Social, Personal and Health Education

“Social, personal and health education provides particular opportunities to foster the personal development, health and well-being of the individual child, to help him to create and maintain supportive relationships, and become an active and responsible citizen in society.” ( Primary School Curriculum, 1999, p. 2).

Key characteristics of the SPHE curriculum

• SPHE is a lifelong process. SPHE begins before the child comes to school, and will continue after he has left school. The emphasis in the primary school is on providing a foundation in SPHE that will inform the child’s actions and decisions.
• SPHE is a shared responsibility.  Parents, teachers, health professionals and members of the community all have a responsibility for the social, personal and health development of the child.
• SPHE uses a generic approach. Topics are not treated in isolation, but SPHE aims to develop in the child a generic set of skills, attitudes, values and understanding relevant to a range of issues.
• SPHE is based on the needs of the child.  Appropriate adaptations should be made within the curriculum to suit individual requirements and individual school situations.
• SPHE is spiral in nature. Similar content is revisited at different stages throughout the child’s time in school.
• SPHE is developed in a combination of contexts. It should be implemented in a combination of ways through the context of a positive school climate and atmospheres, through discrete time and through integrated learning.
• SPHE requires children to be engaged in activity-based learning.  Through active learning, children can make sense of what they have learned and take increased ownership and responsibility for their own learning.

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Aims

The aims of social, personal and health education are:

• To promote the personal development and well-being of the child
• To foster in the child a sense of care and respect for himself and others and an appreciation of the dignity of every human being
• To promote the health of the child and provide a foundation for healthy living
• To enable the child to make informed decisions and choices about the social, personal and health dimensions of life
• To develop in the child a sense of social responsibility
• To enable the child to respect human and cultural diversity

Broad objectives

The SPHE curriculum should enable the child to:

• Be self-confident and have a positive sense of self-esteem
• Develop a sense of personal responsibility
• Develop and enhance the social skills of communication, co-operation and conflict resolution
• Create and maintain supportive relationships
• Develop an understanding of healthy living
• Develop a sense of safety
• Make decisions, solve problems and take appropriate actions in various personal, social and health contexts
• Begin to identify, review and evaluate the values and attitudes that are held by individuals and society
• Respect the environment
• Develop some of the skills and abilities necessary for participating fully in groups and society
• Become aware of individual and community rights
• Begin to understand the concepts of personal, local, national, European and global identity
• Appreciate and respect the diversity that exists in society
• Promote the values of a just and caring society in an age-appropriate manner

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Overview of content of SPHE curriculum

Note: Programme has been planned on a 2 year cycle. Detailed programme for each year is available from the relevant post holder

Strand : Myself

• Self-identity
• Taking care of the body
• Growing and changing
• Safety and protection
• Making decisions

Strand: Myself and others

• Myself and my family
• My friends and other people
• Relating to others

Strand: Myself and the wider world

• Developing citizenship
• Media education

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Principles and issues relating to planning in St Colmcille’s BNS for the SPHE curriculum

School Ethos

The school’s ethos is best expressed, helped to develop and enriched as a result of the continuing interaction between a shared dialogue on its core values (involving the Patron, Board of Management, Principal, Staff, Parents and Pupils) and the daily practices which endeavour to embody these values. Ethos is established and sustained by repeated practices and traditions, by the beliefs and attitudes promoted and by the goals aspired to by the school community. (Management Board Members’ Handbook, 2000, p. 5).

St Colmcille’s Boys’ National School, Swords aims to provide a caring, learning environment which facilitates the nurturing of each pupil’s potential.
As a Catholic school, the following characteristics will be sought within the general ethos experienced and promoted by the school community:

• The school aims at promoting the full and harmonious development of all aspects of the person of the pupil
• Religious education is provided for the pupils in accordance with the doctrine and tradition of the  Catholic Church
• The pupils are prepared for the reception of the sacraments of first confession, first holy communion and confirmation
• The liturgical seasons are part of the rhythm of the school year
• The children are given opportunities to participate in liturgical celebrations
• The school identifies itself with the parish of St Columbkille, Swords.
• The school aims at fostering a sense of community between management, teachers, ancillary staff, parents and pupils
• A spirit of mutual respect is promoted within the school community
• The school’s code of behaviour reflects the Christian values promoted within the school, with an emphasis on reconciliation, new beginnings and hope.
• The teachers aim at making the school a place where high professional standards are maintained and where pupils can learn in a safe and happy environment
• The school recognises the value and dignity of each person

Creating a positive school climate and atmosphere

Among the strategies for creating a positive climate and atmosphere are the following:

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Fostering communication within and outside the school

The communication strategies which are utilised in our school to ensure that the concerns of pupils, parents and teachers are heard and addressed are a combination of informal and formal structures.

