The outline which follows offers schools a flexible framework within which schools can plan for the SPHE programme most suitable for the students and the school. A planning process is essential to the success of an SPHE programme in school. Such a process allows for consideration to be given to the needs of the students, the availability of staff and resources and the relationship between an SPHE programme and the rest of the junior cycle curriculum.
Ideally, planning should be led by a member of staff who is designated as the SPHE co-ordinator. When such designation is not possible, staff developing and teaching SPHE will still need to come together for meetings, planning and evaluation. Such meetings can also serve as a useful support for teachers.
The planning and co-ordination process should address the following:
COHERENCE
The three-year programme should draw the various modules together in a coherent way and should ensure a balanced coverage of the themes and topics within the modules. Modules may contain topics or aims, which are common to other modules in the three-year programme. Such an overlap is essential to an integrated and holistic programme; topics and skills should be revisited often under different headings and from a variety of perspectives within a spiral and developmental programme.
Planning can help to avoid omissions, which can result from a hit-and miss approach, and in duplication which is confusing for students. A coherent programme can also ensure that SPHE is not based on once off treatment of issues as problems or crises arise.
It is important that the development of the programme also includes teachers of other subjects, especially teachers of Religious Education, Civic, Social and Political Education, Home Economics and Science where similar topics are covered. In this way, unnecessary repetition is avoided and best use can be made of SPHE time.
ALLOCATING TIME TO A TOPIC
The topics contained within each module are outlined and the aims and outcomes indicated. Not every topic would take a whole class period; other topics may require a number of class periods.
ORDERING THE MODULES
Schools or teachers may order the modules according to school or class needs and circumstances. It is strongly recommended that the modules on friendship and relationships and sexuality be closely linked.
RELATIONSHIPS AND SEXUALITY EDUCATION
Planning for relationships and sexuality education should be undertaken in the light of school policy in this area.
ASSESSMENT
The planning process should focus on how student achievement in SPHE could be assessed and rewarded. It should also plan for reporting to parents on student progress in SPHE over the three years of junior cycle.
WHOLE SCHOOL IMPLICATIONS
Because of the whole school aspects of Social, Personal and Health Education set out in the syllabus document, it is vital that the SPHE programme should inform and be informed by other aspects of school life, such as the bullying policy and the drugs and smoking policy for example. The board of management, principal, staff and parents should be kept briefed on the development and implementation of the programme. The active support of the principal is a prerequisite for the implementation of a successful SPHE programme in a school.
REVIEW
The planning process should include a review strategy indicating how issues, which arise during the implementation of the programme, may be addressed. It should also set out when and how an evaluation of the programme can be undertaken. Evaluation should include the principal staff, parents and students.
Such evaluation might use the following checklist:
Relevance: Is the programme serving the overall aims of SPHE as well as meeting the needs, interests and concerns of the learners?
Effectiveness: Is the programme achieving what is set out to achieve?
Teaching and Learning: Are appropriate methods being used for the group in question?
SAMPLE SPHE PROGRAMMES
Two sample programmes are presented here. Sample A was prepared by teachers for a large co-educational school in an urban setting. Sample B was drawn up by teachers working in a single-sex school in a small town.
These samples highlight that:
- the SPHE programme must take account of the particular needs of the school and the students;
- the programme must be sensitive to the dynamics of the school year.
In addition, a planning template is included for use by schools and teachers.
SAMPLE PROGRAMME A
PREPARED FOR A LARGE CO-ED URBAN SCHOOL
SUGGESTED PROGRAMME OUTLINE
FIRST YEAR
September December
Module | Topic |
| Belonging and Integrating | - Joining a new group
- Coping with change
|
| Self-Management | - Organising myself
- Organising my work at home and in school
- Balance in my life
|
| Physical Health | |
| Communication Skills | - Learning to listen
- Express yourself
|
| Personal Safety | - Looking after myself
- Fire drill
- Road Safety
|
| Belonging and Integrating | - Appreciating difference
- Bullying is everyone's business
|
| Friendship | |
| Influences and Decisions | |
January March
| Module | Topic |
| Emotional Health | - Recognise feelings
- Respecting my feelings and the feelings of others
|
| Friendship | |
| Relationships and Sexuality Education | - Me as unique and different
- Friendship
- Changes at adolescence
- Reproductive system
- Images of male and female
- Respecting myself and others
|
| Physical Health | |
April June
| Module | Topic |
| Substance Use | - Why use drugs?
- Smoking: why, why not?
- Alcohol
- Solvents
|
| Influences and Decisions | - My heroes, significant influences
|
| Communication Skills | - Passive, aggressive and assertive communication
|
| Self-management | |
| Personal Safety | |
| Self-Management | |
SECOND YEAR
September December
| Module | Topic |
| Belonging and Integrating | - Looking back, looking forward
|
| Substance Use | - The effects of drugs
- Alcohol and its effects
- Alcohol: why/why not?
