● LIVE iLEARN CURRICULUM

Teacher Guide, the iLEARN way.

Official curriculum → original iLEARN learning experience → teacher preview and approval.

1814 official outcomes live33 subjects with outcomes

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Create Learning Experience · SPHE

CONTENT STUDIO PREVIEW

1. Official curriculum anchor

4.8 · Emotional wellbeing · Awareness|Dialogue|Reflection and action

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

Level 3 · Junior Cycle SPHE Short Course 2023

2. Original iLEARN experience

  1. Learning intention: work directly toward 4.8.
  2. Entry: short original explanation plus key vocabulary.
  3. Active task: use one of the recommended formats below.
  4. Check: learner explains, applies or demonstrates the outcome.
  5. Improve: feedback then retry/redraft.
  6. Evidence: save the improved response against SPHE-JC-2023-4-8.

3. Recommended content formats

  • Retrieval quiz — 5–8 original questions · immediate low-stakes feedback · retry
  • Sort / classify — original cards/items · sorting rule · explain-one-choice prompt
  • Assessment practice — original task · success criteria · planning scaffold · feedback checklist

Originality rule: new wording, examples, questions, datasets, diagrams and sequences. Publisher material is not copied or stored.

4. Required learner variants

Easy English · Standard English · Exam/subject language

Easy / Standard / Exam English · Read aloud · Reduced motion · Chunked instructions · Voice or typed response · Vocabulary support · Non-visual / non-drag alternative when needed

5. Teacher control

The authenticated Content Studio backend now supports preview → save draft → teacher edit → approve. Nothing becomes learner-visible by default.

Choose another SPHE outcome

1.1 · Understanding myself and others — explore the physical, social and emotional changes that happen during adolescence1.2 · Understanding myself and others — reflect on their personal strengths and values and how they bring these into relationships1.3 · Understanding myself and others — explore the range of influences and life experiences that can impact on self-image and self-esteem and identify ways to nurture a positive sense of self-worth1.4 · Understanding myself and others — recognise the factors and influences that shape young people’s self-identity, such as family, peers, culture, gender identity, sexual orientation, race/ethnic background, dis/abilities, religious beliefs/world-views1.5 · Understanding myself and others — reflect on gender equity and how gender stereotypes impact on expectations, behaviour and relationships1.6 · Understanding myself and others — discuss experiences/situations of bias, inequality or exclusion and devise ways to actively create more inclusive environments1.7 · Understanding myself and others — communicate in a respectful and effective manner and listen openly and sensitively to the views/feelings of others1.8 · Understanding myself and others — reflect on the meaning and importance of empathy and discuss ways that it can be expressed1.9 · Understanding myself and others — demonstrate self-management skills, including setting personal goals, delaying gratification, and self-regulation of thoughts, emotions and impulses2.1 · Making healthy choices — consider the multifaceted nature of health and wellbeing, and evaluate what being healthy might look like for different adolescents, including how food, physical activity, sleep/rest and hygiene contribute to health and wellbeing2.10 · Making healthy choices — demonstrate how to access and appraise appropriate and trustworthy information, supports and services about health and wellbeing2.2 · Making healthy choices — investigate how unhealthy products such as nicotine, vapes, alcohol, and unhealthy food and drinks are marketed and advertised2.3 · Making healthy choices — discuss societal, cultural and economic influences affecting young people when it comes to making healthy choices about smoking, alcohol and other addictive substances and behaviours, and how harmful influences can be overcome in real-life situations2.4 · Making healthy choices — demonstrate skills and strategies to help make informed choices that support health and wellbeing and apply them in real-life situations that may be stressful and/or involve difficult peer situations2.5 · Making healthy choices — discuss the physical, social, emotional and legal consequences of using addictive substances - immediate and long-term2.6 · Making healthy choices — consider scenarios where, for example, alcohol, nicotine, drugs, food and electronic devices might be used to cope with unpleasant feelings or stress, and discuss possible healthy ways of coping2.7 · Making healthy choices — assess the benefits and difficulties associated with their online world and discuss strategies for dealing with a range of scenarios that might arise2.8 · Making healthy choices — discuss how to share personal information, images, opinions and emotions in a safe, responsible and respectful manner online and in person2.9 · Making healthy choices — explore why young people share sexual imagery online and examine the risks and consequences of doing this3.1 · Relationships and sexuality — reflect on the values, behaviours and skills that help to make, sustain and end relationships respectfully with friends, family and romantic/intimate relationships3.10 · Relationships and sexuality — discuss the influence of popular culture and the online world, in particular, the influence of pornography, on young people’s understanding, expectations and social norms in relation to sexual expression3.11 · Relationships and sexuality — demonstrate how to access and appraise appropriate and trustworthy advice, support and services related to relationships and sexual health3.2 · Relationships and sexuality — examine benefits and difficulties experienced by young people in a range of relationships - friendships, family relationships, and romantic/intimate relationships3.3 · Relationships and sexuality — identify signs of healthy, unhealthy and abusive relationships3.4 · Relationships and sexuality — appreciate the importance of setting healthy boundaries in relationships and consider how to show respect for the boundaries of others3.5 · Relationships and sexuality — consider the importance of taking care of their reproductive health3.6 · Relationships and sexuality — appreciate the breadth of what constitutes human sexuality, and how sexual orientation and gender identity are experienced and expressed in diverse ways3.7 · Relationships and sexuality — explore the pressures to become sexually intimate and discuss ways to show respect for people’s choices3.8 · Relationships and sexuality — appreciate the importance of seeking, giving and receiving consent in sexual relationships, from the perspective of building caring relationships and from a legal perspective3.9 · Relationships and sexuality — explain the importance of safer sexual activity with reference to methods of contraception and protection against sexually transmitted infections (STIs)4.1 · Emotional wellbeing — discuss the fluid nature of emotional wellbeing and ways to nurture and protect it4.2 · Emotional wellbeing — recognise and acknowledge their emotions and recognise the links between thoughts, feelings and behaviour4.3 · Emotional wellbeing — consider the impact of stress and draw upon a variety of techniques to help self-regulate emotions and cope with the day-to-day stresses of life4.4 · Emotional wellbeing — discuss ways to support themselves and others in challenging times and where/how/when to seek support, if needed4.5 · Emotional wellbeing — explore how emotional wellbeing can be affected by factors within our control, such as sleep, diet, exercise, substance use and online exposure, and factors beyond our control4.6 · Emotional wellbeing — recognise different kinds of abusive and bullying behaviour that can occur in interactions online and in person4.7 · Emotional wellbeing — explain why noticing and responding to different kinds of abusive or bullying behaviour that can occur in person and online is important and discuss appropriate responses including, why, how, where and when to report4.8 · Emotional wellbeing — identify actions young people can take, without putting themselves at risk, in situations where they are aware of incidents of abusive behaviour or bullying happening and explore the barriers to standing up4.9 · Emotional wellbeing — demonstrate how to access and appraise appropriate and trustworthy information and services aimed at supporting young people’s emotional wellbeing and mental health

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