THE WHOLE SCHOOL
The processes of all teaching and learning have implications for personal and social development. The ways in which members of the staff relate to one another and to the students, and the quality of relationships between the students themselves, form the foundation for personal and social development in a school. Therefore, every teacher and staff member, every class and extracurricular activity has offered and continues to offer opportunities for enhancing the personal and social development of the student.
A supportive school environment is essential if SPHE is to be effective. In such an environment,
- people feel valued
- self-esteem is fostered
- respect, tolerance and fairness are evident
- high expectations and standards are promoted
- there is support for those with difficulties
- open communication is the norm
- effort is recognised and rewarded
- uniqueness and difference are valued
- conflict is handled constructively
- initiative and creativity are encouraged
- social, moral and civic values are promoted.
The principles of fair play, respect, tolerance and reward for effort must permeate the whole school climate; they cannot be compartmentalised into SPHE. The development of an appreciation for learning, respect and caring for self and others, a sense of belonging and a sense of social responsibilitythese are tasks of the whole school community. Curricular provision for SPHE can contribute to and benefit from a supportive school environment. However, the effectiveness of any SPHE programme offered is seriously undermined if principles such as those outlined above are not in operation in the whole school environment.
In addition to these whole-school factors there are a number of contextual and environmental factors that influence social, personal and health education. The socio-economic background of the students as well as their physical and cultural environment can have a significant impact on the range of choices and options that students may face. Schools should give due regard to these contextual factors in planning for social, personal and health education.
THE ROLE OF THE PRINCIPAL
The leadership of the principal is a significant factor in sustaining a supportive environment for SPHE in a school. The principal sets the tone for the school; her/his decisions and priorities have a direct impact on whole-school climate. In addition to the leadership given by the principal at a personal and professional level, the priority given to SPHE by a Board of Management in a school plan can be seen as a clear statement of support at policy level. Many of the excellent SPHE programmes now established in schools are due to the conviction, commitment and continuing support of principals and Boards of Management.
The value of SPHE in the school will be expressed and perceived in timetabling, the assigning of teachers, and the provision of resources.
TIMETABLING
Circular M22/00 states that the recommended time allocation is the equivalent of one class period per week, organised in the manner that best meets the needs of the students and school organisation.
This curriculum has been prepared in the light of such an allocation.
CROSS-CURRICULAR SUPPORT
The value of cross-curricular support for elements of an SPHE programme and for the values and dispositions promoted by SPHE should not be underestimated. Subjects such as religious education, science and home economics may also deal with topics related to SPHE; but given the provision for choice within the junior and senior cycle at second level, and the methodological approach that is at the core of SPHE, the main focus of the programme should be on the designated class period. SPHE has a particular role as a key element of health promotion, and requires designated time in order to fulfil that function.
CORE VALUES
Many schools have worked on the development of a school plan or mission statement, which sets out the core values that inform school policy. Some schools have been introduced to such policy statements through the implementation of relationships and sexuality education. The core values articulated in a school plan will obviously inform every aspect of school life; but they will have particular relevance to a school's SPHE programme.
THE NEEDS OF THE STUDENTS
SPHE must be considered in the context in which the students find themselves and the changing social and cultural milieu in which they form relationships and make decisions and choices. While the principle of relevance is one that should inform the whole curriculum, it has particular implications for SPHE. Students should be challenged to critically examine this ever-changing context and given the skills that empower them "to participate fully and creatively in their communities" (Charting our Education Future, p.10.)
TEACHERS OF SPHE
Given the importance of the whole-school climate for successful SPHE, it is clear that in many ways every teacher in a school is a teacher of SPHE. Teachers directly involved in an SPHE programme in a school have a particular responsibility and require particular support. Teachers assigned to SPHE must have an understanding of and a familiarity with the methodologies associated with education in this area. SPHE should not be assigned to teachers without consultation. All teaching is challenging, but teaching an SPHE programme is a particular challenge, demanding a range of skills and a high degree of sensitivity. Those involved in the SPHE programme in a school will need continuing support from their colleagues, from the principal and Board of Management, and from a range of other agencies that are in a position to offer in-career support.
Close links will be needed between the pastoral care system in a school and those involved in the teaching of SPHE. Some schools formalise these links by including the teaching of SPHE in the role of class tutor.
Planned communication and co-operation between those involved in SPHE and the guidance personnel in school will be essential for the effectiveness of both SPHE and guidance in the school.
HOME-SCHOOL LINKS AND SPHE
Links between home and school play a vital role in supporting the efforts of parents and guardians in the home and the work of the teachers in the classroom. Such links are particularly important in SPHE.
Beginning with pre-entry meetings before a student enters the school, schools need well-structured continuing links with the lives of the students outside the classroom and outside the school. Such links can inform an SPHE programme; they can help teachers to prioritise modules. These links can also provide parents with strategies for supporting the work of the school in its SPHE programme. Structured and continuing links can contribute to an SPHE programme that is relevant to the needs of students and the expectations of their parents and guardians.