Social, Personal and Health Education (SPHE) · 1st Class · Growing and Changing · 3.º Período

How I Have Grown

Children recognize the physical and developmental changes that have occurred since they were babies.

TL;DR:The topic 'How I Have Grown' helps 1st Class students recognize the physical, emotional, and intellectual changes they have experienced since infancy. This connects to the NCCA SPHE strand 'Myself,' specifically 'Growing and Changing.' It encourages children to take pride in their new abilities and to look forward to future developments.

• NCCA Curriculum Specifications
• SPHE: Myself - Growing and changing (As I grow I change)

About This Topic

The topic 'How I Have Grown' helps 1st Class students recognize the physical, emotional, and intellectual changes they have experienced since infancy. This connects to the NCCA SPHE strand 'Myself,' specifically 'Growing and Changing.' It encourages children to take pride in their new abilities and to look forward to future developments.

In the Irish curriculum, this often involves looking at personal milestones and understanding that growth happens at different rates for everyone. It is a foundational topic for building self-awareness and a positive body image. This concept comes alive when students can physically compare their past and present selves through collaborative investigations and gallery walks.

Key Questions

1. How have I changed since I was a baby?
2. What can I do now that I couldn't do before?
3. How will I change in the future?

Watch Out for These Misconceptions

Common Misconception

Growing only means getting taller.

What to Teach Instead

Children focus on physical height. Active learning tasks that highlight 'new skills' (like reading or sharing) help them understand that emotional and mental growth is just as important.

Common Misconception

Everyone should be able to do the same things at the same age.

What to Teach Instead

Students can feel discouraged if they haven't met a milestone. Use collaborative investigations to show that growth timelines are different for everyone and that 'not yet' is okay.

Active Learning Ideas

Gallery Walk

Then and Now

Students bring in a photo or drawing of themselves as a baby and place it next to a current self-portrait. The class walks around to observe the changes in size, features, and the things they can do now compared to then.

30 min·Whole Class

Inquiry Circle

The Skills Timeline

In small groups, students sort cards with different skills (e.g., crawling, riding a bike, reading, tying laces) into a timeline of when they usually happen. They discuss which skills they have mastered and which they are still learning.

25 min·Small Groups

Think-Pair-Share

My New Power

Children think of one thing they can do now that they couldn't do in Senior Infants. They share this with a partner and discuss how it makes them feel to be 'bigger' and more capable.

15 min·Pairs

Frequently Asked Questions

How do I handle students who are sensitive about their size?

Shift the focus from physical measurements to 'capabilities' and 'strengths.' Emphasize that bodies grow in many different ways and that everyone has their own unique pace.

What does the NCCA say about 'Growing and Changing'?

The curriculum aims for children to realize that growth is a continuous process and to appreciate the new skills and responsibilities that come with getting older.

How can active learning help students understand growth?

Active learning allows students to see growth as a tangible journey. By creating physical timelines or 'Then and Now' displays, they can visually track their progress. This hands-on approach makes the abstract concept of 'time' and 'development' much more concrete for a seven-year-old.

Can I use this topic to talk about the future?

Yes! You can have students 'role play' what they might be able to do in 3rd Class or as adults, which helps them see growth as an ongoing and exciting process.