Strand: Myself
Strand unit: Self-identity
The child should be enabled to
Self-awareness
- develop an appreciation of and talk about personal strengths, abilities and characteristics
- recognise and appreciate the similarities and differences between people
- identify and talk about personal preferences, dreams for the future and hopes
- become aware of his/her immediate world through the senses
Developing self-confidence
- become more independent and self-reliant
taking responsibility for personal belongings
asking for help when needed
reflecting on his/her learning and
experiences
assessing his/her progress
appreciating that making mistakes is part of the learning process
saving money, looking after school clothes - explore different ways of coping with change
seeking clarification, taking time to adjust - express personal opinions and preferences and acknowledge those of others and comment on them
Making decisions
- recognise and reflect on choices that are made every day
- discuss the factors that may influence personal decisions or choices
- realise that being involved in decisionmaking demands more personal responsibility
beginning to realise that more opportunities to make choices will be given as the trust of others is earned and maintained.
Strand unit: Taking care of my body
The child should be enabled to
Knowing about my body
- appreciate the need and understand how to care for the body in order to keep it strong and healthy
regular sleep and rest, a balanced diet, regular exercise, quiet time, relaxation, correct posture - recognise the importance of treating the body with respect and dignity
- explore the various things the body can do
see, hear, move, breathe, make energy, feel, think - name parts of the male and female body, using appropriate anatomical terms, and identify some of their functions
- develop and practise basic hygiene skills
discussing and exploring the effects of poor personal hygiene
practising and learning about hygienic eating habits
practising effective dental care - realise that each individual must take some responsibility for self-care
- become aware of how infection spreads easily and the importance of adhering to a code of hygiene
- recognise and examine some of the substances that are taken into the body and the purpose and function of each one
Food and nutrition
- explore the importance of food for promoting growth, keeping healthy and providing energy
- appreciate that balance, regularity and moderation are necessary in the diet
the food pyramid, the need for a balanced diet, the importance of having an appropriate intake of liquids, food that is unhealthy for some people and not for others - identify some of the foods that are derived from plant and animal sources
- recognise and practise good hygiene when dealing with food.
Strand unit: Growing and changing
The child should be enabled to
As I grow I change
- begin to recognise the physical, emotional, social and spiritual factors that promote growth
love, food, warmth, shelter, communication, friendship, sleep - realise that growth takes place in many different ways and is unique to each individual
physical
growing out of clothes and shoes
social
making new friends, joining clubs, playing or engaging in sports together, an increasing ability to communicate
intellectual
improving mental skills and abilities
spiritual
becoming more reflective, enjoying quiet time for longer periods, experiencing wonder through the senses - realise that growing up brings increased responsibility for himself/herself and others
making own lunch, putting away school clothes, helping to feed a younger child
New life
- begin to understand that reproduction, birth, life, growth and death are all part of a life cycle
- appreciate what is necessary in order to provide and care for new-born babies in both the animal and human world
love, regular feeding, nappy changing, careful bathing, medical check-ups - realise the various roles parents and other family members have in providing for newborn babies
love, time, energy, talking to baby, money, patience
Feelings and emotions
- name and identify a wide range of feelings and talk about and explore feelings in different situations
when I changed classes, when my
brother/sister was born, when I got glasses for the first time
when I attempted something new
when I was excluded - realise and explore the various ways feelings can be expressed and dealt with and choose which are the most appropriate and acceptable
affection
shaking hands, hugging
anger
crying, telling someone that I am angry
loss
crying, remaining quiet, asking for help
hurt
isolated, angry, seeking an apology - identify people with whom he/she can discuss feelings and emotions
- become aware of and be able to choose healthy ways of feeling good about himself/herself
- explore the various feelings that change as one grows
what made me laugh when I was younger
the things I was afraid of when I was younger
the things that I find funny or that make me cry now - recognise that individual actions can affect the feelings of others.
