SOCIAL AND HEALTH EDUCATION

SOCIAL AND HEALTH EDUCATION 1
The aim of this module is to enable the students to enhance their
self-esteem and develop a greater understanding of other people.
Topics such as assertive communication, taking care of your health,
and interpersonal relationships, provide the students with opportunities
to develop their self-understanding, their social skills and their ability
to make positive choices in their lives.
SOCIAL EDUCATION
NUMBER AND SEQUENCE OF MODULES
DRIPTION OF MODULES

MY COMMUNITY
This module promotes a sense of place and encourages students
to examine different aspects of their own community. Primary
research skills are developed and applied to investigating and reporting
the landscape, history, amenities, resources and other features of the
local community.
CONTEMPORARY ISSUES 1
This module aims to develop students’ understanding of contemporary
social, political, economic and cultural issues. A number of contemporary
issues are investigated and the forces and interests involved in each issue
are identified. Human Rights education is central to this module and
students are encouraged to view issues from a human rights perspective.
SOCIAL AND HEALTH 2
This module aims to develop and extend the interpersonal and
intrapersonal awareness and coping skills already introduced in
Social and Health Education 1. The module focuses particularly
on responsibilities in relation to parenting and support agencies
that help people confronted with particular problems.
CONTEMPORARY ISSUES 2
This module examines the influence of both the media and interest
groups/lobby groups/pressure groups on contemporary issues.
The students are also encouraged to become active citizens and
contemporary issues relating to civil rights and responsibilities,
the franchise and the national budget are also explored.
TAKING CHARGE
The purpose of this module is to prepare students for the transition
from dependent to independent living. It investigates the cost and
availability of different types of accommodation and provides the
students with opportunities to explore and discuss how best to plan,
manage and organise their personal financial income and expenditure.
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SOCIAL EDUCATION
GENERAL RECOMMENDATIONS
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SOCIAL EDUCATION
While working in a person-centred way it is necessary to be as flexible
as possible in order to meet the needs of the students and at the same
time address the syllabus requirements. Experiential learning
encourages the students to take charge of their own learning.
The cycle of experiential learning involves a number of steps:
STAGE 1. This involves the student in some type of activity, e.g. quiz,
role-play, game, simulation exercise, artwork etc.
STAGE 2. Allows the students to discuss and reflect on the experience.
STAGE 3. The teacher draws out the learning in a general way
through questioning and class discussion.
STAGES 4 AND 5. The students are encouraged to explore ways in
which the new learning may be applied in their everyday lives, both
in the short and the long term.
In order for such work to be effective the climate in the classroom
must be such that everyone’s contribution is valued and students
listen to one another and are sensitive and respectful towards the
opinions and feelings of fellow students.
It is essential that teachers of this module have participated in
in-service training provided specifically for the Leaving Certificate
Applied Social Education course.
2. Sharing _
1. Experiencing
3. Understanding
4. Generalising
5. Applying