RMDS

School Plan

Social, Personal and Health Education (SPHE)

(Reviewed and updated 2015)

Social, Personal and Health Education (SPHE)

Vision:

The approach to the SPHE Curriculum is determined in the first instance by the school ethos. Here in RMDS, when the SPHE curriculum was introduced in 2009, many of the topics introduced were already being taught here under the RE Core Curriculum (also called the Learn Together programme).  This is an indication of the central role SPHE holds within the value system of this school.  SPHE provides particular opportunities to foster the personal development, health and well-being of the child and to help him/her create and maintain supportive relationships and become an active and responsible citizen in society.

Aims

The aims of the SPHE curriculum, as set out in the Primary School Curriculum are as follows:

• 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

These aims are concurrent with the RE Core Curriculum programme also known as the Learn Together programme.

 

There are three contexts for the delivery of the curriculum:

• A positive school climate and atmosphere
• Integration with other subject areas through Core Curriculum and the use of discretionary curriculum time (2 hours per week) which can be allocated on a weekly basis or in blocks per term.
• Discrete curriculum time. 30 minutes per week is allocated in the curriculum. This should primarily be used to deliver the aspects of SPHE covered in the Walk Tall Programme, the RSE programme and the Stay Safe programme.

 

There are three strands to the SPHE Curriculum. These are further divided into strand units:

Strands	Strand Units
Myself	Self identity / Self esteem Taking care of my body Growing and Changing Safety and Protection Making Decisions (R3-R6)
Myself and others	Myself and my family Myself and my friends Relating to others
Myself and the wider world	Developing Citizenship Media Education

 

The following methodologies and approaches are particularly appropriate in the delivery of this curriculum:

• Active Learning
• An emphasis on children working together co-operatively
• The teacher in the role of guide and facilitator.

The following key points from the curriculum are noted:

•  The experience of the class must be considered
• SPHE must respond to Social and Environmental needs
• The Spiral Approach is used
• Planning for the unexpected incidents and events are key
• In all lessons, a balance should be achieved between skill development, the fostering of values and attitudes and the acquisition of information.
• Individual differences must be respected
• Particular attention should be paid to ensuring that children with Special Educational Needs have the class lessons of the SPHE programme reinforced in the resource room.
• It is recommended that teachers teach some content from each of the strands each year.  The plan therefore is covered over two years. A draft plan for the programme is in the teacher planning grid in the Appendices.

 

The following programme and policies form part of the SPHE Curriculum:

• Relationships and Sexuality Programme (RSE)
• Walk Tall Drugs Awareness Programme
• Child Abuse Prevention Programme (Stay Safe)
• Anti-bullying lessons
• General Road Safety, Water Safety and Fire Safety Programmes

 

• Promotion of Healthy Eating and Physical Exercise
• Inclusion of children with additional learning needs
• Media Education (as part of the strand unit Myself and the Wider World)
• Interculturalism

Discrete SPHE time:

The RSE, Stay Safe and anti-bullying lessons and the Walk Tall substance misuse programmes are taught as part of discrete SPHE time. While there are many common themes linking the three programmes, each has very specific aims, as follows:

The Walk Tall programme aims to:

• Avert or at least delay experimentation with substances
• Reduce the demand for legal and illegal drugs
• Give primary school children the confidence skills and knowledge to make healthy choices.

The RSE programme aims to:

• Promote an understanding and a healthy attitude to sexuality and relationships
• Promote knowledge of and respect for reproduction
• Promote a sense of wonder and awe at the process of birth and new life
• Enable the child to feel comfortable with his/her sexuality and that of others

The Stay Safe programme aims:

• To prevent child abuse by giving children the skills and strategies necessary to enable them to respond safely to any danger, upsetting or abusive situations
• Teach children how to deal with unsafe or inappropriate touch and to never keep touch a secret
• Teach children about the importance of telling
• Give children safety strategies to deal with strangers

See also the Anti-bullying policy of the school regarding bullying prevention. The following extract (section 5.3) refers to curriculum provision in this area:

5.3 Implementation of curricula

The school maintains awareness of bullying as unacceptable through the Social, Personal and Health Education (SPHE) curriculum.

 

The Walk Tall and Stay Safe programmes are used throughout the school to support the Anti-Bullying policy.

 

Lessons are taught in all classes to all classes to help the children to better understand difference and diversity.  See Core Curriculum and SPHE policy.

 

Lessons on cyber bullying will be taught in all classes. See SPHE policy.

 

The Arts curriculum will be used to promote the anti-bullying message in all classes, for example, visual arts activities such as poster displays, drama activities such as role play and cooperative games, English activities such as poetry and creative writing.

 

A list of useful resources for teachers and parents in developing these lessons is included at Appendix B.

 

Continuous professional development for all staff in delivering these programmes will be supported by the Board of Management.

 

The school will continue to support the delivery of the Garda SPHE Programmes. These lessons, delivered by Community Gardai, cover issues around personal safety and cyber-bullying

 

The school will specifically consider the additional needs of pupils with special educational needs with regard to programme implementation and the development of skills and strategies to enable all pupils to respond appropriately.

 

A list of resource materials to support this aspect of the SPHE curriculum is included in the appendices.

Here in RMDS we have agreed that the Stay Safe programme is taught in its entirely in Senior Infants, Rang 1, Rang 3 and Rang 5. This comes under the strand unit Safety and Protection, personal safety. This is normally taught in the spring term.

We also agreed in 2011 that all classes should have one lesson on inclusion each term as part of Core Curriculum/ SPHE. A plan for these lessons is included in the Appendices.

