School Calendar
February  2018
Mon Tue Wed Thu Fri Sat Sun
   
  1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28  

postheadericon SPHE policy

Title:  Scoil Brid S.P.H.E. Plean Scoile

Introductory Statement and Rationale

Social, personal and health education provides particular opportunities to foster the personal development, health and well-being of the child and to help him/her to create and maintain supportive relationships and become an active and responsible citizen in society.

  • SPHE is a lifelong process.

SPHE begins before the child comes to school and will continue long after he/she has left school.

  • Here in Scoil Naomh Brid we see ourselves in a supporting role. 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. Their contributions and involvement will be essential to the effective implementation of the S.P.HE programme in the school. The roles of each of these partners will be clear and understood by all.

In Scoil Naomh Brid we view S.P.H.E. as an integral part of the curriculum. Drawing up a school Plan for S.P.HE helps us to inform long term and short term planning and to enable the school to partake and build on good practice. The members of the S.P.H.E. Curriculum Planning Team responsible for drawing up this plan were: Kathryn Keenan, Carmel Kilcoyne, Carmel Hughes, Sharon Brady and Frances Doherty. The plan was reviewed in November 2010 and the most recent review took place in September 2014. This review was carried out by Maria Gannon in consultation with the staff.

At present in Scoil Naomh Brid we endeavour to promote a healthy school atmosphere and an environment that respects and cherishes all our pupils equally.

The following aspects of S.P.HE are part of our current curriculum – these are taught as discrete lessons and for on an integrated cross-curricular basis: ‘Stay-Safe’ Programme, Anti-Bullying as part of our Discipline Policy, ‘Angela Mc Namara’ Sex Education Video (Menstruation section only),Busy Bodies Sex Education Video’ ‘Walk Tall’ Programme, Religious Education Programme – ‘Alive 0’, Lessons on nutrition and hygiene ­Healthy Lunch Promotion, Dental Hygiene, Road Safety, Water Safety and Fire Safety. Group Work, Pair Work, Circle Time and Co-Operative P.E. Games are encouraged. Inter-cultural material has been compiled and made available to staff. `We aim to continue this existing good practice.

 

  •  Vision and Aims

School Vision/Mission Statement:

In Scoil Naomh Brid our mission is to enable each child live a full life as a child and to realise her potential in all dimensions of her life – spiritual, moral, cognitive, emotional, imaginative, aesthetic, social and physical.

We in Scoil Naomh Brid are committed to the holistic development of all our pupils by creating a caring, enjoyable, respectful, inclusive and encouraging learning environment. We aspire to this vision in collaboration with all the partners in education, Parents, Teachers, Board of Management, Department of Education and Science and the wider community.

Aims:  The aims of social, personal and health education are:

  • to foster in the child a sense of care and respect for 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 participate 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.

Objectives: Reference Page 10 S.P.HE Curriculum Statement.

 

 

This School Plan is informed by various policies. The following policies are ‘relevant to SPHE:

 

*Child Protection and Welfare Policy: The Board of Management of Scoil Naomh Brid has adopted ‘Children First’ – The National Guidelines for the Protection and Welfare of Children (1999; 2009) and the DES Child Protection Guidelines Procedures (2001) and, therefore, all child protection and welfare issues at our school will be dealt with in accordance with these guidelines. The Board of Management has designated the Principal Ms. Delia O’ Donnell, as the Designated Liaison Person and Ms. Maria Gannon as the Deputy Designated Liaison Person.

 

* Critical Incident Policy:

We in Scoil Naomh Brid will strive to create a coping, supporting and caring         ethos in our school. SPHE will play an important role in establishing a psychologically safe environment for our students.  Through the integration of SPHE programmes across curriculum areas we will endeavour to address issues such as grief and loss; communication skills; stress and anger management; resilience; conflict management; problem solving; help seeking; bullying; decision making; and use and misuse of alcohol and other drugs. The school’s ‘Critical Incident Policy’ will inform our planning.

* Enrolment Policy

* R.S.E. Policy

* Anti – Bullying Policy: The topic of bullying is covered every year. In year two of the cycle it is covered under the Strand Unit: Safety and Protection using the ‘Stay Safe’ programme. In year one of the cycle it is covered using Bí Folláin, R.S.E.  4th class lessons and optional lessons from S.A.L.T. programme and/Prim-ed ‘Bullying’ books.

* Code of Discipline

* Health and Safety Statement

  * Substance Use Policy and Procedures on administration of

   medicines in Scoil Naomh Brid.

 * Acceptable use of the internet

* Healthy Lunch Policy

* Homework Policy

* Policy on Interculturalism

* Policy on Special Needs and Learning Support

 

 

 

 

 

 

 

 

 

 

 

CONTENT OF SPHE PLAN

The following is an Overview of the Contents of the SPHE Plan:

2014-2015                          2015-2016

Strand

Strand Unit-Year 1

Strand Unit-Year 2

Myself

Self Identity(Sept/Oct)

 

 

Taking Care of my body

(Nov/Dec)

(Self Identity repeated- Jun and Sen. Inf. Sept)

 

Growing and Changing

(Jan/Feb)

NEW:1/3/14

S.I.:  Stay Safe lessons 1.2, 3,4 5

 

 

 

 

Making Decisions (Sept/Oct)

 

 

Safety and Protection (Nov/Dec)

Myself and Others

Myself and my family

(Mar/Apr)

 

 

 

My friends and other people (Jan/Feb)

 

 

Relating to others

(Mar/Apr)

  Growing and Changing Obj.1,2: :6thclass

Taking Care of my Body Obj. 2,3 : 5thclass

Myself and the Wider World

Developing citizenship

(May/June)

Menstruation: 4th  class (June)

 

       

 

Media Education

(May/June)

Menstruation: 4th  class (June)

 

The 10 Strand Units will be covered over a period of two years.

As the table indicates, each year group will focus on 5 Strand Units in Year 1 and the remaining Strand Units in Year 2.

The Whole school will be following this Plan.

Each class will spend two months at a time on every Strand Unit.

As stated in our revised RSE school policy Parents will be informed in advance of the RSE-Specific that will be covered in their child’s class that year.

 For Year 1 the topics which will be covered from November to February are RSE-Specific topics. For Year 2 the topic which will be covered from November to December is an RSE-Specific topic.

Menstruation will be covered every year in June in 4th class- see details in policy

Taking Care of my Body will be covered every year in 5th class

Growing and Changing  be covered every year in 6th class.

• Teaching and Learning Contexts for SPHE:

It is recommended that SPHE be provided in a combination of three ways within the school:

• Discrete S.P.H.E. time provides for the teaching of some elements of the programme during designated class periods. This time can be used to develop and practise particular skills, deal with sensitive issues or explore issues that are not addressed in other areas of the curriculum.

As indicated in the previous section the strand units will be covered over a two month block period. Over the two month period there will be an average of 6-8 discrete lessons and each lesson will be of approximately thirty minutes duration.

• An integrated approach allows for many aspects of SPHE to be dealt with in the context of relevant subject areas. Through a variety of learning experiences across the curriculum children work together, solve problems, make decisions, engage in dialogue and reflect critically.

Some subject areas also provide the most appropriate context for exploring particular aspects of SPHE: for example, developing a sense of care and respect for the environment could be fostered through science and history, while safety in water could be appropriately explored through physical education.

• A positive school climate and atmosphere fosters the health and well-­being of all the members of the school community. It reflects a safe and secure environment where children experience a sense of belonging and know that the concerns and contributions of parents, children and teachers are taken into account. A positive school climate and atmosphere nurtures self-confidence and self-worth and promotes respectful and caring relationships throughout the school. It therefore provides the context in which work carried    out in a range of subjects, including S.P.H.E., is lived out and makes sense.

 Special needs/Sensitivities

Every child in our school will be given the opportunity to participate in and benefit from the full range of experiences offered in S.P.H.E. Therefore, if necessary the curriculum and resources will be suitably adapted so that all children will be given the opportunity to obtain maximum benefit from the programme.

In teaching S.P.H.E teachers will be sensitive to differences in family and social backgrounds as well as cultural and religious differences while at the same planning and teaching the programme in accordance with the catholic ethos of the school.

  • Approaches and Methodologies:

In our school active learning is the principle teaching approach to S.P.H.E. This requires children to actively participate in their learning in a variety of ways and thereby increasing the possibility of internalising what they have explored and apply it to their everyday lives.

Possible strategies for active learning in our school include:

  • Drama activities
  • Co-operative games
  • Pictures, photographs and visual images
  • Discussion
  • Written activities
  • The media and information technology Looking at children’s work

Resources/ Human Resources/ Criteria re Visitors:

Mainstream Resources:

  • ‘Stay Safe’ Programme :
  • R.S.E.
  • Bí Folláin
  • NWHB Health Education Programme
  • Walk Tall
  • Action for Life
  • ‘Be Safe’ Programme
  • Alive 0 – Religion Programme
  • Prim-Ed.
  • S.A.L.T. Programme

Mainstream resources in use are:

  • ‘Stay Safe’ Programme:

From 3rd to 6th class, Stay Safe is covered under the Stand: Myself, Strand Unit: Safety and Protection, in the context of S.P.H.E. as part of the two year cyclical approach to this curriculum area.

In 1st and 2nd class,

Stay Safe is covered under the Stand: Myself, Strand Unit: Safety and Protection, in the context of S.P.H.E. as part of the two year cyclical approach to this curriculum area.

