Knockatallon,

Co. Monaghan
H18 VY49

Tel: 047-89768
Mobile: 086 1022376
Website: www.knockatallonns.com
Email: stjosephsnationalschool@gmail.com

Social, Personal and Health Education Policy

January, 2019

Rationale:
The staff of St. Joseph’s National School formulated this school plan for SPHE, in consultation with our Board of
Management and our Parents, as we believe that SPHE is a shared responsibility and their contributions and involvement
will be essential to the effective implementation of the SPHE programme in the school. It was drafted during a staff
meeting and brought to the attention of the Board of Management and Parents.

Aspects of SPHE have been taught in St. Joseph’s National School for many years through various programmes and
initiatives such as Stay Safe, Walk Tall, Relationships and Sexuality Education and through our involvement in the Health
Promoting Schools and Food Dudes Initiatives. It has also been taught through integration with other subject areas such
as Physical Education, Religion, Geography, etc. However, we wish to formalise our teaching of SPHE and plan for it on
a whole school basis.

Vision:
Our school believes that the social, personal, health and well-being of each and every member of the school community
is important and that education flourishes in an environment where good relationships are encouraged. We strive to
promote a sense of belonging, which is nurtured in an atmosphere of mutual respect and tolerance and supported by a
positive democratic environment of discussion listening and review. We are happy to embrace the SPHE programme as
a means of promoting and sustaining this vision for our children and our community.

Aims:
The aims of social, personal and health education are:
 to promote the personal well-being of the child
 to foster in the child a sense of care and respect for himself/herself and others and an appreciation of the dignity
of every human being
 to promote the health of the child and provide a foundation for healthy living in all aspects
 to enable the child to make informed decisions and choices about the social, personal and health dimensions of
life both now and in the future

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  to develop in the child a sense of social responsibility, a commitment to active and participative citizenship and
an appreciation of the democratic way of life
 to enable the child to respect human and cultural diversity and to appreciate and understand the independent
nature of the world.

Content:
Because SPHE permeates all aspects of school life, the content outlined in the curriculum is implemented in a combination
of formal and informal approaches.

The curriculum is delineated at four levels—infant classes, first and second classes, third and fourth classes, and fifth and
sixth classes—and is divided into three strands: Myself, Myself and others, and Myself and the wider world. Each of these
strands is further subdivided into a number of strand units or topic areas that contain particular objectives.

The following programmes are used at all class levels each year:

1. Stay Safe Programme

2. Relationship and Sexuality Education

3. Walk Tall Programme

SPHE is planned in such a way that the child will receive a comprehensive programme in SPHE over a two-year period.
Teachers are asked to use ‘Making the Links’ to ensure all strand units are taught over each two-year cycle.

Contexts for SPHE:

SPHE will be taught in St. Joseph’s National School through a combination of the following contexts:

1. Positive School Climate and Atmosphere

St. Joseph’s National School has created a positive atmosphere by:
 building effective communication
 catering for individual needs
 creating a health-promoting physical environment
 developing democratic processes
 enhancing self-esteem
 fostering respect for diversity
 fostering inclusive and respectful language
 developing appropriate communication
 developing a school approach to assessment

2. Time Allocation:

Time will be allocated in accordance with proposed timetable in Revised Curriculum – Introduction, half-hour per week.
Also, discretionary time to be used by class teachers for work in SPHE.

3. Integration:
By its nature, SPHE naturally integrates with RE programme and elements of SESE, especially Environmental Care,
History, developing a sense of identity, water safety and is an integral part of PE programme.

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Approaches and Methodologies:
St. Joseph’s National School believes that the approaches and methodologies used in SPHE are crucial to the
effectiveness of the programme. Active learning is the principal learning and teaching approach recommended for SPHE,
therefore we endeavor to teach SPHE using a variety of strategies which include:
 drama activities
 co-operative games
 use of pictures
 photographs and visual images
 written activities
 use of media
 information technologies and looking at children’s work

Assessment:
Assessment is a central part of the everyday learning and teaching process in SPHE. It provides valuable information on
the child’s progress and on the effectiveness and suitability of the programme and the teaching methods being used.
Possible assessment techniques include;
 teacher observation
 teacher designed tasks and tests
 self-assessment
 portfolios and projects
 videos
 photographs
 questioning

Involvement of parents and members of the wider community:

It is our practise to make parents feel that they are an integral part of the school.
Guest speakers on Environmental issues, Health & Safety issues, Local Government, Gardaí, Fire Brigade and local
people who contribute to making our area special are invited in on a regular basis.

Children with Different Needs:

Teachers will endeavour to adapt and modify activities and methodologies in SPHE to encourage participation by
children with special needs. Special Education Teachers (SET) will supplement the work of the class teachers where
necessary. St. Joseph’s National School will liaise with trained professionals/appropriate agencies when dealing with
sensitive issues such as bereavement or loss to ensure that the children involved are fully supported.

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Equality of Participation and Access:
We recognise and value diversity, and believe all children are entitled to access the services, facilities, or amenities that
are available in the school environment. We will endeavour that all children will be given appropriate support to ensure
equality of access and participation in the SPHE programme.

Parental participation is encouraged and valued. Students are included in the democratic process through activities and
groups such as the Green Schools Committee, Active Schools Committee. Children are also involved in developing rules
for the classroom.

 Buddy System
 Split classes – where appropriate
 Social skills modelling skills. Pro-social skills.

We encourage parents to share their interests and expertise through activities such as shared games, cooking, gardening,
yoga, IT, crafts, drama, music, trips.