Other aspects of the SPHE curriculum are integrated across the primary school curriculum. For example:

• The stand Myself and Others is also part of the Core Curriculum programme.
• The strand unit Living Things (part of the SESE curriculum) is closely related to the SPHE Strand Myself.
• The PE plan stresses the importance of physical activity for health and well being.
• The Forest School project (taught in SI, R2 and R3) forms part of SPHE provision.
• Mindfulness practice

 

Assessment in SPHE:

Teacher observations might focus on:

• The ability of the child to co-operate and work in groups or to work independently
• The informal interactions between the child and adults and between the child and other children
• The quality of presentation of work
• Particular interests or aptitudes displayed by the child
• The participation and interest of the child in a variety of activities
• The level of personal or social responsibility exhibited by the child
• The reliability of the child in carrying out established routines
• The perseverance of the child in carrying out a task
• The child’s awareness of the difficulties of others and his /her willingness to help
• The questions the child asks and the responses the child makes to questions and suggestions made by the teacher
• Various behaviour, for example shyness, leadership ability, level of self confidence, the tendency to be anxious, sense of fair play, assertiveness, aggression, readiness to take risks and meet challenges
• Physical and emotional maturity
• The ability of the child to engage in assessing his / her progress and reflecting on his / her learning
• Observation of the child at out of class activities, for example Forest school, school tours when visitors are in, at school assemblies

 

A sheet could be completed for each child as follows:

 

Name __________________________                          Date:  ____________

 

Areas of Focus	Comment
The ability of  the child to co-operate and work in groups
The ability of the child to work independently
The informal interactions between the child and adults
The informal interaction between the child and other children
Physical and emotional maturity
The quality or presentation of work
The participation and interest of the child in a variety of activities
Various behaviour, e.g. shyness, leadership ability, level of self-confidence, the tendency to be anxious, sense of fair play, assertiveness, aggression, readiness to take risks and meet challenges

 

Resources

A list of school based resources in contained in the Appendices.  Each class had an SPHE resource file box which contains the relevant packs and lessons as agreed in this policy.

 

Related policies

• Code of behavior
• Anti-bullying policy
• Substance misuse policy
• Child protection policy
• Religious education Core curriculum
• Relationships and Sexuality (RSE) policy

 

Success criteria

• Teachers’ preparation based on this plan
• Procedures outlined in this plan consistently followed
• Feedback from teachers/parents/pupils/community
• Inspectors’ suggestions/report

 

Review

This plan will be reviewed regularly in line with the priorities of the school.

 

Ratification and Communication

 

This plan was ratified by the Board of Management at its meeting of January 2015

 

 

 

RMDS RELATIONSHIPS AND SEXUALITY EDUCATION (RSE) POLICY

March 1999 (Updated 2015)

________________________________

 

Policy Development                                         

The RSE Committee wrote the policy after consultation with the Board of Management, parents’ representatives, members of the patron body and teachers.

 

Aims and Objectives                                        

RSE is already part of the Religious Education Core Curriculum (RECC) which is an integral part of RMDS.

The aims and objectives of RSE are:

1. To develop a sense of identity, self worth and self esteem in the child;
2. To provide an opportunity for children to learn tolerance, caring and respect for others;
3. To develop within the children an awareness of themselves as social persons;
4. To nurture within children an awareness of their relationships with others and an understanding of how their behaviour affects their relationships;
5. To enable the child to be comfortable with and respectful of the sexuality of oneself and others while growing and developing;
6. To enable the child to acquire an understanding of and respect for human love and relationships, sexual intercourse and reproduction;
7. To help the child to an awareness, understanding and acceptance of the cycle of life and death;
8. To educate the children about health and safety issues;
9. To teach the children about their rights including the right not to be abused in any way;
10. To meet the need for information by the child at various stages of development;
11. To enable the children identify, accept and express their feelings;
12. To allow the child to develop his or her full potential emotionally, socially, morally, ethically, physically, psychologically, intellectually and spiritually.

 

 Moral Values Framework

RSE will be taught in the context of the ethos of the school which is multi-denominational, co-educational, child centred and democratic.

 

 

 

Organisation

The RSE Programme will be taught in an age appropriate and developmentally sensitive way to all children in all classes by the teacher during the normal school day, using existing RECC Programme materials and specific DES RSE Resource materials.

 

Specific Issues

 

Withdrawal:

This policy provides for the rights of parents / guardians and teachers who hold objections to the inclusion or teaching of RSE in the curriculum, to withdraw from the Programme.  Should a parent / guardian wish to withdraw a child from all or part of the Programme, the Board of Management in consultation with the parent / guardian will accommodate this.  Should a teacher wish to withdraw from teaching all or part of the Programme, alternative provision will be made.

 

Age Appropriate Information

It is important for the success of the Programme that children receive Information appropriate to their age and Level of development.  The school recognises and supports the role of the teacher as a professional in assessing what information is appropriate.

 

Support

The RSE Programme will, in general, be delivered by the teachers whose needs In terms of training, information and Support, the school is committed to meet.

 

Curricular Framework                                            

The RSE Programme, although part of the RECC, may be taught during time allocated

to Social, Personal and Health Education (SPHE).  The Programme will be taught to mixed

gender classes throughout the school cycle.  Where appropriate however, certain core

elements of the senior class Programme may/will be taught in a single sex environment.

The ‘sensitive issues’ (i.e. the sex education elements) of the programme will generally be taught in the third term.

 

Dissemination:                                                           

The RSE Policy will be circulated to all parents and a copy will be available in the office

for consultation.  Parents / Guardians with concerns may raise questions with the

Principal or individual teacher.

 

Monitoring and Evaluation:                                     

The programme will be monitored and evaluated regularly the teachers on an ongoing

basis and feedback from the children will be actively sought by the teachers.  In addition

parents will be offered a chance to comment.

 

Date of review:

The Core Curriculum Committee will be reviewed as necessary in line with the priorities

of the school.