Senior Infants cover the ‘Stay Safe’ programme in year1 under the Strand: Myself, Stand Unit: Growing and Changing, Lesson 1: Feeling safe/unsafe, Lesson 2: Bullying, Lesson 3 Touches, Lesson 4 Secrets/Telling, Lesson 5: Strangers.  In year 2 the ‘Stay Safe’ programme is covered under- Strand: Myself, Stand Unit: Safety and Protection.

 

Junior Infants, cover the topic of topic of ‘Strangers’ very generally using Bí Folláin as a resource. Under the Strand: Myself, Stand Unit: Growing and Changing

 

See R.S.E. policy and Table Teaching the Stay Safe Programme   for further information

  • R.S.E.  see policy
  • Walk Tall
  • Be Safe
  • Bí Folláin
  • ‘Be Safe’ Programme
  • Alive 0 – Religion Programme

Mainstream Resources are kept in the teacher’s box in each classroom. Extra resources are stored in the S.P.H.E. press by the post holder. A signing out book is in operation.

From time to time new resources may be introduced which meet the criteria as per p103 Teacher Guidelines.

Identifying support and resources for SPHE:

Planning for the SPHE curriculum will involve identifying and enlisting the support of different groups or individuals in the community (p33 Teacher Guidelines):

  • The local community
  • Special-focus programmes
  • Regional Health Authorities
  • The Media

Community Links:

From time to time members of the wider community may be invited into our school to support and reinforce the S.P.H.E. programme.

Criteria for S.P.H.E. visitors:

In advance of a visit, the teacher will discuss common objectives with the visitor, ensure that the speaker is acquainted with the material to be presented and also confirm that the material itself is age appropriate. The speaker will be made aware of the parameters of any relevant school policies in relation to the topic. A teacher will remain present for the duration of the presentation.

 

 

Individual Teacher Planning:

 

  1. Teachers will have access to a copy of the school plan for S.P.H.E.
  2. Teachers will draw up yearly /termly and monthly plans.
  3. At the monthly year group meetings teachers will review the progress and record it as a Cuntas Míosúil.  These will be submitted to the principal.

 

Homework: When homework is given it will reflect the active learning as described in the curriculum.

Provision for Training and Staff Development:

In preparation for SPHE becoming a full curricular area, some or all of the staff has attended In-Service courses. These were conducted during the school year and as end of year courses. Staff are encouraged to share their experiences and expertise. In addition, some or all have worked with a Cuiditheoir. Some or all have attended RSE training. Some or all have attended Stay Safe programmes, Walk Tall and Jenny Mosley workshops on Circle Time.

At regular intervals, staff training needs will be audited. The support of the local Education Centre may also be sought when required. The school Board of Management will also be a source of support and financial assistance. The Primary School Support Programme (P.C.S.P.) would also be a supporting agency for the SPHE programme in the school. In our school, staff are encouraged and facilitated in acquiring SPHE expertise. Some staff members have received training for the ‘Rainbows’ programme. This facilitates a peer support group for children who have been bereaved, or whose parents have separated.

 

  • Assessment:

In our school Assessment is a central part of the everyday learning and teaching process in S.P.HE. However, unlike Numeracy and Literacy it can be difficult to assess the effects of personal, social and health messages on the individual child, on his/her thought processes and on the manner in which he/she has internalised the learning. Notwithstanding, the following Assessment Tools will be used for assessment in S.P.H.E:

Teacher – designed tasks and tests Portfolios and Projects.

Teacher Observation might focus on a selection from the list outlined on Page

73 of the Teacher Guidelines:

Such recorded observations are particularly helpful in discussions with the parents and will inform School Reports.

 

Roles and responsibilities:

All the partners (Board of Management, Parents, Principal, Teachers and ancillary and support staff) in education have a role in implementing the S.P.H E. curriculum.  The post holder (Maria Gannon) will have responsibility for review of policy and distribution of resources. As parents have the primary role in the social personal and health education of their children, Scoil Naomh Brid, will, as appropriate provide parents with opportunities to contribute to the development of SPHE in the school.

  • Success Criteria:

Criteria indicating success of this plan will include

  1. Procedures will run smoothly and efficiently because there is clarity about what is expected and who is responsible for different aspects.
  2. There will be a direct link and transfer of information from the school plan to teachers’ yearly/termly and monthly plans.
  3. Procedures outlined in the school plan will be consistently followed in the teaching of lessons and in the selection of resources.
  • Review and Evaluation:

During the initial implementation period (2 years) a rolling review took place.

The Plan was reviewed in its entirety after 2 years and will be reviewed at regular intervals in the future.

  • Ratification by Board of Management and Communication to school community:

The plan was presented in draft form to the teaching staff of the school and the Board of Management for evaluation. The plan was finalised and ratified by the Board of Management and is now the agreed S.P.H.E. Plan for the School.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
    /

 

Relationships and Sexuality Education Policy

 

School Name, Address and Roll Number:

Scoil Naomh Brid is a vertical single sex girls’ primary school under catholic management. It is situated in the parish of St. Patrick’s, Celbridge, Co. Kildare. It has a current enrolment of 527 pupils and a teaching staff of 27 teachers, and 4 special needs assistants. The School Roll No. is: 16566Q.

 

The members of the Committee responsible for formulating the Relationships and Sexuality Education Policy were: Ann Manning (Parent, Parent Representative on the Board of Management), Mary O`Sullivan (Parent), Kathryn Keenan (Teacher Representative, Coordinator for S.P.HE) and Mary Pierce (Principal). The most recent review was in September 2014 by Maria Gannon in consultation with staff.

School Ethos/Philosophy /MissionStatement:

 

School Ethos:

Scoil Naomh Brid is a Roman Catholic School which has been established in connection with the Minister for Education and Science.  It aims at promoting the full and harmonious development of all aspects of the person of the pupil: intellectual, physical, cultural, moral and spiritual, including a living relationship with God and with other people. The school models and promotes a philosophy of life inspired by belief in God and in the life, death and resurrection of Jesus Christ. Scoil Naomh Brid as a Catholic school provides Religious education for the pupils in accordance with the doctrines, practices and tradition of the Roman Catholic Church and promotes the formation of the pupils in the Catholic Faith.

While Scoil Naomh Brid is a school with a Catholic Ethos it recognises and respects other religions and beliefs.

 

Mission Statement:

In Scoil Naomh Brid our mission is to enable each child live a full life as a child and to realise her potential in all dimensions of her life – spiritual, moral, cognitive, emotional, imaginative, aesthetic, social and physical.

We in Scoil Naomh Brid are committed to the holistic development of all our pupils by creating a caring, enjoyable, respectful, inclusive and encouraging learning environment. We aspire to this vision in collaboration with all the partners in education, Parents, Teachers, Board of Management, Department of Education and Science and the wider community.

Definition of SPHE:

Social, personal and health education (SPHE) provides particular opportunities to foster the personal development, health and well-being of the individual child, to help him/her to create and maintain supportive relationships and become an active and responsible citizen in society. Through an SPHE programme children can develop a framework of values, attitudes, understanding and skills that will inform their decisions and actions both now and in the future.

 

 

 

 

 

Definition of R.S.E.:

RSE is part of Social, Personal and Health Education (SPHE). RSE provides children with structured opportunities to develop the knowledge, attitudes, values, beliefs and practical skills necessary to establish and sustain healthy personal relationships as children and subsequently, as adults. The children learn about themselves as sexual human beings, about their spiritual, social, emotional and physical growth and about the various changes that occur as they progress towards adolescence and adulthood.

 

Relationship of RSE to SPHE:

All of the Relationships and Sexuality Education will be delivered within the context of SPHE which is timetabled on our curriculum for the school year.

What the School currently provides:

Parents are acknowledged as the primary educators of their children and the school will work in a supportive role.

At present in Scoil Naomh Brid we promote a positive school climate and atmosphere that respects and cherishes all our pupils equally.

 

The following aspects of RSE are part of our current curriculum – both taught as discrete lessons and taught on an integrated, cross–curricular basis: Religious Education, Stay Safe Programme, Angela Mc. Namara Sex Education Video (Menstruation section only), Busy Bodies Sex Education Video,  Anti-Bullying (as part our school Discipline policy), Intercultural Material (material has been compiled and made available to staff), Walk Tall programme, Group Work and Pair work, Circle Time and Co-operative P.E. games. We endeavour to continue this existing good practice.

Aims:

The aims of RSE are:

 

  • To enhance the personal development, self-esteem and well-being of the child.
  • To help the child to 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. (Pg. 9 – D.E.S. – NCCA Interim Guidelines on RSE – White Document)

For Overall Aims and Objectives of SPHE see Appendix: SPHE Primary School Curriculum Statement – Pages 9 and 10

Management and Organisation:

Relationships and Sexuality Education (RSE) is an integral part of Social, Personal and Health Education (SPHE) and will be taught in this context (see SPHE Plean Scoile). The curriculum is spiral in nature (i.e. similar content is revisited at different stages throughout the child’s time at school) and all content will be delivered developmentally throughout the child’s time in the primary school.

In planning for teaching RSE we will ensure that over a 2 year period children will study elements from all the strand units.

 

All content objectives will be covered by the time the children leave 6th. Class.

