Strand: Myself
Strand unit: Self-identity
The child should be enabled to
Self-awareness
- recognise and appreciate that each person is a unique individual and that this individuality is expressed in many different ways
through the clothes we wear, interests and activities pursued, life-style, beliefs, personal attitudes and principles held - reflect on his/her experiences and the reasons for taking different courses of action
- identify realistic personal goals and targets and the strategies required to reach these
- accept his/her own body image and explore some of the factors that affect his/her selfimage and beliefs about himself/herself
peer pressure, advertising, idols and heroes
Developing self-confidence
- develop further the ability to express personal opinions, thoughts and ideas and listen to, respect, think about and comment critically and constructively on the views of others
- enhance skills to improve learning
recognising where he/she is successful, realising that making and acknowledging mistakes can provide opportunities for learning
taking initiative, organising, planning, displaying or executing a project independently or as part of a group, reflecting on ways to improve learning on own achievements - take increasing personal responsibility for himself/herself
being part of a savings scheme, caring for own belongings, taking responsibility for his/her homework - become more independent and autonomous
making complaints and seeking redress, developing his/her interests and trusting his/her judgements, knowing and asserting his/her rights.
Strand unit: Taking care of my body
The child should be enabled to
Health and well-being
- recognise and examine behaviour that is conducive to health and that which is harmful to health
healthy behaviour:
balancing work and relaxation, being usefully occupied, having friends, taking adequate exercise, having a balanced diet, correct posture
using prescribed substances appropriately - recognise causes of personal worry and identify appropriate coping strategies
- distinguish between legal and illegal substances, identifying those that are most commonly used, and examine and understand the effects they can have
alcohol, nicotine, prescribed and nonprescribed substances, cannabis - explore some of the reasons why people smoke, drink alcohol, misuse any kind of substances or take drugs that have no medical use
peer pressure, influence of advertising, to feel good, to impress others, to make one feel grown up - explore the role of personal choice, risk factors and the influence of others when choosing to use non-prescribed substances
danger of experimentation leading to addiction - explore and examine attitudes towards the misuse of substances and towards those who misuse substances of any kind
- identify and discuss the roles of various people who are concerned with the health of others
nurse, doctor, chiropodist, speech therapist, dietician, paediatrician, dentist - realise that there is a personal and communal responsibility for the health and well-being of himself/herself and others
identifying practical ways of taking care of himself/herself and of promoting a healthy life-style
examining some of the strategies adopted in the community for promoting health and for protecting people from ill-health.
Knowing about my body
- recognise the importance of treating his/her body and that of others with dignity and respect
- 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
female
hormonal changes, changing body shape
development of breasts, appearance of pubic hair, onset of menstruation (periods)
male
hormonal changes, physical growth
enlargement of testicles and penis
appearance of pubic, underarm and facial hair
breaking of the voice, beginning of sperm production
onset of nocturnal emissions (wet dreams) - understand the reproductive system of both male and female adults
- realise how increased activity or involvement in physical activities can require increased attention to body care
- recognise some physical disabilities and how they can affect people’s lives
- become aware of some communicable diseases and explore how diseases and infections are spread
some communicable diseases
chickenpox, rubella, HIV infection, hepatitis
infections are spread through
air, body fluids, direct contact, poor hygiene and sanitation - identify and be aware of the different ways in which the body may be protected against disease and infection
external organs: nose, skin
immune system: formation of antibodies, white blood cells, natural and artificial immunity, immunisation programmes
life-style factors: diet, hygiene, rest.
Strand unit: Taking care of my body
The child should be enabled to
Food and nutrition
- appreciate the importance of good nutrition for growing and developing and staying healthy
- realise and accept some personal responsibility for making wise food choices and adopting a healthy, balanced diet
exploring and examining the food pyramid - recognise some of the important nutrients that are necessary in a balanced diet and the food products in which they are found
macro-nutrients: protein, carbohydrate, fat
micro-nutrients: vitamins and minerals - explore the factors that influence food choices
cost, advertising, demand, peer pressure, advertising and packaging, value for money, time for shopping and for cooking, ideal body images - explore and examine some of the illnesses particularly associated with food intake or special health conditions
coeliac, diabetic, anorexia, bulimia, the dietary needs of different age groups and individuals - become aware of the importance of hygiene and care in the preparation and use of food
using before sell-by date, reading contents, not chopping cooked foods and uncooked foods on the same board.