• The Chairperson of the Board of Management and individual board members visit the school on a regular basis, and liaise with the Principal, class teachers, ancillary staff and pupils
• The Principal teacher visits each classroom every school day
• The Principal teacher supervises the children prior to the official assembly time. This provides an informal opportunity for parents and/or pupils to express concerns
• The Principal teacher and Deputy Principal supervise the dismissal of the children from school each day. This provides another informal opportunity for parents and /or pupils to voice concerns.
• Formal Staff meetings are held regularly
• Special Duties Teachers meet formally at least twice a term
• Probationary Teachers meet formally with the Principal on a regular basis throughout each term
• Resource teachers meet formally on a number of occasions each term
• Formal parent /teacher meetings are held in December and February of each year; School reports are issued prior to the formal parent /teacher meetings
• The Principal teacher is available to meet formally with parents if an  appointment is arranged
• When requested to do so, teachers will meet with individual parents  but it is preferable that these meetings would occur outside official school hours so that disruption to the children’s education is kept to a minimum
• Meetings are held in connection with preparation for the sacraments
• A meeting is held each year for the parents of the new Junior Infant pupils
• An open day is held in June for the parents and new Junior Infant pupils
• The pupil’s homework journal provides a facility for communication between home and school
• An outline of school policies and procedures is contained in the school homework journal
• An information booklet containing school policies and procedures is given to the parents of every pupil
• Newsletters are issued at least twice per term
• The Website (www.colmcilles.net) contains the contents of the newsletters and details of topical school issues
• Assemblies

Catering for the individual needs of the children

• The SPHE curriculum is adapted to meet the needs, interests and concerns of the pupils

Creating health-promoting physical environment

• The physical environment of the school meets basic physical needs with regard to heat, light and ventilation
• Adequate facilities are provided for playing; the children eat their lunches in the classrooms. There is a healthy eating policy, and the pupils are not allowed to bring food to the playground
• Every effort is made to ensure that the school building and its environs are safe
• The children are encouraged to take a pride in the school and its environs

Experiencing democratic processes

The school reflects a caring community where the welfare of each individual is fostered and the concerns of all are taken into account. The children experience the democratic process where

• Responsibility is shared
• The opinions of parents, children and pupils are valued
• A sense of commitment to a common purpose is developed and understood

Enhancing the self-esteem and well-being of members of the school community

Self-esteem has been defined as the degree to which people feel worthy, capable, significant and effective. (Primary School Curriculum, 1999, p. 24). Among the strategies used in St Colmcille’s BNS to foster self-esteem are :

• Opportunities are provided for each child to develop individual talents with regard to sporting /artistic /musical / athletic / academic activities
• The school’s Code of Behaviour places the main emphasis on encouragement and affirmation
• New entrants and their parents are welcomed formally
• Individual achievements of pupils are recognised in the newsletter
• The work of staff members is affirmed
• Time is provided for individual discussions on progress and on exploring ways in which a child can enhance his own learning
• The Code of Behaviour provides structures in which children can feel secure
• Counsellor

Fostering respect for human and cultural diversity

The school promotes respect for diversity by ensuring that:

• The curriculum is free of bias
• The strengths of  individual children are fostered
• Children are  encouraged to listen to different points of view
• Children are given the opportunity to learn about the cultures of others

Fostering inclusive language

Language reflects values, attitudes, beliefs, prejudices and principles. It is important that children are enabled to use language in a precise and appropriate manner. The language that is promoted in the school is one that respects cultural and other differences.

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Developing a school approach to assessment

The assessment process should be a positive experience for the children and enable teachers to:

• Modify curriculum content according to the needs of the child
• Adapt learning and teaching strategies
• Assess the effectiveness of learning
• Promote self-assessment in the child
• Explore how the child transfers learning from one situation to another
• Communicate with the child, parents and others regarding the child’s abilities, strengths and overall progress in SPHE.

Among the tools recommended for SPHE are:

• Teacher observation
• Teacher-designed tasks and tests
• Portfolios

Much of the assessment of SPHE will be of an informal type which is non-intrusive and non-threatening to the child.

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Organisational Planning

Exploring the nature and essence of SPHE

SPHE is multi-dimensional in character, and encompasses formal and informal elements of the school curriculum.  The most important element in the provision of the SPHE programme is the development and maintenance of a positive school climate and atmosphere which nurture self-confidence and self-worth, and promote respectful and caring relationships within the school. A positive school climate provides the context in which SPHE is lived out and makes sense. SPHE incorporates St Colmcille’s BNS Code of Behaviour, the Relationships and Sexuality Education programme and school policy on bullying.

