student to attend instruction in any subject which is contrary to the conscience of the parent of the student or in the case of a student who has reached the age of 18 years, the student'. A sample letter to parents is included in Appendix 4 of the Lockers resource.

12. Establish ground rules around classroom behaviour and etiquette before attempting to introduce the sensitive topics addressed in this programme. Sample ground rules are provided in the lesson.

13. Give students time to develop the level of emotional literacy needed to access all content. It is advised that this topic should no t be introduced until after students have developed appropriate emotional-literacy skills.

14. Follow the guidelines on school visits (see Appendix 3 of Lockers) if inviting someone in to speak on the topics covered in this resource. There are people who speak on this topic but not all of them meet the standards of the Department of Education (DE), according to DE Circular 0043/2018.

15. Promote strong home/school links. Due to the amount of time young people spend online in the home environment, it is important to gain parents support in reinforcing appropriate behaviour online. Webwise provide additional supports to help parents talk with confidence to their children about the benefits and risks of the online environment, including Parent's Guide to A Better Internet available to download at https://www.webwise.ie/ parents/.

It is important that:

1. The age demographic of the students is taken into account - this talk should not be delivered to 1st and 2nd year students, and should be toned down when delivered to 3rd year students.

2. This session does not happen in isolation but is a blended approach used to support materials already covered with the students from the Lockers Resource from Webwise.

3. This talk includes scenarios which cover sensitive issues, for 3rd years use the A scenarios provided for on slides 11-15 only. The B Scenarios are suitable only for 4th year and up.

4. We do not scare the students and just talk at them, but instead engage them in a discussion on this topic as much as possible, so as to help them understand the issues.

5. We engage the parents so that they too have the information necessary to support their children. The Webwise Parents Hub which offers free advice and resources for parents on a range of online safety topics including sexting, consent and respect online. Available at webwise.ie/parents.

Students will be able to recognise the key offences under the Harassment, Harmful Communication and Related Offences Act 2020. Students will understand that their online actions have consequences for both themselves and others and that they are accountable for their actions. Students will feel empowered to speak up about online sexual harassment and know where to go for help if it occurs.

Responsible

Connected

Aware

Resilient

Respected

Junior Cycle Social Personal and Health Education.

Students should be able to:

1.6: apply decision-making skills in a variety of situation.

1.9: appreciate the importance of respectful and inclusive behaviour in promoting a safe environment free from bias and discrimination.

3.5: Analyse relationship difficulties experienced by young people.

Senior Cycle Social Personal and Health Education.

Examine the role of responsible social networking through virtual communication and its importance for young people.

Explain what sexual harassment is and discuss the law as it relates to online sexual harassment.

Pair work, Scenarios, Q&A

Ensure you have read the guidelines and background information prior to the session.

Check that the ground rules are in place.

Highlight that if there are any disclosures indicating abuse of underage sexual activity you are obliged to report the incident.

Avoid discussing cases familiar to the students, focus discussion on the scenarios presented in the lessons.

Take the time to outline the supports available to students (both inside and outside school), should they be affected by any of the issues discussed in the class and need to talk to someone.

Presentation and Script

'No Excuses' Intimate Images Awareness Campaign

Public Awareness campaign from the Department of Justice Ireland highlighting the issue of sharing intimate images without consent. This short advert, part of the 'No Excuses' campaign, seeks to inform audiences of the recent changes in legislation in Ireland which criminalises the sharing of intimate images without consent.

Coco's Law Poster

Lesson Scenarios A

Lesson Scenarios B

# data[].attributes.attachment_link.description
This lesson will help students to understand the Harassment, Harmful Communication and Related Offences Act 2020, also known as Coco's Law.

# data[].attributes.attachment_link.readable_text
The Garda Schools Programme provides information to young people on substance use, personal safety, and cyber safety, and achieves this through Gardaí visiting the classroom and engaging in discussion with the students. The Garda Schools Programme is an integrated part of the SPHE programme. A possible precursor to using this resource is to have the Gardaí deliver lesson one, and the 'Be in Ctrl talk' as part of the Garda Schools Programme.

Become a Webwise Parent with our free expert advice, how to guides, explainers and talking points.

Get extra support with our free internet safety guide for parents.

Webwise Parents offer free expert advice and information. Order our FREE Parents' Guide to Better Internet here.

Find our more about webcam blackmail, how you can talk to your child and tips for safe online communication.

Free expert advice and support. For help having those tricky conversations use our talking points.

# data[].attributes.attachment_link.title
Webwise Be In Ctrll Garda Internet Safety Resource

# data[].attributes.attachment_link.description
Be in Ctrl is a new Junior cycle SPHE resource created in partnership with An Garda Síochána. The educational resources addresses the topic of online sexual coercion and extortion.

# data[].attributes.attachment_link.readable_text
'Big data' has transformed the economy we live in. Over the last few decades, it's become far cheaper to collect and store, and much more valuable to own and use. It's now overtaken oil to become the most valuable resource in the world.

With so much information at our fingertips it can be easy to come across something online that isn't quite as accurate or reliable as it should be.
This kind of information is often called Fake News but a better description might be false information because it affects more than news stories.

Based on real life experiences, Connected is a short film exploring how young people communicate and connect online. The film encourages young people to reflect on why their actions matter and the impact it can have on others. We shape the internet everyday with our interactions. You can play a part in creating a better, connected online world.

# data[].attributes.attachment_link.description
'Big data' has transformed the economy we live in. Over the last few decades, it's become far cheaper to collect and store, and much more valuable to own and use. It's now overtaken oil to become the most valuable resource in the world.

# data[].attributes.attachment_link.readable_text
Talk to someone

Worried about something you have seen online or concerned about your child? Childline and the National Parents Council Primary offer free advice and support service.

Childline is a support service for young people up to the age of 18.There is a 24hr telephone, online and mobile phone texting service.

The National Parents Council Primary enables and empowers parents to be effective partners in their children's education.

# data[].attributes.attachment_link.description
Guidance for teachers and school leaders on cyberbullying, creating an anti-cyberbullying culture and promoting student's wellbeing.

# data[].attributes.attachment_link.description
Lockers is a FREE information and education resource. It assists schools in coping with and preventing the sharing of explicit self-generated images of minors.

# data[].attributes.headline
Further Elaboration and Guidance on Learning Outcomes 2.10, 3.11 and 4.9.

# data[].attributes.subject
Further Elaboration and Guidance on Learning Outcomes 2.10, 3.11 and 4.9.

# data[].attributes.headline
Further Elaboration and Guidance on Learning Outcome 3.6

# data[].attributes.subject
Further Elaboration and Guidance on Learning Outcome 3.6

# data[].attributes.headline
Further Elaboration and Guidance on Learning Outcome 3.8

# data[].attributes.subject
Further Elaboration and Guidance on Learning Outcome 3.8

# data[].attributes.headline
Further Elaboration and Guidance on Learning Outcome 3.10

# data[].attributes.subject
Further Elaboration and Guidance on Learning Outcome 3.10