Belvedere College - SPHE

SPHE

SPHE

All personal achievement starts in the mind of the individual. Your personal achievement starts in your mind. The first step is to know exactly what your problem, goal or desire is.

W. Clement Stone


a) What is Social, Personal And Health and Education?

‘Social, Personal and Health Education, as part of the curriculum, supports the personal development, health and well-being of young people and helps them create and maintain supportive relationships’   source www.sphe.ie

Belvedere College SJ, under the trusteeship of the Society of Jesus, strives for excellence in the provision of intellectual, physical, social and moral education. S.P.H.E. in the College is grounded in values espoused by the school in its mission statement and carried out in its day to day living. Belvedere College SJ provides a rich and diverse curricular programme in order to cater for the needs of each individual student. We hope that our graduates will, by their relationship with Jesus Christ and through living the gospel values, be persons for others in leadership and example in their pursuit of a just world.

b) AIMS of SPHE at Belvedere College

  • To enable students to develop skills for self-fulfillment
  • To enable students to develop personal and social skillsTo promote self esteem and confidence
  • To enable students to develop a framework for responsible decision making
  • To provide for reflection and discussion
  • To promote physical, mental and emotional health and well being

These aims contribute greatly in preparing graduates to be men for others in leadership and example in the pursuit of a just world. Through the exploration of the ten Junior Cycle SPHE modules as outlined by the Department of Education and Skills and listed below we strive for excellence in sport, culture, social concern and spiritual values, wherein students are encouraged and challenged to realise their full potential.

c) Content Of SPHE and the Teaching Modules employed

Each of the ten modules deals with real life situations and students are encouraged to examine each one and assimilate what they have learned into their own lives. Material learned in each module contributes to learning in other modules. Also each year modules are developed in order to cater for the age and life experience of the students.

View The European Union Drugs Action Plan for 2009 -2012 here


Elements Year Plan

Topic 

Themes Covered

Belonging and integrating

1. Coping with change
2. Joining a new group
3. Appreciating difference
4. Bullying is everyone’s business
5. Coping with loss

Self-management

1. Organising myself
2. Organising my work at home and in school
3. Balance in my life

A sense of purpose

1. Express yourself
2. Learning to listen
3. Passive, assertive and aggressive communication

 

Physical health

1. Body care
2. Healthy eating
3. Exercise

Friendship

1. Making new friends
2. A good friend

Relationships and sexuality

1. Me as unique and different
2. Friendship
3. Changes at adolescence
4. The reproductive system
5. Images of male and female
6. Respecting myself and others

Emotional health

1. Recognising feelings
2. Respecting my feelings and the feelings of others

Influences and decisions

1. My heroes

Substance use

1. Why use drugs?
2. Alcohol: the facts
3. Smoking and its effects
4. Smoking: why, why not?

Personal safety

1. Looking after myself


Rudiments Year Plan

Topic 

Themes Covered

Belonging and integrating

1. Looking back, looking forward
2. Group work
3. Family ties

Self-management

1. What motivates me?
2. Study skills

A sense of purpose

1. Assertive communication
 

Physical health

1. Body care and body image

Friendship

1. The changing nature of friendship

Relationships and sexuality

1. From conception to birth
2. Recognising and expressing feelings and emotions
3. Peer pressure and other influences
4. Managing relationships
5. Making responsible decisions
6. Health and personal safety

 

Emotional health

1. Self-confidence
2. Body image

Influences and decisions

1. Positive and negative influences
2. Making decisions

Substance use

1. The effects of drugs
2. Alcohol and its effects
3. Alcohol: why, why not?
4. Cannabis and its effects
5. Cannabis: why, why not?

Personal safety

1. Accidents at home and in school
2. Feeling threatened


Grammar Year Plan

Topic 

Themes Covered

Belonging and integrating

1. Goal-setting for third year
2. Work contract

Self-management

1. Organising my time
2. Planning for effective study
3. Coping with examinations

A sense of purpose

1. Learning to communicate
2. Communication in situations of conflict

Physical health

1. Physical exercise
2. Relaxation
3. Diet

Friendship

1. Boy-friends and girl-friends

Relationships and sexuality

1. Body image
2. Where am I now?
3. Relationships - what’s important
4. The three R’s: respect, rights, and responsibilities
5. Conflict

 

Emotional health

1. Stress
2. Feelings and moods

Influences and decisions

1. Making a good decision

Substance use

1. Ecstasy: the realities
2. Heroin: the realities

Personal safety

1. Recognising unsafe situations
2. Violence
3. Help agencies


d) SPHE in Syntax, Poetry and Rhetoric

Since September 2004 all Syntax students have participated in an S.P.H.E. module as part of their Transition Year Religious Education programme. We are currently considering how best to facilitate S.P.H.E. for Poetry students. Presentations, workshops and small group discussions on relationships and sexuality, mental health, substance abuse and social responsibly take place during Poetry Religious Education. Moreover, understanding your relationship with yourself and those in your immediate community is a prerequisite to growing in a deeper knowledge of your relationship with God. All Rhetoric students participate in a Life Choices course which is facilitated by the Religious Education Department. This course involves presentations and small group discussions on areas such as substance use, mental health, relationships and sexuality, social responsibility and social justice. The small group discussions are facilitated by Religious Education teachers and by peer facilitators who are supported by the Religious Education teachers.

The drawing up of the Relationships and Sexuality policy and also the Substance Use policy was completed with the consultation of school management, staff, parents and students prior to its installment. All three of these components of the Belvedere College SJ school community are regarded as extremely important and their views and suggestions were adhered to. There is growing recognition that the S.P.H.E offered to our young people is as important as any other area of the curriculum. Indeed, personal and social development is a prerequisite for successful learning; a young person who has a degree of self-worth, a sense of security and a positive self image will be more predisposed to school life and to the variety of learning situations it offers

e) Methodologies commonly used include

For Elements, Rudiments and Grammar SPHE is taught for one period a week

Class discussions

Group work

Brainstorming exercises

Role play activities

Creation and display of Artwork

Games – Icebreakers, energizers,

Debates

Individual and group project work.

Internet based research

 


 

 

 

 

 

f) Teachers Of SPHE

  • Niamh O’Donoghue
  • Gerry J Foley
  • Eoghan Keogh
  • Clare Brodrieck
  • Trish Carroll
  • Co-ordinator: Shane Moloney
  • Ger Murray
  • Ger O’Sullivan

G) Cross-curricular links:

There are plenty of opportunities throughout the modules to work alongside the Religious Education Department, Science Department and the Physical Education Department and teachers are encouraged to do so. However, S.P.H.E. is about day to day living and each teacher has an impact on the day to day lives of our students.

Staff Development and subject development:

Teachers of SPHE are made aware of all professional development and in-service days that are continuously on offer by the SPHE support service. Such training is very much encouraged and supported by school management. The above training ensures that teachers of S.P.H.E. are familiar and comfortable with best practice in all aspects of the syllabus. Regular departmental meetings take place within the Religious Education department meetings and records are kept of each meeting.

Parents:

Belvedere College SJ recognises and acknowledges the role of parents and guardians as the primary educators of their children.  The S.P.H.E. programme seeks to support parents in this task. At the open evening for incoming first year students, parents are given a copy of S.P.H.E. A Guide for Parents and also receive an overview of the ten modules to be taught. At the beginning of each academic year students receive a copy of the topics to be covered. Parents also meet with S.P.H.E teachers at parent/teacher meetings where further discussion on any issues relating to S.P.H.E. can take place. S.P.H.E is an integral part of Belvedere school life and students are encouraged to get involved in all that this subject entails.

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