Ethical Curriculum

This school welcomes children from all traditions and can be described as multi-denominational or a multi-faith place of education. In line with our mission statement, we aim to provide a full holistic education to all children underpinned by the values of St. Michael’s House.

“The academic, physical, social and aesthetic educational needs of students are addressed alongside their holistic personal development needs in the delivery of the curriculum. The school environments are characterised by the values of the Organisation – respect, understanding, fairness, honesty and sincerity. “

We aim, throughout the curriculum, to support parents and families in helping our pupils to participate as fully as possible in the life of their family, school and community.

Goodness Me, Goodness You Programme

This programme was developed by NCCA to assist Community National Schools to deliver a values- based programme relevant to all students from a variety of different backgrounds and beliefs. It recognises that parents have the primary responsibility for the religious formation of their children and this programme gives parents the opportunity to relate the learning experiences in school to their particular faith / tradition. The school has a role in promoting the ethos and modelling the values of the organisation so that pupils can participate fully in the life of the school and the community.

What are the vision and aims of the Goodness Me, Goodness You! curriculum?

Community National Schools seek to nurture the development of the child, by valuing all dimensions of the child’s family and community life including, among others, their beliefs and religions. The GMGY curriculum is a practical expression of that support.

The curriculum enables the child to live their life to the full by allowing them to express their whole self throughout the school day. The curriculum enables children to be active citizens in their local and global community, to think critically about the world around them, to experience the aesthetics of life in their encounters with the arts, to share their experience of the belief that they, and their families and communities, hold and to encounter the beliefs of others in a learning environment of inquiry and respect. Through this sharing of experience and acknowledgement of commonalities and differences, the child is enabled to live their life in an environment of respect for and appreciation of diversity.

The curriculum recognises and supports the parents’ role as the primary educators of their child. It supports the parents’ role as the guardian and educator of their child’s beliefs and traditions through encouraging the creation of a respectful and inclusive learning community where their child’s beliefs are valued. The curriculum also supports parents through the provision of interactive lesson materials for use in school and at home. The curriculum recognises the importance of the community in the family’s life and encourages families to become involved in and to contribute to their local community.

Through these processes the curriculum enables the holistic development of the child, supporting them to grow and flourish as active participants in their learning and in their communities.

In summary, the Goodness Me, Goodness You! curriculum aims to enable children to:

  • live a full life as a child and to realise their potential as a unique individual
  • develop as a social being through living and co-operating with others, and so contribute to the good of society
  • prepare for further education and lifelong learning
  • be nurtured in their beliefs and values within the educational context of the school, as an intrinsic part of their living to the full, with the help of their family

GMGY Introduction & Overview

The lessons in the programme are designed for different mainstream class levels and range over different terms. These will be adapted by SMH schools to reflect the learning needs and abilities of pupils. Teachers will select themes from the programme that link to other curriculum areas and will use the themes to reinforce the learning experiences of pupils. Many of the themes are already covered in SPHE and other curriculum areas and the values underpinning the programme are already in evidence in everyday practice in our schools.

The programme was chosen as it allows for up to 20% religious instruction to include sacramental preparation for pupils when parents wish them to participate in Holy Communion and Confirmation. The programme encourages parents of Christian and Muslim pupils to follow up on the themes chosen by the school with suggested worksheets and activities. The programme also provides opportunities for pupils to recognise that other pupils/families celebrate in a different way and to appreciate that each person is individual and valued within the school community.

Due to the special educational needs of our pupils and their level of understanding, themes are selected that relate to their lives and experiences. The concept of meditation may be too abstract for many students but some may enjoy and appreciate some quiet time listening to music or enjoying the silence when no demands are made on them and they can share a few peaceful moments together in a busy day. The stories, poems and songs are provided in a visual format and may be selected to support the theme. As with most curriculum resources, teachers in SMH schools will select and adapt the materials to suit the learning needs, interests and abilities of their pupils.

23 2019
School Closure
16 2019
Mid-Term Break
18 2019
St. Patrick's Day Closure
12 2019
Easter Holidays
06 2019
May Bank Holiday
Huge gratitude to the volunteers from Groupon and St. Paul's College
We were delighted to welcome new pupils to our school this year. A big thanks to the wonderful photography from Joe Carr.
St. Michael's House
Special National School,
College Street,

01 832 3043

Member of NABMSE
© 2019 St Michael's House, Baldoyle