Scoil
Pádraig Naofa, Creigmhór.
Relationships
and Sexuality Education Policy Statement
1. Introduction:
This policy was drawn up by an elected policy
committee. Members of the committee are Lorraine Casserly & Tony Treacy (Parent
Representatives), Joe Kennelly & Michael McNamara (Board of Management
Representatives) and Caroline Crehan & Tomás Madden (Teacher
Representatives)
2. School & Our Ethos
Scoil Pádraig
Naofa, Creigmhór is a Roman Catholic School which nurtures a positive,
co-operative educational environment. Our Aims are:
·
To enable our
pupils to have full lives as children
·
To prepare our
pupils to avail of further education
·
To prepare our
pupils to live full and useful lives as adults in society
Our school motto
is Vertas,
Probitas, Amicitia Respicio,
which translates into Truth, Honesty, Friendship and Respect.
Teachers will reflect the ethos of the school throughout their teaching.
3. Home
The school recognises that the parent is the
primary educator of the child. This R.S.E policy, as in all other policy areas,
acknowledges this and seeks to support parents in this role. Our school fosters
close contact between school and home. Parents and teachers support one another
and collaborate with one another as partners in leading the young pupils to the
fullness of their potential as they grow and mature.
4. Our School Philosophy
Scoil Pádraig Naofa, Cregmore is a Roman Catholic
School. As such, we aim to promote the
full and harmonious development of all aspects of the pupil; intellectual,
physical, cultural, moral and spiritual.
Within the school, a spirit of mutual respect is
promoted between children, parents, teachers and members of the Board of
Management. Pupils are shown by example
to appreciate and respect people of different religious affiliations and of
different nationalities. Teachers are
sensitive to the needs and particular circumstances of the pupils and
supportive of the parents’ role.
This Relationship and Sexuality programme will be
taught in accordance with our school ethos.
Within our school, we promote the following ideals:
·
People feel valued
·
Self esteem is fostered
·
Respect, tolerance and fairness are evident
·
High expectations and standards are promoted
·
Support for those experiencing difficulty
·
Open communication
·
Effort is recognized and rewarded
·
Uniqueness/difference is valued
·
Conflict is handled constructively
·
Initiative and creativity are encouraged
·
Social, moral and civic values are promoted
The
R.S.E programme will reflect these ideals & will be taught in 3 main ways –
cross curricular, Formal lessons/teaching & by reflecting the way of life
in our school.
5. Definition of Relationships and Sexuality
Education
Relationships and Sexuality Education is about
gaining knowledge and understanding of physical, social, cultural,
psychological and moral development. It includes attitudes, beliefs and values
about relationships, sexual identity and intimacy within a moral, spiritual and
social framework. This understanding of
RSE will contribute to the development of personal well-being, will enhance
personal relationships and will have positive implications for family and
community life.
6. Relationship
of RSE to SPHE
The Draft Guidelines for RSE (NCCA, June
1995, 1.2) state that Social Personal and Health Education is “spiral,
developmental in nature and age appropriate in content and methodology”. The
RSE programme is designed to follow this principle and pattern. Apart from the
specific lessons of RSE, SPHE covers other areas which would be pertinent to
the development of a healthy attitude to sexuality in oneself and one’s
relationship with others. The programme will be covered using a
cross-curricular approach but some lesson topics will remain under specific
curricular headlines. For these sensitive lessons, the cross- curricular
approach will not apply. These lesson topics will be listed separately. SPHE
deals with many issues such as self esteem, assertiveness, communication and
decision making skills - all of which can contribute to the effectiveness of
the RSE programme.
7. The aims
of our Relationships and Sexuality Education programme
Relationships and sexuality education which is
located in the overall framework of Social, Personal and Health Education, has
as its specific aims:
a) To
help pupils understand and develop friendships and relationships
b) To
promote an understanding of sexuality
c) To
promote a positive attitude to one’s own sexuality and in one’s relationship
with others
d) To
promote knowledge of and respect for reproduction
e) To
enable pupils to develop attitudes and values toward their
Sexuality in a moral, spiritual and social
framework in keeping with the policy of the school
f) To
provide opportunities for pupils to learn about relationships and sexuality in
ways that helps them think and act in a moral, caring and responsible way.
