The Social Personal and Health Education Curriculum (SPHE) is for children from junior infants to sixth class.
The SPHE curriculum…
- fosters children’s well-being, self-confidence and sense of belonging
- develops children’s sense of personal responsibility for their own behaviour and actions
- promotes children’s self-awareness and understanding by helping them to manage their own feelings, to recognise and appreciate individual abilities, and to cope with change of various kinds
- supports children to become active and responsible citizens.
The curriculum consists of three strands:
- Myself and others
- Myself and the wider world.
Pléan Scoile: Patrickswell National School Reviewed November 2017
|■ Subject Social Personal and Health Education■ Junior Infants-6th Class|
Taking care of my body
Growing and changing
Safety and protection
|Myself and others||• Myself and my family• My friends and other people• Relating to others|
|Myself and the wider world||• Developing citizenship|
|AimsThe 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/herself 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 in all its aspects
• to enable the child to make informed decisions and choices about the social, personal and health dimensions of life both now and in the future
• to develop in the child a sense of social responsibility, a commitment to active and participative citizenship and an appreciation of the democratic way of life
• to enable the child to respect human and cultural diversity and to appreciate and understand the interdependent nature of the world.
Broad objectives:When due account is taken of intrinsic abilities and varying circumstances, 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 and come to understand his/her sexuality and the processes of growth, development and reproduction
• develop and enhance the social skills of communication, co-operation and conflict resolution
• create and maintain supportive relationships both now and in the future
• develop an understanding of healthy living, an ability to implement healthy behaviour and a willingness to participate in activities that promote and sustain health
• develop a sense of safety and an ability to protect himself/herself from danger and abuse
• make decisions, solve problems and take appropriate actions in various personal, social and health contexts
• become aware of, and discerning about, the various influences on choices and decisions
• begin to identify, review and evaluate the values and attitudes that are held by individuals and society and to recognise that these affect thoughts and actions
• respect the environment and develop a sense of responsibility for its long-term care• develop some of the skills and abilities necessary for participating fully in groups and in society
• become aware of some of the individual and community rights and responsibilities that come from living in a democracy
• begin to understand the concepts of personal, local, national, European and global identity
• appreciate and respect the diversity that exists in society and the positive contributions of various cultural, religious and social groups
• promote the values of a just and caring society in an age-appropriate manner and understand the importance of seeking truth and peace•
|• ContentJUNIOR/SENIOR INFANTS:|
Myself: The child should be enabled toSelf-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/her immediate world through the sensesDeveloping 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 occurMaking decisions• identify some everyday choices made by himself/herself and those that are made by others• begin to develop some awareness of factors that may influence decisions or choices taken
Taking care of my body: The child should be enabled to:Knowing about my body• appreciate the need, and understand how to care for his/her own body in order to keep it healthy and well• respect his/her own body and that of others• name parts of the male and female body, using appropriate anatomical terms• explore and discuss the different things the body can do• recognise and practise basic hygiene skills• realise that each individual has some responsibility for taking care of himself/herselfFood 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
Growing and changing: The child should be enabled toAs I grow I change• identify some of the factors that promote growth• realise that growth and change are part of the process of life and are unique to each individual• recognise that the ability to take responsibility for himself/herself and others increases as he/she grows olderNew 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 developFeelings and emotions• name a variety of feelings and talk about situations where these 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 and to realise that the actions of one individual can affect the feelings of another• explore and discuss occasions that can promote positive feelings in himself/herself.