Strand unit: Growing and changing
The child should be enabled to
As I grow I change
- identify and discuss the changes that are experienced in growing from child to adult
changing interests and leisure activities
developing a widening circle of friends
increasing personal independence
increasing personal and community responsibility
coping with transfer from primary to postprimary school - explore patterns of development and growth, comparing present development with that at earlier stages: physical, social, emotional, intellectual and spiritual
- appreciate the need for individual space and privacy as he/she is growing and developing
space and time to engage in favourite pastimes, a place to be quiet or to be alone or undisturbed.
Strand unit: Growing and changing
The child should be enabled to
Birth and new life
- understand sexual intercourse, conception and birth within the context of a committed, loving relationship
- discuss and explore the responsibilities involved in being a parent and the emotional and physical maturity required to be a parent
preparing for the birth of the baby
taking care of offspring from birth onwards
emotional, psychological and practical provisions
Feelings and emotions
- acquire the ability and confidence to identify, discuss and explore a range of feelings, especially those that are difficult to express
joy, anger, grief, exhilaration, frustration, ‘highs’ and ‘lows’ - discuss and practise how to express and cope with various feelings in an appropriate manner
choosing the appropriate time to talk
talking and discussing rather than prolonging a conflict or disagreement by remaining silent empathising with the feelings of others
knowing when it is appropriate to share feelings with others - understand how feelings help in understanding himself/herself
understanding that moods and emotions are often affected by physical and hormonal changes, realising that true feelings may often be masked, being aware that personal feelings can affect others - differentiate between needs and wants and recognise and explore the concept of delayed gratification
will I watch television now or do my homework first and watch television later? - discuss the different types of love that exist and explore how love is portrayed and defined in music, films, books, magazines and other media
- identify and learn about healthy ways to help him/her feel positive about himself/herself.
Strand unit: Safety and protection
The child should be enabled to
Personal safety
- explore rules and regulations at home, in school and in society and the importance of adhering to them
identifying limits and boundaries that change as children grow and show more responsibility, obeying those responsible for enforcing the rules - identify situations and places that may threaten personal safety
bullying, seeing others being bullied
being asked to keep a ‘difficult secret’
large public gatherings
recognising inappropriate or unsafe touches, being with people who make me feel unsafe - discuss a variety of risky situations and behaviour and assess and evaluate how these risks may be avoided or minimised and the implications of taking risks
sometimes taking a risk can be important for growing and developing, while on other occasions the consequences can be dangerous or even tragic - realise that as independence increases, responsibility for personal safety increases, and that a strategy for keeping safe has to be developed and adhered to by each individual
being assertive
telling or confiding in people who are trustworthy
realising how and when to get help being aware of policies in school and at home that provide support: for example, the child is aware of the procedure if someone is being bullied or is not collected after school, contacting the emergency services
making his/her whereabouts known at all times - discuss and appreciate the role each individual has in keeping others safe and identify occasions when his/her actions can threaten the safety of others
Safety issues
- recognise places where it is safer to play and how to behave in a responsible manner when playing
- know how to keep safe when travelling and to understand how individuals can keep others safe
- develop an awareness of health and safety in the school, home and work-place
- develop responsible attitudes towards the prevention of accidents and know what to do in the event of an accident
using simple first aid procedures, knowing who to contact, knowing how to use the emergency services - identify the substances in the home and school or on the farm that may be dangerous if not used properly and ensure that he/she has learned a safety strategy for dealing with unknown and dangerous substances
- explore and examine the use of medicines
- identify and explore some potential risks to health and safety in the environment
traffic, pollution, chemicals, ultraviolet light.