It is
acknowledged that in a course of limited duration these aims are aspirational.
8. Guidelines
for the management and organisation of Relationships and Sexuality Education in
our school
The RSE content and methodology to be used will be
based on the Guidelines for primary schools drawn up by the National Council
for the Curriculum and Assessment (NCCA).
Arrangements regarding the teaching of the programme and the deployment
of staff will be made by the Principal.
Content will be prepared specifically with the readiness of the class in
mind. The following includes some of the resources that will be used to assist
with this:
·
The Guidelines on RSE for the primary school
·
The RSE programme details for each class
·
The RSE resource materials
Curriculum Content:
RSE
will be covered under the following strands and strand units of the SPHE
Curriculum:
|
Myself
|
|
The
RSE programme is divided into two main parts:
- The general programme which contains content
covered through SPHE strand and strand units and compliments the aims and
objectives of RSE;
·
Friendship
·
Self-identity
·
Family
·
Self-esteem
·
Growing up
- The second section will deal with any
sensitive/specific content covered through RSE stands and strand units.
The sensitive aspects are highlighted in bold.
|
Topics
covered up to 2nd include:
•
Keeping safe
• Bodily
changes from birth (birth-9)
•
Making age-appropriate choices
•
Appreciating the variety of family types and the variety of family life that
exists in our school and community
•
Recognising and expressing feelings
•
Self-care, hygiene, diet, exercise and sleep
•
Expressing opinions and listening to others
• Naming
the parts of the male/ female body using appropriate anatomical terms
(Junior/ Senior Infants)
• Naming
the parts of the male/ female body using appropriate anatomical terms and
identify some of their functions (1st/2nd).
|
Topics
from 3rd to 6th include:
•
Bodily changes
•
Healthy eating, personal hygiene and exercise
•
Keeping safe
•
Expressing feelings
•
Appreciating the variety of family types within our school and community and
how these family relationships shape us
•
Making healthy and responsible decisions
• Forming
friendships
• Discuss
the stages and sequence of development of the human baby in the womb(3rd, 4th
class)
• Introduction
to puberty and changes (3rd, 4th, 5th and 6th class)
• Changes
that occur in boys and girls with the onset of puberty ( 5th and 6th Class)
• Reproductive
system of male/female adults (5th and 6th class)
• Understanding
sexual intercourse, conception and birth within the context of a committed
loving relationship (5th, 6th class).
|
Current Overview of Content for SPHE:
|
STRANDS
|
STRAND
UNITS (YEAR 1)
|
Year
of Use
|
STRAND
UNITS (YEAR 2)
|
Year
of Use
|
|
Myself
|
Self-Identity (Sept-Oct)
|
2017/2018
|
Safety and Protection
(Jan-Feb)
|
2018/2019
|
|
|
Taking Care of my Body
(Jan-Feb)
|
2019/2020
|
Making Decisions (March-April)
3rd-6th only
|
2020/2021
|
|
|
Growing and Changing
(March-April)
|
2021/2022
|
|
2022/2023
|
|
Myself
and Others
|
Myself and my Family
(Nov-Dec)
|
2023/2024
|
Relating to Others (Sept-Oct)
|
2024/2025
|
|
|
|
|
My Friends and Other People
(May-June)
|
|
|
Myself
and the Wider World
|
Developing Citizenship
(May-June)
|
|
Media Education (Nov-Dec)
|
|
Parents’
rights and responsibilities:
The RSE programme will be delivered to support and
complement the process already begun in the home. Parents must make
themselves aware in advance of the content of the programme so that they
can begin the process of informing their children in advance of school
involvement. This may involve teaching specific agreed terminology and content
about relationships and human development. The policy recognises the right of a
parent to hold concerns about the RSE programme. Where this applies the parent
should discuss this with the Principal and the teacher. Where concerns persist
the school will facilitate a parent’s decision, while taking regard of the need
for sensitivity towards the child.