Engaging in an information and consultative process

The RSE programme which was drawn up in 1998 /1999 involved consultation with all of the partners in the education process. A representative sub-committee was established, and it produced a draft policy document which was submitted to the Board of Management and the parents. At the end of this consultative process, St Colmcille’s BNS policy document on Relationships and Sexuality Education was produced, and circulated to the parents of every pupil in the school. In view of a major turnover in staff, it   was decided to defer implementation of the RSE programme in its entirety until an in-service module had been provided. As an interim measure, facilitators from ACCORD provide a one day programme in RSE for pupils in 6th Classes, and they also meet with the parents of the pupils in these classes. Details of the programme to be taught are circulated to the parents, and their written consent is sought before pupils encounter this element of the SPHE programme.

Provision for a review of the SPHE programme

A review of the SPHE programme will take place after it has been taught for two years. It is intended to consult with the parents and teachers, and to seek the views of the pupils. This process will provide the facility to examine any difficulties which may have arisen, and to assess the effectiveness of resources, support and the school plan.

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Organisational Planning: Roles and Responsibilities

Board of Management

It is the responsibility of the Board of Management to support and facilitate the school approach to SPHE, and to approve this approach within the context of the overall school plan.

Parents

Since parents have the primary role in the social, personal and health education of their children, the school will provide them with the opportunities to contribute to the development and implementation of SPHE. Among the opportunities envisaged are:

• Participating in school review and planning of the programme
• Supporting teachers in implementing particular aspects of the programme (RSE, Healthy Eating policy, School Code of Behaviour, School policy on bullying)
• Discussing the learning that takes places in the school
• Reviewing resources for specific aspects of the programme

Principal

• Oversees the development of the school plan
• Consults with the Board of Management and parents with regard to the provision of resources
• Ensures that sufficient time is made available for SPHE
• Identifies a teacher with particular expertise and interest in SPHE to lead staff discussion and to draw up a policy document on the place, purpose and content of SPHE

Special Duties Teacher

• Encourages teachers to participate in the formulation of the SPHE plan
• Devises a written plan in consultation with the school staff
• Organises the necessary resources to implement the plan
• Presents draft documents to the staff at meetings
• Supports colleagues as they prepare schemes of work and implement the plan
• Informs new members of the teaching staff about the school plan
• Provides information for parents with regard to the implementation of the school plan in SPHE

Other teachers

• Children are more likely to gain from a curriculum when there is consistency in the approach taken by all teachers in the school.
• Devise balanced programmes in line with the school plan which cater for the needs of each child
• Help the child to develop a positive self-image
• Foster a secure environment
• Provide information for parents about the class programme in SPHE

Ancillary and support staff

The wider school community has an important role to play in supporting the social, personal and health education of the children. In their interactions with teachers and children, ancillary staff and support staff reflect the principles promoted by the SPHE programme.

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Planning SPHE through discrete time and integration

While the school climate and atmosphere is a key context for learning, SPHE also takes place through discrete time and an integrated approach across relevant subject areas. In planning the SPHE programme, it is recommended that each teacher would choose content from each of the three major strands in any one year. Content chosen will reflect a balance between learning skills, fostering and exploring attitudes, and developing understanding.

Choosing appropriate resources and materials

List of materials is available from Special Duties Teacher with responsibility for SPHE

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Identifying the ways in which different issues will be addressed

A comprehensive approach is adopted to the social, personal and health development of the child, focusing on a framework of attitudes, values, skills and understanding that the children will need and will inform them in a variety of situations. Issues such as racism, bullying, substance abuse and bereavement will be dealt with as part of the SPHE programme.

Exploring how the content can be implemented in the different classes

In the short-term, RSE for 5th and 6th Classes will be facilitated by ACCORD until the pupils in the other classes have encountered the RSE programme for these classes.

Inviting  speakers to the school

This matter will be addressed each year at the first staff meeting. If it is decided to focus on a particular element of the SPHE programme, then the question of inviting speakers to the school will be examined. Parents will be made aware if an speaker is being invited to the school.

Implementing whole school themes

Themes such as safety, hygiene, healthy eating and environmental care will be highlighted at particular times of the year in every class.

Amount of time to be devoted to SPHE

In the overall planning, time relates to the achievement of the chosen objectives and not on the number of hours devoted to the programme. The minimum amount of formal time to be devoted to the teaching of SPHE is ½ hour per week. With specific reference to RSE, the programme is to be taught through a number of time-tabled core periods with the remainder being taught in an integrated manner. RSE will be taught between 12.00 and 12.30 p.m. in nine ½ sessions throughout the year. These sessions may be  divided into 3 per term or taught in nine consecutive weeks.

Identifying support and resources for SPHE

Planning for the SPHE curriculum involves identifying and enlisting the support of different groups or individuals in the community. For example, a  garda, nurse, doctor, vet or fire fighter could visit the school to work with the teachers and to reinforce what has already been taught.

There are many special focus programmes available such as the prevention of substance abuse, consumer education, the prevention of child abuse, celebrating difference, healthy eating and relationships and sexuality education. Care will be taken to ensure that if these special focus programmes are used in our school, they will comply with the principles of the SPHE curriculum.