 

 

Appendices

 

 

RESOURCE PACK FOR RELATIONSHIPS AND SEXUALITY EDUCATION IN PRIMARY (PDST)

SCHOOLS

 

BEST PRACTICE GUIDELINES FOR TEACHING RELATIONSHIPS AND SEXUALITY EDUCATION (RSE) AT PRIMARY LEVEL

• Schools should have an RSE policy
• All teachers should be familiar with the RSE policy.
• A forum should be provided for teachers within the school for discussion of issues relevant to RSE.
• Schools should provide children with a broad Social Personal and Health Education (SPHE) programme, of which RSE is an integral part.
• If schools are using an outside facilitator for RSE the facilitator should be aware of the school ethos and the school’s RSE policy and should agree to present his/her material in that context. Guidelines on the use of outside speakers can be found on P32 of the SPHE Teacher Guidelines. The classroom teacher should be present in the classroom with any outside speaker.
• If using an outside speaker the classroom teacher should design the SPHE programme in such a way that his/her lessons lead in to the lessons presented by the outside speaker and follow on from them.
• Research has consistently shown that parents are supportive of the RSE programme. Schools are advised to keep parents informed about RSE.

 

RSE POLICY DEVELOPMENT

The booklet ‘Relationships and Sexuality Education – Policy Guidelines’ is a step by step guide to developing an RSE policy; copies of the booklet* should be made available to all members of the policy committee

Preamble

• It is the responsibility of the Board of Management to ensure that RSE is taught in the school.
• A teacher does not have to teach the lessons on the sensitive issues if he/she does not wish to.
• Schools are not required to ask parents to sign a permission slip to allow their child to attend lessons on the sensitive issues in RSE; RSE is an integral part of the SPHE curriculum
• Where parents wish to take their child out of the lessons on the sensitive issues a school can ask them to put this in writing.  A school is advised to consult with parents on how to manage the opting out process in the best interests of the child.

 

Why an RSE Policy?

• It enables a process of consultation between Board of Management, teachers and parents to take place.
• It provides a safety net for the teaching of RSE in that it ensures RSE will be taught in a consistent and agreed way. Individual teachers should not express their own personal beliefs and values when teaching RSE but should articulate the ethos and value system expressed in the RSE policy.

 

What Should an RSE Policy Contain?

• Issues of concern should have been raised and clarified during the consultation process. The policy should give guidance to teachers on how to approach the moral and ethical issues relevant to RSE. Topics such as homosexuality, contraception, abortion, masturbation are not in the primary RSE/SPHE programme, but children may ask questions about these subjects. The policy statement can provide general guidance for teachers on how to respond. Possible ways of responding are either to say to a child that these are topics which they will learn about as they get older or to give the child a brief age appropriate response.
• Practical issues to do with the management of teaching RSE such as multi-class situations, teaching boys and girls together, the right of parents to opt their child out of the sensitive issues etc will be included in the policy. See ‘Relationships and Sexuality Education – Policy Guidelines’ P.10 for further information.
• Schools may wish to include some information about the content of the lessons on the sensitive issues and the language which will be used either in the policy or in an appendix to the policy.

 

SUGGESTED LESSON PLANS FOR TEACHING SOME OF THE SENSITIVE ISSUES

RSE IS AN INTEGRAL PART OF SPHE. LESSONS DEALING WITH THE MORE SENSITIVE ISSUES SHOULD ONLY BE TAUGHT IN THE CONTEXT OF SPHE AS A WHOLE AND NOT AS STAND ALONE LESSONS

BEFORE STARTING ANY PROGRAMME OF SPHE WITH A NEW CLASS THE TEACHER IS ADVISED TO HELP THE CLASS TO DRAW UP A LIST OF AGREED RULES OF BEHAVIOUR, SOMETIMES CALLED A CLASS CONTRACT. THIS MAY NEED TO BE REVIEWED PRIOR TO TEACHING SOME OF THE LESSONS SUCH AS THOSE OUTLINED BELOW.

NAMING THE PRIVATE PARTS OF THE BODY.

Under the Strand Unit ‘Taking Care of My Body’ (P 17 in the SPHE Curriculum Document) children in Senior Infants are expected to be able to ‘name the parts of the male and female body using appropriate anatomical terms’.

Two possible methodologies for teaching this are:

a)      The lesson ‘My Body’ on P148 of the Junior and Senior Infants RSE Resource Materials. This lesson could include use of anatomically correct dolls; for details of how to purchase see Notes for the Lesson below.

Or

b)      Use an image of a boy and girl on a beach in swimwear as a prompt to ask questions such as: what are the children doing, are they happy, what are they wearing, what parts of their body can you see, what parts of their body can you not see. This exercise can be used to generate a variety of vocabulary for parts of the body, including the genitals.

 

NOTES FOR THE LESSONS

• Read p148-149 of the lesson ‘My Body’ prior to teaching either lesson
• Penis and vagina are appropriate words to give children for the private parts of their bodies.
• Teachers might wish to explain that we use the term private parts because we usually keep these parts of the body covered up.
• It is possible to buy anatomically correct dolls for this lesson. For information on how to purchase these go to: www.ecdrumcondra.ie, click on programmes, rse, primary and resource list. Dolls would be particularly useful for teaching children with special needs
• It is possible to teach this lesson to Junior and Senior Infants if they are in the same room, but it would be advisable to wait until the second or third term
• Parents should be made aware that these words will be taught.

 

THE BABY GROWING IN THE WOMB

Under the Strand Unit ‘Growing and Changing’ (P41 in the SPHE Curriculum Document) children in Third/Fourth Class are expected to be able to ‘discuss the stages and sequence of the development of the human baby from conception to birth’

Suggested Methodology:

‘Preparing for New Life’ on P69 in Third and Fourth Class RSE Resource Materials.