 

RSE – Specific Education See Appendix – RSE – Specific Content

( Infants – 6th) will be covered as stand alone (discrete) lessons in the strand units “Taking Care of my Body” and “Growing and Changing “ and “Safety and Protection “ where time can be given so that the children can acquire knowledge, ask questions, clarify information and develop skills.

 

However as the school curriculum is integrated, references may be made to the RSE – specific content covered in the discrete lessons in other curricular subject areas.  The teacher may take the opportunity, within the parameters of the policy, to clarify language or information.

Language:

The acquisition of appropriate language in RSE is crucially important to enable children to communicate confidently about themselves, about growing up and the physical changes they are experiencing, and about their sexuality and their relationships.

The use of proper terms for parts of the body and its functions are given a status and acceptability. Embarrassment is reduced and as children get older and become comfortable with these words, they can discuss aspects of their growth and development with greater ease. They are also less likely to resort to inappropriate or vulgar language when referring to the body and bodily functions.

Therefore we will give children the correct and appropriate language as outlined in RSE Resource Materials as follows:

  • Junior / Senior Infants:

Children will be given biological terms for body parts in the context of hygiene and in the context of obvious bodily differences.

The following terms will be used: Womb, Penis and Vagina.

Term “breast feeding” may be used in conversation as a means of feeding a baby.

 

  • First / Second Class:

Terms “penis” and “urethra” will be taught/revised in terms of passing urine.

Teachers will teach that the baby is in the womb for 9 months and may be breast or bottle fed.

No reference will be made to conception or delivery in the junior cycles.

 

  • Third / Fourth Class:

The development of the foetus.

 

Term “Menstruation”/“Periods”.  As Scoil Naomh Brid is a single sex girls school Menstruation may be taught as a topic in 4th. Class. The decision to do so will be reviewed on a year to year basis. The decision being made in the light of the development and maturity of the class.

In 4th Class a letter will be sent home to parents covering the practical issues relating to menstruation. The letter will contain information regarding the availability of sanitary towels in the school and the location of disposal bins.

  • Fifth / Sixth Class:

Puberty and The Reproductive Systems of both male and female adults will be taught every year in 5th class.  Human reproduction and sexual intercourse in the context of a committed loving relationship will be taught using the language outlined in the D.E.S. RSE Resource Materials in 6th class every year.

A letter will be sent home to parents detailing how this aspect of RSE will be taught and parents will be invited to view the resources which will be used.

A suitable guest speaker may be invited to support and reinforce the contents of the programme for 6th.class. All information delivered by such a speaker will be informed by the content objectives of the SPHE Curriculum.

  • Criteria for SPHE visitors:

In advance of a visit, common objectives will be discussed with the visitor, to ensure that he/she is acquainted with the material to be presented and also to confirm that the material itself is age appropriate. The speaker will be made aware of the parameters of the school policies related to this area. A teacher will remain present for the duration of the presentation.

  • Special Needs / Differentiation:

Every child in Scoil Naomh Brid will be given the opportunity to participate in and benefit from the full range of experiences offered in RSE. Therefore, if necessary, the curriculum and resources will be suitably adapted so that all children will be given the opportunity to obtain maximum benefit from the programme.

In teaching RSE teachers will be sensitive to differences in family and social backgrounds as well as cultural and religious differences while at the same time planning and teaching the programme in accordance with the catholic ethos of the school.

General Information:

  • At the beginning of each school year, Parents will be informed of the RSE – Specific Topics that will be covered in their child’s class that year.

 

  • A Parent’s right to withdraw a pupil from RSE – specific lessons will be respected on the understanding that the parent is taking full responsibility for this aspect of education themselves. It is the responsibility of the parent to inform the school in writing of this decision.

 

  • If a child is so withdrawn, the school cannot guarantee that other children will not inform the child in question of the content of the lesson from which the child was withdrawn or that the children will not refer incidentally in class to aspects of the lesson during subsequent days / weeks.

 

  • Teachers will teach only the topics laid down for the class and will respond only to those questions on the programme for that year. If a child asks for information that is not in line with the curriculum content she will be encouraged to ask these questions at home. The guiding principles at all times for the teacher being the school ethos and the age and stage appropriateness of the pupils.

 

  • The school will endeavour to accommodate the request of any teacher who does not wish to teach a particular topic.

 

  • Everyone has a right to privacy. (See Universal Declaration of Human Rights and UN convention on the Rights of the Child) Teachers will not answer personal questions about themselves nor require the child to give information of a personal nature which they do not wish to share.

Resources to be used:

In our school the following Resource Material is being used:

  • D.E.S.  Relationships & Sexuality Education (RSE) Resource Materials.
  • Alive O – Veritas Publications
  • Stay Safe Programme
  • Walk Tall Programme
  • Angela Mc. Namara Video.

From time to time new resources may be introduced which meet the criteria laid down on Pg. 103 SPHE Teacher Guidelines.

Parents will be informed that they are welcome to view RSE teaching materials at the school.

The S.P.HE Curriculum Document is available online. Contact: www.curaclam.net.

Ongoing Support and Development:

Ongoing support and development will be provided for teachers, parents, Board of Management and ancillary school staff. At regular intervals, staff training needs in this curricular area will be audited. The support of the local Education Centre will be sought when required. The school Board of Management will also be a source of support and financial assistance. The Primary School Support Programme (P.C.S.P.) is a supporting agency for the SPHE programme in the school. Staff will be encouraged and facilitated to avail of further training and in-service courses provided by the D.E.S. and its supporting agencies.

 

Review:

Policy and programme was reviewed after 1 year following implementation and at regular intervals thereafter. All the partners will be informed of any amendments necessary after a review.

 

 

Overall Aims and Objectives of SPHE -SPHEPrimary SchoolCurriculum Statement – Pages 9 and 10

 

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/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.

 

RSE – specific content (Infants-2nd)

Infant Classes

1st/2nd

Taking care of my body p.17(knowing about my body 3,4)

Taking care of my body p.27 (knowing about my body 3,4,5,)

explore, discuss the different things the body can do, move, feel, think, grow, heal explore the various things the body can do see, hear, move, breathe, make energy, feel think
name the parts of the male and female body

using appropriate anatomical terms

name parts of the male and female body using appropriate anatomical terms and identify some of their functions

develop and practice basic hygiene skills discussing and exploring the effects of poor personal hygiene, practicing and learning about hygiene eating habits, practicing effective dental care

Growing and Changing p. 18 (New Life, 1,2)

Growing and Changing p. 28 (As I Grow I Change/New Life, 1,2)

begin to recognise the physical, emotional, social and spiritual factors that promote growth,

Love, food, warmth, shelter, communication, friendship, sleep

become aware of new life and birth in the world

new growth in spring time the baby animals being born

realise that growth takes place in many different ways and is unique to each individual

Physical: growing out of clothes and shoes

Social: making new friends ,joining club, playing or engaging in sports together, an increasing ability to communicate,

Intellectual: improving mental skills and abilities

Spiritual: becoming more reflective, enjoying quiet time for longer periods, experiencing wonder through the senses

*develop an awareness of human birth

that a baby grows and is nurtured in the mother’s womb until it is ready to be born

* 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

love, regular feeding, nappy changing, careful bathing medical check-ups

Safety and Protection p.19 (Personal Safety 2,3)

Safety and Protection p. 30 (Personal Safety 1,3,)

identify situations and places that are safe and those where personal safety might be at risk

being in a supervised playground, going on an outing with family, going into unfamiliar places- feeling unsafe with people, being asked to keep a difficult secret(one that causes worry or makes him/her feel uncomfortable)

recognise and explore situations where children feel safe and those where safety may be at risk

getting lost, being left alone, coming in contact with unsafe or unknown substances, being with people who make me feel unsafe, inappropriate or unsafe touches, being asked to keep a difficult secret (one that causes worry or makes me feel unsafe)

realise how other people can persuade him/her to engage in unsafe behaviour explore how other people persuade him/her to engage in unsafe behaviour and how this may be counteracted

 

RSE – specific content (3rd-6th)

 

3rd/4th class

5th/6th  class

Taking care of my body p. 39

 

Taking care of my body p. 56

*understand the physical changes taking place n both the male and the female body

growing height and weight ,increasing strength ,growing from boy to man, growing from girl to woman

* 3rd  and 4th Class lessons focus in a very general way on changes to adulthood  (Later in year 1(Jan/Feb),* 4th class will  focus on  these changes in relation to puberty  in more detail under ‘Growing and Changing’

* 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

Female: hormonal changes, changing body shape development of breasts, appearance of pubic hair, onset of menstruation (periods)

Male: hormonal changes, physical growth enlargement of testicles and penis, appearance of pubic underarm and facial hair, breaking of voice, beginning of sperm production, onset of nocturnal emissions(wet dreams)

*5th Class year 1 and year 2

realise that these changes do not occur at the same time but none the less are predictable and natural and that being different is normal

accepting his/her own body image being sensitive to the patterns of growth in himself/herself and other people

* 3rd  and 4th Class

 
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 apparent

* 3rd  and 4th Class

 

understand the reproduction system of both male and female adults

*5th Class  year 1 and year 2

understand and explore the relationship between health and hygiene

the transmission of bacteria and viruses, the spread of infection and disease

* 3rd  and 4th Class

 

become aware of diseases and explore how diseases and infections are spread  some communicable diseases: chickenpox, rubella, HIV infection, hepatitis infections are spread through air, body fluids, direct contact, poor hygiene and sanitation