- Cannabis and its effects
- Cannabis: why/why not?
|
| Friendship | - The changing nature of friendship
|
| Belonging and integrating | |
| Relationships and Sexuality | |
| Self-management: a sense of purpose | - What motivates me?
- Study skills
|
January March
| Module | Topic |
| Influences and Decisions | - Positive and negative influences
- Making decisions
|
| Emotional Health | - Self-confidence
- Body image
|
| Relationships and Sexuality | - Peer pressure and other influences
- Managing relationships
|
| Physical Health | |
| Relationships and Sexuality | - Recognising and expressing feelings and emotions
|
April - June
| Module | Topic |
| Belonging and Integrating | |
| Communication Skills | |
| Personal Safety | |
THIRD YEAR
September December
| Module | Topic |
| Belonging and Integrating | - Goal setting for third year work contract
|
| Self-Management | - Organising my time
- Planning for effective study
|
| Physical Health | |
| Personal Safety | - Recognising unsafe situations
- Violence
|
| Emotional Health | |
| Substance Use | - Ecstasy the realities
- Heroin the realities
|
| Friendships | - Boyfriends and girlfriends
|
January March
| Module | Topic |
| Belonging and Integrating | |
| Emotional Health | |
| Physical Health | |
| Relationships and Sexuality | |
| Influences and Decisions | |
| Self-Management | |
| Communication Skills | - Learning to communicate · Communication in situations of conflict
|
April - June
| Module | Topic |
| Relationships and Sexuality | - Where am I now?
- Relationships - what is important
- The three R's respect, rights and responsibilities
- Conflict
|
| Personal Safety | |
SAMPLE PROGRAMME B PREPARED FOR MID-SIZED SINGLE SEX SCHOOL IN A SMALL TOWN
SAMPLE PROGRAMME B
PREPARED FOR A MID-SIZED SINGLE SEX SCHOOL IN A SMALL TOWN
SUGGESTED PROGRAMME OUTLINE
FIRST YEAR
September December
| Module | Topic |
| Belonging and Integrating | - Joining in a group
- Change
- Bullying
|
| Friendship | |
| Personal Safety | - Looking after myself
- Road Safety
|
| Self-management | - Organising myself
- Organising my work at home and in school
|
| Communication Skills | - Express yourself
- Learning to listen
|
| Physical Health | |
January March
| Module | Topic |
| Emotional Health | - Recognising feelings
- Respecting my feelings
|
| Friendship | |
| Relationships and Sexuality | - Me as unique and different
- Friendship
- Changes at adolescence
- The reproductive system
- Images of female and male
- Respecting myself and others
|
| Self-Management | |
April June
| Module | Topic |
| Substance Use | - Why drugs?
- Smoking why? Why not?
- Smoking Its effects
- Alcohol the facts
|
| Influences and decisions | - Significant influences
- Accepting individuality
|
| Communication Skills | - Passive, assertive and aggressive communication
|
| Self-Management | |
SECOND YEAR
September December
| Module | Topic |
| Belonging and Integrating | - Looking back
- Looking forward
- Group work
|
| Communication skills | |
| Friendship | - The changing nature of friendship
|
| Self-Management | - What motivates me · Study skills
|
| Influences and decisions | - Positive and negative influences · Making decisions
|
| Substance Use | - The effects of drugs · Alcohol and its effects · Alcohol; why/why not?
|
January March
| Module | Topic |
| Substance Use | - Cannabis and its effects
- Cannabis; why/why not?
|
| Emotional Health | - Self-confidence
- Body image
|
| Relationships and Sexuality | - From conception to birth
- Recognising and expressing feelings and emotions
- Peer pressure and other influences
- Managing relationships
- Making responsible decisions
- Health and personal safety
|
April - June
| Module | Topic |
| Belonging and Integrating | |
| Physical Health | |
| Personal Safety | - Accidents at home and in school
- Feeling threatened
|
THIRD YEAR
September December
| Module | Topic |
| Belonging and Integrating | - Goal setting for third year
- Work contract
|
| Friendship | |
| Relationships and Sexuality | - Body image
- Where am I now
- Relationships... what is important
- The three R's respect, rights and responsibilities
|
| Physical Health | - Physical exercise
- Relaxation
- Diet
|
| Personal Safety | - Recognising unsafe situations
- Violence
|
January March
| Module | Topic |
| Self-management | - Organising my time
- Planning for effective study
|
| Communication skills | - Learning to communicate
- Communication in situations of conflict
|
| Influences and decisions | |
| Emotional Health | |
April - June
| Module | Topic |
| Self-management | |
| Substance Use | |
| Personal Safety | |