Strand: Myself
Strand unit: Self-identity
The child should be enabled to
Self-awareness
- discuss and appreciate all the features that make a person special and unique
name, size, hair colour, sex, fingerprints, birthday - begin to understand, appreciate and respect personal abilities, skills and talents
being a friend, being co-operative, playing games - recognise and record personal preferences
things I like and things I don’t like - become aware of his/her immediate world through the senses
Developing self-confidence
- express own views, opinions and preferences
- become more self-reliant and independent
taking responsibility for own personal belongings
asking relevant questions to seek clarification
beginning to reflect on his/her own learning and experiences
accepting that making mistakes and trying
again are part of the learning process
attempting new tasks with courage
learning to save money - begin to learn how to cope with various changes as they occur
moving to a new class, losing a friend
Making decisions
- identify some everyday choices made by himself/herself and those that are made by others
- begin to develop some awareness of factors that may influence decisions or choices taken.
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 his/her own body in order to keep it healthy and well
regular exercise and activity, adequate sleep and rest, balanced diet, correct posture - respect his/her own body and that of others
- name parts of the male and female body, using appropriate anatomical terms
- explore and discuss the different things the body can do
move, feel, think, grow, heal - recognise and practise basic hygiene skills
personal hygiene practices
hygienic eating habits
developing basic skills in dressing himself/herself and caring for clothes
taking proper care of teeth - realise that each individual has some responsibility for taking care of himself/herself
Food and nutrition
- become aware of the importance of food for growth and development
food provides energy for work and play, food helps to protect against illness, food helps us to grow - explore food preferences and their role in a balanced diet
treats, snacks, fruit, vegetables, foods that are unhealthy for some people and not for others - discuss and explore some qualities and categories of food
fruit, vegetables, foods that can be eaten at breakfast, foods that are grown, food that comes from animals - realise the importance of good hygiene when preparing food to eat.
Strand unit: Growing and changing
The child should be enabled to
As I grow I change
- identify some of the factors that promote growth
food, love, warmth, exercise, rest, sleep, affirmation, natural light - realise that growth and change are part of the process of life and are unique to each individual
physical
increase in shoe size, need to cut hair and nails frequently
social
interacting with others, sharing, arguing, talking, playing together
intellectual
drawing, writing, reading, questioning, things I can do for myself
spiritual
fostering wonder and imagination through the senses, beginning to reflect, availing of quiet time - recognise that the ability to take responsibility for himself/herself and others increases as he/she grows older
New life
- become aware of new life and birth in the world
new growth in springtime
baby animals being born - develop an awareness of human birth
that a baby grows and is nurtured in the mother’s womb until ready to be born - identify what babies need to help them to grow and develop
love, regular food and water, warmth, nappy changing, careful bathing, medical check-ups
Feelings and emotions
- name a variety of feelings and talk about situations where these may be experienced
feelings
happiness, love, joy, excitement, surprise, fear, loss, jealousy, pain, loneliness
experiences
when it’s my birthday, when I try something new, the day I started school - explore the variety of ways in which feelings are expressed and coped with
hugging or cuddling when expressing affection
becoming red in the face when embarrassed
crying when upset or afraid - begin to be sensitive to the feelings of others and to realise that the actions of one individual can affect the feelings of another
- explore and discuss occasions that can promote positive feelings in himself/herself
making a new friend, receiving an invitation, being affirmed.
Strand unit: Safety and protection
The child should be enabled to
Personal safety
- explore appropriate safety strategies
knowing how and when to seek help,
knowing who to ask, people I can trust and tell
not wandering off on his/her own
knowing when to say ‘yes’ and ‘no’ to friends
or adults in different situations, e.g. taking lifts
knowing own name, address and telephone number
identifying local landmarks - identify situations and places that are safe and those where personal safety might be at risk
being in a supervised playground, going on an outing with family
going into unfamiliar places
feeling unsafe with people, being asked to keep a difficult secret (one that causes worry or makes him/her feel uncomfortable) - realise how other people can persuade him/her to engage in unsafe behaviour
Safety issues
- identify people who are responsible for safety in the community and learn and practise safety strategies for crossing the road, using the bus or being a pedestrian
crossing the road with an adult - realise and understand that rules are necessary in order to protect people and keep them safe
tidying away own school bag, lining up without running,
following school code of hygiene - explore how accidents might be prevented at home, in school, on the farm, or in the water
items in the home or school environment that are unsafe to play with - realise that many substances used at home or in school are dangerous and that permission should be sought before exploring the contents
never touch, taste or smell unknown substances - identify some of the substances or things that are put onto the body and their associated functions
plasters, ointment, cream or lotions - explore occasions when medicines, injections or pills are needed and the safety rules that apply when taking medicine.
Strand: Myself and others
Strand unit: Myself and my family
The child should be enabled to
- identify and name the people who constitute a family and appreciate that all family units are not the same
sibling, parent, guardian, grandparent, relative - realise that he/she belongs to a family and that each person has a place and role within a family
- explore the things that families do together
talking, eating, working, travelling, shopping, playing, participating in leisure activities together - realise how families take care of, support and love each other
- explore and acknowledge many of the things that can be learned in the home.
Strand unit: My friends and other people
The child should be enabled to
- identify, discuss and appreciate his/her own friends
- discuss and examine the different aspects of friendship
talking together, spending time together, helping each other, sharing with each other, trusting each other - identify and appreciate friends at school and how they can help and care for each other
recognising and including the lonely child at playtime
being fair and equitable when working and playing with others - discuss and appreciate all those considered special, both within and outside the family circle
parent, grandparent, sister, brother, neighbour, teacher - recognise and appreciate differences in people and know how to treat others with dignity and respect
- recognise and explore bullying behaviour, who is involved and the effects on different people
the bully, the child being bullied, the onlookers, the family of the victim - know that bullying is always wrong and know 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
- listen and respond to the opinions and views of others
- use verbal and non-verbal behaviour to perform social functions
introducing others, expressing thanks, making requests - practise care and consideration, courtesy and good manners when interacting with others
giving and taking turns in listening and speaking - resolve conflicts with others
learning:
to listen to others
to apologise and to accept apologies
to compromise and to forgive.
Strand: Myself and the wider world
Strand unit: Developing citizenship
The child should be enabled to
My school community
- recognise the name of his/her own school and the people who contribute to the life of the school
- realise that each person is important and has a unique and valuable contribution to make to the class
- recognise the importance of sharing and co-operating and being fair in all activities in the class and school
learning and understanding how to work and play together in a group, taking turns - realise and understand the necessity for adhering to the class and school rules
- explore and respect the diversity of children in the class and school
Living in the local community
- recognise and appreciate people or groups who serve the local community and how their contribution enhances the quality of life of others
local credit union, parent and toddler groups, sports clubs - recognise and become familiar with the rules within a group or wider community, those who safeguard these rules and the importance of obeying the rules in order to keep people safe
- suggest ways of helping other people at home, in school and in the local community
being aware that some people in the community may be in need - recognise that each person has an important contribution to make to the life of the community
caring for the local environment - begin to become aware of local identity and to participate in and enjoy celebrating local events
Environmental care
- appreciate the environment and realise that each individual has a community and individual responsibility for protecting and caring for 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
- realise that he/she receives information from many different sources
pictures, posters, other people, books, newspapers, cards, television, internet - identify favourite television programmes, videos and video games and indicate reasons for preference
- explore popular stories, books and rhymes and discuss some of the characters and their appealing traits
- begin to use and explore the various kinds of information technology available
- begin to explore and talk about the difference between advertisements and programmes
what is real and imaginary, the content of advertisements and favourite programmes.