Strand unit: Making decisions
The child should be enabled to
- acquire a growing sense of the importance of making informed decisions at many levels and identify some of the decisions he/she has to make
how will I say no?
what will I wear today?
which book will I choose from the library?
will I tell on my friend? - explore and learn to examine critically the factors and levels of thought that influence decisions and choices
impulse
values and beliefs
parental opinion
social constraints
peer and media influences - recognise that decisions have consequences and that not all people will make the same decisions all the time
- recognise the important and legitimate role that adults have to play in making decisions and setting boundaries for young people
- recognise that opportunities to exercise choice can increase as responsibilities are accepted and as the trust of others is earned
- discuss and practise a simple decisionmaking strategy
pausing and thinking
identifying the important facts and moral questions about the problem
considering the possible consequences and solutions
weighing up the advantages and disadvantages
taking the decision
reflecting on choice or decision - distinguish between assumption, inference, fact, rumour and opinion in making a decision
- identify sources of help in solving problems
a parent or guardian, a trusted friend, a teacher.
Strand: Myself and others
Strand unit: Myself and my family
The child should be enabled to
- explore and discuss families and homes and how they can vary in many ways
single-parent, two-parent, step-parents, adoptive parents, foster-parents, group homes, hostels - explore what belonging to a family means
being cared about, having a sense of belonging, a place where I can be myself, healthy interdependence, having particular roles and responsibilities, being sensitive to the needs of others in the family, having rules and boundaries, caring and supporting for each other
being accountable - discuss possible changes in family relationships and expectations as he/she grows and matures and how he/she can cope with them
increasing independence, conflicting opinions - discuss and identify behaviour that is important for harmony in family life
adhering to family rules, resolving conflict, forgiving, laughter, love, empathy, trust, listening, honesty, accountability, respecting each other - critically examine the media portrayals of families and family life
- examine some factors that can affect family life
the birth of a baby, addiction, material prosperity, poverty, illness, bereavement, violence, a change in life-style, sexual stereotyping - compare and contrast the life-styles of families in different cultures, both in Ireland and abroad.
Strand unit: My friends and other people
The child should be enabled to
- explore the importance of friendship and interacting with others and realise that making and changing friends is part of the natural process of growing
- discuss and appreciate the different aspects of friendship and the difference between close friends and acquaintances
mutual respect, trust, loyalty, listening, spending time, genuine communication, laughter, honesty, resolving conflicts, forgiveness, being just and fair - explore the differences between boy-and girl friendships and same-sex friendships
talking about different things, having different expectations of each other wishing to impress his/her own sex and opposite sex - consider problems that can arise in friendships and other relationships and how these could be handled
jealousy, uncertainty, feeling left out, pressure to belong and conform - identify the different groups to which friends can belong and recognise what constitutes a healthy group
healthy group:
inclusive, friendly, supportive, respectful of the rights and views of others - explore how the opinions, views or expectations of others can influence how people relate to each other, either positively or negatively
being inclusive, respectful, sharing, truancy, shoplifting, smoking, making assumptions, stress - practise and recognise the importance of care and consideration, courtesy and good manners with others
- recognise, discuss and understand bullying and its effects
what behaviour constitutes bullying, how and why bullying happens, how it feels to be intimidated and to intimidate others, the effect of bullying on self and others, know that bullying is always wrong - explore and discuss how individuals can deal with being bullied, knowing that others are being bullied and being a bully
who to confide in, when to tell, how to be assertive.
Strand unit: Relating to others
The child should be enabled to
Communicating
- explore and practise the many verbal and non-verbal ways in which people communicate with each other
introducing an individual in different situations
expressing gentleness, concern, tenderness, love
resisting the opinions or requests of friends, peers - listen actively to others and respect what each person has to say
listening carefully to the experiences and views of others, reflecting and repeating what has been said
giving and receiving compliments and affirmations and giving and receiving constructive criticism - examine the various ways in which language can be used to isolate and discriminate against people
- begin to appreciate the importance of maintaining a personal stance while also respecting the beliefs, values and opinions of others
finding positive ways of expressing views that differ from others - examine the power of persuasion, how it can be used both positively and negatively, and suggest practical ways and develop practical suggestions for dealing with pressures and influences
pressure to conform or to belong to a group
Resolving conflict
- discuss how conflict can arise with different people and in different situations
- identify and discuss various responses to conflict situations
submission, negotiation, aggression, telling the truth, avoidance, walking away - explore and practise how to handle conflict without being aggressive.