Safety and protection: The child should be enabled toPersonal safety• explore appropriate 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/her to engage in unsafe behaviourSafety issues• identify people who are responsible for safety in the community and learn and practise safety strategies for crossing the road, using the bus or being a pedestrian• realise and understand that rules are necessary in order to protect people and keep them safe• explore how accidents might 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 and that permission should be sought before exploring the contents• 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
Myself and others: The child should be enabled to:Myself and my family:• identify and name the people who constitute a family and appreciate that all family units are not the same• realise that he/she belongs to a family and that each person has a place and role within a 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 in the homeMy friends and other people:• identify, discuss and appreciate his/her own friends• discuss and examine the 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.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
Myself and the wider world: The child should be enabled to: Developing citizenship• recognise the name of his/her own school and the people who contribute to the life of the school• realise that each person is important and has a unique and valuable contribution to make to the class• recognise the importance of sharing and co-operating and being fair in all activities in the class and school• realise and understand the necessity for adhering to the class and school rules• explore and respect the diversity of children in the class and schoolLiving in the local community• recognise and appreciate people or groups who serve the local community and how their contribution enhances the quality of life of others• recognise and become familiar with the rules within a group or wider community, those who safeguard these rules and the importance of obeying the rules in order to keep people safe• suggest ways of helping other people at home, in school and in the local community• recognise that each person has an important contribution to make to the life of the community• begin to become aware of local identity and to participate in and enjoy celebrating local eventsEnvironmental care• appreciate the environment and realise that each individual has a community and individual responsibility for protecting and caring for the environment.Media education:• realise that he/she receives information from many different sources• identify favourite television programmes, videos and video games and indicate reasons for preference• explore popular stories, books and rhymes and discuss some of the characters and their appealing traits• begin to use and explore the various kinds of information technology available• begin to explore and talk about the difference between advertisements and programmes
FIRST/SECOND CLASS: The same as junior/senior infants plusMyself: The child should be enabled toSelf-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 hopesDeveloping self-confidence• explore different ways of coping with change
seeking clarification, taking time to adjust• express personal opinions and preferences and acknowledge those of others and comment on themMaking 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
Taking care of my body The child should be enabled to:Knowing about my body• recognise the importance of treating the body with respect and dignity• name parts of the male and female body, using appropriate anatomical terms, and identify some of their functions• develop and practise basic hygiene skills• 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• 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.Growing and changing: The child should be enabled toAs I grow I change• begin to recognise the physical, emotional, social and spiritual factors that promote growth• realise that growing up brings increased responsibility for himself/herself and othersNew life• begin to understand that reproduction, birth, life, growth and death are all part of a life cycle• appreciate what is necessary in order 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-bornbabiesFeelings and emotions• 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/she can discuss feelings and emotions• become aware of and be able to choose healthy ways of feeling good about himself/herself• explore the various feelings that change as one grows• recognise that individual actions can affect the feelings of othersSafety and protection: The child should be enabled toPersonal safety• recognise and explore situations where children feel safe and those where safety might be at • discuss and practise appropriate strategies for dealing with these situations• explore how other people can persuade him/her to engage in unsafe behaviour and how this may be counteracted• identify risky behaviour and examine its positive and negative consequencesSafety 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/her own safety and that of others• recognise places where it is safe to play and understand the importance of adopting responsible and equitable behaviour when playing• recognise how accidents might be caused and what can be done in order to prevent accidents happening• recognise and explore occasions when medicines are needed• distinguish between substances in the home or school that are safe and those that are dangerous and seek permission before exploring themMyself and others: The child should be enabled to:Myself and my family;• identify and talk about those who live at home and recognise that homes and families can vary• recognise his/her role and place in the family unit and the contribution made by each member to the family• appreciate his/her own family and identify ways in which members of families can help, support and care for each other.