Introduction
Welcome to the SPHE section of the START Competition resource hub. This guide explores how participating in the START Competition enables students to achieve key SPHE curriculum goals through engaging and hands-on learning experiences.
The Importance of SPHE in the Primary Curriculum
Social, Personal, and Health Education (SPHE) plays a crucial role in fostering children’s personal development, health, and well-being. It helps them build supportive relationships and become active, responsible citizens. The curriculum emphasises making health and well-being relevant and meaningful through playful and challenging experiences, encouraging students to apply their learning to real-life situations.
How START Competition Activities Support SPHE Curriculum Goals
Developing Self-Identity and Self-Esteem
One of the central goals of the SPHE curriculum is to help students develop self-confidence and a positive sense of self-esteem. The START Competition supports this by engaging students in trials that focus on their personal interests and strengths, fostering self-awareness and confidence. For instance, in the 2024 winning trial, “Does 10 minutes of ambulatory activity affect the speed and mood in 10-year-olds?”, students recorded and analysed their moods and speeds before and after the activity. This helped them gain insights into their physical and emotional responses, enhancing their self-awareness.
Promoting Health and Well-Being
The SPHE curriculum aims to enable children to understand and implement healthy behaviours. The START Competition supports this goal by engaging students in trials related to health and lifestyle choices, teaching them about the effects of different behaviours on their well-being. For example, in the 2024 third-place trial, “Does being on a device before bed affect your sleep?”, students compared how quickly children fell asleep when using a device before bed versus when they didn’t. Through this trial, students gained insights into healthy bedtime habits.
Encouraging Social Responsibility and Teamwork
Developing a sense of social responsibility and the ability to work collaboratively are key goals of the SPHE curriculum. The START Competition fosters these skills by requiring students to work in teams to design and conduct trials. This experience teaches them to cooperate, communicate effectively, and respect different viewpoints.
Enhancing Decision-Making Skills
The SPHE curriculum emphasises the importance of fostering students’ ability to make informed decisions and solve problems. One of the first and most significant decisions every class must make when participating in the START Competition is: What will be our trial question? This decision is crucial, as it sets the direction for their entire project. For example, a class might be interested in exploring whether swimming improves mood, but if they don’t have access to a swimming pool, this would present a significant challenge. The decision-making process here involves discussions, assessing available resources, and reaching a consensus within the class, all of which are essential components in developing informed and practical trial questions. This experience reinforces students’ decision-making skills by requiring them to consider feasibility, resources, and collective agreement.
“It was difficult selecting one single trial question. Everybody in the class had different ideas and opinions. We made a mind map on the whiteboard and gave each pupil in our class a chance to give their idea for the trial. We then narrowed it down with a vote.”
Scoil Mobhí, Glasnevin, Dublin, 2nd place winners in 2017
Pedagogical Practices in the START Competition
The START Competition integrates several pedagogical practices that align with the SPHE curriculum’s objectives:
Fostering Personal Responsibility: the START Competition encourages teachers to give each student a specific role within their team. In a team-based trial, every member relies on each other to fulfil their assigned responsibilities. This creates a strong sense of responsibility towards their peers and actively engages the child in the learning process.
Encouraging Reflective Learning: Because the question originates from the children’s own curiosity, the results of the trial are more meaningful, prompting students to think critically about how these findings apply to their own experiences. After completing their trials, students are encouraged to reflect on the entire process by asking themselves ‘What went well? What could we have done differently?’ This reflective approach not only deepens their understanding of the subject matter but also helps them develop valuable skills in self-assessment and continuous improvement.
Emphasising Communication Skills: The START Competition emphasises teamwork, requiring students to discuss, debate, and agree on a research question. This collaborative process strengthens their communication skills as they work together, share responsibilities, and coordinate efforts. Presenting their findings—whether through reports, presentations, or creative formats—further hones their ability to express ideas clearly and confidently. Through these activities, students learn the importance of effective communication in achieving common goals.
Using Active Learning Strategies: The competition engages students through hands-on activities, group work, and real-world investigations, keeping them actively involved in the learning process.
Promoting Collaborative Learning: Students are required to work together, share responsibilities, and support each other, which fosters a collaborative learning environment.
Conclusion
Participation in the START Competition not only engages students in meaningful and relevant scientific inquiry but also helps them achieve key goals of the SPHE curriculum. The competition promotes personal development, health awareness, critical thinking, and social responsibility, equipping students with the skills and knowledge to grow into informed and responsible individuals.