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Infant Classes

Strand: Myself

Strand Unit: Self-identity

The child should be enabled to:

Self-awareness

• Discuss and appreciate all the features that make a person special and unique
• Begin to understand, appreciate and respect personal abilities, skills and talents
• Recognise and record personal preferences
• Become aware of his immediate world through the senses

Self-confidence

• Express own views, opinions and preferences
• Become more self-reliant and independent
• Begin to learn how to cope with various changes as they occur

Making decisions

• Identify some  everyday choices made by himself and those that are made by others
• Begin to develop some awareness of factors that may influence decisions or choices taken

Strand Unit: Taking care of my body

Knowing about the body

• Appreciate the need, and understand how to care for his own body in order to keep it healthy and well
• Respect his own body and that of others
• Name parts of the male and female body using appropriate anatomical terms
• Explore and discuss the different things that the body can do
• Recognise and practise basis hygiene skills
• Realise that each individual has some responsibility for taking care of himself

Food and nutrition

• Become aware of the importance of food for growth and development
• Explore food preferences and their role in a balanced diet
• Discuss and explore some qualities and categories of food
• Realise the importance of good hygiene when preparing food to eat

Strand Unit: Growing and changing

As I grow I change

• Identify some of the factors that promote growth
• Realise that growth and change are part of the process of life
• Recognise that the ability to take responsibility for himself and others increases as he grows older

 New Life

• Become aware of new life and birth in the world
• Develop an awareness of human birth
• Identify what babies need to help them to grow and develop

Feelings and emotions

• Name a variety of feelings and talk about situations where these feelings may be experienced
• Explore the variety of ways in which feelings are expressed and coped with
• Begin to be sensitive to the feelings of others
• Explore and discuss occasions that can promote positive feelings in himself

Strand unit: Safety and protection

Personal safety

• Explore appropriate personal safety strategies
• Identify situations and places that are safe and those where personal safety might be at risk
• Realise how other people can persuade him to engage in unsafe behaviour

Safety issues

• Identify people who are responsible for safety in the community and learn and practise safety strategies for crossing the road, using a bus or being a pedestrian
• Realise and understand that rules are necessary in order to protect people and keep them safe
• Explore how accidents can be prevented at home, in school, on the farm or in the water
• Realise that many substances used at home or in school are dangerous
• Identify some of the substances or things that are put onto the body and their associated functions
• Explore occasions when medicines, injections or pills are needed and the safety rules that apply when taking medicine

Strand: Myself and others

Strand Unit: Myself and my family

• Identify and name the people who constitute a family and appreciate that not all family units are the same
• Realise that he belongs to a family and each person has a role within the family
• Explore the things that families do together
• Realise how families take care of, support and love each other
• Explore and acknowledge many of the things that can be learned at home

Strand unit: My friends and other people

• Identify, discuss and appreciate his friends
• Discuss and examine different aspects of friendship
• Identify and appreciate friends at school and how they can help and care for each other
• Discuss and appreciate all those considered special, both within and outside the family circle
• Recognise and appreciate differences in people and know how to treat others with dignity and respect
• Recognise and explore bullying behaviour, who is involved and the effects on different people
• Know that bullying is always wrong, and know what should be done if one is being bullied or sees it happening to someone else

Strand unit: Relating to others

• Listen and respond to the opinions and views of others
• Use verbal and non-verbal behaviour to perform social functions
• Practise care and consideration, courtesy and good manners when interacting with others
• Resolve conflicts with others

Strand Unit: Myself and the wider world

Strand unit: Developing citizenship

My school community

• Recognise the name of his own school and the people who contribute to life in the school
• Realise that each person is important and has a unique contribution to make to the class
• Recognise the importance of sharing and co-operating and being fair
• Realise and understand the necessity for adhering to class and school rules
• Explore and respect the diversity of children in the class and school

Living in the local community

• Recognise and appreciate people or groups who serve the local community
• Recognise and become familiar with the rules within a group or wider
• community, those who safeguard these rules and the importance of obeying rules
• Suggest ways of helping other people at home, in school or in the local community
• Recognise that each person has an important contribution to make to the life of the community
• Become aware of local identity and to participate in and enjoy local events

Environmental care

• Appreciate the environment and realise that each individual has a community and individual responsibility for protecting and caring for the environment

Strand unit: Media education

• Realise that he receives information from many sources
• Identify favourite television programmes, videos and video games
• Begin to use and explore the various kinds of information technology available
• Begin to explore and talk about the difference between advertisements and programmes

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First and Second Classes

Strand: Myself

Strand unit: Self-identity

Self-awareness

• Develop an appreciation of and talk about personal strengths, abilities and characteristics
• Recognise and appreciate the similarities and differences between people
• Identify and talk about personal preferences, dreams for the future and hopes
• Become aware of his immediate world through the senses

