Primary stages
The 5-14 Curriculum for personal and social education covers four areas:
- self-awareness.
- self-esteem.
- interpersonal relationships.
- independence and interdependence.
Self-awareness
Pupils can develop a greater knowledge of themselves through many of the daily activities taking place in their home, school or classroom. All members of a school community should use these events sensitively to help pupils explore their actions, feelings and attitudes. Pupils should be encouraged to acknowledge and value their capabilities and to see these as contributing to their worth as members of society.
By the end of the lower primary stages, pupils should:
- see themselves as unique individuals
- appreciate aptitudes and abilities
- understand that they are constantly developing and changing
- recognise and express moods and feelings.
By the end of primary, pupils should:
- identify their own values and attitudes
- begin to have views of their own aptitudes and abilities
- search for evidence about personal performance
- begin to recognise a range of emotions and how they deal with them.
Self-esteem
The use of praise for pupils' efforts and achievements enhances pupil self-esteem. Regular opportunities should be taken, within class and during assemblies, to share experiences of success, effort and achievement.
By the end of the lower primary stages, pupils should:
- express positive thoughts about themselves and their abilities
- cope with everyday situations
- cope with moderate degrees of change.
By the end of primary, pupils should:
- be positive about themselves and their backgrounds
- show confidence in tackling unfamiliar situations
- approach new challenges and difficulties with confidence
- recognise that other people's responses can shape their self-image.
Interpersonal relationships
A major influence in developing pupil relationship skills is the planned use of circle time.
By the end of the lower primary stages, pupils should:
- be aware that each person has a number of roles
- show an awareness of family relationships
- communicate with familiar people
- start to identify important values within home, school and community
- show respect and tolerance towards others.
By the end of primary, pupils should:
- adopt different roles within groups
- show awareness of how different factors, e.g. gender, can affect relationships
- interact confidently with a wider group of people
- express their own views on values important to school, home and community
- show respect and tolerance towards those with different viewpoints from their own.
Independence and interdependence
Individual and group decision-making should be promoted across the curriculum, both formal and informal, and the pupil council can play an effective part in this area.
By the end of the lower primary stages, pupils should:
- carry out simple tasks independently
- show willingness to tackle problems
- know when to seek help
- set personal goals
- show ability to cooperate
- show ability to make choices and to justify them
- identify the implications of their actions
- recognise the need for rules at all stages.
By the end of primary, pupils should:
- carry out a range of tasks independently and in a group
- use several strategies for coping with problems
- ask for advice and act on it independently
- set realistic goals for self and others
- accept that others' needs may take priority
- show an ability to make more difficult choices and give reasons for choices made
- take increasing responsibility for own actions.
