Strand: Myself
Strand unit: Self-identity
The child should be enabled to
Self-awareness
- recognise, describe and discuss individual personality traits, qualities, strengths, limitations, interests and abilities
- explore the factors that influence his/her self-image
how I feel about my own body and my abilities, advertising and media images, comments from other people - identify realistic personal goals and targets and how these can be achieved in the short or long term
- realise that each person has a unique contribution to make to various groups, situations and friendships
- identify personal preferences, dreams for the future, and hopes
Developing self-confidence
- enhance his/her own learning
asking for help when needed
saying ‘I don’t understand’, asking questions to seek clarification when required, reflecting on his/her own learning and experiences
taking an active role in a project or event in the class or school, recognising that making mistakes and learning from them is an important part of growing up - express personal opinions, feelings, thoughts and ideas with growing confidence
taking into consideration the views, opinions and feelings of others - become more confident in coping with change and with situations that are unfamiliar
joining a new club, making new friends, moving house, teams and games - become increasingly responsible and autonomous
saving money, taking care of his/her own sports gear, tidying his/her own room, asserting his/her rights, being able to make a complaint and seek redress.
Strand unit: Taking care of my body
The child should be enabled to
Health and well-being
- understand and appreciate what it means to be healthy and to have a balanced lifestyle
having energy, being in good form, feeling enthusiastic, having a positive outlook, having a balanced diet, having friends, having good posture - realise that each individual has some responsibility for his/her health and that this responsibility increases as he/she gets older
not remaining in wet clothes, eating a proper lunch, taking regular and appropriate exercise, balancing work and play, having correct posture
protecting skin from dangerous sun rays - begin to develop strategies to cope with various worries or difficulties that he or she may encounter
disappointments, peer pressure, bullying, illness - be aware of the dangers in using tobacco or alcohol and explore the reasons why people may choose to smoke or drink
- know and understand the meaning of the word ‘drug’ and when it is appropriate or inappropriate to take drugs
learning that drugs are substances that change the way the body, and often the mind, works; all medicines are drugs but not all drugs are medicines - identify and categorise a variety of substances that are taken into or onto the body into those that are helpful or harmful, legal or illegal
nicotine, food, alcohol, liquids, nose drops, sprays - recognise and discuss some people who are concerned with health and welfare
doctor, nurse, speech therapist, pharmacist, optician, chiropodist, dentist
Knowing about my body
- realise the importance of caring for and treating his/her own body, and that of others, with dignity and respect
- understand the physical changes taking place in both the male and female body
growing height and weight, increasing strength
growing from boy to man, growing from girl to woman - realise that these changes do not occur at the same time but nonetheless are predictable and natural and that being different is normal
accepting his/her own body image
being sensitive to the patterns of growth and development in himself/herself and other people - recognise and practise good personal hygiene, know how it is maintained and understand its importance in social interaction
- understand and explore the relationship between health and hygiene
the transmission of bacteria and viruses, the spread of infection and disease - recognise the adverse effects of sexual stereotyping and realise that these effects can become more exaggerated as the physical differences between males and females are more apparent
Food and nutrition
- differentiate between a healthy and an unhealthy diet and appreciate the role of balance and moderation
identifying the nutrients that are necessary in a balanced diet
exploring how diet promotes growth, performance and development - recognise the wide choice of food available and categorise food into the four main food groups and their place on the food pyramid
bread, potatoes, cereals
fruit and vegetables
milk, cheese, yoghurt
meat, fish and alternatives - examine the dietary needs of his/her own age group and other groups in society
- explore some factors that influence the consumption of different food products
presentation and packaging, shelf life, advertising, imported or home-produced, price, consumer demand - discuss and examine the importance of proper food hygiene.
Strand unit: Growing and changing
The child should be enabled to
As I grow I change
- realise that growing and changing are continuous throughout life
- identify the skills and abilities acquired and the interests and pursuits taken up in recent years
developing sporting skills, playing chess, reading, developing critical thinking abilities, making new friends, joining clubs - recognise the emotional changes that have taken place since infancy
when I need something—what I did then and now
when I am afraid—what I did then and now - recognise and discuss how feelings and emotions are affected by the physical changes that take place at puberty*
smiling when hurt or angry, being withdrawn when afraid - recognise how spiritual development has taken place in recent years
becoming more reflective, using and appreciating quiet time, becoming more aware through exploring the senses, continuing to use his/her imagination and to wonder - begin to appreciate the need for space and privacy in life
the need for personal boundaries, having opportunities for uncluttered space, having opportunities to work individually - recognise how independence and responsibilities are continually increasing
choosing own reading materials doing jobs for self and parents being trusted
Birth and new life
- discuss the stages and sequence of development of the human baby, from conception to birth*
- identify the care that needs to be taken while waiting for a baby to be born
diet, rest, love, support and role of other family members, medical interventions - develop an appreciation of the wonder of a new-born baby
*Developed and implemented in the context of the school ethos and school plan
Feelings and emotions
- talk about and reflect on a wide variety of feelings and emotions and the various situations where these may be experienced and how they may be expressed
‘highs’ and ‘lows’: sports event, prizegiving, moving away, not winning a prize, not being chosen for a team - identify strong feelings and learn how to express and cope with these feelings in a socially appropriate manner
love, embarrassment, shyness, success, happiness, excitement, frustration, jealousy, anger, rage, loss, resentment, ‘being put down’
seeking help at an appropriate time and in an appropriate manner, naming and discussing the feeling, pausing, taking appropriate action - identify and recognise the difference between needs and wants and come to realise that some rewards or experiences may be or should be postponed until later
will I buy something with my money now or
will I save for something more expensive later? - explore how feelings can influence one’s life
recognising how an individual action can affect the feelings of another
beginning to recognise how real feelings can sometimes be hidden from others.
