Introduction and Rationale
The RSE policy outlines how the ‘sensitive’ elements of the SPHE curriculum are addressed across the school. It is intended to guide teachers in their planning for RSE provision and provide information to parents. The policy was formulated following consultation with staff and parents, and the Parents’ Association in May 2019. It is to be read in conjunction with overall SPHE plan of the school.
Vision and Aims
We recognise that SPHE is intrinsic to the teaching and learning that occurs both formally and informally in school and in the classroom. Through our SPHE programme and subsequently through RSE, we wish to assist children to develop feelings of self-worth and self-confidence and to encourage their ability to relate to others in a positive way. We support children to be aware of their rights as individuals while at the same time accepting responsibility for their actions as members of the school and the wider community. Parents have the primary role in the Social, Personal and Health Education, and it is recognised that much of the work in this area takes place in the home. RSE is an important component of our vision to support our pupils to develop into healthy young adults.
Definition of RSE
Relationships and Sexuality Education provides structured opportunities for pupils to acquire knowledge and understanding of human sexuality and relationships through processes which will enable them to form values and establish behaviours within a moral, spiritual and social framework. In particular, it addresses the meaning of human sexuality, relationships, growth and development, relevant to personal and social skills. (See Appendix 1 for detailed list of content objectives).
Aims of our RSE programme
Broad objectives
When due account is taken of abilities and varying circumstances, the RSE education curriculum should enable the child to (in conjunction with the SPHE curriculum)
RSE and SPHE
RSE and Stay Safe are addressed in the context of SPHE. Much of the teaching and learning of SPHE takes place in an integrated manner or incidentally during the school day (See SPHE Plan). The content objectives that will be addressed in discrete time for the sensitive areas of the RSE and Stay Safe elements of SPHE are listed in Appendix 1. All of these issues will be dealt with in the context of the development of attitudes and values consistent with the ethos of our school. Parents are strongly encouraged to allow their children participate in all aspects of the SPHE programme, but they do retain the right to withdraw their children from RSE and/or the Stay Safe Programme.
Timetabling
Teaches decide on the timetabling of RSE lessons in their own classrooms. In so far as possible, lessons are timetabled so that all children are present for them, unless it is deemed in the best interests of the child or their peers that the lessons be provided on an individual / small group basis.
Generally the Stay Safe programme is taught on a consecutive basis during the second term in alternate years to allow for a whole school approach to the topics addressed (See Appendix 2).
Where a child is being withdrawn from specific objectives the school makes arrangements for the child/children to be supervised in another classroom for the duration of the lesson.
If a teacher is uncomfortable covering some or all of the RSE / Stay Safe content with their class, alternative arrangements will be made where possible to support them e.g. by another staff member dealing with this material or a guest speaker being invited in to facilitate a workshop in the relevant area. Teachers who would rather not deal with sensitive aspects of the SPHE programme must bring this to be attention of the principal at the earliest possible opportunity to enable alternative arrangements to be put in place.
Some of the RSE objectives (e.g. relating to puberty and sexual intercourse) may be postponed until 6th class, if it is the opinion of the class teachers and principal that this is appropriate in light of the readiness of the pupils for the information and the needs of particular class groupings.
Dealing with Questions and Confidentiality
Teachers establish ground rules limiting the discussion to material covered in present or previous lessons, the level of respect required and the concept of confidentiality. Teachers use discretion based on the content and spirit of this plan to decide whether the question should be discussed in the classroom context, privately, or referred to parents. If a matter is divulged to a teacher where either an accusation or a suggestion of a criminal act is made, the matter should be brought to the attention of the Designated Liaison Person, who will refer it to the proper authorities. (See Child Protection Policy). In these matters a teacher should never agree to keep a secret for a child.
Conduct during RSE lessons
Given the sensitive nature of the topics covered, it is particularly important that children do not ask personal questions or pass personal comments on teachers or their peers during RSE/Stay Safe lessons. Children are expected to take RSE lessons seriously, and a child who is unable or unwilling to allow the lesson/s to proceed without disruption will have alternative arrangements made for them, in line with the Code of Behaviour.