*5th and 6th class year 1

R.S.E – specific content (3rd -6th) continued

3rd/4th Class

5th/6th Class

Growing and Changing p.41

 

Growing and Changing p. 57

 

3rd Class: As I grow I change Obj.s:   1,2,3, 5,

4th Class: As I grow I change Obj: 1,2,3, 4,5,

3rd Class:  Birth and new Life Obj.s: 2, 3,

4th Class:  Birth and new Life Obj.s:1, 2, 3,

3rd Class: Feelings and Emotions Obj.s 1,2,3,4,

4th Class: Feelings and Emotions Obj.s 1,2,3,4,

5th and 6th Class: As I grow I change Obj.s:1,2,3

6th Class:  Birth and new Life Obj.s:1,2

 5th and 6th Class:  Feelings and Emotions

                                Obj.s  1,2,3,4,5,6,

Obj. 4*: As I grow I change  : *recognise and discuss how feelings and emotions are affected by the physical changes that take place

at puberty  smiling when hurt or angry, being withdrawn when afraid) *4th only

 
  *identify and discuss the changes that are experienced in growing from child to adult

changing interest and leisure activities, developing a widening circle of friends, increasing  personal independence, increasing personal and community responsibility, coping with transfer from primary to post primary –school

This will include changes that take place at puberty

*5th and 6th class

Obj.:1* Birth and new Life Obj.s:1discuss the stages and sequence of development of the human baby, from conception to birth

*4th only

* understand sexual intercourse, conception and birth within the context of a committed loving relationship

*6th class only (year 1 and year 2)

identify the care that needs to be taken while waiting for a baby to be born (diet, rest, love, support and role of other family members, medical interventions)

*3rd and 4th class

*Discuss and explore the responsibilities involved in becoming a parent and the emotional and physical maturity required to be a parent

preparing for the birth of a baby

taking care of off spring from birth onwards

emotional, psychological and practical provisions

6th class

*Menstruation: 4th class only (in JuneThe decision being made on a year to year basis in the light of the development and maturity of the class).

 

*discuss the different types of love that exist and explore how love is portrayed and defined in music, films books, magazines and other media

*5th and 6th class

 

RSE – specific content (3rd-6th) continued

3rd/4th Class

5th/6th Class

Safety and Protection p.43 (Personal Safety 2, 4) Safety and Protection p. 59 (Personal Safety 2, 4)
identify people, places and situations that may threaten personal safety

Bullies, large gatherings, being touched inappropriately, being asked to keep a difficult secret(one that is worrying or makes her feel uncomfortable)

identify situations and that may threaten personal safety

Bullying, seeing others being bullied, being asked to keep a ‘difficult secret’, large public gatherings, recognisng inappropriate or unsafe touches, being with people who make me feel unsafe

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 individual

Being assertive, realizing how and when to get help, telling people who are trustworthy, becoming familiar with emergency services and how to contact them, telling someone where she is going at all times, adhering to rules about unsafe places, not accepting bribes from anyone or taking lifts from unauthorised people

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 individual

Being assertive, telling or confiding in people who are trustworthy, realising how and when to get help, being aware of policies in school and at home that provide support: for example, the child is aware of the procedure if someone is being bullied, or is not collected after school, contacting the emergency services, making her whereabouts known at all times

 

Source: Social Personal and Health Education: Primary School Curriculum

 

 

* Designated class in which these objectives are taught-(in line with school policy re these objectives)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Teaching the Stay Safe Programme

                           [NB 2010 – 2011 is Year 1 of SPHE Curriculum Cycle]

[NB 2011 – 2012 is Year 2 of SPHE Curriculum Cycle]

.Class: Senior Infants

* 2011 – 2012 and * 2010 – 2011

Stay Safe Programme                                         

 

SPHE Strand: Myself

Year1: Strand Unit: Growing and Changing, and Year 2 Stand Unit: Safety and Protection

Lesson: 1. Feeling Safe/unsafe pg 7 Lesson: 1. Feeling Safe/unsafe pg 7
Lesson: 2  Bullying Pg 11

Lesson : 3Touches

Lesson: 4 Secrets/Telling

Lesson 5 Strangers

Lesson: 2  Bullying Pg 11

Lesson : 3Touches

Lesson: 4 Secrets/Telling

Lesson 5 Strangers

Year 1:  Book: Bi Follain Level 1:  Unit 4

Safety: Theme C: Friendship Pg 182-185

(Bully Alert)

SPHE Strand: Myself

Stand Unit: Taking Care of My Body [NB. Year 1: (Nov /Dec) of SPHE cycle]

 

Class: 1st and 2nd classes

* 2010 – 2011

Book:  Bi Follain Level 2 SPHE Strand: Myself

Stand Unit: Taking Care of My Body [NB. Year 1: (Nov /Dec) of SPHE cycle]

Year 1: Bi Follain Unit 3 Safety Theme D: Keeping Myself Safe Pg 154-157  
  SPHE Strand: Myself

Stand Unit: Growing and changing [NB. Year 1:(Jan/Feb) of SPHE cycle]

   
   
   

 

* 2011 – 2012

Stay Safe Programme

Book 1st&2nd Class                                        

Year 2:  NB lessons 1 and 2

SPHE Strand: Myself

Stand Unit: Safety and Protection [NB. Year 2: (Nov/Dec) of SPHE cycle]

Year 2:  Lesson :3 Touches Pg 16  
Year 2: Lesson: 4  Secrets/Telling Pg 19  
Year 2: Lesson :5  Strangers Pg 24  
NBB.  By the end of S.I/1st  in  Year 2  Pupils will have received The Stay Safe Programme in it’s entirety

uExtra Resources: 1. The S.A.L.T. Programme

This book can be used in conjunction with Circle Time (Jenny Mosley) and provides excellent ideas on how to give students strategies to deal with conflict situations

                         2. Prim-ed ‘bullying’ books.

 

 

Class: 3rd and 4th classes

* 2010 – 2011

 

Book:  Bi Follain Level 3 SPHE Strand: Myself

 

Year 1: Bi Follain  Unit 3 Safety: Theme E: Keeping Myself Safe Pg 155-158 and 160-161 Stand Unit: Taking Care of My Body [NB. Year 1: (Nov /Dec) of SPHE cycle]
Year 1: Bi Follain Unit 4 Personal and Social Development Theme G:Co-operation and Conflict Pg 238-246

OR

RSE 4th class book: Theme 2 Bullying Behaviour: p. 127-135

Stand Unit: Growing and Changing

[NB. Year 1: (Jan /Feb) of SPHE cycle]

 

Extra Resources: 1. The S.A.L.T. Programme

This book can be used in conjunction with Circle Time (Jenny Mosley) and provides excellent ideas on how to give students strategies to deal with conflict situations

                         2. Prim-ed ‘bullying’ books.

 

* 2011 – 2012

 

Stay Safe Programme

Book 3rd &4th Class                                        

 

SPHE Strand: Myself

Stand Unit: Safety and Protection [NB. Year 2: (Nov/Dec) of SPHE cycle]

Year 2:  Lesson: 1 Feeling Safe/Unsafe

pg 9

Year 2:   Lesson: 2 Bullying  Pg 11

Year 2:   Lesson :3 Touches Pg 18

Year 2:   Lesson: 4  Secrets/Telling pg 22

 
  SPHE Strand: Myself

Stand Unit: My Friends and Other people [NB. Year 2: (Jan/Feb) of SPHE cycle]

Year 2:  Lesson: 5 Strangers Pg 26  

 

 

 

 

Class: 5th and 6th classes

* 2010 – 2011

Book:  Bi Follain Level 4 SPHE Strand: Myself

 

Year 1: Bi Follain  Unit 4 Personal and Social Development: Theme C: Being Honest and Responsible , Activity 3 and 4 (Bullying) Pg 149,150 Stand Unit: Taking Care of My Body [NB. Year 1: (Nov /Dec) of SPHE cycle]
Year 1: Bi Follain Unit 4 Personal and Social Development Theme G:Co-operation and Conflict Pg 186-197 Stand Unit: Growing and Changing

[NB. Year 1: (Jan /Feb) of SPHE cycle]

 

 

Extra Resource 1. _The S.A.L.T. Programme

This book can be used in conjunction with Circle Time (Jenny Mosley) and provides excellent ideas on how to give students strategies to deal with conflict situations

                         2. Prim-ed ‘bullying’ books.

 

 

                                                 *2011 – 2012

Stay Safe Programme

Book 5th &6th Class                                        

 

Year 2: Lesson 1 Feeling Safe/unsafe

pg 6

SPHE Strand: Myself

Stand Unit: Safety and Protection [NB. Year 2: (Nov/Dec) of SPHE cycle]

Year 2: Lesson: 2  Bullying Pg 9

 

Year 2: Lesson :3 Touches Pg 15

 

Year 2: Lesson: 4  Secrets/Telling pg 19

 

 

SPHE Strand: Myself

Stand Unit: My Friends and Other people [NB. Year 2: (Jan/Feb) of SPHE cycle]

Year 2: Lesson 5 Strangers Pg 23

 

 
NBB. (Year 2)

            By the end of 1st/2nd Pupils will have received The Stay Safe Programme in    it’s entirety

              Also

           By the end of 3rd/4th  Pupils will have received The Stay Safe Programme in              it’s entirety

         Also

            By the end of 5th/6thPupils will have received The Stay Safe Programme in    it’s entirety

      

 

 

 

Suggested Resources For S.P.H.E.