‘The Wonder of New Life’ on P169 in Third and Fourth Class RSE Resource Materials. This lesson can be taught in two parts:

a) Photocopy the cards from p173-p178, cut them out and laminate them. Introduce the topic by referring to the earlier lesson (on P69).  Form the children into groups of four to five children. Then give the children the laminated cards with the pictures and the months. Give them time to try to match the cards and ask questions.

 

b) Read the information on P171. Then give the children all three sets of cards and ask them to match them up. Take questions. End the lesson by asking the children to do the writing activity ‘Diary of a New Baby’ on P180

NOTES FOR THE LESSON

• If the children ask how did the baby get into the womb the teacher can respond by saying that the baby grew from a little seed or by saying that we’ll get to that part of the story when they are older
• A possible supplementary activity would be to ask children if their parents have any scan photographs of themselves or their sisters and brothers. Children can bring the photos in and talk about them.

 

PUBERTY AND NEW LIFE

Under the Strand Unit ‘Taking Care of My Body’ (P56 in SPHE Curriculum Document) children in Fifth/Sixth Class are expected to be able to ‘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’

 

Under the Strand Unit ‘Growing and Changing’ (P58 in the SPHE Curriculum Document) children in Fifth/Sixth Class are expected to be able to ‘understand sexual intercourse, conception and birth within the context of loving committed relationships’

 

Lessons which are relevant for these topics are:

• 3^rd/4^th Class Resource Materials, Growing and Changing on P195
• Walk Tall Books 5 and 6 Unit 2 Feelings
• 5^th/6^th Class Resource Materials, Feelings and Emotions on P69 and P175
• 5^th/6^th Class Resource Materials, My Body Grows and Changes on P81 and Growing and Changing on P183
• 5^th/6^th Class Resource Materials, The Wonder of New Life on P93, Caring For New Life on P103 and A Baby is a Miracle on P209.
• 5^th/6^th Class Resource Materials, Different Kinds of Love on P141

 

Suggested Methodologies

 

Lesson One. The aim of this lesson is to allow the children time to reflect on the emotional changes that they may be experiencing as they get older. Use the lesson Growing and Changing on P195 of the 3^rd/4^th Class Resource Materials, beginning with the worksheet on P200 but adapting the age at the top of the right hand column to suit the age of the class. Use the questions at the bottom of the worksheet to stimulate discussion about growing up. Conclude the lesson by using some or all of the activities on pages 201 to 203.

 

Lesson Two. This lesson is a continuation of the last one with the aim of allowing the children time to explore their emotions about growing up. P60 in Walk Tall Book 5 suggests a number of non-verbal ways of helping children to express their feelings. If the children are reticent about expressing their own feelings the teacher can read out the situations on pages 58-60 in Walk Tall Book 6 and ask the children to mime or paint the feelings that they would imagine someone else would feel if this happened to them. The teacher concludes the lesson by explaining that growing up can be both an exciting and confusing time for people and that it is normal for young people to find that their emotions

 

Lesson Three The aim of this lesson is to explain the physical changes that happen to boys and girls during puberty. The teacher photocopies, enlarges and laminates copies of the body outlines of the girl and boy on pp85 and 87 in the Fifth/Sixth Class Resource Materials. The teacher divides the class into groups of four, ideally two boys and two girls. Each group is given a copy of the outline of the boy’s and girl’s body. They are asked to draw or write on the sheet the physical changes that happen to boys and girls. If the children write in felt pen the laminated sheets can be reused. The teacher writes the feedback on the board, giving clarification and explanation as necessary, using the information on pp84-88. The teacher can also explain the need for greater attention to hygiene.

 

Lesson Four The aim of this lesson is to explain the reproductive system of males and females. The teacher photocopies, enlarges and laminates copies of the male and female reproductive organs on pp85 and 87. Divide the class into same sex pairs and give each pair a copy of the male and female reproductive system. Ask them if they can trace the journey of the egg and sperm using a felt pen. The teacher then puts up the same diagrams on an overhead and talks about the journey of the egg and the sperm, using the information on pp84-88. The teacher also explains what the words on the diagrams mean and takes questions from the children

 

Lesson Five The aim of this lesson is the same as for lesson four. The teacher gives the children in same sex pairs the diagrams of the male and female reproductive organs with the words blanked out. The children try to fill in the correct words. The teacher takes the answers and corrects any misunderstandings. Using the diagrams on an overhead the teacher explains how intercourse takes place, stressing the importance of loving commitment in relationships as intimate as sexual relationships.

Lesson Six. Different Kinds of Love on P141 of the 5^th/6^th Class Resource Materials

Lesson Seven Show the class a DVD on growing up such as the Busy Bodies DVD. Take questions from the class.

NOTES FOR THE LESSONS

• It is important that parents are given information about the content of the lessons before they are taught.

• There are many ways of teaching these topics; this outline suggests some possible methodologies. Schools are advised to find strategies that best suit their children

• Children should be familiar with the idea of agreeing a contract on classroom behaviour. This might need to be renewed prior to teaching these lessons
• Schools will make their own decisions about whether to teach these topics to Fifth or Sixth Class children, and on whether they will present the lessons as a sequence or divide them up.
• It is generally advisable to teach boys and girls together but there may be reasons to teach some parts of the programme separately. A school may decide to give girls more information on menstruation than they give boys.
• Children should be encouraged to ask questions about RSE as they would about any other subject but teachers will also make decisions about whether it is appropriate to answer all questions, see note below.

 

ANSWERING QUESTIONS

 

While it is important to create an environment in which a child feels free to ask questions, it is also important that a safe environment is created for all

the children in the class. Teachers are advised to set boundaries in the teaching of RSE as they would in any other subject.