• explore many of the things that are learned in families, both practical and otherwise.My friends and other people:• discuss personal friends and why he/she enjoys being with them• 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, who is involved and the effects on different people• know that bullying is always wrong and what should be done if one is being bullied or sees it happening to someone else.Relating to others• distinguish between verbal and non-verbal behaviour and know how they are used in performing social functions• 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 aggressiveMyself and the wider world: The child should be enabled to:Developing citizenshipMy school community• explore what it means to belong and recognise some of the different groups to which he/she can belong• recognise and write the name and location of his/her own school and identify those who constitute the school community• discuss and appreciate how the positive contributions of each person can make the class or school 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 togetherLiving 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/her own local community• be aware of and appreciate the diversity of cultures and people in the local community, recognise their contributions and be aware of how differences can enrich his/her 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 lifeEnvironmental care• appreciate the environment and realise that there is a community and individual responsibility in caring for and protecting the environment.The sub-unit Environmental care is developed in detail in SESE geography and science Media education: The child should be enabled to• 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 specifically aimed at childrenTHIRD/FOURTH CLASS: same as first/second plus the following:Myself: The child should be enabled to: Self-identitySelf-awareness• recognise, describe and discuss individual personality traits, qualities, strengths, limitations, interests and abilities• explore the factors that influence his/her self-image• identify realistic personal goals and targets and how these can be achieved in the short or long term• realise that each person has a unique contribution to make to various groups, situations and friendships• identify personal preferences, dreams for the future, and hopesDeveloping self-confidence• enhance his/her own learning• express personal opinions, feelings, thoughts and ideas with growing confidence• become more confident in coping with change and with situations that are unfamiliar• become increasingly responsible and autonomous.Taking care of my body The child should be enabled toHealth and well-being• understand and appreciate what it means to be healthy and to have a balanced lifestyle• realise that each individual has some responsibility for his/her health and that this responsibility increases as he/she gets older• begin to develop strategies to cope with various worries or difficulties that he or she may encounter• be aware of the dangers in using tobacco or alcohol and explore the reasons why people may choose to smoke or drink• know and understand the meaning 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 and discuss some people who are concerned with health and welfareKnowing about my body• realise the importance of caring for and treating his/her own 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 but nonetheless are predictable and natural and that being different is normal• recognise and practise good personal hygiene, know how it is maintained and understand its importance in social interaction• understand and explore the relationship between health and hygiene• recognise the adverse effects of sexual stereotyping and realise that these effects can become more exaggerated as the physical differences between males and females are more apparentFood and nutrition• differentiate between a healthy and an unhealthy diet and appreciate the role of balance and moderation• recognise the wide choice of food available and categorise food into the four main food groups and their place on the food pyramid• examine the dietary needs of his/her own age group and other groups in society• explore some factors that influence the consumption of different food products• discuss and examine the importance of proper food hygiene.Growing and changing The child should be enabled toAs I grow I change• realise that growing and changing are continuous throughout life• identify the skills and abilities acquired and the interests and pursuits 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 at puberty(Developed and implemented in the context of the school ethos and school plan)• 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 increasingBirth and new life• discuss the stages and sequence of development of the human baby, from conception to birth (Developed and implemented in the context of the school ethos and school plan)• identify the care that needs to be taken while waiting for a baby to be born• develop an appreciation of the wonder of a new-born babyFeelings and emotions• talk about and reflect on a wide variety of feelings and emotions and the various situations where these may be experienced and how they may be expressed• 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 and come to realise that some rewards or experiences may be or should be postponed until later• explore how feelings can influence one’s lifeSafety and protection The child should be enabled toPersonal safety• explore the rules and regulations that exist in school, at home and in society and the importance of adhering to these rules for keeping himself/herself and others safe• identify people, places and situations that may threaten personal safety• begin to assess the consequences of risky behaviour• begin to realise that as independence increases, responsibility for personal safety increases, and that a strategy for keeping safe with people has to be developed and adhered to by each individualSafety issues• be aware of potential travel hazards and the need for responsible behaviour when travelling• adopt responsible behaviour at play and know the appropriate safety measures to take while playing• explore and examine how accidents are caused, identifying ways in which some of these can be prevented and the appropriate action to • identify items or substances in the home or school that may be dangerous if not used properly 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 environmentMaking decisions The child should be enabled to• become aware of and think about choices and decisions that he/she makes every day• explore and discuss the factors that influence personal decisions and choices and the different levels of thought involved in making a decision• discuss why and how adults can make decisions and set boundaries for young people• recognise that opportunities to exercise choice can increase as responsibilities are accepted and as the trust of others is earned• 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.Myself and othersMyself and my family The child should be enabled to• explore and discuss different kinds of families, recognising that families vary in structure, in the way they communicate and in the way family members spend their time• recognise that each member has a place and role in the family and contributes to the effective functioning of the family unit• explore how belonging to a family means that family members love, protect, provide and care for each other• understand that families often undergo planned or unplanned changes that may be pleasant or difficult• identify the behaviour that is important for 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.My friends and other people The child should be enabled to• appreciate the need for and the importance of friendship and interacting with others• explore the different aspects of friendship• examine different types of friendship• begin to cope with disharmony in, or loss of, friendships• acknowledge that friends often circulate in groups, which