Developing self-confidence

• Becoming more independent and self-reliant
• Explore different ways of coping with change
• Express personal opinions and preferences and acknowledge those of others

Making decisions

• Recognise and reflect on choices that are made every day
• Discuss the factors that may influence personal decisions or choices
• Realise that being involved in decision-making demands more personal responsibility

Strand unit: Taking care of my body

Knowing about my body

• Appreciate the need and understand how to care for the body in order to keep it strong and healthy
• Recognise the importance of treating the body with respect
• Explore the various things the body can do
• Name parts of the male and female body using appropriate anatomical terms and identify some of their functions
• Develop and practise basic hygiene
• Realise that each individual must take some responsibility for self-care
• Become aware of how infection spreads easily and the importance of adhering to a code of hygiene
• Recognise and examine some of the substances that are taken into the body and the purpose and function of each one

Food and nutrition

• Explore the importance of food for promoting growth, keeping healthy and providing energy
• Appreciate that balance, regularity and moderation are necessary in the diet
• Identify some of the foods that are derived from plant and animal sources
• Recognise and practise good hygiene when dealing with food

Strand unit: Growing and changing

As I grow I change

• Begin to recognise the physical, emotional, social and spiritual factors that promote growth
• Realise that growth takes place in many different ways and is unique to each individual
• Realise that growing up brings increased responsibility for himself and others

New Life

• Begin to understand that reproduction, birth, life, growth and death are all part of the life cycle
• Appreciate what is necessary to provide and care for new-born babies in both the animal and human world
• Realise the various roles parents and other family members have in providing for new-born babies

Feelings and emotions

• Name and identify a wide range of feelings and talk about and explore feelings in different situations
• Realise and explore the various ways feelings can be expressed and dealt with and choose which are the most appropriate and acceptable
• Identify people with whom he can discuss feelings and emotions
• Explore the various feelings that change as one grows
• Recognise that individual actions can affect the feelings of others

Strand unit: Safety and protection

Personal safety

• Recognise and explore situations where children feel safe and those where safety might be at risk
• Discuss and practise appropriate strategies for dealing with these situations
• Explore how other people can persuade him in engage in unsafe behaviour and how this may be counteracted
• Identify risky behaviour and examine its positive and negative consequences

Safety issues

• Develop and practise strategies for keeping safe when travelling
• Become familiar with and understand the need to adhere to safety rules that apply in school, at home, on the farm, in water, for his own safety and that of others
• Recognise places where it is safe to play and understand the importance of adopting responsible behaviour when playing
• Recognise how accidents might be caused and what can be done to prevent accidents happening
• Recognise and explore occasions when medicines are needed
• Distinguish between substances in the home or at school that are safe and those that are dangerous

Strand: Myself and others

Strand unit: Myself and my family

• Identify and talk about those who live at home and recognise that homes and families can vary
• Recognise his role and place in the family unit and the contribution made by each member to the family
• Appreciate his own family and identify ways in which members of families can help, support and care for each other
• Explore many of the things that learned in families, both practical and otherwise

Strand unit: My friends and other people

• Discuss personal friends
• Identify, explore and discuss qualities and skills associated with friendship
• Explore how friends can influence personal actions and decisions
• Know how to treat people with dignity and respect
• Recognise and explore bullying behaviour
• Know that bullying is always wrong

Strand unit: Relating to others

• Distinguish between verbal and non-verbal behaviour
• Listen, hear and respond to what is being said by others
• Express and record experiences, opinions, feelings and emotions in a variety of ways
• Explore and practise how to handle conflict without being aggressive

Strand: Myself and the wider world

Strand unit: Developing citizenship

My school community

• Explore what it means to belong and recognise some of the different groups to which he can belong
• Recognise and write the name and location of his school and identify those who constitute the school community
• Discuss and appreciate how the positive contributions of each person can make the school or class a better place for everyone
• Be involved in making the classroom rules and recognise the importance of adhering to these rules for the safety of all
• Engage in group activities in the class, and learn how to share, co-operate, listen to, work and play together

Living in the local community

• Begin to appreciate how people depend on each other in many aspects of life
• Develop a sense of belonging to his local community
• Be aware of and appreciate the diversity of cultures and people in the local community, recognising their contributions and be aware of how differences can enrich his experiences
• Develop an awareness of people in other places
• Identify those who have special responsibilities for looking after people in the community and the importance of the contribution of each individual to community life

Environmental Care

• Appreciate the environment and realise that there is a community and individual responsibility in caring for and protecting the environment

Strand unit: Media education

• Become aware of and learn about the different ways in which information can be communicated
• Begin to distinguish between fact and fiction in stories or situations in different media forms
• Discuss and explore advertising that is aimed specifically at children