Junior and Senior Infants

 

Strand:  Myself

Strand Unit: Self Identity

Self Awareness     Developing self confidence   Making Decisions

 

 

Walk Tall J.I.: Unit 1: Me and Others:

Lesson 1: Name Game

Lesson 2 This is Me

Lesson 3 There’s no one quite like me

Lesson 4 This special person’s name

Walk Tall S.I.: Unit 1: Identity and Self Esteem

R.S.E.: J.I. Theme 1: This is Me P.15-22

             S.I. Theme 1: Look what I can do P. 99-106

N.W.H.B.: J.I.:  First Steps: Unit 2: Theme 2.1 Self Awareness P. 112-115/P.121-122

S.I.: First Steps: Unit 2: Theme 2.1 Self Awareness P. 116-119/P.123-124

Bi Follain: Level 1Unit 4: Theme A: All About Me P.149-160

Action for Life: Lesson 6: Playground P.26-29

 

 

 

 

Suggested Resources For S.P.H.E.

1st and 2nd class

 

Strand: Myself

Strand Unit: Self Identity

Self Awareness     Developing self confidence   Making Decisions

 

 

Walk Tall 1: Unit 1: I am Unique P. 30-50

R.S.E.:          1st class.:  Things I like to do

2nd class.: Other people are special

 

N.W.H.B.:     P. 1-52

Bi Follain:     Unit 4: Theme A Self Concept P. 167-176

 

Action for Life: Lesson 3 Let’s Dance

 

 

 

 

 

 

 

 

 

 

 

Suggested Resources For S.P.H.E.

3rd and 4th class

 

Strand:  Myself

Strand Unit: Self Identity

Self Awareness     Developing self confidence   Making Decisions

 

 

Walk Tall 3: Unit 2: Valuing Self and Others;

Lesson 1: My name is special

Lesson 2: My strengths

Lesson 3:  I am unique

Lesson 5:  I want…I need

Walk Tall 4: Unit 2: Who am I?

R.S.E.:         3rd class Theme 1: Special Gifts

N.W.H.B.:   3rd and 4th class: Out and About:  Theme 2: Unit 2.1; Self Esteem: Being Me P. 142-146/147-151

Bi Follain: Level 3: Unit 4: Theme A: self Concept: Myself and Others: P. 164-178

Action for Life: Lesson 9: Superstar Circuit P. 38-41

 

 

 

Suggested Resources For S.P.H.E.

5th and 6th Class  

 

Strand: Myself

Strand Unit: Self Identity

Self Awareness     Developing self confidence   Making Decisions

 

 

Walk Tall 5:    P. 25/ 39/ 41/ 44

R.S.E.:             5thclass Theme1:  The Person I am P. 25- 36

Theme 5: Feelings and Emotions P. 69

6th class Theme 1: Me and my Aspirations

P.131-     139

N.W.H.B.: Look after yourself:  Self Esteem:

(5th)  P. 149-152/ P. 157-158

(6th)  P. 153-156/P. 159-161

Bi Follain: Level 4: Unit 4: Theme C: P.145

/ Level 4: Unit 4: Theme A: Self Concept: Myself                 and Others P. 129-137

Action for Life: Lesson 9: Big Ball Rounders

 

 

 

 

 

 

 

 

Suggested Resources For S.P.H.E.

Junior and Senior Infants

 

Strand: Myself                                                     Strand Unit: Taking care of my body

Knowing about my body                                                 Food and Nutrition

 

 

Stay Safe:             S.I.           Lesson 1: Feeling Safe/Unsafe p.7 (See Table)

 

Lesson 2: Bullying p. 11

 

Walk Tall                             J.I.: Taking care of my body p. 91-106

S.I.: Taking care of my body p. 87-98

 

                                              J.I:  Theme 2 Who are you p. 23

RSE:                                     S.I.:                 My Body      p. 147-156

                                                                     Look what I can do p.  99

NB: JUNIOR INFANTS:  The terms “womb” will be taught in Junior Infants. The term “breast feeding” may be used as a means of feeding a baby.

SENIOR INFANTS: The terms “penis” and “vagina” are introduced

 

N.W.H.B.:                          S.I:   Parts of my Body p. 7

Food for my body p. 37

 

Bi Follain:                            Level 1:    Unit 1: Nutrition

Unit 2: Hygiene

Unit 3:   Theme A Safety in School

Theme B Safe Travel

Theme D Safety in the Environment

Unit 4   Theme C Friendship (Bully Alert)

pp 182- 185

 

Action For Life:                          Lesson 4: TheSeaside

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Suggested Resources For S.P.H.E.

1st and 2nd Class

 

Strand: Myself                                                     Strand Unit: Taking care of my body

 

Knowing about my body                                                 Food and Nutrition

 

 

Walk Tall    1                      Unit 2: People who live and work together need rules

Walk Tall   2                      Unit 2: My Body

                                    

RSE:                                    1st How My Body works   p.67

2nd When my Body needs Special Care /p. 161

 

N.W.H.B.:                           Unit 1: p. 1-124/p. 157- 180

Healthy Eating Guidelines: Section 3

Food for my body p. 37

 

Bi Follain:                            Level 1:    Unit 1: Nutrition

Unit 2: Hygiene

                                              Level 1:   Unit 4

                                             Safety: Theme C: Friendship Pg 182-185

(Bully Alert)  

Action For Life:                  Lesson 1: Spring Garden/Lesson4: Going toAmerica

Lesson 6: Jills and Jacks/Lesson10: Fun N’ Games

 

 

 

 

 

 

 

 

Suggested Resources For S.P.H.E.

3rd and 4th Class

 

 

Strand: Myself                                                     Strand Unit: Taking care of my body

     Health and Well Being        Knowing about my body             Food and Nutrition

 

Walk Tall 3: Unit 4: My Body in and out of balance:

Lesson 1: On and off balance

Lesson 2: Body Balance

Lesson 3: What’s good for me?

Lesson 4: Smoking

Lesson 5:  Drinking

 

Walk Tall 4: Unit 4: Substances

Lesson 1: Feeling the air in our bodies

Lesson 2: Smoking: What do you think?

Lesson 3: Being offered a cigarette

Lesson 4: Forming and breaking habits

Lesson 5: Alcohol

Lesson 6: What is a Drug?

                                    

RSE:                                    3rd: Theme 7 Our senses p.81-91

4th:  Theme 7 Being Clean- Keeping Healthy p. 183-193

Theme 5: Feelings and Emotions p.155

N.W.H.B.:

3rd: Unit 1: Theme 1: Taking Care of Myself                                 4th:

How my body Works p.6                           p. 13

Personal Hygiene p. 21                              p.30

Healthy Eating p.42                                   p.45

What Happens to Food? p.50                      p.57

 

Healthy Eating Guidelines: Nutrition Education (NEAPS)

 

Bi Follain:                            Level 3:   Unit 1: Nutrition

Unit 2: Hygiene

Unit 4: Being Young, Growing Old

Action For Life:  Lesson 1: Activators: Lesson: 5, Folk dance

 

 

Year 1: Bi Follain  Unit 3 Safety: Theme E: Keeping Myself Safe Pg 155-158 and 160-161 Friendship (Bully Alert) Stand Unit: Taking Care of My Body [NB. Year 1: (Nov /Dec) of SPHE cycle]

(Extra Resources: 1. The S.A.L.T. Programme: programme giving students strategies for conflict resolution, 2. Prim-ed ‘Bullying’)

 

 

 

 

Suggested Resources For S.P.H.E.

5th and 6th Class

 

 

Strand: Myself                                                     Strand Unit: Taking care of my body

 

     Health and Well Being        Knowing about my body             Food and Nutrition

 

 

Walk Tall 5:                      Unit 5: Alcohol p. 110

Walk Tall 6:                      Unit 6: Smoking p. 92/ Unit 5 Drugs p. 110

 

                                    

RSE:                                     5th class:  Making Healthy Decisions p. 113

5th: Theme 6: My Body Grows and Changes p. 81-92

5th: VIDEO ‘Busy Bodies’

-understand the reproduction system of both male and female adults

 

                                             6th class Keeping Safe and Healthy P. 161-170 OPTION 1 ONLY

6th: Theme 6: My Body Grows and Changes p. 81-92

(Fifth class lessons in R.S.E. book)

6th:  VIDEO ‘Busy Bodies

 

 

N.W.H.B.         P. 3/15 Body care: P. 39/50 Food and Nutrition: P.65/73/79/84

About Drugs

Bi Follain:                             Level 4     Unit 1: Nutrition p. 4

Unit 2: Hygiene p. 50

Unit 3: Safety p.88

Unit 4: Theme B: Accepting my Body p.138                                                                                                                                                                                                                                     Unit 4:  Theme C:  Being Honest and    Responsible, Activity 3and 4 (Bullying) p. 149,150

Unit 4:  Theme G:  Co-operation and Conflict

p. 186-197

(Extra Resources: 1. The S.A.L.T. Programme: programme giving students strategies for conflict resolution, 2. Prim-ed ‘Bullying’)

Action For Life:  Lesson 1 Soccer Mania                     Lesson 4 Healthy Body Circuit

Lesson 6 Happy Heart Hustle

 

Lift Off: Lessons: 1: Activators P.11-13

                               3: Play for fun P. 17-20

                               5: Folk Dance P.24-27

 

 

 

 

 

 

Suggested Resources For S.P.H.E.

