SPHE 'Bígí go Breá' Information Evening
'Bígí go Breá'.
This programme is for children at Junior Infant level.
Bígí go Breá Programme Overview Planning Lesson Plans in this programme span three full terms:
- Term 1 (12 lessons)
- Term 2 (12 lessons)
- Term 3 (10 lessons)
Topics are based directly on Strands/Strand Units of the SPHE Curriculum, are split in to two lessons:
- Lesson A
- Lesson B
ResourcesThe resources included to support the lessons of this programme are:
- Animated Story Videos
- Games (Interactive Games and Hands-on Games)
- Breathing Exercise
- Creative Wellbeing Art
Music: There are 13 original songs that accompany Bígí go Breá. These are linked to the lessons throughout the entire programme. The songs are supported by music videos set in the Island of Gemme, featuring Junior Infant children. The purpose of the music is to provide a fun and engaging connection for the children and the lesson content. The lyrics and the music have been written specifically for Junior Infants to engage and inspire them. It would be encouraged for the to children enjoy themselves and move to the music, indeed to learn the songs if they wish. The teacher can use these songs to help instil the aims and objectives of the lesson as they see fit. There is a mixture of both upbeat songs and ballads included and these can all be integrated with the Music Curriculum throughout the year
- Interactive Games:
- Hands-on Games:
- Staying still
- Breathing effectively
- Wiggle and Freeze
Wiggle and Freeze
For children to learn what stillness is, they must be aware of what it is not. This meditation is developed like a game in which the children explore the difference between ‘stillness’ and ‘movement’. Often, children (and adults) can find it challenging to ‘stay still’. This is natural for a number of reasons. Children are typically naturally physically active and energetic and it can be extremely ‘boring’ to stay still. However, the skill of stillness is important to develop in ourselves so that, when we need to, we can concentrate and focus our attention. This can lead to great productivity. This fun game is the first step in developing the skill of stillness.
The rhythm and process of breathing is something we tend to become less skilled at as we grow older. An average, healthy newborn intrinsically would breathe effectively. They make use of the abdomen and engage in deep abdominal breathing, using the full capacity of the lungs. Deep abdominal breathing encourages full oxygen exchange. It can slow the heartbeat and lower or stabilise blood pressure. (Harvard Health Publishing, Harvard Medical School) As we age, we can develop more shallow, ‘chest’ breathing and often using our mouths to take in oxygen, rather than our nasal cavity. This meditation, ‘Breathe’ is guided by our friend Aqua to develop these skills.
The meditation ‘Light’
As the world can be a busy and chaotic place, there can be many distractions. It is important to take the time to develop concentration and an awareness of ourselves so that we may identify our personal needs and state of mind. Effective meditation, practiced consistently over time can help achieve this. ‘Light’ is a combination of stillness and breathing which focuses the attention on the different parts of the body in a pattern, using the ‘light’ as a focus. The children will develop an awareness of their body and how it might feel. This level of awareness is necessary for the child to be better able to identify how they feel. When the body is still, it can be a gateway for the child to identify how they might be feeling emotionally. This skill, when practiced consistently over time, can help the child to identify how they are feeling as emotions occur. This is desirable, rather than having a build up of emotion to a ‘tipping point’, which can happen if the child is incapable of early identification.
The breathing exercise video is separate from Meditation 2, ‘Breathe’. While the use of this video is identified in the lesson plans, the video can also be used at any time of the day by the teacher. It focuses on breathing only and and uses the analogy of a flower to help the children grasp the idea in a practical and visually appealing way. The children imagine smelling the flower and then gently blowing the petals. It is a calming and soothing exercise for the children to wind down and gain focus.
Creative Wellbeing Art:
The Creative Wellbeing Art is dedicated to using Visual Art to support and encourage wellbeing. It was created by Kevin Conneely, an Irish primary school teacher.The activities selected can be used alongside the Bígí go Breá programme as assessment opportunities, as Aistear stations, or as standalone art lessons. There are 18 individual art lessons with full lesson plans included.The desired result is one where the process is enjoyed for its sensory and creative purpose, and the product created by each child is unique and personal.The creative arts are a wonderful way of encouraging all voices to be heard in the classroom and can be a fantastic way of showcasing individuality, especially when integrated with SPHE and wellbeing.These activities include both standalone lessons and also long-term projects. The content includes an itemisation of all the materials the teacher will need, including the bare minimum and beyond. There are also pictures of real art accompanying each art lesson which was trialled by a Junior Infant. The activities cover the strands of the Visual Art Curriculum.Junior Infants often express themselves in Art in a truly individual and free way, which is why it was important to include as part of the Bígí go Breá Programme. Rather than having a colouring workbook to accompany the programme, these lessons are geared towards a more free and individual process.
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|Course date||25-03-2019 6:00 pm|
|Speaker||Una O Driscoll|
|Location||Clare Ed. Centre|