Organisation:
Policies and Programmes that support SPHE:

Policies
 Child Protection
 Anti-Bullying
 Relationships and Sexuality Education
 Substance Use
 Code of Behaviour/ Positive Behaviour
 Enrolment
 Health and Safety
 Healthy Eating
 Internet Acceptable Usage

Programmes
 Active School Flag
 Health Promoting Schools
 Food Dudes
 Green Flag
 Rainbows Programme – provided by School Completion Service

Homework:
SPHE homework, if prescribed in SPHE, will reflect the active learning approach and will reinforce information already
taught during class.

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Resources:
 Curriculum documents for SPHE
 Primary School Curriculum, Your Child’s Learning, Guidelines for Parents.
 NCCA Draft Guidelines for Teachers of Students with General Learning Disabilities, 2002
 Equal Status Act, 2003 DES
 Looking at our School, 2003, DES
 Map of SPHE Resources for Primary Schools, North Eastern Health Board.
 Relationships and Sexuality Education in Catholic Schools, Veritas
 Relationships and Sexuality Education, A Partnership Between Home and School, DES 6
 Walk Tall, Programme for the Prevention of Substance Misuse
 Bi Follain, A Programme of Social & Health Education for Primary Schools, Standard Printers.
 Primary School Health Education Programme, Health Education Office, Donegal.
 Action for Life, Irish Heart Foundation
 Child Protection Procedures in Schools, Circular 0081/2017, DES
 Our Duty to Care, Department of Health and Children.
 Stay Safe Programme, Health Promotion Unit, Department of Health and Children, CAPP, Cherry Orchard
Hospital, Dublin 10.
 Be Safe – Road Safety, Fire Safety, Water Safety. National Safety Council.
 Stop-it! Steps to address bullying, Wexford Education Network.
 Responding to Bullying, First Steps for Teachers, The Cool School Programme, NEHB.
 Investigating and Resolving Bullying in School, Further Steps for Teachers, NEHB.
 INTO Intercultural Guidelines for Schools.
 Trocaire – Development Education resources.
 Bereavement Counselling for Children, Barnardos.
 Video – Childsafe – Be safe on the Farm, Health and Safety Authority, 10 Hogan Place, Dublin 2.

Websites/teaching resources to support learning in SPHE:

 PCSP www.pcsp.ie
 SDPS www.sdps.ie
 NCTE www.ncte.ie/internetsafety
 DES www.education.ie
 NCCA www.ncca.ie
 INTO www.into.ie
 IPPN www.ippn.ie
 NPC Primary www.npc.ie

Individual Teachers’ Planning and Reporting:

The whole school plan and the curriculum documents for SPHE provide information and guidance to individual teachers
for their long and short-term planning. The Cuntas Míosúil serves in reviewing and developing the whole school
plan/individual teacher preparation for following years.

Staff Development:
Teachers have access to current research, reference books, resource materials, and websites dealing with SPHE in the
school’s staff room and store room. Teachers have the opportunity to share their skills/expertise/experience. Teachers
are encouraged to attend SPHE related courses and also have the opportunity to share their skills/expertise/experience.
Time is allocated at staff meetings to discuss issues related to SPHE.

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Parental Involvement:
Since parents have the primary role in their child’s personal and health education of their children, the school should
provide them with opportunities to contribute to the development and implementation of SPHE in the school.
Opportunities for involvement include;
 participating in school planning and review.
 supporting teachers in implementing particular aspects of the programme.
 discussing the learning that has taken place in the school with their children.
 reviewing resources for specific aspects of the programme.

Community Links:
Planning for the SPHE curriculum will involve identifying and enlisting the support of different groups or individuals in the
community.

Support of members of the local community

There are a number of people in the local community who can support the SPHE curriculum in very significant ways. A
local garda, firefighter, nurse or doctor can visit the classroom, work with the teacher, and reinforce what has been taught.
Other people who could be involved are a local forestry team, a vet, a presenter from local radio or members of local radio
or members of local community groups.

Use of special - focus programmes

Many programmes are available, both national and regional, that may be relevant and useful for SPHE. They deal with
issues such as the prevention of substance misuse, celebrating difference, the prevention of child abuse, consumer
education, and relationships and sexuality education. It is essential that any special focus programmes used in school,
comply with the principles of the SPHE curriculum and this SPHE policy.

Regional Health Authorities

Health Promotion Centres can support specific aspects of SPHE in the school through the provision of information, training
and resources.

Use of various forms of media

Recorded extracts from advertisements, programmes, videos and compact discs will be necessary to examine the
influence of the media and the techniques they employ. In this context the daily newspaper, when it is explored with the
children, can also be an invaluable resource in the classroom.
The availability of a range of information and communication technologies offers further possibilities for children to
examine methods of communication and information retrieval. Equally, many computer simulation and adventure
programmes can provide an interesting medium for exploring some aspects of the SPHE curriculum.

Success Criteria:
The success of the implementation of this plan will be monitored through;
 teachers’ preparation based on this plan
 procedures outlined in this plan consistently followed
 feedback from teachers/parents/pupils/community
 inspectors’ suggestions/report
 feedback from second level schools

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Roles and Responsibilities:
It will be necessary to review this plan on a regular basis to ensure optimum implementation of the SPHE curriculum in
the school. The Principal is responsible for co-ordinating this review.
Those involved in the review will include:
 Teachers
 Pupils
 Parents
 Post holders
 BoM/DES/Others

Signed: ______________________________________ (Principal)

Date: _______________________________

Signed: ______________________________________ (Chairperson)

Date: _______________________________

Date of next review: January 2022

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