Strand unit: Safety and protection
The child should be enabled to
Personal safety
- explore the rules and regulations that exist in school, at home and in society and the importance of adhering to these rules for keeping himself/herself and others safe
realising that individual action can keep others safe or can threaten safety - identify people, places and situations that may threaten personal safety
bullies, large gatherings
being touched inappropriately, being asked to keep a difficult secret (one that is worrying or makes him/her feel uncomfortable) - begin to assess the consequences of risky behaviour
smoking a cigarette, tasting alcohol, climbing a wall - begin to realise that as independence increases, responsibility for personal safety increases, and that a strategy for keeping safe with people has to be developed and adhered to by each individual
being assertive
realising how and when to get help
telling people who are trustworthy
becoming familiar with emergency services and how to contact them
telling someone where he/she is going at all times
adhering to rules about unsafe places
not accepting bribes from anyone or taking lifts from unauthorised people.
Safety issues
- be aware of potential travel hazards and the need for responsible behaviour when travelling
- adopt responsible behaviour at play and know the appropriate safety measures to take while playing
situations
in the water, at home, in the school yard, while visiting friends
safety measures
wearing protective headgear - explore and examine how accidents are caused, identifying ways in which some of these can be prevented and the appropriate action to be taken if an accident or emergency occurs
at home, in school, on the farm, at the seaside - identify items or substances in the home or school that may be dangerous if not used properly and devise a safety strategy for dealing with them
never touching, tasting or smelling unknown substances
never transferring substances into other containers
always asking a responsible adult before using any substance, learning about correct means of storage - explore and examine the use of medicines
where medicines are obtained, the different ways in which medicines are taken, the positive benefits of taking medicine, the dangers of misusing medicine - identify some potential risks to health and safety in the environment
traffic, ultraviolet light, polluted water, smoke.
Strand unit: Making decisions
The child should be enabled to
- become aware of and think about choices and decisions that he/she makes every day
- explore and discuss the factors that influence personal decisions and choices and the different levels of thought involved in making a decision
personal wishes and desires
impulse
values and beliefs
wishes and directions of parent or teacher
social constraints
peer and media influences - discuss why and how adults can make decisions and set boundaries for young people
because they care for and love them
because they want to keep them safe
because they know how to keep them healthy - recognise that opportunities to exercise choice can increase as responsibilities are accepted and as the trust of others is earned
- recognise and explore the risks and the consequences of making a particular decision
- learn and begin to devise a simple decision-making strategy
pausing and thinking
identifying the important facts and/or the moral questions about the problem
considering the possible solutions and consequences
weighing up the advantages and disadvantages
implementing the decision
reflecting on the choice or decision - recognise and explore how the views, opinions, expectations and responses of others can influence personal decisions or actions
affirming, expressing sympathy, including others, isolating people, bullying, smoking, truancy, drinking alcohol - make individual and group decisions.
Strand: Myself and others
Strand unit: Myself and my family
The child should be enabled to
- explore and discuss different kinds of families, recognising that families vary in structure, in the way they communicate and in the way family members spend their time
single-parent, two-parent, step-parent, adoptive, foster, others - recognise that each member has a place and role in the family and contributes to the effective functioning of the family unit
helping to mind younger children
helping to keep the home tidy
sharing and co-operating with each other - explore how belonging to a family means that family members love, protect, provide and care for each other
- understand that families often undergo planned or unplanned changes that may be pleasant or difficult
moving house, the arrival of a new baby, the death of one member, unemployment, new job, separation, illness - identify the behaviour that is important for harmony in families
forgiveness, understanding, love, empathy, listening, respect, sharing, trust, spending time, adhering to family rules, honesty, accountability - compare and contrast life-styles of families in urban and rural areas, in different countries, and in different cultures within and outside Ireland.
