Whole School Plan
Social, Personal and Health Education (S.P.H.E.)
School Name: Scoil Chiarain NaofaDubhras,Cinn Mhara
1. INTRODUCTION:
This plan was formulated during an in-school curriculum day under the guidance of an SPHE Cuiditheoir. All staff were involved in the development of the plan.
2. RATIONALE:
SPHE in our school will enable each child to:
§ To benefit teaching and learning in our school
§ To conform to principles of learning outlined in the Primary School Curriculum
§ To review the existing plan for SPHE
§ Develop a positive sense of self-esteem, enhance social and communication skills and equip him/her with the knowledge and ability to lead a healthy life.
3. Vision
(a) Vision
Our S.P.H.E. plean scoile relates to the school's characteristic spirit (ethos) .in order to foster the personal development, health and well being of the individual child .and
…. In preparing pupils to contribute and play a meaningful role in their communities.....
4. AIMS:
We endorse the aims of the Primary School Curriculum for SPHE
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.
(See page 9 of the Curriculum Statement)
5. 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.
(See page 10 of the Curriculum Statement)
This SPHE plan will be addressed under the following headings
Curriculum planning
Ø Strands and strand units
Ø Year Content for SPHE
Ø Approaches and methodologies
Ø Teaching and learning contexts
Ø Assessment
Ø Timetabling
Ø Integration
Ø Approaches and methodologies
Ø Resources
Ø Policies and programmes that support SPHE
Ø Community links
Ø Staff Development
Ø Success Criteria
Ø Roles and Responsibilities
Ø Time frame
Ø Review and Ratification
. Strands and strand units (Refer to SPHE Curriculum pp. 16 - 66)
Active learning is the principal teaching and learning approach recommended for SPHE. The SPHE programme reflects a spiral approach, where similar aspects are revisited in different ways according to the age, stage of development and readiness of the child. SPHE is intrinsic to the learning and teaching that occurs both formally and informally in the school and in the classroom.
SPHE must be planned in such a way that the child will receive a comprehensive programme in SPHE over a two year period. Strand units are chosen from each of the strands in anyone year. The strand units not covered in year one must be included in the teacher's planning for the following year.
CONTENT:
Since SPHE is spiral in nature we will cover the following content at each level throughout the school over a two year period:
Strands / Strand Units (Year 1)
Odd Years / Strand Units (Year 2)
Even Years
Myself / Self Identity (Sept/Oct)
Taking care of my body (Jan/Feb)
Growing & Changing (Mar/Apr) / Safety & Protection (May/Jun)
Making Decisions & Sensitive Issues (Jan/Feb)
Myself and others / Myself & my family (Nov/Dec)
My friends and other people (Sept./Oct.)
Relating to others (Mar./April)
Myself and the wider world / Developing Citizenship(May/Jun)
Media Education (Nov./Dec.)
3. Approaches and methodologies (See Teacher Guidelines: SPHE pp. 54-99)
Active learning is a key principle of the overall curriculum and is the principal learning and teaching approach recommended for SPHE. The more the child is directly engaged in the learning process, cognitively, physically, emotionally and creatively, the more he or she is enabled to internalise what is learned.
The following active learning strategies promoted in the school
o Drama activities
o Co-operative games
o Pictures, photographs and visual images
o Discussion: in pairs, small groups, with whole class
o Written activities: surveys, questionnaires, lists, check-lists, projects, worksheets
o Media Studies
o Information and communication technologies
o Looking at children's work: portfolios, projects ...
o Other
A broad range of approaches and methodologies are suggested in the curriculum guidelines to realise the aim of involving children in their own learning. How are these used effectively for SPHE?
o Talk and discussion
o Skills through content
o Collaborative learning
o Problem-solving and the Use of the environment
. TEACHING/LEARNING CONTEXTS:We will teach SPHE in a combination of the following contexts:
A positive school climate and atmosphere and adopt strategies such as:
1. Building effective communication within the school
In-school:
v E-mail/phones in classrooms
v Notice Boards – Staff Rooms
v Important information sent around to staff in a folder
v Children are involved in in-class decisions
v Children report bullying to class teacher/yard duty teacher
v Verbal communication at break-time is the usual method of staff communication.
v Circulars/letters are sent around for each staff member to read.
v All staff have a voice and opinions are respected.
v Children have voice in making class rules and with regard to Greenschools policy as well as a number of other areas (especially older children).
· Parents:
· Regular Newsletter
· Notes i.e. homework journal
· Parent/Teacher Meetings – By appointment meetings also.
· Coffee/Tea sessions after religious/sacramental events/school events.
· Parent’s Council in the school.
· Parent’s Council organise talks for parents/coursed etc. fundraising/book fair
· Home-school communication is usually by note but in cases of emergency phone is also used.
· Parents are made feel welcome by being involved in school activities and by having their ideas and opinions taken on board.
· 4. Annual parent teacher meeting are held and parents are welcome to discuss their children with teachers/principal with an appointment at any stage through-out the year.
