Social, Personal and Health Education (S.P.H.E.)

Contents

1) Introduction

2) Rationale

3) Vision

4) Aims

5) Content

6) Contexts

7) Approaches and Methodologies

8) Assessment

9) Differentiation

10) Supporting Policies and Programmes

11) Resources

12) Community Links

13) Staff development

14) Parental Involvement

15) Roles and Responsibilities

16) Ratification and Review

INTRODUCTION:
This plan was formulated during an in-school curriculum day. All staff members were involved in the development of the plan. It was reviewed in February 2020

RATIONALE
Aspects of SPHE have been taught in St. Edward’s for many years through various programmes such as Stay Safe, Walk Tall, Relationships and Sexuality Education, Fun Friends, Restorative Practice etc. and through our involvement in the Health Promoting Schools initiative. It has also been taught through integration with other subject areas such as PE, Religion, SESE etc. This plan lays out the whole school approach to planning and integrating SPHE into the discrete and wider curriculum.

VISION
SPHE in our school will enable each child to: –
Develop a positive sense of self-esteem, well-being, enhance social and communication and self protection skills and equip him/her with the knowledge and ability to lead a healthy life.

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 encourage 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.

CONTENT:

Since SPHE is spiral in nature we will cover the following content at each level throughout the school over a two year period. It is divided into 3 strands. 5 strand units are taught each year, at least one from every strand.Each of these strands is further subdivided into a number of strand units or topic areas that contain particular objectives. The curriculum is taught at 4 levels- infant classes, 1st/ 2nd, 3rd/ 4th, and 5th/6th and. St. Edward’s NS will teach aspects of all 3 strands each year and strand units will be chosen in such a way that the child will receive a comprehensive programme in SPHE over a two year period.

 

Strand Strand Units 

JI,1st,3rd,5th

 Strand Units 

SI,2nd,4th.6th
Myself Self-identity (Sept-Oct) Safety and Protection (May-June)
Taking care of my body (Jan-Feb) Making Decisions and sensitive issues

(Jan-Feb)

*3rd to 6th only. Infants to 2nd complete the safety issues section of Safety and Protection
Growing and Changing (Mar-April)
Myself and others Myself and My Family

(Nov-Dec)

 My Friends and other people

(Sept-Oct)
Relating to others

(Mar-Apr)
Myself and the Wider World Developing Citizenship

(May-June)

 Media Education

(Nov-Dec)

*Months in the two year plan are in the policy as a guide only. Sensitive issues in the RSE progrmamme are always taught in term 2 but the teaching of other strand units can be changed to suit particular classes.

-Stay Safe to be explicitly taught in Senior Infants, 2nd, 4th & 6th classes and  can be reviewed in other classes

CONTEXTS FOR SPHE:

SPHE will be taught in St. Edward’s through a combination of the following contexts:

A: Positive School Climate and Atmosphere 

Building effective communication within the school

In-school:

  • Intercom, shared network, Google drive – Shared Folders, Website / Blog, Phones.
  • Notice Boards – Staff Rooms
  • Children are involved in in-class decisions – Student Council & Green School Committee.
  • Children report bullying to class teacher/yard duty teacher – Restorative Practice conversations are used to try and resolve these conflicts. 
  • Cubby Holes
  • Staff will introduce visitors to other staff 
  • Croke Park meetings

Parents:  

  • Regular Newsletters
  • Text-a-parent
  • Notes i.e. homework journal
  • Parent/Teacher Meetings – By appointment meetings also.
  • Coffee/Tea sessions after religious/sacramental events/school events.
  • Involving the National Parents Council in the re-establishment of a Parents’ Council.
  • Invitation to parents to see children’s work  as part of the annual Science Fair.
  • Special Events throughout the Year – Grandparents’ Day, Fáilte Festival etc.

Visitors:

  • Visitors are greeted upon arrival/offered tea/coffee
  • Facilities/room provided for visitors – Reception/Waiting area and the Parents’ Room
  • Invited to staff room for breaks.