Strand unit: My friends and other people
The child should be enabled to
- appreciate the need for and the importance of friendship and interacting with others
- explore the different aspects of friendship
loyalty, respect, genuine communication, trust, keeping promises, forgiveness, resolving conflict, honesty, what he/she values in each other, why he/she enjoys each other’s company - examine different types of friendship
same-sex friendships
‘best friend’
boy-girl friendships
groups of friends
befriending someone in a difficult situation for a short time - begin to cope with disharmony in, or loss of, friendships
- acknowledge that friends often circulate in groups, which can be healthy or unhealthy
inclusive, friendly, supportive
teasing, taunting, being pressured - practise and recognise the importance of care and consideration, courtesy and good manners when interacting with others
- respect and show consideration for the views, beliefs and values of others
being just and fair when dealing with others exploring the role of assumption, rumour, fact and opinion when deciding about other people - recognise, discuss and understand bullying
why people bully, the behaviour that constitutes bullying, the consequences of different types of bullying, learning that bullying is always wrong, the role of the onlooker in a bullying situation, being threatened or bribed by a bully - explore and examine ways of dealing with bullying.
Strand unit: Relating to others
The child should be enabled to
Communicating
- recognise and explore various verbal and non-verbal means of communicating
laughing, talking, hugging, fighting, crying, ignoring - listen carefully and reflectively to others
listening to the experiences and views of others
reflecting on what has been said in a different way
commenting on the views expressed and on the views of others - use language, gestures and other appropriate behaviour to perform social functions
expressing tenderness, gentleness, concern
presenting one’s own opinion to an individual or a group
resisting the opinions and requests of others in a polite and firm way, expressing disagreement - examine the power of persuasion in relating to others and identify times when it can be used positively and negatively
- give and receive compliments and constructive criticism in different situations
- recognise and explore how language can be used to foster inclusiveness
Resolving conflict
- identify reasons for conflict in different situations
children ‘putting each other down’, taunting each other, name-calling - identify and discuss various responses to conflict situations and decide on and practise those that are the most appropriate or acceptable
pausing and taking action, using assertive behaviour, finding a compromise
listening to and thinking about the other person’s point of view, apologising and/or accepting apologies.
Strand: Myself and the wider world
Strand unit: Developing citizenship
The child should be enabled to
My school community
- identify the people who constitute the school community and the role of individuals in contributing to the life of the school
- be aware of the importance of mutual respect and sensitivity to the different values and attitudes held by others
- play a role in deciding on classroom rules and discuss and examine the importance of adhering to the school code of behaviour and discipline
- develop and practise leadership roles and learn to work together in different group situations
assisting others in achieving their goals and enlisting the help of others in achieving own goals, taking part in the school savings scheme - discuss and explore the concepts of sharing and co-operating and the ways in which they can be put into practice in an effective manner
practising justice and fair play in everyday interactions - explore the various ways in which the school promotes a sense of belonging
celebrating the achievements of individuals, groups and teams within the school - examine the traditional roles that may be assigned to boys and girls in school because of their sex and become aware of ways of counteracting this stereotyping
- explore and recognise the rights and responsibilities of both adults and children in the school community
children have the right to feel safe and to take action, they should not infringe on the rights of others
Local and wider communities
- realise what it means to belong to a group
supporting others, setting goals and targets, recognising the strengths of others, adhering to democratic rules and regulations, respecting the views of everyone, having rights and responsibilities - recognise how each person has both an individual and a communal responsibility to the community
being a good neighbour and a good citizen, being aware of and taking action to help those who may be in need - appreciate the diversity of people or groups within communities and the importance of mutual respect, empathy and understanding for living together in peace and harmony
- examine how justice, fairness and equality may or may not be exemplified in a community
exploring discrimination against particular groups, racism, recognising stereotyping of any kind and exploring how it can be counteracted - explore some of the issues and concerns in the local or national community
consequences, possible solutions, role of each individual - discuss the role of leaders and organisations that serve the community at different levels and the influence that they have
mayor, credit union, sports clubs - become aware of his/her own culture and
recognise traditions, festivals and celebrations that are unique to the locality, region or country
language, music, folklore, literature, national flag and anthem
celebrate local or national achievements and accomplishments - begin to develop an awareness of the lives and culture of some people in the European Union
Environmental care
- appreciate and respect the environment and learn that there is an individual and community responsibility in caring for the environment and protecting it for future generations.
The sub-unit Environmental care is developed in detail in SESE geography and science .
Strand unit: Media education
The child should be enabled to
- explore the different ways in which information can be transmitted and learn to be discerning and selective about this information, with particular regard to language, behaviour, authenticity and attitudes
- discuss and explore television, radio, videos, computer games, the internet (worldwide web and e-mail) and other media
identifying favourite programmes and the reasons for their popularity
measuring the amount of time spent watching television, listening to music, playing computer games, exploring the internet, reading comics, books or magazines
exploring alternative leisure pursuits
sorting and classifying television programmes, videos, magazines and comics into different categories - become aware of advertising and its purpose and nature
advertising intends to persuade, messages can be biased - begin to explore some of the techniques that are used in marketing and advertising
children’s clubs, free toys with certain products, associating a particular pop star or character with a certain product, bonus points with certain food items, creating beauty ideals, appealing to one’s wants rather than one’s needs - explore and examine some issues that are frequently raised in the media, the way they are portrayed and the accuracy of these presentations
family life, relationships, school, body images, community life, language, communication
distinguishing between fact and fiction, recognise various inequalities that may be encountered.