Relationships and Sexuality Education Policy

Relationship and sexuality Education

Introductory Statement

The school has a responsibility to put in place an R.S.E. policy as part of the wider, Social, Personal & Health Education strand of the curriculum.  The process was initiated in 1999, when policy committee (steering committee of 6 people) was charged with setting parameters for the organization and management of R.S.E. in the school.

Our school philosophy

St. Patrick’s National School is a Catholic School where Catholic values and teaching are taught and respected.  Our philosophy of education is centred in God and rooted in gospel values and aims to promote an education, which fosters respect for every individual.

It is a school where:

  • Love, freedom, justice, sincerity and joy find expression
  • Young people feel accepted and allowed to experience the exercise of appropriate responsibility
  • The spiritual, intellectual, emotional and physical development of each individual is recognised and respected
  • Special concern for disadvantaged and underprivileged is experienced and encouraged
  • Staff, pupils, parents and Board of Management members’ co-operation for the common good

This is the ethos in which the Relationship and Sexuality programme will be taught in our school.

Relationship of RSE to SPHE

Relationships and Sexuality Education seeks to provide children with opportunities to acquire knowledge and understanding of relationships and human sexuality, through processes which will enable them to form values and establish behaviours within a moral, spiritual and social framework Scoil Phádraig, Drumkeen, R.S.E. will be taught in the context of Social, Personal and Health Education. S.P.H.E. is a primary school curriculum subject which aims to develop the pupils’ basic personal and social skills which foster integrity, self-confidence and self-esteem while nurturing sensitivity to the feelings and rights of others. S.P.H.E. is formally timetabled and is taught in all classes.

Rationale

The need for this policy arises from our schools obligation to provide for all the needs of the student body and respond appropriately to sensitive and emotive issues relating to emerging sexuality.

Definition of Relationship and Sexuality Education

Relationships and sexuality education encourages children to examine and explore the various relationships in their lives and to learn to develop and enjoy friendships, which are based on responsibility and mutual respect.  Children build the foundation for developing further relationships in later life.  They learn emotional and physical growth and about the various changes that occur as they progress towards adolescence and adulthood.

Aims

  • To enhance the personal development, self-esteem and well-being of your child
  • To help your child to develop healthy friendships and relationships
  • To foster and understanding of and a healthy attitude to human sexuality and relationships
  • To develop and promote in your child a sense of wonder and awe at the process of birth and new life
  • To enable your child to be comfortable with his/her sexuality and that of others, while growing and developing in a moral, spiritual and social framework

Relationships to School Ethos

The school ethos affirms and supports close links between school and home.  To this end parents were encouraged to play a meaningful role in the R.S.E. policy formation, through a series of meetings, full representation on the Steering Committee and the ratification of the finished product.  Parents also have the right to withhold their children from participating in R.S.E classes.

School Provision

Strand Units

Myself –                                  Self-identity, taking care of my body, growing and changing, safety and protection.

Myself and Others –             Myself and family, friends and relating to other people.

Taking Care of My Body –  Naming parts of the male and female body using appropriate terminology (Junior and Lower Middle classes).  Identifying physical changes, Understanding puberty and the Reproductive System (Senior Classes)

Growing and Changing –     The stages of development of a baby from conception to birth (Middle Classes).

Understanding sexual relations within the context of a committed loving relationship (Senior Classes).

Teachers do not cover topics such as contraception and same sex friendships.  Children who ask questions in class on content outside the curriculum are talked to individually and discreetly.  Parents are usually informed and asked to talk to their child.

Methodology

Circle time is used extensively in Junior Classes to build confidence and address fears.  Boys and girls are taught together in all classes.  Senior pupils are treated in a mature way and are encouraged to discuss issues that arise with their parents.  The Grow in Love resource materials are used extensively in all classes.

The Stay Safe and Walk Tall programmes.

The Stay Safe programme is taught to all children over a two year period.  Aspects of the programme such as bullying are revised in all classes.

Topics covered up to 2nd class include:-

  • Keeping safe.
  • Naming bodily parts using correct terminology.
  • Bodily changes during growth and development.
  • Making and keeping friends.
  • Making age appropriate choices.
  • Appreciating family life.
  • Recognizing and expressing feelings.
  • Self-care, hygiene, diet, exercise and sleep (link with P.E. Healthy Eating Policy and S.P.H.E.)
  • Expressing opinions and listening to others.