When deciding whether it is appropriate to answer a question or not the teacher should consider:

• The age and stage of development of the children
• The ethos the school
• The RSE policy
• The content objectives of the SPHE curriculum guidelines

 

Suggested ways of setting limits are to say:

• I’ll do my best to answer your questions but I may not be able to answer all of them
• Would you be able to talk to your mum or dad about that?
• That’s something you’ll learn about as you get older.
• We agreed in our contract that we wouldn’t ask anyone personal questions.

 

 

 

(Taken from SESE curriculum – taught as part of the SPHE curriculum)

 

Strand            Living things

Strand Unit    Myself: Human Life

 

The child should be enabled to:

 

Infants

 

Variety & Characteristics of humans

•           Identify parts of the male and female body

•           Recognise and measure physical similarities and differences between people

                        Sean is smaller than Jan Both Robert and Sinead have blue eyes

Human life processes

•           Become aware of some changes that occur as children grow and mature

Height, foot size,

Design & make a slipper or shoe for self or an imaginary character

•           Become aware that people have a variety of needs for growth (exercise, food, clothing, shelter)

•           Develop an awareness of human birth

That a baby grows and is nurtured in the mother's womb until ready to be born

•           Use all the senses (touch, smell, sight, taste, hearing) to become aware of and explore environments

Examine muesli, identify and taste the ingredients, what else could be in a cereal? Design a tasty cereal from a base of oat/lakes or /and wheat flakes

 

1^st and 2^nd class

Variety & Characteristics of humans

• Name and identify external parts of the male and female body and their associated functions or senses
• Become aware of the role of each sense in detecting information about the environment and in protecting the body
• Recognise and/or measure physical similarities and differences between individuals

Height, colour of hair, eyes colour

            Design & make a measuring chart of heights, including a 'pointer' to show and record    heights

Human life processes

•           Recognise that all living things grow and change

•           Recognise that physical growth has taken place since birth

 

Differences between milk teeth and permanent teeth Physical size

In a range of abilities and skills

•           Identify some requirements for growth and development in the human Food, sleep,          exercise

•           Begin to identify the main phases of the human life cycle

•           Use all the senses to become aware of and explore environments

 

 

3^rd and 4^th class

Variety & Characteristics of humans

• Become aware of the names and structures of some of the body's major external and internal organs

Human life processes

• Develop an awareness of the importance of food for energy and growth

Need for a balanced and healthy diet

Structure and function of teeth

Design & make a clay model of a set of teeth (or part of a set of teeth)

• Understand the physical changes taking place in both male and female during growth to adulthood
• Become aware of and investigate breathing

Appreciate the need for oxygen from the air

Understand that air is drawn in through mouth and nose and passes through the windpipe to the lungs Investigate breathing rate before and after exercise

Recognise the dangers of smoking and air pollution

• Explore and investigate how people move

Body supported by a skeleton

Actions of muscles, bones and joints

 

5^th and 6^th class

Variety & Characteristics of humans

• Develop a simple understanding of the structure of some of the body's major internal and external organs

Human life processes

• Develop a simple understanding of food and nutrition

Structure, function and care of the teeth

The importance of food for energy and growth

Importance of a balanced and healthy diet

Design & make a balanced and nutritious lunch menu for self or a younger child

• Develop an understanding of the reproductive systems of both male and female and of the physical changes taking place in both male and female during growth to adulthood
• Become aware of and investigate breathing

Appreciate the need for oxygen from the air

Understand structure and function of nose, windpipe and lungs

Recognise the dangers of smoking and air pollution

Investigate and/or design and make facial anti-dust mask

• Identify and understand ways in which the body protects itself against disease and infection

Role of external organs: nose and skin

 

Listening well, manners and respect for everyone and from everyone in our school community –some notes (RMDS)

 

As part of the Social, Personal and Health education programme in all classes this term, we are working on listening well, on manners and on courtesy.  Our motto is to treat others as you wish to be treated yourself.  It is about learning to be a good citizen.  Citizenship starts at home, in our class, our school and into our local community.

We have worked with the children on appropriate responses that make the school a more pleasant place for everyone.  Our aim is that these responses should become habits so that we don’t even have to think about them, except to be reminded every so often – all of us, adults and children!

Below are some of the things we have been practicing.  Already I am delighted to let you know that I have seen a great improvement.  I hope everyone has noticed!

–        Saying thank you and please, go raibh maith agat and más é do thoil é and good morning and slán in the afternoon.

–        Allowing someone go ahead of you through the door

–        Holding the door open for visitors, parents, someone carrying something or someone (for example a baby or a large parcel), or for someone younger or smaller than you.

–        Taking turns creates a good atmosphere in the school and shows that you care enough about someone to let them go ahead of you.

–        Listening well – you need to look people and give them full attention when they are speaking to you – you are entitled to the same in return.

–        How to get someone’s attention without being rude or interrupting – we agreed to say excuse me or gabh mo leithscéal and then step back and wait until the person is ready.  That is unless it is urgent, (for example you urgently need the bathroom or someone is injured) – in which case you say excuse me, it’s urgent.  Most times it isn’t urgent.

–        Querying the rights and wrongs of every request.  Most requests are about creating a safe and calm environment for everyone and in general we should comply with requests without discussion or questions as to why.  If someone feels they have been treated unfairly or needs to discuss the request, they comply first, then when the teacher or adult has finished dealing with whatever, ask to talk about it or discuss the issue with your parents and get their advice.

–        Bad language isn’t a problem in the school but ‘loose ` language can be -

calling people losers, rats, dorks, and similar disparaging remarks. We are trying to stop ourselves using these terms.