Communications with parents re RSE & Stay Safe matters
Parents will be informed in general terms on a whole school basis at the beginning of the second term of the Stay Safe / RSE lessons to be covered during that term (See Appendix 2), and are also informed prior to external speakers facilitating RSE workshops with their children. Any parent who has concerns regarding RSE or Stay Safe is asked to discuss them with the class teacher.
Parents who have indicated on the enrolment form that they have concerns about RSE/Stay Safe will be contacted by the class teacher/principal for further discussion and clarification. A parent who wishes their child to be withdrawn from some or all of the RSE and/or Stay Safe programme is asked to put this in writing to the principal. While teachers will normally check with the previous teacher whether any children were withdrawn from specific objectives it will not always be possible to do so and parents will be expected to make their wishes known each year to the new class teacher.
Where parents choose to withdraw their children from specific objectives they will be withdrawn from formal lessons covering these matters. Teachers will then avoid addressing these issues formally in the context of other class discussions. Teachers cannot be held responsible, however, for discussions children may have with each other outside the formal parameters of the SPHE lesson.
Sixth class workshop
A speaker from a suitable agency is generally invited to present an input to children in 6th class on the sensitive aspects of the RSE programme in the final term. This provides children with an opportunity to explore issues around puberty and transition to secondary school, with someone other than a member of the school staff. Parents are informed of this workshop, and may choose to withdraw their child from it if they so wish, although parents will be encouraged to allow their child to participate. The principal/teacher ensures the guest speaker is aware of the school ethos within which the RSE objectives will be discussed. A staff member remains with the class group during the presentation.
Guest speakers may be invited to speak to other classes or on other issues relating to the SPHE programme from time to time should this be deemed necessary or advisable, e.g. on alcohol awareness for Confirmation candidates.
Children with Different Needs
The RSE programme aims to meet the needs of all children in the school. This is achieved by teachers varying the pace, content and methodologies to ensure learning for all pupils. The requirements of children with special needs is taken into consideration when planning lessons and related activities. Particular consideration is paid to meeting the needs of children who have experienced bereavement, serious illness or abuse when implementing the RSE/ Stay Safe programme.
The maturity levels and stages of development of children in a class, particularly in the multi-grade setting, can vary widely and teachers bear this in mind when planning lessons. In some circumstances it may be appropriate to teach RSE objectives in a single grade context, and Special Education Teachers may have to assist with the practicalities of this.
Some pupils with Special Educational Needs or other needs as referenced above may need adaptions to the way the RSE content is delivered. These adaptations may include:
Resources
Each class teacher has a copy of or online access to the Stay Safe and Walk Tall programme for their class level. Other resources that support the broader aims of RSE may include:
Staff Development
Teachers are encouraged to attend in-service training as appropriate. Details of courses/events are circulated to staff through email or on the staff noticeboard. Skills and expertise within the school are shared and developed through inputs at staff meetings.
The school will liaise with other agencies (HSE, NEPS, CAMHS, Accord, An Garda Síochana etc.) as appropriate to help it fulfil its responsibilities with regard to RSE.
Review
It is intended that this plan will be reviewed, in conjunction with the SPHE policy, during the school year 2022/23, unless circumstances dictate that an earlier review is necessary.
Communication
All teachers have been made aware of the provisions of this policy, and a draft version was provided to the committee of the Parents’ Association for comment. A copy will be made available to parents on request.
Ratification : This RSE policy was ratified by the Board of Management of St Patrick’s NS Clonbullogue on May 22nd 2019.
The RSE policy outlines how the ‘sensitive’ elements of the SPHE curriculum are addressed across the school. It is intended to guide teachers in their planning for RSE provision and provide information to parents. The policy was formulated following consultation with staff and parents, and the Parents’ Association in May 2019. It is to be read in conjunction with overall SPHE plan of the school.
Vision and Aims
We recognise that SPHE is intrinsic to the teaching and learning that occurs both formally and informally in school and in the classroom. Through our SPHE programme and subsequently through RSE, we wish to assist children to develop feelings of self-worth and self-confidence and to encourage their ability to relate to others in a positive way. We support children to be aware of their rights as individuals while at the same time accepting responsibility for their actions as members of the school and the wider community. Parents have the primary role in the Social, Personal and Health Education, and it is recognised that much of the work in this area takes place in the home. RSE is an important component of our vision to support our pupils to develop into healthy young adults.