Catering for individual needs

  • DFL / SELECT Teams. Stamp books and Dojo Points.
  • Individual reward system in every class e.g. student of the week.
  • Announcements made.
  • Music groups/choir/sports teams/quizzes/school concert.
  • Timetabling is very fair for withdrawal/Team teaching
  • We use a variety of teaching styles & activities – Activity based learning.
  • General positive school climate with regard to reinforcing positive behaviour.
  • SEN teachers
  • In-class support for maths.
  • HSE/NEP’s/SCP
  • Social skills training.

Sensitive issues which need to be considered during class lessons include:

-Bereavement

-disability

-illness 

Creating a health-promoting physical environment

  • Beautifully decorated & well maintained school.
  • Health Promoting School status
  • Toast/Pancakes in the morning/ Healthy Eating Policy/Cookery Area/Fruit for After School Clubs
  • Playground markings for yard time activities.
  • Children’s work on display throughout school.
  • School Garden/Courtyard Gardens
  • Litter management by 3rd Class pupils.
  • Sensory Room
  • Recycling in classrooms.
  • Green School
  • Newsletter/Intercom mentions achievements.
  • Active Home School Association re. decision – surveyed for opinions

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/garden
  • Green School Committee
  • Job allocations in classrooms.
  • Children have activities each evening and take responsibility re. same.  After School Clubs
  • Children represent the school in a wide variety of activities e.g. sports, music, art, Write A Book project.
  • Fortnightly/Seasonal assembly with pupil involvement
  • Children put pictures up on the blog and write about what is happening in class.
  • Student Council

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

  • Reward systems in place
  • Classes display children’s work.
  • Infants and new pupils are welcomed at assembly
  • New pupils – appointed ‘buddies’ to look after them.
  • Senior children appointed minders to juniors- Games on yard on a Friday with 6th class children
  • Welcome Pack for new staff members on policy & procedures
  • Enrolment Information Booklet for parents
  • Involvement in committees.
  • Library promotes reading/swimming/computer lab – participation in outside competitions.
  • By organising/attending/training courses.
  • Availing of DES support.
  • Regular appraisal of staff efforts.
  • Inclusion in newsletter of class events
  • Active Schools Week
  • Monthly blog by each class of good news which is happening

Fostering respect for diversity

  • Anti-bullying policy exists and is practised by all staff members.
  • School policies are shared on St. Edward’s NS blog. 
  • All children are encouraged to take part in teams, choirs, concerts, photo opportunities etc.
  • Inclusion of children with Special Needs is catered for through Class Teacher, SET and SNA planning and collaborating together.
  • Integration of different social groups through organised games, activities, cooking etc.
  • Strategies and action plans to help children who display anti-social behaviour or lack of personal discipline.
  • Children from the Ark and welcomed and included in activities in the mainstream class where suitable.

Fostering inclusive and respectful language

  • Refer to children by Christian/ first name.
  • Praise, encourage and affirm.
  • Zero tolerance of racist/ offensive language.
  • 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.

Developing appropriate communication between home and school

  • Regular newsletters, notice boards, posters etc.
  • PT meetings. 
  • Notes in homework journals.
  •  Seesaw /Class Dojo app.
  • Text-a-Parent
  • Collaboration for SEN children for assessment/ IEP etc.
  • Policy statement re homework on school blog.
  • HSCL

 Developing a school approach to assessment

  • Teacher and SNA observations (ongoing)
  • Discussion with children formally/informally
  • Open forum in Circle time 
  • Teacher designated Tasks and Tests
  • Portfolios
  • Communication with parents via telephone/meetings.

B: Discrete time

Time-tabled ½ hour per week or one hour per fortnight.

C: Integration with other subject areas and linkage within SPHE 

  • R.E.
  • S.E.S.E.
  • ENGLISH
  • VISUAL ARTS
  • PHYSICAL EDUCATION

Themes/ projects such as Food Dudes/ Internet Safety Week/ Lenten campaign etc will be explored.