Strand: Myself and the wider world
Strand unit: Developing citizenship
The child should be enabled to
Living in the local community
- explore the concept of the class or school as a community
- practise ways of working together and of developing a sense of belonging
celebrating group and individual achievements, reaching group decisions, making class decisions, taking particular responsibilities in class or in local organisations, exploring the class or club rules and being involved in making the rules, resolving conflicts in appropriate ways - explore local traditions and folklore and develop a sense of pride in his/her local community
- recognise and understand the role of the individual and various groups in the community
having a sense of identity, exploring the duties, rights and responsibilities of both adults and children, making individual contributions, respecting each other, being inclusive, taking democratic decisions, adhering to rules, working together for the common good - recognise and explore the positive contributions made to the local community by various organisations, ethnic, social or community groups and individuals
sports clubs, credit union, community council, community radio, senior citizens’ groups, boy scouts - explore how inequality might exist in the local community and suggest ways in which this might be addressed
poverty, homelessness, material need, lack of facilities for some groups, prejudice and discrimination against particular individuals or groups, stereotyping - identify some local issues of concern and explore possible action that could be taken to address these issues
recognising the individual and group responsibility we have as citizens in the community
consumer rights
National, European and wider communities
- become aware of elements of his/her own cultural heritage and traditions
music, literature, language, folklore, landscape, respecting the national flag and anthem, taking part in festivals and celebrations that are unique to Ireland - begin to explore the concept of democracy
the role of the President, the Oireachtas and the Constitution, role of elections, equal rights - recognise and acknowledge the various cultural, religious, ethnic or other groups that exist in a community or society and explore ways in which these differences can be respected
learning about different groups and their culture and heritage, realising what can be learned from them and the positive contributions they make, using inclusive language, exploring ways in which these groups experience discrimination, examining the role of each individual in counteracting prejudice, discussing the need for empathy and mutual understanding - become aware of some of the cultures, lifestyles and languages of some countries in the European Union and the wider world
learning about the countries in the European Union, identifying some of the effects of the European Parliament on Irish life, exploring the interdependence of countries and peoples, learning about each other through sport and music - explore how justice and peace can be promoted between people and groups, both nationally and internationally
beginning to learn about Irish involvement in international organisations and the importance of this contribution - realise and begin to understand the unequal distribution of the world’s resources
basic needs not being met, understanding some of the issues, the ways in which we can help, the role Irish people have to play
Environmental care
- appreciate the environment and develop a sense of individual and community responsibility for caring for the environment and being custodians of the Earth for future generations.
This sub-unit is developed in detail in SESE geography and science.
Strand unit: Media education
The child should be enabled to
- explore and understand how information is conveyed and practise relaying messages using a variety of methods
information and communication technology, letter, telephone, picture, poster, sign, film, book - explore the role of newspapers and other forms of print media in transmitting messages, the techniques used and the types of information included
identifying information that may be deliberately excluded, the role of bias - recognise unequal treatment of sexual roles and other issues in literature, advertising, drama, magazines and other media
- identify the audiences at which different aspects of the media are aimed
the approaches used, the content - become aware of the different forms of advertising, its purpose and the messages it promotes
advertising messages—slim always means healthy, beautiful people smoke and drink, certain diets are safe, beauty is physical
hidden links between body-image and certain products—you will belong if you use this product
what I need versus what I want - become increasingly critical and discerning in his/her own attitude to advertising and the techniques used to promote products, life-styles and ideas
techniques:
beauty and glamour to promote certain products, the use of music, associating personalities with certain products, giving free gifts on purchase, the use of attractive visual images, the repetition of certain advertisements - explore various recreation and leisure activities as an alternative to watching television
- explore and use some simple broadcasting, production and communication techniques
lighting, voice-over, interview, camera work, using different kinds of music, e-mail.