Informing
and Involving Parents:
Parents are the primary educators of their children
and their role in education concerning relationships and sexuality is seen by
the school as very important.
Content to be covered in RSE classes will be sent
home for prior parental approval. Relevant material will be made available
should parents wish to view it.
Input by parents will be taken into account when
reviewing the policy. A copy of this policy will be made available to any
parent on request to the school Office.
Offering Advice:
The school’s function is to provide a general
education about sexual matters and issues and not to offer individual advice,
information or counselling on aspects of sexual behaviour and contraception.
Teachers may provide pupils with education and information about where and from
whom they can receive confidential sexual advice and treatment, e.g. their
doctor or other suitable agency. Advice offered should not be directive and
should be appropriate to the age of the pupil.
Explicit
Questions:
It may not be appropriate to deal with some
explicit questions in class. Teachers may choose to say that it is not
appropriate to deal with that question at this time. If a teacher becomes
concerned about a matter that has been raised he/she should seek advice from
the Principal. When deciding whether or not to answer questions the teacher
should consider the age and readiness of the students, the RSE programme
content, the ethos of the school and the RSE policy. Teacher discretion and
professional judgment will be applied in this context.
Confidentiality:
Teachers will deliver lessons in a spirit of
respect for the rights of children and their families concerning privacy and
confidentiality.
Withdrawing pupils from the RSE Programme:
Parents have a right to withdraw their child from
sensitive aspects of RSE.
1. Parents do not have to give reasons for
withdrawal, but we respectfully invite them to do so - sometimes we can then
resolve misunderstandings.
2. Once a parent’s request to withdraw is made,
that request must be complied with until revoked by the parent.
Using visiting speakers and others
Where a guest speaker is invited to address
children and/or parents, prior notice will be given and material to be covered
will be provided in advance where appropriate.
Special Needs
Children with special needs may need more help than
others in coping with the physical and emotional aspects of growing up; they
may also need more help in learning what sorts of behaviour are and are not
acceptable, and in being warned and prepared against abuse by others.
9. Ongoing support, development and review.
Training:
1. All
teachers involved in this work do not necessarily have to be ‘experts’ on the
issues concerned. However, they do require sensitivity to the needs of the
group, an ability to deal with questions openly/honestly and an awareness to
refer to more expert advice if necessary.
2. The
school will facilitate teachers to obtain expert training in this field, bearing
in mind the overall budgetary framework and the need for the ongoing teaching
and learning programme of the school to continue, with as little disturbance as
possible.
3. Teachers
are recommended to attend in-service training on a regular basis, based in the
local Education Centre. (e.g. Galway Education Centre)
Resources:
Appropriate resources will be provided to support
the delivery of the programme. Teachers are recommended to familiarise
themselves with the following websites www.pdst.ie, www.healthpromotion.ie, www.staysafe.ie, www.watchyourspace.ie, www.webwise.ie. Teachers will use resources made
available from these agencies to help with the implementation of the RSE
programme.
Reviewed
by Anna Marie & Michael following attendance at RSE Training Day (2011)
Reviewed
by Breda & Tomás following attendance at RSE Training Day (2014)
Reviewed
by Tomás & Caroline (December 2018)
REVIEW
Monitoring,
evaluating and reviewing the RSE programme:
We
are committed to monitoring and evaluating the effectiveness of this programme.
Specifically important to the RSE Programme are:
a) Pupil feedback;
b) Staff review and feedback;
c) Parental feedback.
Any amendments necessary as a result of such
review/feedback will be undertaken as appropriate.
This policy on RSE has been drawn up by a policy
committee, comprising of:
·
2 teachers
·
2 members of BOM
·
2 parents
Any comments or suggestions you wish to make will
be welcome and taken into account, Please record your submission on the space
provided below and return it to the school.
As stated, any amendments necessary will be
undertaken as appropriate.
The programme cannot be fully implemented until the
final policy has been made available to parents. You will be alerted to this
and it will be easily accessible on our school website, school policies section.
(cregmorens.blogspot.com)
Review meetings will take place, following the
implementation of the RSE programme.
COMMENTS
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