can be healthy or unhealthy• 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.Relating to others The child should be enabled toCommunicating• 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• give and receive compliments and constructive criticism in different situations• recognise and explore how language can be used to foster inclusivenessResolving 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 acceptableMyself and the wider worldDeveloping citizenship The child should be enabled toMy 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 and examine the importance of adhering to the school code of behaviour and discipline• develop and practise leadership roles and learn to work together in different group situations• discuss and explore the concepts of sharing and co-operating and the ways in which they can be put into practice in an effective manner• 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 because of their sex and become aware of ways of counteracting this stereotyping• explore and recognise the rights and responsibilities of both adults and children in the school communityLocal 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 or groups within communities and the importance of mutual respect, empathy and understanding for living together in peace and harmony• 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 at different levels and the influence that they have• become aware of his/her 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 UnionEnvironmental 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.The sub-unit Environmental care is developed in detail in SESE geography and science.Media education The child should be enabled to• explore the different ways in which information can be transmitted and learn to be discerning and selective about this information, with particular regard to language, behaviour, authenticity and attitudes• 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, the way they are portrayed and the accuracy of these presentations FIFTH/SIXTH CLASSES: Same as third/fourth class plus the followingMyselfSelf-identity The child should be enabled toSelf-awareness• recognise and appreciate that each person is a unique individual and that this individuality is expressed in many different ways• taking different courses of action• identify realistic personal goals and targets and the strategies required to reach these• accept his/her own body image and explore some of the factors that affect his/her self-image and beliefs about himself/herselfDeveloping self-confidence• develop further the ability to express personal opinions, thoughts and ideas and listen to, respect, think about and comment critically and constructively on the views of others• enhance skills to improve learning• take increasing personal responsibility for himself/herself become more independent and autonomous.Taking care of my body The child should be enabled toHealth and well-being• recognise and examine behaviour that is conducive to health and that which is harmful to health• 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 of any kind• identify and discuss the roles of various people who are concerned with the health of others• realise that there is a personal and communal responsibility for the health and well-being of himself/herself and othersKnowing about my body• recognise the importance of treating his/her body and that of others with dignity and respect• identify and discuss the physical and other changes that occur in boys and girls with 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 or involvement in physical activities 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 infectionTaking care of my body The child should be enabled toFood and nutrition• appreciate the importance of good nutrition for growing and developing and staying healthy• realise and accept some personal responsibility for making wise food choices and adopting a healthy, balanced diet• recognise some of the important nutrients that are necessary in a balanced diet and the food products in which they are found• explore the factors that influence food choices• explore and examine some of the illnesses particularly associated with food intake or special health conditions• become aware of the importance of hygiene and care in the preparation and use of foodGrowing and changing The child should be enabled toAs I grow I change• identify and discuss the changes that are experienced in growing from child to • explore patterns of development and growth, comparing present development with that at earlier stages: physical, social, emotional, intellectual and spiritual• appreciate the need for individual space and privacy as he/she is growing and developingGrowing and changing The child should be enabled toBirth 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 parentFeelings 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/herself• 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 and defined in music, films, books, magazines and other media• identify and learn about healthy ways to help him/her feel positive about himself/herself.Safety and protection The child should be enabled toPersonal 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 and evaluate how these risks may be avoided or minimised and the implications of taking risks• realise that as independence increases, responsibility for personal safety increases, and that a strategy for keeping safe has to be developed and adhered to by each individual• discuss and appreciate the role each individual has in keeping others safe and identify occasions when his/her actions can threaten the safety of othersSafety 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 to 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 the substances in the home and school or on the farm that may be dangerous if not used properly and ensure that he/she 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 environmentMaking decisions The child should be enabled to• acquire a growing sense of the importance of making informed decisions at many levels and identify some of the decisions he/she has to make• explore and learn to examine critically the factors and levels of thought that influence decisions and choices• 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, fact, rumour and opinion in making a decision• identify sources of help in solving problemsMyself and othersMyself and my family The child should be enabled to• explore and discuss families and homes and how they can vary in many ways• explore what belonging to a family means• discuss possible changes in family relationships and expectations as he/she grows and matures and how he/she can cope with them• discuss and identify behaviour that is important for harmony in family life• critically examine the media portrayals of families and family life• examine some factors that can affect family life• compare and contrast the life-styles of families in different cultures, both in Ireland and abroad.My