Visitors:
§ Visitors are greeted upon arrival by staff/principal/offered tea/coffee
§ Facilities/room provided for visitors.
§ Invited to staff room for breaks.
2. Catering for individual needs
§ Individual reward system in every class e.g. student of the week.
§ Announcements made.
§ School band/choir/sports teams/quizzes/school concert.
§ Timetabling is very fair for withdrawal.
§ We use a variety of teaching styles & activities – Activity based learning.
§ General positive school climate with regard to reinforcing positive behaviour.
§ .In-class support for maths
Social skills training.
. Individual needs
1. If a child has had a special achievement this would be mentioned in the school newsletter and children at school would all be informed and shown prize perhaps.
2. Praise children for all good efforts and explain that mistakes are important in the learning process. Its by mistakes we learn.
3. Learning. support teacher and resource teachers are shared with other school.
4. Ensure that the child being with drawn for additional support is not missing favourite class otherwise impact of withdrawn could be negative.
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Creating a health-promoting physical environment3. Creating a health-promoting physical environment
Ø The basic physical needs are catered for e.g .. Heat, light, ventilation.
Ø There are no special eating facilities but we have adequate playing area.
Ø The school building is safe and in good repair. Overall the playground is safe and secure.
Ø All classes are cleaned daily and kept in very good repair.
Ø Decorate notice boards with children's work and achievements and decorate classes on a seasonal basis.
Ø The children involved in planting outside and through their Greenschool activities get them involved in caring for the school environment.
Ø Beautifully decorated & well maintained school.
Ø Playground markings for yard time activities.
Ø Children’s work on display throughout school.
§ School Garden/Outdoor Areas
§ . The children involved in planting outside and through their Greenschool activities get them involved in caring for the school environment
§ Litter management by senior pupils.
§ Recycling in classrooms.
§ Newsletter/Intercom mentions achievements.
§ Green Flag Awards
§ Active Parent’s Council.
4. Developing democratic processes
§ Pupils involved in drawing up class rules.
§ Code of Behaviour is widely publicised.
§ Children bring home own rubbish/litter wardens.
§ Reading buddies/recycling campaign/school garden.
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§ Job allocations in classrooms.
§ Involvement in school activities i) on own time ii) with materials
§ Children have activities each evening and take responsibility re. same.
§ Children represent the school in a wide variety of activities e.g. sports, music, art, write a book..
5. Enhancing the self-esteem and well-being of members of the school community. :::l • Enhancing the self esteem and well being of the members of the school Community
· A variety of methodologies and a variety of sports and activities will give each child an opportunity to shine.
· We can encourage and affirm each child by tapping into its individual interests and talents.
· Comments both verbal and written from teacher would reflect effort rather than success.
· Teachers can play down competition by encouraging the development of skills as posed to the achievement in competition.
· New children are given an information sheet that outlines all that is needed to know e.g. Lunches, clothing etc.
· We usually have an induction day for new staff but are in the process of putting together an induction leaflet.
· New pupils – appointed ‘buddies’ to look after them
· The school has an open and welcoming atmosphere and everyone is given an opportunity to air their views and get involved in the decision making process.
· Promote further understanding of a subject rather than task completion to help children enhance their own learning.
· We promote whole-school in-career development by working with a cluster of other
school and both curricular and administrative policies. ,
· We affirm the members of staff by mentioning achievement in school newsletter and by praising the said achievement.
· Involvement in committees.
· Library promotes reading/swimming/computer lab – participation in outside competitions.
· By organising/attending/training courses.
· Availing of DES support.
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Fostering respect for diversity/Individual needs
· Children are grouped usually within their class groups but exceptional children can b grouped for a subject with a more senior group.
· Classes are small so groupings are changed infrequently but seating often changed.
· Gender equity is promoted by giving boys and girls opportunity to take part in all activities and by example from staff.
· Teams are selected on the basis of participation for everyone.
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Fostering respect for diversity
§ Anti-bullying policy exists and is practised by all staff members.
Communicating school policies and practices to all parents and children.
· All children are included in teams, choirs, concerts, photo opportunities etc.
· Resources are in place to cater for needs of minorities e.g. RTT, SNAs, non-national Resource teacher.
· Integration of different social groups through organised games, activities, cooking etc.
· Children are grouped usually within their class groups but exceptional children can be grouped for a subject with a more senior group.
· Classes are small so groupings are changed infrequently but seating often changed.
· Gender equity is promoted by giving boys and girls opportunity to take part in all activities and by example from staff.
· Teams are selected on the basis of participation for everyone.
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Fostering inclusive and respectful language
· Name-calling is not treated as acceptable behaviour and a note is sent to parents name to inform them of the incident (see code of be ha vi or.)
· Teachers, parents and all partners in education are encouraged to model language that is respectful and inclusive.
· Refer to children by Christian name.
· Praise, encourage and affirm.
· Zero tolerance of racist/ offensive language.
· Awareness e.g. children go to Mrs. X – not to a slow class, traveller class etc.
· Promote minority cultures in a positive light.
· *Being conscious of different family structures and units, respect them and refer to them in whole class situations.