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Third and Fourth Classes

Strand unit: Self-identity

Self-awareness

• Recognise, describe and discuss individual personality traits, qualities, strengths, limitations, interests and abilities
• Explore the factors that influence self-image
• Identify realistic personal goals and how these can be achieved
• Realise that each person has a unique contribution to make to various groups, situations and friendships
• Identify personal preferences, dreams and hopes for the future

Developing self-confidence

• Enhance his own learning
• Express personal opinions, feelings, thoughts and ideas
• Become more confident in coping with change and with situations that are unfamiliar
• Become increasingly responsible and autonomous

Strand unit: Taking care of my body

Health and well-being

• Understand and appreciate what it means to be healthy and to have a balanced life-style
• Realise that each individual has some responsibility for his health and that this responsibility increases as he gets older
• Begin to develop strategies to cope with various worries or difficulties
• Be aware of the dangers in using tobacco or alcohol
• Know and understand the mean of the word `drug’, and when it is appropriate or inappropriate to take drugs
• Identify and categorise a variety of substances that are taken into or onto the body into those that are helpful or harmful, legal or illegal
• Recognise some people who are concerned with health and welfare

Knowing about my body

• Realise the importance of caring for and treating his body and that of others with dignity and respect
• Understand the physical changes taking place in both the male and female body
• Realise that these changes do not occur at the same time
• Recognise and practise good personal hygiene
• Understand and explore the relationship between health and hygiene
• Recognise the adverse effects of sexual stereotyping

Food and nutrition

• Differentiate between a healthy and an unhealthy diet
• Recognise the wide choice of food available and categorise food into the four main food groups
• Examine the dietary needs of his age group and that of other groups in society
• Explore some factors that influence the consumption of different food products
• Discuss and examine the importance of good food hygiene

Strand unit: Growing and changing

As I grow I change

• Realise that growing and changing are continuous throughout life
• Identify the skills and abilities acquired and the  interests taken  up in recent years
• Recognise the emotional changes that have taken place since infancy
• Recognise and discuss how feelings and emotions are affected by the physical changes that take place in puberty
• Recognise how spiritual development has taken place in recent years
• Begin to appreciate the need for space and privacy in life
• Recognise how independence and responsibilities are continually increasing

Feelings and emotions

• Talk about and reflect on a wide variety of feelings and emotions
• Identify strong feelings and learn how to express and cope with these feelings in a socially appropriate manner
• Identify and recognise the difference between needs and wants
• Explore how feelings can influence one’s life

Safety and protection

Personal safety

• Explore the rules and regulations that exist in school, at home and in society
• Identify people, places and situations that may threaten personal safety
• Begin to assess the consequences of risky behaviour
• Begin the realise that as independence increases, responsibility for personal safety increases

Safety issues

• Be aware of potential travel hazards
• Adopt responsible behaviour at play and know the appropriate safety measures to take while playing
• Explore and examine how accidents are caused, and identify ways in which some can be prevented
• Identify items or substances in the home or at school that may be dangerous, and devise a safety strategy for dealing with them
• Explore and examine the use of medicines
• Identify some potential risks to health and safety in the environment

Strand unit: Making decisions

• Become aware of and think about choices and decisions that he makes every day
• Explore and discuss the factors that influence personal decisions and choices
• Discuss why and how adults can make decisions and set boundaries for young people
• Recognise and explore the risks and the consequences of making a particular decision
• Learn and begin to devise a simple decision-making strategy
• Recognise and explore how the views, opinions, expectations and responses of others can influence personal decisions or actions
• Make individual and group decisions

Strand: Myself and others

Strand unit: Myself and my family

• Explore and discuss different kinds of families, recognising that families vary in structure
• Recognise that each family member has a place and role in the family
• Explore how belonging to a family means that family members love, protect, provide and care for each others
• Understand that families often undergo planned or unplanned changes that may be pleasant or difficult
• Identify the behaviour that is important to harmony in families
• Compare and contrast life-styles of families in urban and rural areas, in different countries and in different cultures within and outside Ireland

Strand unit: My friends and other people

• Appreciate the need for and the importance of friendship
• Explore the different aspects of friendship
• Examine different types of friendship
• Begin to cope with disharmony in, or loss of, friendships
• Practise and recognise the importance of care and consideration, courtesy and good manners when interacting with others
• Respect and show consideration for the views, beliefs and values of others
• Recognise, discuss and understand bullying
• Explore and examine ways of dealing with bullying

Strand unit: Relating to others

Communicating

• Recognise and explore various verbal and non-verbal means of communicating
• Listen carefully and reflectively to others
• Use language, gestures and other appropriate behaviour to perform social functions
• Examine the power of persuasion in relating to others and identify times when it can be used positively and negatively
• Recognise how language can be used to foster inclusiveness

Resolving conflict

• Identify reasons for conflict in different situations
• Identify and discuss various responses to conflict situations and decide on and practise those that are the most appropriate or acceptable