Junior  and Senior  Infants

 

Strand: Myself                                                  Strand Unit: Growing and Changing

 

As I grow I change     New Life                      Feelings and Emotions

 

 

Walk Tall                             J.I. : Feelings      p. 107-135

S.I.:  Feelings      p.   99-110

 

RSE:                                     J.I: Theme: 8:  I Grow                            p. 77-84                                                                                   Theme 7: New Life                          p. 68-76                                                                                          Theme 6: We have feelings            p.  59-66

 

S.I.: Theme 8: As I grow I change         p. 157-168

Theme 6: Caring for New Life       p. 137-146

 

Bi Follain:                            Level 1, Unit 4, Theme E: Feelings              

JI: Lesson on ‘Strangers’ (covered in a very general way)

 

Stay Safe Programme                                         

Senior Infants:

SPHE Strand: Myself

Year  1 and year 2

Lesson: 1. Feeling Safe/unsafe pg 7  
Lesson: 2  Bullying Pg 11

Lesson: 5  Strangers (covered in a very general way)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Suggested Resources For S.P.H.E.

1st and 2nd Class

 

 

Strand: Myself                                                   Strand Unit: Growing and Changing

                             As I Grow I Change                   Feelings and Emotions    New Life

 

Walk Tall 1                            Unit 3 p. 71

Walk Tall 2                            Unit 21 Changes and Choices  p.30

Unit 3 I’m always Learning      p. 94

 

RSE                                          First Class: Theme 5:  Showing Our Feelings p49

Theme 6: The Wonder of New Life p. 59

Theme 8: Growing Means Changing p. 77

 

Second Class: Theme 5: Coping with Our Feelings p.141                                 Theme 6:The Wonder of New Life p.151

  Year 1:                                                                         Theme 8: Growing and Changing

Stay Safe                  Lesson 1:Feeling Safe/Unsafe

                                  Lesson 2: Bullying

Lesson 3:Touches

                                                            

N.W.H.B.               Theme 2.2 p. 187- 200: Growth and Development p. 187- 200

Look I’ve Grown

Up and Away

Memories and Growing Up

Bi Follain:             Level 2 , Unit 4, Theme D: Feelings                 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Suggested Resources For S.P.H.E.

3rd and 4th Class

 

 

Strand: Myself                                                     Strand Unit: Growing and Changing

 

    As I Grow I Change           New Life                   Feelings and Emotions

 

Walk Tall   3:         Unit 3    I Have Feelings         p. 67 -88 

           

Walk Tall   4:         Unit 3:     Feelings                   p.67- 84

 

 RSE:         Third Class:  Theme 8:  As I Grow I change             p. 94-101

Theme 5:   Preparing for New Life       p. 60-79

Theme 6:   Expressing Feelings            p. 57-68

Fourth Class:   Theme 5: Feelings and Emotions       p.155-167

Theme 6: The Wonder of New Life    p. 169-181

Theme 8: Growing and Changing p.195-205 and Video: Decision: We will leave the topic of ‘Menstruation’ until June of Fourth Class. A letter will be sent home to parents covering the practical issues relating to menstruation (see R.S.E. Policy)

 

N.W.H.B:                     3rd Unit 4:  Growing and Changing

 

Bi Follain:                     Level 3, Unit 4, Theme D: Feelings p. 214 – 225  

 

**TOPIC ‘BULLYING’ 3rd and 4th Class

Year 1: Bi Follain Unit 4 Personal and Social Development Theme G:Co-operation and Conflict Pg 238-246

OR

RSE 4th class book: Theme 2 Bullying Behavior: p. 127-135

Stand Unit: Growing and Changing

[NB. Year 1: (Jan /Feb) of SPHE cycle]

 

Extra Resources: 1. The S.A.L.T. Programme___________________________________

This book can be used in conjunction with Circle Time (Jenny Mosley) and provides excellent ideas on how to give students strategies to deal with conflict situations

2. Prim-ed ‘Bullying’

 

 

 

 

 

 

 

 

 

 

                                                                                                                       

Suggested Resources For S.P.H.E.

5th  and 6th   Class

 

Strand: Myself                                                   Strand Unit: Growing and Changing

             As I grow I change            Birth and New Life                    Feelings and Emotions

Walk Tall 5                             Unit 2 Feelings  p. 54

Walk Tall 6                             Unit 2 Feelings  p. 53

 

RSE                               5th : Theme 6 : My Body Grows and Changes p. 81-92                                        (Revision as this theme was covered under ‘Taking Care of my body’     -Nov/Dec Year 1)

Theme 7: The Wonder of New life   Option 2  p.97 to 99 only

Conception and Sexual Intercourse are not covered until 6th class

 

Theme 8:  Caring for New Life                 p. 103-112

Video: Busy Bodies

 

 

:                                                         6th:   Theme 6: Growing and Changing           p. 183- 197

(Revision as this theme was covered under ‘Taking Care of my body’ -Nov/Dec Year 1)

 

Theme 7:  Relationships and New Life   p.  199- 208

Video: Busy Bodies

NB: 6th Class need to use 5th Class Theme 6: My Body grows and Changes p.81-92  in Year 1 of the SPHE cycle                                                        

                                                          

N.W.H.B.                                p. 91/ p.100/p. 157

Bi Follain:                 Level 3 , Unit 4, Theme E: Feelings  p. 164 – 225  

 

 

**TOPIC ‘BULLYING’ 5th  and 6th Class

Year 1: Bi Follain Unit 4 Personal and Social Development Theme G:Co-operation and Conflict Pg 186-197 Stand Unit: Growing and Changing

[NB. Year 1: (Jan /Feb) of SPHE cycle]

 

 

Extra Resource _The S.A.L.T. Programme____________________________________

This book can be used in conjunction with Circle Time (Jenny Mosley) and provides excellent ideas on how to give students strategies to deal with conflict situations

 

 

 

 

 

 

 

 

 

 

                                            Suggested Resources For S.P.H.E.                                           

Junior and Senior Infants

 

Strand: Myself                                                     Strand Unit: Myself and my family

 

 

Walk Tall                            J.I.:  Unit 3, Belonging and co-operating p.79-90

S.I.:  Belonging p75-86

 

                                              J.I:   Theme 4 This is my family p.45-50

RSE:                                     S.I.:  Theme 3 This is my family      p. 115-122

                                                                   

 

N.W.H.B.:                            J.I:    First Steps, Unit 2, Theme2.1, Me and Others, 121,122.

S.I.:    First Steps, Unit 2, Theme 2.1, Me and Others,

p. 123,124.

 

Bi Follain:                           J.I. and S.I.:   Level 1:    Unit 4, Theme B, My family,

p. 161-   173:

See also ‘Health’ (Prim ed.)            

 

 

 

 

 

                                                 Suggested Resources For S.P.H.E.                                      

1st and 2nd Class

 

Strand: Myself                                                     Strand Unit: Myself and my family

 

 

Walk Tall 1:                    Unit 4:  Paces where I belong P. 115-132

 

RSE:                                     1st Class: Theme 3: My Family P. 31-38

2nd Class: Theme 3: My Family P. 123- 129

N.W.H.B.:                          U p and Away: Unit 2: Theme 2.1- Self Awareness P. 157-186

 

Bi Follain:                           Level 2: Unit 4: Theme B: My Family P. 177-188

 

 

 

 

 

 

 

 

 

 

 

 

Suggested Resources For S.P.H.E.

3rd and 4th Class

 

Strand: Myself                                                     Strand Unit: Myself and my Family

 

 

 

RSE:                                    3rd: Theme 3 My Family p.37-47

4th:  Theme 3 Being My family p. 137-145

 

N.W.H.B.:

3rd and     4th   out and About, Unit 2.2 My Special People, Section 2,

My family p. 161- 172:

 

Bi Follain:                            Level 3:   Unit 4, Theme A,

Personal and Social   Development,

Activity 9, p.172:

 

 

See also ‘Health’ (Prim.ed.)

 

 

 

Suggested Resources For S.P.H.E.

5th and 6th Class

 

Strand: Myself                                                     Strand Unit: Myself and my family

 

 

 

Walk Tall   5:   Unit 1, Me and Others P. 29

 

 

RSE:           5th class: Theme 3: My Family P. 49 – 59

                                                                   

6th class: Theme 3: My families P. 151-161

 

N.W.H.B:         Getting on with Others: Theme 2: Unit 2.2:

(5th)P.162-164/166-168/172-174

(6th) P. 165/169-171/175-176

 

 

 

 

 

 

 

 

 

 

 

Suggested Resources For S.P.H.E.