 

Joan Whelan

 

 

Speaking and listening – Drama is a very effective vehicle for developing listening skills

One of the key parts of a teacher’s job is to create an ethos which values children’s talk. If we want children to listen and to respond respectfully to each other and the teacher we need to demonstrate this by modelling key skills to the children. Adults say that one of the most nerve racking experiences they have is being asked to speak in front of a group – could the same be true of children in a classroom?

Listening well means an awareness of audience, a skill that young children find difficult. They need to know about eye contact, body language, gesture and visual support (ie pictures) to aid understanding.

To help children to learn to listen, first set a purpose for the listening and share this with the children. For example, I am going to tell you a story about a boy and I want you to stop me when you hear his name or Lets listen to Joan’s news and find out did she go to play with a friend yesterday.

Encourage active listening i.e. encourage children to take notes during a presentation of a project by others, for example – you might need to signal when is a good time to take a note. Develop an awareness that whispering or sniggering can cause real distress to a speaker.

Eye contact is important but in a group discussion be aware that it can be off putting if people are trying to think – in such a situation being a good listener would mean giving people time to finish their thoughts. One way to measure success and good listening is in a group discussion is to see the extent to which a contribution builds on a previous speaker’s point – extrinsic rewards are useful to build this process and can then be gradually withdrawn.

The key criterion for grouping children should be level of confidence with speaking – group shy children together; group confident ones together. Note if this lends itself to very noisy confident groups, the start these groups in pairs. Friendship groups and single sex groups should only be used on occasion. ESL children must be confident in their group; otherwise they will be reluctant to participate beyond passive listening.

Groups of four are ideal. They maintain active participation and maintain interest

Teachers must minimise their involvement with group discussion – give children the responsibility for their discussion.  The research indicates that children with behavioural difficulties have a great deal to gain from this type of group work! Taking turns is not part of group discussion – however, the children should be aware of the conventions of good group discussion: allowing others to talk, reading the body language of others; ‘listening with your eyes’ the task must be tightly focused. Reading others body language is a sophisticated skill – but teachers can help foster it by interventions such as – you look as though you disagree Ann – do you want to tell us why ? Children can also be given signals to help them show when they want to intervene – but this should be when all else fails.

Joan Whelan

Walsh, F. (2008) Gay Rights in the Primary School.

What follows is an outline of a module that was carried out with 6^th class pupils of Griffith Barracks, Educate Together School. The focus of the module was on the rights of lesbian and gay people in the context of human rights and equality.

 

Relevant Curriculum Areas

• Ethical Education
• Social Personal and Health Education
• History

 

Resources Used

-        Kari Krakow, (2002). The Harvey Milk Story. Two Lives Publishing

-        Kieran Rose. (1994) Diverse Communities: The Evolution of Gay and Lesbian Politics in Ireland (Cork University Press, 1994)

-        Frances Hodgson Burnett. The Secret Garden

-        Information from the internet

-        Newspaper articles

 

 

 

Walsh, F. (2008) Gay Rights in the Primary School.

Methodology

1. Class Work. The class were introduced to the figure of Harvey Milk as a Human Rights Activist (Ethical Education; S.P.H.E.) and as someone who made a significant political contribution in this regard (History). The emphasis was on studying rights, as opposed to sexuality, although we were prepared for interest on this matter.
2. Kari Krakow’s The Harvey Milk Story (Two Lives Publishing, 2002) was used to introduce the subject and generate discussion. While this particular novel was more suited to a younger group, we were limited by materials to draw upon. Information from the internet was also used.
3. Project Work. Following general discussion, the children were divided into groups and given research tasks to purse as part of a class project. These groups were required to research areas such as:

-        Harvey Milk’s family background,

-        San Francisco,

-        Harvey Milk’s Political career,

-        The trial of Dan White (the man who killed Milk) and

-        Milk’s legacy in the field of Gay Rights and Human Rights more generally.

 

4. The project was then displayed in a public part of the school building.
5. Following from this, the class explored the history of Gay Rights in Ireland. This was not only prompted by the Harvey Milk project but by the class’s attuned sensitivity to media debates on partnership legislation. Kieran Rose’s Diverse Communities: The Evolution of Gay and Lesbian Politics in Ireland (Cork University Press, 1994) was useful as a teacher’s resource in this respect, as was a variety of internet resources.  Topical newspaper articles were also discussed.
6. The scheme of work was supported by ongoing analyses of Human Rights and Gender Discrimination.  (At this time, the class novel was The Secret Garden by Frances Hodgson Burnett which proved to be a fruitful stimulus for exploring issues around gender and disability, for example.
7. Guest Speaker. To impress the significance of our decision to explore gay rights, the school invited Senator David Norris to speak to the children.

 

Comments from some of the children following Senator Norris’ visit.

*

*

 

Outcome

• As reflected in the sample of children’s responses, the scheme of work, which culminated in Norris’s visit, was a great success and marked a significant step in the school’s commitment to human rights education and recognising for difference.
• The school’s Ethics Committee (comprised of staff and parents) decided the school should continue to make provisions to address gay rights.
• The teachers involved plan to contribute a report on the work to InTouch, the I.N.T.O Union Magazine.

 

From the RMDS Anti-bullying policy

Appendix B: Resources and sample lessons

Cyber Bullying

 

www.webwise.ie  for resources for primary teachers on cyber bullying. For example there is an online game, Through the Wild Web Woods, suitable for 6-10year olds that could be used as a lesson on cyber bullying.

 

Let’s Fight it Together, This DVD, produced by Childnet for the Department for Children Schools and Families in the UK (DCSF) is designed to challenge people to think about how they behave when using the internet and mobile technologies, the potential impact of cyber bullying, and ultimately to address and change unacceptable online activities thus helping to prevent young people and adults becoming victims or perpetrators of this behaviour. See www.childnet.com, it is available online at digizen.org. Suitable for Rang 6 only.

