+353 (0)21 4274904 Reception

SPHE

Supports the personal development, health and well-being of young people and helps them create and maintain supportive relationships.

 

SPHE

Subject teachers

H Ui Chroinin
D Ui hAonghusa
E Ni Dhrisceoil
C Cryan

Programmes & levels

SPHE is offered at Junior Certificate level, from years 1-3 inclusive.

Introduction

Social, Personal and Health Education (SPHE) in junior cycle education supports the personal development, health and well-being of young people and helps them create and maintain supportive relationships.

Aims of subject

The aims of SPHE are to enable students to develop skills for self-fulfilment and living in communities, to promote self-esteem and self-confidence, to enable students to develop a framework for responsible decision-making, to provide opportunities for reflection and discussion and to promote physical, mental and emotional health and well-being. The SPHE programme in Colaiste Chriost Ri will reflect the unique ethos of the school. To be effective, a positive school climate and atmosphere must support it. A supportive whole school environment is one where people feel valued, self-esteem is fostered, fairness and tolerance are evident, high expectations are the norm, those having difficulty are supported, communication is open, effort is recognised, difference is valued, conflict is handled constructively, initiative and creativity is stressed and social, moral and civic values are promoted.

Time Allocation & Time-tabling

All year groups (1-3) will be allocated one period per week of 40min duration.

Grouping of Students

Colaiste Chriost Ri practices a system of Banding of students. The students will remain in these class groupings until completion of their SPHE studies in third year.

Option Structure & student access to Subject

SPHE is offered as a core subject in Colaiste Chriost Ri in the Junior Cycle.

Class Organisation

All classes are conducted in the home-rooms of the teachers concerned. Students are normally seated in single or double desks, though a variety of classroom layouts are employed determined by the course work being done e.g. debating, groupwork, etc.

Planning for students with special needs

Appropriate planning takes into account the level, previous attainment and learning needs of the class group for which it is intended. As the school practices a system of Banding, it is imperative that planning takes cognisance of the learning requirements of students with learning support and special educational needs. The SPHE department aims to create a caring, flexible, supportive and safe environment in which the students feel valued, motivated and stimulated in their efforts to realise their full potential. On-going consultation with learning support teachers will aid this process.

Cross-curricular planning

The SPHE department actively supports opportunities to develop cross-curricular links with a broad range of subjects within the school e.g. Geography, History, Religion, CSPE, ART, etc

Subject Planning for a diverse society

We acknowledge that the students come from a variety of different cultural, social/economic backgrounds, which may impact on their access to resources, their ability to present work and the level of support afforded to them in their home environment. In developing equality we support such students in a practical way by ensuring that they have equal access to resources and fully participate in all subject areas as stipulated by the Education Act 1988, available to the school. We are sensitive to issues when members of the travelling community are present. When speaking of culture, we will ask members of the travelling community about their way of life making them feel more included.

Audio/visual/ICT

  • Whiteboards
  • Data Projector
  • Access to TV and DVD/VCR
  • Broadband link and computer in each classroom

Range and Variety of Resources

  • Video collection in room 31
  • Various textbooks and resources books

Teaching Methodologies

Teaching methods in SPHE are concerned with the acquisition of knowledge, attitudes and skills that have implications for behaviour. An open and facilitative teaching style and participate and experiential methodologies are essential.

  • Whole class teaching
  • Individual assignments
  • Group assignments / Projects
  • Groupwork and Pairwaork
  • Brainstorming
  • Role Play
  • Decision Making
  • Problem solving
  • Practical Activities
  • Fieldtrips
  • Visiting Speakers
  • Use of audiovisual equipment
  • Games and icebreakers
  • Artistic and Narrative expression
  • Debates

Provision for health and safety

We aim to insure that students carry out their work in a safe manner. Students are familiar with fire procedures. Evacuation procedures are made known and drills are organised within the school. The SPHE department aims to adhere to set guidelines for best practice as identified in the school’s health and safety policy. Permission for fieldtrips is sought, and arrangements are made very clear.

Homework Procedures

Homework for all classes is suited to age, ability and level. The purpose of setting homework is to consolidate class learning, learn how to answer questions for maximum grades and to aid recall. Homework to be done is recorded in the school journal. If homework is not done, this is recorded in the journal for the benefit of parents.

Overview of the Course

The curriculum for SPHE in the junior cycle is presented in ten modules, each of which appears in each year of the three year cycle. The ten modules are

  • Belonging and integrating
  • Self-management: a sense of purpose
  • Communication skills
  • Physical health
  • Friendship
  • Relationship and sexuality
  • Emotional health
  • Influences and decisions
  • Substance use
  • Personal safety

Apply now

Back to Top