Junior and Senior Infants

 

 

Strand:  Myself and the Wider World          

Strand Unit: Developing Citizenship

My school community, Living in the local community, Environmental care,

Walk Tall: J.I.: Unit 3: Belonging

S.I: Unit 3: Belonging and Co-operating

The World in the Classroom:  p. 37, 58,

N.W.H.B.: J.I. and S.I: Unit 3: Theme1: My Beautiful World p. 139- 152

Bi Follain: Unit 5 Environmental Care Level 1 (Junior and Senior Infants)

The Right Start (4-7yrs) Theme 4:  Respect and Responsibility   (www.liftoffschools.com Lessons can be downloaded)

Goal:  A Resource for Teachers

Changing Places: A Guide to Multicultural Books for Children (ibBY)

Trocaire: Resource Catalogue

Ombudsman for Children: Resource Pack (Junior and Senior Infants)

www.pcsp (see archived pcsp for suggested activities)

  • Geography Curriculum Documents are very useful for this strand

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Suggested Resources For S.P.H.E.

                                                       1st and 2nd Class

 

 

Strand:  Myself and the Wider World          

Strand Unit: Developing Citizenship

My school community, Living in the local community, Environmental care,

 

Walk Tall 1: Unit 4: Places where I belong p. 115

 

The World in the Classroom:  p.38, 39, 59

 

N.W.H.B.: 1st and 2nd: Unit 3: Looking after my world pg 203

 

Bi Follain: Unit 5 Environmental Care Level 2

 

The Right Start (4-7yrs) Theme 4:  Respect and Responsibility   (www.liftoffschools.com Lessons can be downloaded)

 

Goal:  A Resource for Teachers

Changing Places: A Guide to Multicultural Books for Children (ibBY)

Trocaire: Resource Catalogue

 

Ombudsman for Children: Resource Pack (1st and 2nd Class)

www.pcsp (see archived pcsp for suggested activities)

 

*Geography Curriculum Documents are very useful for this strand

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Resources For S.P.H.E.

                                                                   3rd and 4th Class

Strand:  Myself and the Wider World          

Strand Unit: Developing Citizenship

My school community, Local and wider communities, Environmental care,

 

R.S.E.:   see note for 4th class 

The World in the Classroom:  p. 40, 41, 60, 69,

N.W.H.B.: Unit 3.1 My Environment 3rd p. 176,182, 4th p.178, 185

Bi Follain: Unit 5 Environmental Care Level 3

Lift off: (8-10 yrs) Human rights education Lessons 1-10 (www.liftoffschools.com Lessons can be downloaded)

Lesson 5: The Convention on the rights of the Child P. 36-39

Goal:  A Resource for Teachers

Changing Places: A Guide to Multicultural Books for Children (ibBY)

Trocaire: Resource Catalogue

Ombudsman for Children: Resource Pack (Third and Fourth Class)

www.pcsp (see archived pcsp for suggested activities)

*Geography Curriculum Documents are very useful for this strand

 

Please Note:

Strand Unit Growing and Changing: June Year 1 of S.P.H.E. cycle

                                                              June Year 2 alongside this strand unit

FOURTH CLASS:  R.S.E.   Theme 8; Growing and Changing      p.195-205: Topic of ‘Menstruation’

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Suggested Resources For S.P.H.E.

 

                                                           5th and 6th Class

 

Strand:  Myself and the Wider World          

Strand Unit: Developing Citizenship

My school community, Living in the local community, Environmental care,

Walk Tall 1: Unit 4: Places where I belong p. 115

 

The World in the Classroom:  p.38, 39, 59

 

N.W.H.B.: 1st and 2nd: Unit 3: Looking after my world pg 203

 

Bi Follain: Unit 5 Environmental Care Level 2

 

The Right Start (4-7yrs) Theme 4:  Respect and Responsibility   (www.liftoffschools.com Lessons can be downloaded)

 

Goal:  A Resource for Teachers

Changing Places: A Guide to Multicultural Books for Children (ibBY)

Trocaire: Resource Catalogue

 

Ombudsman for Children: Resource Pack (1st and 2nd Class)

www.pcsp (see archived pcsp for suggested activities)

 

*Geography Curriculum Documents are very useful for this strand

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Suggested Resources For S.P.H.E.

                                                           1st and 2nd class

 

Strand: Myself                                          Strand Unit: Making Decisions

 

 

Walk Tall 2: Unit 1: Changes and Choices P.29-54        

 

R.S.E.              1st class: Decisions and their   consequences 87

                      2nd class: Personal Decisions P. 181

 

N.W.H.B.:       Up and Away: Unit 2: Theme 2.1; Self Awareness:

P. 157-186

 

 

 

Suggested Resources For S.P.H.E.

                                                                3rd and 4th class

 

Strand: Myself                                          Strand Unit: Making Decisions

 

Walk Tall 3:        Unit 4: Choices: Pg.91

 

Walk Tall 4:   Unit 5: Standing up for myself: P. 109-144

 

R.S.E.         3rd class:       Theme 9: Making Decisions:   Pg. 104 -Pg. 114

 

N.W.H.B.: Out and About: 3rd and 4th class:

Theme 1: Unit 1.3:  Feeling ill…feeling better. Sickness and Health P. 64-66/67-71:

Medicines P. 73-76/77-79Smoking P. 81-25

 

Lift Off:  Lesson 2:  What are our rights? P. 18-25

Lesson 3: Rights and responsibilities P. 26-28

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Suggested Resources For S.P.H.E.

5th and 6th Class

 

Strand: Myself                                          Strand Unit: Making Decisions

 

Walk Tall 5:        Unit 4: Decision Making:  Pg.91

 

Walk Tall 6:        Unit 3: Decision Making:  Pg. 71

 

R.S.E.             5th class:  Theme 9: Making Healthy Decisions:   Pg. 113

6th class: Theme 9: Choices and Decision Making:  Pg.221

 

N.W.H.B.       5th and 6th class: Self Esteem (Look after Yourself): Theme 2:              Unit 2.1: Pg. 1547-161

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Suggested Resources For S.P.H.E.

Junior and Senior Infants

 

Strand: Myself                                                Strand Unit: Safety and Protection

Personal Safety                                                 Safety Issues

 

Junior Infants

 

Bi Follain:   Unit 3: Safety:

Theme A: Safety in the School

Theme B: Safe Travel

Theme C: Safe People and Strangers (cover in a very general way. Suitable pages: P. 131 Scenarios such as lost in the supermarket, crowded beach, on the street, strange place. Story of Snow White.  P. 132 Identify a safe person. P 139 Invite Garda to the class p. 139 list of questions to ask.)

Walk Tall    Junior Infants:           P. 42, 82, 93,

 

R.S.E.           Infants p. 18, 19,

Theme 5: People who teach us about keeping safe P.51-57

 

 

Senior Infants

 

Stay Safe: Senior Infants;      Lesson 1 Feeling Safe/unsafe p. 7

Lesson 2 Bullying

Lesson 5 Strangers (Do in very general way)

 

Walk Tall: Senior Infants: p. 67, 77, 79, 83, 95, 123,

R.S.E. Senior Infants: I can be safe P. 123-128

 

Suggested Resources For S.P.H.E.

1st and 2nd Class

 

 

Strand: Myself                                                Strand Unit: Safety and Protection

Personal Safety                                                     Safety Issues

 

 

Walk tall 2:       Unit 3: I’m always learning P. 94

R.S.E.:  1st class: Theme 4: Keeping Safe P. 39-47

2nd class: Theme 4: Keeping Safe P. 131-139

Stay Safe:           Lessons 1-5

N.W.H.B.:          Unit 1: Theme 1.4 p. 127-153

Bi Follain:        Level 2:  Unit 3:  Safety

Be Safe:       Road Safety: Fire Safety; Water safety;    p. 13-21/ p. 55-64/p.  91-98

 

 

 

 

 

Suggested Resources For S.P.H.E.

3rd and 4th class

 

Strand: Myself                                                Strand Unit: Safety and Protection

Personal Safety                                                     Safety Issues

 

 

Walk tall 4:        Care around Medicines p. 105

R.S.E.:  3rd           Theme 4: Keeping Safe p. 49-56

 4th             Theme 4: reasons for Rules p. 147-154

Stay Safe:            Lessons 1-5

Be Safe:                Road Safety p. 30

 

 

 

 

 

Suggested Resources For S.P.H.E.

                                                                 5th and 6th Class

 

Strand: I                                                Strand Unit: Safety and Protection

Personal Safety                                                     Safety Issues

 

 

R.S.E.:            5th class: Theme 2: Different kinds of friends   p. 39

                                        Theme…Safety

                          6th class: Theme….. Keeping Safe and Healthy P161-170 only (OPTION 1 ONLY)

Stay Safe:          Lessons 1-5

 

N.W.H.B.:          p. 105,/p.127/p.138

Bi Follain:          Unit 3: Safety: p. 90/97/104

Be Safe:         Road Safety; Fire Safety; Water Safety;     p. 33/75/107

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Suggested Resources For S.P.H.E.

Junior and Senior Infants

 

Strand: Myself and Others

Strand Unit: My friends and other people

 

Walk Tall: Jnr. Infs.: Unit 1 Me and Others Lesson 5: My important people

Snr. Infs.: Unit 3 Belonging

 

R.S.E.        Jnr. Infs: Theme 3: We are friends

Snr. Infs.: Theme 2 These are our friends

 

BI FOLLAIN: Unit 4:  Theme C Friendship

 

ACTION FOR LIFE: Lesson 5: Me and My Friends

 

SPHE Teacher Guidelines: Exemplars

 

 

 

Suggested Resources For S.P.H.E.