APPROACHES AND METHODOLOGIES:

We will adopt the following approaches and methodologies:  

  • Active learning which includes drama activities, co-operative games, use of pictures, photographs and visual images, written activities, (paired, group & whole class) discussion, use of media and information technologies and looking at children’s work.
  • Talk and discussion
  • Skills through Content
  • Collaborative learning
  • Problem-solving
  • Use of the Environment

ASSESSMENT:

 Self-assessment for Teachers

  • Have I covered the agreed strand units?
  • What do we need to change?

Pupil assessment

  • Teacher observation.
  • Teacher designed tasks and tests.
  • Projects and Portfolios.
  • Self-Assessment.

DIFFERENTIATION:

Teachers will endeavour to adapt and modify activities and methodologies in SPHE to ensure  inclusion of children with special needs. The SET will supplement the work of the class teacher where necessary. We will liaise with trained professionals/ appropriate agencies when dealing with sensitive issues such as bereavement or loss to ensure that the children involved are supported.

SUPPORTING POLICIES/ PROGRAMMES:

The following policies related to SPHE issues have been drawn up in consultation with parents and the Board of Management 

Policies
  • Anti-Bullying
  • Enrolment 
  • R.S.E. 
  • Health and Safety Statement
  • Substance Use Policy
  • Code of Behaviour
  • Healthy Eating Policy
  • Child Safeguarding Statement
Programmes
  • Health Promoting School
  • Active School
  • Green School

We adhere to the Child Protection Procedures for Primary Schools 2017. (D.L.P. = Sinéad Grimes- Principal.  Deputy DLP= Deputy Principal )

RESOURCES: 

11.1 Programmes and other materials:

 

Pupil Books Teacher Books Audio/ Visual Posters Media & ICT
  RSE manuals

Stay Safe

Making the Links

Friends for Life

Incredible Years

 Busy Bodies

Food Dudes

 Various Webwise

Various websites including resources on PDST

11.2   Guest Speakers

When a guest speaker addresses the children in SPHE, the class teacher will remain in the classroom and make the speaker aware of this school plan and related policies.

COMMUNITY LINKS:

  • Involved in Church singing, and Sacraments
  • Carol singing for Christmas, St. John’s Hospital, Resource Centre and Mowlam Nursing Home
  • Involved in Community Games
  • Involved in Environmental Awards.
  • Visits form local Historian/Garda/Health Worker/ secondary school reps.
  • HSE – Provide Health checks/ topical speakers
  • Abbot Ireland – Junior Achievement. Time to Read.
  • Links with Sligo IT

STAFF DEVELOPMENT:
Some/all of the teaching staff has attended: 

  • training in the Child Abuse Prevention Programme (Stay Safe), 
  • training in the Relationships and Sexuality programme (R.S.E.)
  • training in the Children First Guidelines [DES Guidelines and Procedures]
  • training in Incredible Years, Fun Friends and Restorative Practice.

Teachers are encouraged to attend SPHE related courses and will share information/ skills acquired at these courses with other members of staff during staff meetings.

PARENTAL INVOLVEMENT:

Parental involvement is considered an integral part to effectively implement SPHE. This plan is available on our school blog. Parents will be notified when children are beginning the Stay Safe and RSE programmes each year.

ROLES AND RESPONSIBILITIES:

  • B.O.M. → ratify plan & support implementation.
  • Parents → be aware of the content of school plan & support SPHE through involvement in homework etc.
  • Principal → oversees implementation and supports staff.
  • Teachers → follow school plan and implement SPHE accordingly.
  • Pupils → Cooperate and participate in class lessons.
  • Other staff → be aware of the contents of this plan and follow procedures re. same.

RATIFICATION AND REVIEW:

This school plan was formulated originally by the principal and staff in 2002 and it has been reviewed and was approved by the Board of Management of St. Edward’s National School in 2006. 

Most recent review was in February 2020

Chairperson of Board of Management: 

Fr Noel Rooney

Ratified March 9th 2020