Definition of RSE
Relationships and Sexuality Education provides structured opportunities for pupils to acquire knowledge and understanding of human sexuality and relationships through processes which will enable them to form values and establish behaviours within a moral, spiritual and social framework. In particular, it addresses the meaning of human sexuality, relationships, growth and development, relevant to personal and social skills. (See Appendix 1 for detailed list of content objectives).
Aims of our RSE programme
- To enhance the personal development, self-esteem and wellbeing of the child
- To help the child to develop healthy friendships and relationships
- To foster an understanding of, and a heathy attitude to, human sexuality and relationships in a moral, spiritual and social framework
- To enable the child to acquire an understanding of, and respect for human love, sexual intercourse and reproduction
- To develop and promote in the child a sense of wonder and awe at the process of birth and new life
- To enable the child to be comfortable with the sexuality of oneself and others while growing and developing.
Broad objectives
When due account is taken of abilities and varying circumstances, the RSE education curriculum should enable the child to (in conjunction with the SPHE curriculum)
- Acquire and develop knowledge and understanding of self
- Develop an appreciation of the dignity, uniqueness and wellbeing of others
- Develop a positive sense of self-awareness, self-esteem, and self-worth
- Understand the nature, growth and development of relationships within families, in friendships and wider contexts
- Develop an awareness of differing family patterns
- Come to value family life and appreciate the responsibilities of parenthood
- Develop strategies to make decisions, solve problems and implement actions in various personal, social and health contexts
- Become aware of the variety of ways in which individuals grow and change and understand that their developing sexuality is an important aspect of self-identity
- Develop personal skills which help to establish and sustain healthy personal relationships
- Develop coping strategies to protect self and others from various forms of abuse
- Acquire and improve skills of communication and social interaction
- Acquire the use of appropriate vocabulary to discuss feelings, sexuality, growth and development
- Develop a critical understanding of external influences on lifestyles and decision making.
RSE and SPHE
RSE and Stay Safe are addressed in the context of SPHE. Much of the teaching and learning of SPHE takes place in an integrated manner or incidentally during the school day (See SPHE Plan). The content objectives that will be addressed in discrete time for the sensitive areas of the RSE and Stay Safe elements of SPHE are listed in Appendix 1. All of these issues will be dealt with in the context of the development of attitudes and values consistent with the ethos of our school. Parents are strongly encouraged to allow their children participate in all aspects of the SPHE programme, but they do retain the right to withdraw their children from RSE and/or the Stay Safe Programme.
Timetabling
Teaches decide on the timetabling of RSE lessons in their own classrooms. In so far as possible, lessons are timetabled so that all children are present for them, unless it is deemed in the best interests of the child or their peers that the lessons be provided on an individual / small group basis.
Generally the Stay Safe programme is taught on a consecutive basis during the second term in alternate years to allow for a whole school approach to the topics addressed (See Appendix 2).
Where a child is being withdrawn from specific objectives the school makes arrangements for the child/children to be supervised in another classroom for the duration of the lesson.
If a teacher is uncomfortable covering some or all of the RSE / Stay Safe content with their class, alternative arrangements will be made where possible to support them e.g. by another staff member dealing with this material or a guest speaker being invited in to facilitate a workshop in the relevant area. Teachers who would rather not deal with sensitive aspects of the SPHE programme must bring this to be attention of the principal at the earliest possible opportunity to enable alternative arrangements to be put in place.
Some of the RSE objectives (e.g. relating to puberty and sexual intercourse) may be postponed until 6th class, if it is the opinion of the class teachers and principal that this is appropriate in light of the readiness of the pupils for the information and the needs of particular class groupings.
Dealing with Questions and Confidentiality
Teachers establish ground rules limiting the discussion to material covered in present or previous lessons, the level of respect required and the concept of confidentiality. Teachers use discretion based on the content and spirit of this plan to decide whether the question should be discussed in the classroom context, privately, or referred to parents. If a matter is divulged to a teacher where either an accusation or a suggestion of a criminal act is made, the matter should be brought to the attention of the Designated Liaison Person, who will refer it to the proper authorities. (See Child Protection Policy). In these matters a teacher should never agree to keep a secret for a child.