Strand: Myself and the wider world

Strand unit: Developing citizenship

My school community

• Identify the people who constitute the school community and the role of individuals in contributing to the life of the school
• Be aware of the importance of mutual respect and sensitivity to the different values and attitudes held by others
• Play a role in deciding on classroom rules and discuss the importance of adhering to the school code of behaviour
• Develop and practise leadership roles
• Discuss and explore ways of sharing and co-operating
• Explore the various ways in which the school promotes a sense of belonging
• Examine the traditional roles that may be assigned to boys and girls in school and become aware of ways of counteracting stereotyping
• Explore and recognise the rights and responsibilities of both adults and children in the school community

Local and wider communities

• Realise what it means to belong to a group
• Recognise how each person has both an individual and a communal responsibility to the community
• Appreciate the diversity of people and groups within communities and the importance of mutual respect
• Examine how justice, fairness and equality may or may not be exemplified in a community
• Explore some of the issues and concerns in the local or national community
• Discuss the role of leaders and organisations that serve the community
• Become aware of his own culture and recognise traditions, festivals and celebrations that are unique to the locality, region or country
• Begin to develop an awareness of the lives and culture of some people in the European Union

Environmental Care

• Appreciate and respect the environment and learn that there is an individual and community responsibility in caring for the environment and protecting it for future generations

Strand unit: Media education

• Explore the different ways in which information can be transmitted and learn to be discerning and selective about this information
• Discuss and explore television, radio, videos, computer games, the internet (worldwide web and e-mail) and other media
• Become aware of advertising and its purpose and nature
• Begin to explore some of the techniques that are used in marketing and advertising
• Explore and examine some issues that are frequently raised in the media, in the way they are portrayed and the accuracy of these presentations

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Fifth and Sixth Classes

Strand: Myself

Strand unit: Self-identity

Self-awareness

• Recognise and appreciate that each person is a unique individual and this individuality is expressed in different ways
• Reflect on his experiences and the reasons for taking different courses of action
• Identify realistic personal goals and the strategies required to reach them
• Accept his body image and explore some of the factors that affect his self-image and beliefs about himself

Developing self-confidence

• Develop further the ability to express personal opinions, thoughts and ideas and listen to, respect and think about and comment critically and constructively on the views of others
• Enhance skills to improve learning
• Take increasing personal responsibility
• Become more independent and autonomous

Strand unit: Taking care of my body

Health and well-being

• Recognise and examine behaviour that is conducive to health and that which is harmful

• Recognise causes of personal worry and identify appropriate coping strategies

• Distinguish between legal and illegal substances, identifying those that are most commonly used, and examine and understand the effects they can have

• Explore some of the reasons why people smoke, drink alcohol, misuse any kind of substances or take drugs that have no medical use

• Explore the role of personal choice, risk factors and the influence of others when choosing to use non-prescribed substances

• Explore and examine attitudes towards the misuse of substances and towards those who misuse substances

• Identify and discuss the roles of various people who are concerned with health

• Realise that there is a personal and communal responsibility for the health of himself and others

Knowing about my body

• Recognise the importance of treating his body and that of others with respect
• Identify and discuss the physical and other changes that occur in boys and girls at the onset of puberty and understand that these take place at different rates for everyone
• Understand the reproductive system of both male and female adults
• Realise how increased activity can require increased attention to body care
• Recognise some physical disabilities and how they can affect people’s lives
• Become aware of some communicable diseases and explore how diseases and infections are spread
• Identify and be aware of the different ways in which the body may be protected against disease and infection

Strand unit: Taking care of my body

Food and nutrition

• Appreciate the importance of good nutrition for growing and developing and staying healthy
• Realise and accept some personal responsibility for make wise food choices and adopting a healthy, balanced diet
• Recognise some of the important nutrients that are necessary in a balanced diet
• Explore the factors that influence food choice
• Explore and examine some of the illnesses particularly associated with food intake and special medical conditions
• Become aware of the importance of hygiene in the preparation and use of food

Strand unit: Growing and changing

As I grow I change

• Identify and discuss the changes that are experienced in growing from child to adult
• Explore patterns of development, comparing present development with that of earlier stages
• Appreciate the need for individual space and privacy

Strand unit: Growing and changing

Birth and new life

• Understand sexual intercourse, conception and birth within the context of a committed, loving relationship
• Discuss and explore the responsibilities involved in being a parent and the emotional and physical maturity required to be a parent

Feelings and emotions

• Acquire the ability and confidence to identify, discuss and explore a range of feelings, especially those that are difficult to express
• Discuss and practise how to express and cope with various feelings in an appropriate manner
• Understand how feelings help in understanding himself
• Differentiate between needs and wants, and recognise and explore the concept of delayed gratification
• Discuss the different types of love that exist and explore how love is portrayed in the media and in books
• Identify and learn about healthy ways to help him feel positive about himself