 

Inclusion and diversity

 

The Equal Status Acts 2000 and 2004 provide protection against discrimination on nine grounds, one of which is sexual orientation. The Acts oblige those who manage schools to protect students and staff from discrimination or sexual harassment. An integral part of RSE is learning to respect others; this will include respect for families or individuals who are different from the norm. Schools can foster a culture that is accepting of difference.

 

For example, if children are using the word ‘gay’ in a negative fashion it is better not to ignore it in the hope that it will go away. The same advice would apply for any instance of bullying. Depending on the context and the age group of the children, the teacher could ask a child or a class group what they mean by the word ‘gay’. An appropriate response to this question might be:  ‘The majority of people are attracted to people of the opposite sex. This is called being heterosexual. Some people are attracted to people of the same sex. This is called being homosexual or gay.’ To give factual information like this in an open and straightforward way may help to remove the secrecy which is necessary for any bullying to flourish. Homophobic insults should be treated in exactly the same way as racist or other insults– the teacher can calmly explain to the child that such insults are hurtful to the other person and are not acceptable.

 

Human Rights and the Rights of Lesbian and Gay People in the Primary school GBMDNS Fintan Walsh, 2008. See also www.milkfoundation.org.

This is a series of lessons based on the story of Harvey Milk, an American politician and gay rights activist who was assassinated in 1978. Suitable for Rang 6. 

Out for Our Children Foundation Stage pack,  Louise Davies, 2010.

This is a series of 15 lesson plans suitable for Junior Infants to Rang 2 with a focus on understanding that we are all different, we can all like different things, but we can still be friends. The lessons reflect the fact that there are different kinds of families and no one model is preferable. Many of the lessons are based on stories and the recommended stories have been purchased for the school. Stories available from the anti-bullying box in the principal’s office.

This publication also includes a frequently asked questions section for teachers and staff - the authors note that some of the issues around LGBT inclusion can be challenging to explain to very young children. A glossary of useful terms is also provided.

This publication and other resources are available online at www.outforourchildren.co.uk

 

Challenging Homophobia in Primary Schools, created by Andrew Moffat.

This is a series of lessons suitable for pupils from junior Infants to Rang 5. There are approximately three lessons/books per year. The idea behind these lessons is to encourage teachers to use this resource as part of literacy lessons – they lend themselves to helping to create an ethos where difference is accepted and celebrated throughout the school. This resource points out that it is an attempt to teach children that LGBT people exist and that it is ok. The books recommended are available here in RMDS in the Core Curriculum library.

This publication and other resources are available online at www.ellybarnes.com.

Further lessons are available from http://the-classroom.org.uk.

Addressing LGBT issues in primary school, by Hilary McLoughlin, Kildare ETNS, published in ET teachers News January 2014. Copies are available in the resource box on bullying, available from the principal’s office.

 

Further information about young people and LGBT issues can be found at BeLonGTo www.belongto.org

The Yellow Flag programme is a progressive equality and diversity initiative for primary and secondary schools which promotes and supports an environment for interculturalism. See www.yellowflag.ie

 

Other Resources:

www.kenrigby.net – Ken Rigby is an advisor to the Australian government who has written extensively on the issue and provided some strategies and interventions for schools to use. See also:

www.bullyingawarenessweek.org/pdf/BullyingPreventionStrategiesinSchools Ken Rigby.pdf

The Cool School Programme (www.hse.ie) is suitable for second level schools – however it has application for teachers dealing with incidents of bullying in primary schools as well.

 

Stories for use in the classroom (available in the anti-bullying box in the principal’s office):

• Can I Play Too? Noel Lambert, Veritas (2006)
• Dear Bully 70 Authors Tell Their Stories. Edited by Megan Kelley Hall and Carrie Jones, Harper Collins (2011)
• Bully.com a novel - Joe Lawlor – Eerdsmans Books for Young Readers (2013)

 

 

 

 

 

Appendix H

Resources and sample lessons to support teachers in ensuring greater understanding of diversity, specifically GLBT

Human Rights and the Rights of Lesbian and Gay People in the Primary school GBMDNS Fintan Walsh, 2008

This is a series of lessons based on the story of Harvey Milk, an American politician and gay rights activist who was assassinated in 1978. Suitable for rang 6. 

Out for our children Foundation stage pack. Louise Davies 2010.

This is a series of 15 lesson plans suitable for Junior Infants to rang 2 with a focus on understanding that we are all different, we can all like different things but we can still be friends. The lessons reflect the fact that there are different kinds of families and no one model is preferable. Many of the lessons are based on stories and a resource libraryof the stories recommended have been purchased for the school.

This publication also includes a frequently asked questions section for teachers and staff - the authors note that some of the issues around LGBT inclusion can be challenging to explain to very young children. A glossary of useful terms is also provided.

This publication and other resources are available online at www.outforourchildren.co.uk

Challenging Homophobia in Primary Schools, Created by Andrew Moffat.

This is a series of lessons suitable for pupils from junior Infants to Rang 4/5. There are approximately three lessons/books per year. The idea behind these lessons is to encourage primary teachers to use this resource as part of literacy lessons – they lend themselves to helping to create an ethos where difference is accepted and celebrated throughout the school. This resource points out that it is an attempt to teach children that LGBT people exist and that it is ok. The books recommended are available here in RMDS in the Core Curriculum library.

This publication and other resources are available online at www.ellybarnes.com.

Further lessons are available from http://the-classroom.org.uk.

Addressing LGBT issues in primary school, by Hilary McLoughlin Kildare ETNS,  ET Teachers news January 2014.