Conduct during RSE lessons
Given the sensitive nature of the topics covered, it is particularly important that children do not ask personal questions or pass personal comments on teachers or their peers during RSE/Stay Safe lessons. Children are expected to take RSE lessons seriously, and a child who is unable or unwilling to allow the lesson/s to proceed without disruption will have alternative arrangements made for them, in line with the Code of Behaviour.
Communications with parents re RSE & Stay Safe matters
Parents will be informed in general terms on a whole school basis at the beginning of the second term of the Stay Safe / RSE lessons to be covered during that term (See Appendix 2), and are also informed prior to external speakers facilitating RSE workshops with their children. Any parent who has concerns regarding RSE or Stay Safe is asked to discuss them with the class teacher.
Parents who have indicated on the enrolment form that they have concerns about RSE/Stay Safe will be contacted by the class teacher/principal for further discussion and clarification. A parent who wishes their child to be withdrawn from some or all of the RSE and/or Stay Safe programme is asked to put this in writing to the principal. While teachers will normally check with the previous teacher whether any children were withdrawn from specific objectives it will not always be possible to do so and parents will be expected to make their wishes known each year to the new class teacher.
Where parents choose to withdraw their children from specific objectives they will be withdrawn from formal lessons covering these matters. Teachers will then avoid addressing these issues formally in the context of other class discussions. Teachers cannot be held responsible, however, for discussions children may have with each other outside the formal parameters of the SPHE lesson.
Sixth class workshop
A speaker from a suitable agency is generally invited to present an input to children in 6th class on the sensitive aspects of the RSE programme in the final term. This provides children with an opportunity to explore issues around puberty and transition to secondary school, with someone other than a member of the school staff. Parents are informed of this workshop, and may choose to withdraw their child from it if they so wish, although parents will be encouraged to allow their child to participate. The principal/teacher ensures the guest speaker is aware of the school ethos within which the RSE objectives will be discussed. A staff member remains with the class group during the presentation.
Guest speakers may be invited to speak to other classes or on other issues relating to the SPHE programme from time to time should this be deemed necessary or advisable, e.g. on alcohol awareness for Confirmation candidates.
Children with Different Needs
The RSE programme aims to meet the needs of all children in the school. This is achieved by teachers varying the pace, content and methodologies to ensure learning for all pupils. The requirements of children with special needs is taken into consideration when planning lessons and related activities. Particular consideration is paid to meeting the needs of children who have experienced bereavement, serious illness or abuse when implementing the RSE/ Stay Safe programme.
The maturity levels and stages of development of children in a class, particularly in the multi-grade setting, can vary widely and teachers bear this in mind when planning lessons. In some circumstances it may be appropriate to teach RSE objectives in a single grade context, and Special Education Teachers may have to assist with the practicalities of this.
Some pupils with Special Educational Needs or other needs as referenced above may need adaptions to the way the RSE content is delivered. These adaptations may include:
- Children being pre-taught language or concepts in anticipation of whole class work
- Children working in smaller groups or 1:1 on adapted and suitable material
- Additional support requested from home
Resources
Each class teacher has a copy of or online access to the Stay Safe and Walk Tall programme for their class level. Other resources that support the broader aims of RSE may include:
- Anatomical Dolls and Story books
- Busy Bodies DVD and Booklet.
- Picture books across the nine grounds of equality
- INTO Different Families, Same Love Poster
- RESPECT guidelines.
- Other resources that may be deemed suitable by staff
Staff Development
Teachers are encouraged to attend in-service training as appropriate. Details of courses/events are circulated to staff through email or on the staff noticeboard. Skills and expertise within the school are shared and developed through inputs at staff meetings.
The school will liaise with other agencies (HSE, NEPS, CAMHS, Accord, An Garda Síochana etc.) as appropriate to help it fulfil its responsibilities with regard to RSE.
Review
It is intended that this plan will be reviewed, in conjunction with the SPHE policy, during the school year 2022/23, unless circumstances dictate that an earlier review is necessary.
Communication
All teachers have been made aware of the provisions of this policy, and a draft version was provided to the committee of the Parents’ Association for comment. A copy will be made available to parents on request.
Ratification : This RSE policy was ratified by the Board of Management of St Patrick’s NS Clonbullogue on May 22nd 2019.