Strand unit: Safety and protection

Personal safety

• Explore rules and regulations at home, in school and in society and the importance of adhering to them
• Identify situations and places that may threaten personal safety
• Discuss a variety of risky situations and behaviour and assess how these risks may be avoided or minimised
• Realise that as independence increases, responsibility for personal safety increases
• Discuss and appreciate the role each individual has in keeping others safe and identify occasions when his actions can threaten the safety of others

Safety issues

• Recognise places where it is safer to play and how to behave in a responsible manner when playing
• Know how to keep safe when travelling and understand how individuals can keep others safe
• Develop an awareness of health and safety in the school, home and work-place
• Develop responsible attitudes towards the prevention of accidents and know what to do in the event of an accident
• Identify substances in home, in school or on the farm that may be dangerous if not used properly and ensure that he has learned a safety strategy for dealing with unknown and dangerous substances
• Explore and examine the use of medicines
• Identify and explore some potential risks to health and safety in the environment

Strand unit: Making decisions

• Acquire a growing sense of the importance of making informed decisions
• Explore  and learn to examine critically the factors and levels of thought that influence decisions
• Recognise that decisions have consequences and that not all people will make the same decisions all the time
• Recognise the important and legitimate role that adults have to play in making decisions and setting boundaries for young people
• Recognise that opportunities to exercise choice can increase as responsibilities are accepted and as the trust of others is earned
• Discuss and practise a simple decision-making strategy
• Distinguish between assumption, inference, rumour, fact and opinion in making a decision
• Identify sources of help in solving problems

Strand: Myself and others

Strand unit: Myself and my family

• Explore and discuss families and homes and how they can vary
• Explore what belonging to a family means
• Discuss possible changes in family relationships and expectations
• Discuss and identify behaviour that is important for harmony in family life
• Examine critically the media portrayals of families and family life
• Examine some of the factors that can affect family life
• Contrast and compare the life-styles of families in different cultures, both in Ireland and abroad

Strand unit: My friends and other people

• Explore the importance of friendship and interacting with others
• Discuss and appreciate the different aspects of friendship
• Explore the differences between boy-girl friendships and same-sex friendships
• Consider problems that can arise in friendships
• Identify the different groups to which friends can belong and recognise what constitutes a healthy group
• Explore how the opinions, views or expectations of others can influence how people relate to each other
• Practise and recognise the importance of care and consideration, courtesy and good manners
• Recognise, discuss and understand bullying and its effects
• Explore and discuss how individuals can deal with being bullied, knowing that others are being bullied, and being a bully

Strand unit: Relating to others

Communicating

• Explore and practise the many verbal and non-verbal ways in which people communicate with each other
• Listen actively to others and respect what each person has to say
• Examine the various ways in which language can be used to isolate and discriminate against people
• Begin to appreciate the importance of maintaining a personal stance while also respecting the beliefs, values and opinions of others
• Examine the power of persuasion, and suggest practical ways for dealing with pressures and influences

Resolving conflict

• Discuss how conflict can arise with different people and in different situations
• Identify and discuss various responses to conflict situations
• Explore and practise how to handle conflict without being aggressive

Strand: Myself and the wider world

Living in the local community

• Explore the concept of the class or school as a community
• Practise ways of working together and of developing a sense of belonging
• Explore local traditions and folklore and develop a sense of pride in the local community
• Recognise and understand the role of the individual and various groups in the community
• Recognise and explore the positive contributions made to the local community by various organisations
• Explore how inequality might exist in the local community and suggest ways in which this might be addressed
• Identify some local issues of concern and explore possible action that could be taken to address these issues

National, European and wider communities

• Become aware of elements of his own cultural heritage and traditions
• Begin to explore the concept of democracy
• Recognise and acknowledge the various religious, ethnic or other groups that exist in a community or society and explore ways in which these differences can be respected
• Become aware of some of the cultures, life-styles and languages of some countries in the European Union and the wider world
• Explore how justice and peace can be promoted between people and groups, both nationally and internationally
• Realise and begin to understand the unequal distribution of the world’s resources

Environmental care

• Appreciate the environment and develop a sense of individual and community responsibility for caring for the environment and being custodian of the Earth for future generations

Strand unit: Media education

• Explore and understand how information is conveyed and practise relaying messages using a variety of methods
• Explore the role of newspapers and other forms of print media in transmitting messages
• Recognise unequal treatment of sexual roles and other issues in advertising, drama, magazines and other media
• Become aware of the different forms of advertising and the messages it promotes
• Become increasingly critical and discerning in own attitude to advertising, and the techniques used to promote products, life-styles and ideas
• Explore various recreation and leisure activities as an alternative to watching television
• Explore and use some simple broadcasting production and communication techniques

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