 

Resource list for SPHE in RMDS

When selecting any resources for SPHE, ensure that they are selected in keeping with the ethos of the school and the SPHE plan.  Refer to p. 103 of the Teacher Guidelines for sample criteria for choosing resources.

Core Resources for SPHE

Name of resource	Brief description of resource
Making the Links	Making the Links is a guide to using materials from the Walk Tall programme, the Relationships and Sexuality Education programme and the Stay Safe programme. It is a practical guide in assisting teachers in their planning for SPHE. Available in the Principal’s office or from www.pdst.ie, under SPHE
Walk Tall	The Walk Tall supports the prevention of substance misuse and aims to give children the confidence, skills and knowledge to make healthy choices. See www.pdst.ie
Relationships and Sexuality Education (RSE) Manuals	The RSE manuals facilitate the teaching of Relationships and Sexuality Education. See www.pdst.ie.
Stay Safe	The Stay Safe programme is a personal safety skills programme for schools; its overall objective is to prevent child abuse and other forms of child victimization. See www.staysafe.ie.

 

The relevant pack for each class level is in the SPHE box in the classroom.

Additional Resources for SPHE (available from the Principal’s office):

Further resources published by the Substance Misuse Prevention Programme (Walk Tall) include: 

Resource	Brief description of resource
Best Practice guidelines in substance misuse prevention education	This booklet provides information on and consolidates the use of best practice guidelines in the delivery of substance misuse prevention education in primary schools. It supports schools in formulating their substance use policy
Understanding substances and substance use	A handbook for teachers drawing on the highly valued materials available to primary and post primary schools
Circle Time/ Am Ciorcail DVD	This DVD was developed as a resource to encourage and enhance the use of Circle Time as an active learning strategy in the classroom.
What is a drug DVD (6th class lesson)	This DVD was developed as a resource for teachers to support and model the teaching of the knowledge component (drugs lessons) in the Walk Tall programme

 

Further resources available for RSE include:

Name of resource	Brief description of resource
Resource pack for RSE in primary schools	A resource to support teachers in policy development and in teaching the sensitive content of the RSE lessons at the various class levels
Resource list for Primary Schools	Additional resources that may support schools in the implementation of the RSE programme
Resources for students with learning difficulties	Resource lists and differentiation templates to support teachers in implementing the content of the sensitive lessons
Interim curriculum and guidelines for primary schools	Provides an overview of the content of RSE for all class levels and addresses considerations for planning and implementing RSE

 

Further resources available for the Child Abuse Prevention Programme (Stay Safe) include:

Name of resource	Brief description of resource
Stay Safe for children with learning difficulties	A resource to assist teachers in introducing personal safety skills to children in special education.
Stay Safe –A Parent’s Guide	In booklet and DVD format  to introduce the Stay Safe programme to parents and outline the topics in the programme
Stay Safe CD	A CD of songs to accompany the Stay Safe programme
Stay Safe DVD	A DVD to accompany the topics of the Stay Safe programme

 

Other resources

Resource	Brief description of resource
Webwise-Primary Teachers’ Handbook	The webwise programme has been specifically designed for teachers who wish to introduce internet safety into their teaching of the SPHE Curriculum. This programme both compliments and extends the messages of the Stay Safe programme. See www.webwise.ie
Be Safe           Seatbelt Sheriff and Hi Glo Silver	Be Safe’ is an activity- based resource pack on road safety, fire safety and water safety. With materials aimed at children from infants to sixth class   Seatbelt Sheriff is a successful programme aimed at primary school children in first class and is a fun way to get children engaged in the issue of road safety.   ‘Hi Glo Silver’ encourages children to remind their parents that they should wear high-visibility jackets or belts when out walking www.rsa.ie
Action for Life	A physical activity programme for all class levels with health related activities to support SPHE
Bí Folláin	A programme to support social, personal and health education in primary schools
Busy Bodies	Busy Bodies Adolescent Development Programme provides information on the physical and emotional changes that children may experience during puberty. Busy Bodies was developed to support the teaching of the 5th and 6th class component of the RSE programme. To order a free copy of the DVD and student copies of the booklet, teachers need to register as a professional on healthpromotion.ie.

 

 

Interactive websites to support the implementation of SPHE

 

Website

http://www.cccoe.net/social/skillslist.htm Outlines simple tips for the development of social skills

http://www.nicurriculum.org.uk/key_stages_1_and_2/areas_of_learning/pdmu/living_learning_together/home.asp   SPHE resources for Northern Ireland Curriculum. This subject is called personal development and mutual understanding. This resource is presented at seven levels. Active learning is the central methodology used in this resource

www.healthpromotion.ie A  HSE Health promotion website where teachers/practitioners can register as professionals and order resources online. The service is free.

www.agriaware.ie Agriaware has a number of ongoing initiatives at primary level, many of which are intrinsically linked to the SPHE curriculum

www.dentalhealth.ie   The Dental Health Foundation website contains information on all the following areas: 1) The Healthy Mouth, 2) Caring for Your Children’s Teeth 3) The Link Between Oral Health and General Health 4) Oral Health Care Products 5) Information and Education on Fluorides. It also contains “Mighty Mouth” programme for infants and accompanying teachers manual

www.fooddudes.ie The website for the Healthy eating programme that many schools around the country have participated in. Contains curriculum links to SPHE and other subjects as well as posters and work cards that can be downloaded free of charge

www.ndc.ie The National Dairy Council has re-launched the School Milk and Dairy Programme with a new website called the Fresh Milk Club. The Fresh Milk club website is dedicated to schools, parents and pupils. The site also contains information sheets and worksheets related to dairy products

www.sparky.org This well known site covers all subjects. It contains background material, lessons and project materials for SPHE and is delineated into the four class levels. It also contains lessons on internet safety for middle and senior classes