1st and 2nd class

 

Strand: Myself and Others

Strand Unit: My friends and other people

 

Walk Tall 2: Unit 1: Lesson 2: The Influence of friends / Lesson 5: Bullying

R.S.E. Pg. 23/113 My Friends/ Being Friends

 

N.W.H.B.  Unit 2: Theme 2.1.1, 2.1. 2.1.3: Self Awareness

 

BI FOLLAIN: Unit 4:  Theme C Friendship

 

 

 

 

 

 

 

 

 

 

 

 

Suggested Resources For S.P.H.E.

3rdand 4th class

 

Strand: Myself and Others

Strand Unit: My friends and other people

Walk Tall 3: Unit 2: Valuing self and others: Lesson 4: You are unique too

Walk Tall 4:  Unit 4; Standing up for Myself

 

R.S.E.  4th Theme 1 Myself and Others P. 117

Theme 2: Sometimes friends fight P. 27

Theme 9: Problem Solving

 

BI FOLLAIN: Unit 4:  Theme D: Personal and Social Development: Friendship

 

ACTION FOR LIFE: Lesson 10: Captain Rounders

N.W.H.B.   Out and About: Theme 2; Myself and Others (unit 2.2.2) My Special People: Friends and Others P. 167

 

LIFT OFF: Who are we? P. 14

 

S.P.H.E.  Teacher Guidelines: Exemplars

 

 

 

 

Suggested Resources For S.P.H.E.

5th and 6th class

 

Strand: Myself and Others

Strand Unit: My friends and other people

 

 

Walk Tall 5:  Unit 1: Me and Others P.29

 

R.S.E.   5th class: Theme 2: Different kinds of Friends P. 37

               6th class: Theme 2: Different kinds of Love p. 142

 

BI FOLLAIN: Unit 4:  Theme A: Self Concept: Myself and others P. 162

 

ACTION FOR LIFE: Lesson 2: Ribbons, Hoops ‘n Ropes P.15; Lesson 7: Bat Ball P. 31

 

N.W.H.B.   Look after Yourself: 5th and 6th class: Theme 2: Unit 2.2

Getting on with Others P. 162/P. 166/ P.172

 

 

 

 

 

Suggested Resources For S.P.H.E.

Junior and Senior Infants

 

 

Strand: Myself and Others

Strand Unit: Relating to Others

 

Walk Tall J.I.:  Unit 2: Belonging and co-operating

                  S.I.: Unit 3: Belonging:

R.S.E.       J.I.: Theme 2 Who are You?

                  S.I.: Other people have feelings too

 

N.W.H.B.: First Steps P. 1-3  

BI FOLLAIN: Level 1: Unit 4: My Family

 

 

 

Suggested Resources For S.P.H.E.

1st and 2nd class

 

Strand: Myself and Others

Strand Unit: Relating to Others

Walk Tall 1:   Unit 4: Places where I belong P. 115-127

Walk Tall 2:   Unit 3: I’m always Learning:  Lesson 1, 2,

R.S.E.             1st class: Our feelings:   P.50

2nd class: Coping with our feelings: P. 141

 

N.W.H.B:        Fun N’ Games Getting on with others

BI FOLLAIN: Level 2:  Unit 4: Theme A Self Concept: Myself and Others P. 176- 176, Theme D Feelings P. 200-212

Action for Life: Lesson 1: spring garden/Lesson 4: Going toAmerica

Lesson 6: Jills and Jacks/Lesson 10:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Suggested Resources For S.P.H.E.

3rd and 4th class

 

Strand: Myself and Others

Strand Unit: Relating to Others

Walk Tall 4: Unit 1:  Setting the scene and listeningP.29-44

Unit 5: Standing up for myself P. 109-144

 

R.S.E.  

                       4th class:    Theme 1: Myself and others: P. 117-125

Theme 9: Problem Solving P.207-220

 

BI FOLLAIN:                  Level 3: Unit 4: Theme G: Co-operation and Conflict P. 238-248 

Action for Life: Lesson 4: Rights in Conflict: P. 32-35

 

 

 

 

Suggested Resources For S.P.H.E.

                                                                5th and 6th class

 

Strand: Myself and Others

Strand Unit: Relating to Others

 

Walk Tall 5:     Unit 3: Influences: P.67

Walk Tall6:      Ways of Seeing P.29

RSE:

5th class: Theme 6: My Body Grows and Changes p. 81-92

5th: VIDEO ‘Busy Bodies’

-understand the reproduction system of both male and female adults

 

:                                                         6th class:   Theme 6: Growing and Changing           p. 183- 197

(Revision as this theme was covered in Fifth class)

Theme 7:  Relationships and New Life   p.  199- 208

Video: Busy Bodies

NB: 6th Class need to use 5th Class Theme 6: My Body grows and Changes p.81-92   and Theme 7: The Wonder of New Life for extra content                                                       

 

N.W.H.B.   5th class:  Theme 2:  Unit 2.2: Getting on with others P. 162-        167/P. 166-168/ P. 172-174

                   6th class: Theme 2: Unit2.2: Getting on with others P.165/P. 169-171/P.175-176

BI FOLLAIN: Level 4:   Unit 4: Theme C: Being Honest and Responsible;

P. 145/Theme G: Co-operation and Conflict: P.186

 

Action for Life: Lesson 8: Mega Games

 

 

 

 

 Suggested Resources For S.P.H.E.

                                                        Junior and Senior Infants

 

 

Strand: Myself and the Wider World

Strand Unit: Media Education

 

BI FOLLAIN: Level 1: Unit 6: Media Education P. 261-302

www.oneworld.org

www.time for citizenship.com

The World in the Classroom: P.67

Curriculum Statement and Teacher guidelines esp. Exemplar P.46, 47

Trocaire: ‘Get the Picture’

Suggested Activities: see www.pcsp.ie

Drama Activities: Creating or playing out advertisements,

identifying product by music only.

Activities based on children’s programmes to explore behaviours that are thoughtful/not thoughtful of others.

Co-operative games Comparing, categorising, predicting, discussing, pairing, creating captions

Pictures, photographs and visual images

Examining, discussing, pairing, making montages, building a scene

Discussion Role of Media in communicating information re other people/places.

Explore how class is influenced in toy choice by T.V. Explore characters in

children’s programmes

Written Activities Worksheets. See SPHE T.G. Exemplar 26

p.95

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Suggested Resources For S.P.H.E.

1st and 2nd Class

 

 

Strand: Myself and the Wider World

Strand Unit: Media Education

 

 

Walk Tall 2:  Unit 1: Changes and Choices P.29-54

BI FOLLAIN: Level 2: Unit 6: Media Education P.286- 238

Suggested Activities see www.pcsp.ie

Looking at:

1. Ways in which information can be communicated

2. Difference between fact/fiction

3. Advertisements aimed at children

4. Strategies used in media to impart messages, increase effectiveness

Discussing:

What is/is not included/highlighted?

What gets our attention?

Why? How?

Timing/time slots for various advertisements

Special times of year -Christmas, back to school, sales etc.

Evaluating/questioning pictures, captions.

Sound/music effects

Designing advertisements

Famous people/characters

Photographs, comparing similar pictures of same event.

English: Language development – same story from different perspectives

 

 

 

Suggested Resources For S.P.H.E.

                                                              3rd and 4th class

 

Strand: Myself and the Wider World

Strand Unit: Media Education

BI FOLLAIN: Level 3: Unit 6: Media Education P.309– 359

The World in the Classroom: P.69

Suggested Activities see www.pcsp.ie

Making videos, photographing class activities/events by pupils

Active listening game. Discuss effect of music on TV advertisements

Co-operative games Circle work, Groups looking at ‘story behind pictures’.

Co-operative games Circle work, Groups looking at ‘story behind pictures’.

Pictures, Photographs and Visual Images

Discussion: Hidden messages, associations, subliminal messaging, perspectives, effects, what is omitted. Explore target audiences and emotional responses.

Discussion: ‘One minute speeches’, symbols and meaning, logos – meaning, linking, famous names, layout of various newspapers, interviews, opinions.

Written Activities: Fact/fiction statements, slogans for advertisements, speech bubbles.

 

Suggested Resources For S.P.H.E.

                                                               5th   and 6th class

 

 

Strand: Myself and the Wider World

Strand Unit: Media Education

BI FOLLAIN: Level 4: Unit 6: Media Education P.253– 300

The World in the Classroom: P.69

N.W.H.B.: 5th class: Look after Yourself: Theme 3: Unit 3.2 Media P195- 197

Look after Yourself: 6th class: Theme 3: Unit 3.2 Media P.198-202

The World in the Classroom P.71

 

 

Suggested Activities see www.pcsp.ie

 

Surveys, questionnaires, debates, interviews, reviews, examining headlines, newspapers – both national and local and also magazines; designing advertisements; creating school/class newsletter/newspaper; searching websites, using email etc.

Portfolios and projects

Posters, projects, e.g. montages, photographic displays

Drama Activities Role Playing, Interviewing, Presentations

Co-operative games

Pictures, Photographs and

Visual Images

Classifying, exploring, comparing, extending, effectiveness, cost, ‘enhancing techniques’ etc

Discussion o Exploring bias, gender, cultural, subliminal messages, target audiences, timing of ads.

o Logos, associations, tabloids & broadsheets

o Mobile phones/text. Safety rules

Written Activities

Media and ICT Produce short video, Digital photography,

Class website, newsletter, newspaper

 

 

 

 

 

 

 

 

 

 

 

 

Recent Posts