friends and other people The child should be enabled to• explore the importance of friendship and interacting with others and realise that making and changing friends is part of the natural process of growing• discuss and appreciate the different aspects of friendship and the difference between close friends and acquaintances• explore the differences between boy-and girl friendships and same-sex friendships• consider problems that can arise in friendships and other relationships and how these could be handled• 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, either positively or negatively• practise and recognise the importance of care and consideration, courtesy and good manners with others• 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.Relating to others The child should be enabled toCommunicating• 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, how it can be used both positively and negatively, and suggest practical ways and develop practical suggestions for dealing with pressures and influencesResolving 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.Myself and the wider world The child should be enabled toDeveloping citizenshipLiving 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 his/her 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, ethnic, social or community groups and individuals• 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 issuesNational, European and wider communities• become aware of elements of his/her own cultural heritage and traditions• begin to explore the concept of democracy• recognise and acknowledge the various cultural, 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, lifestyles 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 custodians of the Earth for future generations.This sub-unit is developed in detail in SESE geography and science.Media education The child should be enabled to• 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, the techniques used and the types of information included• recognise unequal treatment of sexual roles and other issues in literature, advertising, drama, magazines and other media• identify the audiences at which different aspects of the media are aimed• become aware of the different forms of advertising, its purpose and the messages it promotes• become increasingly critical and discerning in his/her 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
|■ Approaches and Methodologieso Talk and discussion o Active learningo Collaborative learningo Problem solvingo Skills through contento Using the environmento Pictures, photos and visual imageso Drama activitieso Cooperative gameso Written Activities o ICTo Circle Time|
|■ Linkage and IntegrationIntegration|
Science English Drama Music History Maths Art PE Geography
|■ Differentiation* by materials * by task *learning objective *teaching style*grouping *pacing *by outcome *resource|
|■ AssessmentTeacher observation Teacher-designed tasks and testsPortfolios and projects Displays|
|■ Resources • Be Safe programme• Stay Safe programme• Bí Folláin programme• What a Wonderful World • Earthlinks• Anti-Bullying policy• Circle Time publication• Walk Tall programme• Conversation Corner• www.cyh.com great website to use for all aspects of SPHE!|
The staff of Patrickswell National School will plan appropriate SPHE lessons to teach during the following themed weeks:(a) Friendship Week- takes place on 2md week after October Mid-term break(b) Positive behaviour week- (c) Fire Safety Week- takes place the week before the October Mid-Term.(d) Stay Safe term- third term of the yea
Patrickswell National School RSE Policy
Patrickswell National School is a co-ed mainstream primary school catering for pupils from infants to sixth class. The school is a catholic primary school under the patronage of the Diocese of Limerick. The ethos of our school is founded on Christian principles where tolerance and respect for others is paramount. It is our intention that everyone feels valued and our pupils are encouraged to develop their full potential in a caring and supportive environment. Relationships and Sexuality Education (R.S.E.) encompasses the acquisition of knowledge and understanding, and the development of attitudes, beliefs and values about relationships, sexual identity and intimacy. In Patrickswell N.S. we seek to promote the overall development of the child which involves the integration of Relationships and Sexuality into personal understanding, growth and development within the context of our Catholic ethos.
Development of this Policy
Discussions took place with staff, parents and Board of Management prior to and during the writing of this policy and this policy was developed accordingly.
Patrickswell N.S. is committed to the education of children regardless of race, religion, gender or status. Relationships and Sexuality are integral parts of the human personality and impact biologically, psychologically, culturally, socially and spiritually. The Christian ethos of the school is the cornerstone of our Relationships and Sexuality Policy. RSE is a lifelong process that involves the acquisition of knowledge, understanding and skills, and the development of attitudes, beliefs, morals and values. While we believe that the primary responsibility for addressing these issues rests with parents, we acknowledge the vital part the school can play in supporting and complementing this.
Definition of Relationships and Sexuality Education
Relationships and Sexuality Education seeks to provide children with opportunities to acquire knowledge and understanding of relationships and human sexuality, through processes which will enable them to form values and establish behaviours within a moral, spiritual and social framework. RSE aims to help children learn, at home and in school, about their own development and about their friendships and relationships with others. This work will be based on developing a good self-image, promoting respect for themselves and others and providing them with appropriate information.
Relationship of RSE to Social, Personal and Health Education
In Patrickswell N.S, RSE will be taught in the context of Social, Personal and Health Education. SPHE is a subject in the primary school curriculum. SPHE contributes to developing the work of the school in promoting the health and well-being of children and young people. This happens in the context of their emotional, moral, social and spiritual growth, as well as their intellectual, physical, political, religious and creative development. SPHE is taught from Junior Infants to Sixth class and is formally timetabled.
RSE will be facilitated in the following ways within our school:• In the context of a positive school climate and atmosphere• As part of timetabled S.P.H.E.• On an integrated, cross-curricular basis
The RSE Curriculum is a spiral curriculum. This involves revisiting key topics in a developmental manner at regular intervals. As it is a progressive programme it is taught annually over the 8-year primary cycle.