Topics covered from 3rd to 6th Classes include:-

  • Bodily changes.
  • Healthy eating, personal hygiene, exercise.
  • Keeping safe.
  • Expressing feelings.
  • Family relationships.
  • Making healthy and responsible decisions.
  • Forming friendships.
  • Reproduction, conception (5th and 6th Classes)

Content Overview (Sensitive Issues)

Infants to 2nd Class: name and identify external body parts of the male and female body.

3rd and 4th Class: Discuss the stages and sequence of development of the human baby from conception to birth

Puberty in girls (4th Class)

5th and 6th Class: Identify and discuss physical and other changes that occur in girls and boys at puberty. Understand the reproductive systems of male and female adults.

6th Class: Understand sexual intercourse, conception and birth within the context of a committed relationship.

Roles and Responsibilities

Parents have the primary responsibility for educating their children in sexual matters.  The school R.S.E. programme acts as a support only to parents, and parents retain the right to withdraw their children from classes.  The programme is taught within the ethos of the school and contemporary issues/topics are dealt with by the teacher at a level appropriate to the age and stage of development of pupils within a moral and spiritual framework. 

Board of Management

The Board of Management will review this policy on an annual basis. It is the responsibility of the Board to ensure that the staffs have the resources necessary to teach the programme.

Staff

While we acknowledge that it is the responsibility for teachers to teach S. P.H.E. at all class levels, any teacher who wishes to opt out of teaching certain lessons, has the right to do so. It is the responsibility of the Board of Management to provide a suitable speaker. Any guest speaker will be made aware of our R.S.E. policy and the class teacher will remain in the classroom while these lessons are being taught.

Parents

Parents will be given an opportunity to see the programme in some detail i.e. the lesson plans as provided by the Department of Education will be distributed to the parents prior to sensitive lessons.  Parents will have the right to withdraw their child/children from the RSE lessons. Provision will be made for their supervision in such an event. From time to time an outside professional, may be brought into the school to assist in delivering the more sensitive areas of the programme (i.e. a 5. and 6. class lesson) consultation between the parents of such children and class teacher would take place to make the necessary arrangements. Timing of lesson plans may be rescheduled to suit outside visits.  Finally it is of vital importance that a shared responsibility is accepted by parents and teachers for the successful implementation of the programme

Organisational Matters:

If children are withdrawn, they will be accommodated in another teacher’s classroom. With regard to matters of a confidential nature, the school cannot take any responsibility for what is discussed in the yard or classroom. Any teacher has the right to opt-out from teaching the sexually sensitive issues in RSE. It is responsibility of Board of Management to ensure that the curriculum will be taught to the children by another teacher or an outside speaker. Parents are invited/welcome to view the curriculum and may speak to the class teacher if they have any concerns.

Child Protection

The school follows the D.E.S. child protection guidelines and has a Child Protection policy with the Principal as Designated Liaison Person. In cases of disclosure; the D.L.P. will follow the procedures as set out in Children First.

Teacher Choice/Staff Development

The teacher’s right to choose is enshrined in the policy and if teachers do not wish to teach specific aspects of the programme or require additional resources, a suitable speaker will be employed by the B.O.M…  The teacher may need to plan the specific material to be covered and should be present during the talk.

The staff have availed of training in:-

  • The Child House Prevention Programme (Stay Safe)
  • Relationships and Sexuality Programme (R.S.E.)
  • Walk Tall Programme (S.M.P.P.)

The Whole School Plan is available on a shared Resource file in both the   Secretaries Office and the Principals Office.  Each teacher is responsible for his/her long term and short term planning comprising of a yearly and fortnightly scheme of work.  A Cuntas Miosuil is retained in the Principals Office.

Evaluation

  • Teacher observation.
  • Inventory of what needs to be changed.
  • Ensuring all strands are covered.
  • Teacher designed tasks and tests and self-evaluation.
  • Community feedback.

Roles and Responsibilities

The whole school community of B.O.M., staff, pupils and parents play a key role in the formulation and implementation of the plan.

Ratification

This policy was ratified by the B.O.M. in 2020.

Implementation

Implementation is on a phased basis from 2020.

Review

This policy will be reviewed annually