Strand unit: Safety and protection
The child should be enabled to
Personal safety
- recognise and explore situations where children feel safe and those where safety might be at risk
getting lost, being left alone
coming in contact with unsafe or unknown substances
being with people who make me feel unsafe
inappropriate or unsafe touches, being asked to keep a difficult secret (one that causes worry or makes me feel uncomfortable) - discuss and practise appropriate strategies for dealing with these situations
being assertive, telling a trusted person, making a telephone call, asking for help, knowing when to tell a secret, knowing how to seek help, distinguishing between real and imaginary dangers, adhering to rules made by others, recognising local landmarks
recognising people who are responsible for keeping him/her safe - explore how other people can persuade him/her to engage in unsafe behaviour and how this may be counteracted
- identify risky behaviour and examine its positive and negative consequences
smoking, trying a new activity or game
Safety issues
- develop and practise strategies for keeping safe when travelling
being familiar with the rules for travelling in car or bus, on bicycle
crossing the road with an adult
obeying those responsible for safety in the community - become familiar with and understand the need to adhere to safety rules that apply in school, at home, on the farm, in water, for his/her own safety and that of others
- recognise places where it is safe to play and understand the importance of adopting responsible and equitable behaviour when playing
- recognise how accidents might be caused and what can be done in order to prevent accidents happening
not playing with dangerous equipment or machinery, wearing protective headgear - recognise and explore occasions when medicines are needed
reasons for taking medicine, feelings experienced before and after taking the medicine, who administered the medicine, the safety rules that apply when taking medicine - distinguish between substances in the home or school that are safe and those that are dangerous and seek permission before exploring them
fertilisers, alcohol, detergents.
Strand: Myself and others
Strand unit: Myself and my family
The child should be enabled to
- identify and talk about those who live at home and recognise that homes and families can vary
personal names, sex, physical description, characteristics - recognise his/her role and place in the family unit and the contribution made by each member to the family
- appreciate his/her own family and identify ways in which members of families can help, support and care for each other.
- explore many of the things that are learned in families, both practical and otherwise.
Strand unit: My friends and other people
The child should be enabled to
- discuss personal friends and why he/she enjoys being with them
- identify, explore and discuss qualities and skills associated with friendship
spending time together
talking, playing, travelling together
forgiving each other, trusting each other
being sensitive to the feelings of one’s friends - explore how friends can influence personal actions and decisions
adopting a healthy eating option, isolating a classmate, welcoming a newcomer, taking a risk, persuading one to smoke, using inappropriate language - know how to treat people with dignity and respect
calling people by their proper name, respecting the personal belongings of others, practising care and consideration, courtesy and good manners when interacting with others - recognise and explore bullying behaviour, who is involved and the effects on different people
the bully, the child being bullied, the onlookers - know that bullying is always wrong and what should be done if one is being bullied or sees it happening to someone else.
Strand unit: Relating to others
The child should be enabled to
- distinguish between verbal and non-verbal behaviour and know how they are used in performing social functions
introducing oneself and others
expressing concern and appreciation
expressing thanks, asking questions, offering help - listen, hear and respond to what is being said by others
accepting compliments and affirmations received - express and record experiences, opinions, feelings and emotions in a variety of ways
through:
oral language, drama and improvisation
drawing, painting, music - explore and practise how to handle conflict without being aggressive
listening to and thinking about the other person’s point of view
presenting his/her own point of view clearly
seeking to persuade and compromise
apologising and/or accepting apology
practising using assertive behaviour when dealing with others.
Strand: Myself and the wider world
Strand unit: Developing citizenship
The child should be enabled to
My school community
- explore what it means to belong and recognise some of the different groups to which he/she can belong
family, class, school, village, town, city, club, parish
activities that promote belonging
projects, games, concerts, book time - recognise and write the name and location of his/her own school and identify those who constitute the school community
- discuss and appreciate how the positive contributions of each person can make the class or school a better place for everyone
- be involved in making the classroom rules and recognise the importance of adhering to these rules for the safety of all
- engage in group activities in the class and learn how to share, co-operate, listen to, work and play together
exploring issues of sexual equality that may arise with friends and others
practising fairness when playing or working together, taking turns
Living in the local community
- begin to appreciate how people depend on each other in many aspects of life
some people in the community may be in need or require special attention - develop a sense of belonging to his/her own local community
recognising, participating in and enjoying the celebration of local events - be aware of and appreciate the diversity of cultures and people in the local community, recognise their contributions and be aware of how differences can enrich his/her experiences
- develop an awareness of people in other places
other communities, other towns, other countries - identify those who have special responsibilities for looking after people in the community and the importance of the contribution of each individual to community life
Environmental care
- appreciate the environment and realise that there is a community and individual responsibility in caring for and protecting the environment.
The sub-unit Environmental care is developed in detail in SESE geography and science .
Strand unit: Media education
The child should be enabled to
- become aware of and learn about the different ways in which information can be communicated
print, radio, television, internet, CD-ROM - begin to distinguish between fact and fiction in stories or situations in different media forms
television, comic or magazine, story book, video
creating new or different endings to familiar stories or rhymes
identifying favourite television programme, favourite video, favourite song
exploring the content of various programmes, advertisements, videos, CDs - discuss and explore advertising that is specifically aimed at children
identifying:
the difference in content between advertisements and programmes, favourite advertisements, the purpose of the advertisement.