Aims of our RSE Programme • To enhance the personal development, self-esteem and well-being of each child.• To help children develop healthy friendships and relationships.• To foster an understanding of, and a healthy attitude to, human sexuality and relationships in a moral, spiritual and social framework• To enable the child to acquire an understanding of, and respect for, human love, sexual intercourse and reproduction• To develop and promote in the child a sense of wonder and awe at the process of birth and new life• To enable the child to be comfortable with the sexuality of oneself and others while growing and developing
Management and Organisation of the R.S.E Programme in our school
Relationships and Sexuality Education is an on-going process throughout life. Parents and the family are acknowledged as the primary educators of their children. We work in a supportive role with the parents of our school, by complementing their role with a school based programme in R.S.E. At the beginning of each school year, at the parent/teacher briefings, parents will be provided with an outline of the themes to be covered in SPHE in that particular year. Parents with particular concerns will be directed to the SPHE curriculum (www.curriculumonline.ie/en/Primary_School_Curriculum) to address these concerns and if these concerns remain they can discuss these with the principal or class teacher. The curriculum books and resource materials are available in the school and parents are welcome to borrow them if desired.
Withdrawal from RSE:
Since RSE is an obligatory requirement of the Department of Education and Science, it should be inclusive. Patrickswell N.S. actively promotes the implementation of RSE and strongly discourages withdrawal. The school will, however, take account of parental concerns and a parent’s right to withdraw a pupil from themes pertaining to sensitive issues will be honoured on the understanding that the parent(s) is taking full responsibility for this aspect of education themselves. Parents are obliged to inform the school in writing of their decision to withdraw the child from the sensitive issues classes. Any parent who wishes to withdraw their child should make arrangements for the supervision of the child while the RSE class is in progress. The school can take no responsibility any information which the pupil may receive outside the direct teaching of the RSE lessons.
All the content objectives of the RSE Programme will be covered by the time children leave sixth class. It is school policy that the content objectives are covered with each class level as outlined in the SPHE curriculum statement, within the context of the school’s Catholic ethos and without personal slants from the class teacher. One half hour period per week is timetabled in each class for SPHE and RSE will be included in the programme taught during this time. The approach to the teaching of RSE will be kept as normal as possible and will usually be delivered within the child’s class by the class teacher. Teachers will be encouraged and supported to teach the sensitive issues to their own class as treating RSE differently than the rest of the SPHE programme may intimate to the children that it is “not normal” and may build barriers in the case of children who had a problem they wished to discuss.
Teachers’ Opt Out Right:
Notwithstanding the above (See section on Content) the teachers’ right to opt out will be honoured which will not affect the teaching of the subject. In such circumstances the Principal will make arrangements to have this section of the programme taught. Where possible arrangements will be made for team teaching for the entire SPHE curriculum for that class so that the RSE themes will be taught within the context of SPHE with a teacher with whom they are familiar.
The delivery of the RSE programme will be co-educational within the context of the class group. Where multi class groups are concerned exceptions will be made to ensure that pupils are taught the appropriate class level objectives.
In teaching issues related to RSE, teachers will use the correct biological terms for parts of the body.
Questions arising from curriculum content will be addressed by the teacher or by the visitor in a sensible, sensitive and age-appropriate manner. The class teacher cannot answer questions which do not relate to the particular curriculum objectives for a class. Pupils will be informed that that question/issue is not on the programme and they will be referred back to the parent(s). Teachers may exercise discretion to contact parents themselves if they feel that a question is very inappropriate.
Confidentiality and Child Protection:
Where there is disclosure by a child of abuse, the school will follow the Department of Education and Science child protection guidelines and the guidelines set out in the School Child Protection Procedure statement that is visible in each classroom.
Pupils will be encouraged to appreciate the value of a stable family life and the importance of marriage as the ideal context for rearing children. We acknowledge the different family units that are represented in school and will endeavour to treat all situations sensitively
Sources and Resources:
The RSE and the Stay Safe Programmes and other resources that are deemed suitable by the Principal/SPHE co-coordinator will primarily be used for the delivery of the RSE themes.
Ongoing support, development and review
The RSE policy will be reviewed at regular intervals by teachers, parents and the Board of Management. Patrickswell N.S. will ensure access to in-career development opportunities for teachers. From 2008 the policy and programme will be reviewed by the teachers, parents and the Board of Management every four years or more frequently if necessary to improve the schools RSE policy.