RSE Policy

Relationships and sexuality education (RSE) is an integral part of Social, personal and health education and must be taught in this context. It 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 personal and social skills and aspects of parenting

Central to the RSE Program is the fostering of self-esteem, through which the pupil becomes more responsible in making choices and decisions in all aspects of life, and particularly in those relating to sexuality and relationships.

Aims:

To promote the personal development and well being of the child.

To foster in each child a sense of care and respect for himself/herself and others and an appreciation of the dignity of every human being.

To enable each child to develop a sense of personal responsibility and come to understand this/her sexuality and the processes of growth, development and reproduction.

 Context:

The RSE Program will be delivered within the context of the SPHE program which will be timetabled on our curriculum.

Sexually sensitive issues will be covered within the following Strand Units:

Taking care of my body

Growing and changing

Safety and protection

 Current Provision:

The SPHE Curriculum is divided into 3 strands:

Myself

Myself and others

Myself and the wider world

 These in turn are divided into further strand units.These strands are consistent throughout all class levels, thus reflecting the spiral nature of the curriculum.This program is currently being delivered in full in our school with the exception of the sensitive issues of the RSE program. The program is delivered in a combination of ways: a positive school climate and atmosphere, discrete SPHE time, an integrated approach. The content of each grouping is divided over a two year time frame.

Content Developmental Approach:

The content of the RSE program will be taught as per the curriculum guidelines with the following exceptions:

JUN/ SEN INFANTS – Strand: Myself (p.17) –

GROWING AND CHANGING:

recognise the importance of treating the body with respect and dignity

identify external parts of the male and female body using appropriate anatomical terms. 

 GROWING AND CHANGING:

becoming aware of new life and birth in the world – new growth in springtime, baby animals.

develop an awareness of human birth – that a baby grows and is nurtured in the mother’s womb until ready to be born

identify what babies need to help them to grow and develop – e.g. love, food, warmth, nappy changing, careful bathing etc.

 This shall only occur in infant classes in an incidental manner

 1ST / 2ND CLASSES  - Strand: Myself ( p 23 )

KNOWING MY BODY:

recognise the importance of treating the body with respect and dignity

name and identify external parts of the male and female body and their associated functions.

 NEW LIFE:

begin to understand that reproduction, birth, life, growth and death are all part of a life cycle

appreciate what is necessary in order to provide and care for new-born babies in both animal and human world

realise the various roles parents and other family members have in providing for new born babies

 This will be taught as is and in an incidental manner.

3RD / 4TH CLASSES – Strand: Myself ( p.29)

 KNOWING MY BODY

realise the importance of caring for and treating the body, and that of others, with dignity and respect

understand the physical changes taking place in both the male and female body (very general context )

realising we are all different and change at different rates

 BIRTH AND NEW LIFE:

sequence and discuss the stages of development of the human baby from conception to birth

recognise the changes in the foetus as it develops in the mother’s womb

develop an appreciation of the wonder of the birth of a baby

compare and contrast gestation period in animals and humans

 This content objective will not be taught where there is a third class group in a multi class situation. It may be taught where there is a single stream fourth or a mixture of fourth and fifth classes. If it is not possible to cover the content for these reasons it will be included in the content of fifth / sixth class curriulum content irrespectively.

 FIFTH AND SIXTH CLASS:  Strand : Myself (p. 37)

 KNOWING ABOUT MY BODY:

recognise the importance of treating his / her body, and that of others, with dignity and respect.

identify and discuss the physical and other changes that occur in boys and girls from the onset of puberty and understand that these take place at different rates for everyone

understand the reproductive system of both male and female adults

 This will be taught to sixth class only and will be taught in a class unit (i.e. boys and girls together). There will be the option of bringing in a speaker to work on this content with the class. The parents / guardians of the sixth class will have the opportunity to meet with the speaker or view the content so as to be familiar with the content of the lesson(s).

 Content in the context of a multi class situation:

Due to our staffing level multi class groupings are a constant at some level in the school each year. In the implementation of the above sensitive issues of the RSE program the content in any given group will always be from that of the lower class grouping.

 Answering questions:

When answering questions posed by children with regard to the above issues the teacher shall keep in mind the agreed content, and in conjunction with the age, stage of development and readiness of the children shall gauge his/her answer. However, where, in the professional judgement of the teacher, the content of the question is considered to be outside the scope of the given content, the teacher shall suggest that the children might bring the question to the attention of their parents/guardians.

 Rights and Responsibilities of Parents:

As with the general SPHE curriculum, the delivery of RSE program is a shared responsibility between family, school and the community. The contributions and involvement of all will be essential to the effective implementation of the SPHE programme in the school. The roles of each of these partners should be clear and understood by all.

 On completion of the draft policy the said policy shall be circulated to all current families in the school. Feedback shall invited from parents/guardians and from teaching staff. The RSE policy committee shall finalise the policy with due consideration to this feedback. If the views of parents/guardians differ widely from what has been presented in the draft policy the commitee will consider these views. However under the Education Act the full content of the programme must be taught before the children leave the primary school.

 Full Department guidelines on the RSE program material may be viewed in full if a parent/guardian so wishes. To do so, please contact the principal at the school.

 If they so wish, a parent/guardian may wish to withdraw their child from the class situation where the sensitive issues are taught. This is their right, but in choosing to do so, the parent/guardians are accepting full responsibility for the education of their child in this area. That they wish their child to opt out must be relayed both verbally and in writing to the class teacher or Principal in person by the parent / guardian. The written record will be kept on file.

 PLEASE NOTE:  If a child is withdrawn from the class situation in this context there exists the possibility that their child may hear from another child what was discussed in the class while the child was out of the room. Please note also that in the case of these children who opt out of participation in the RSE programme, the school cannot guarantee that the children would not have incidental contact with language or concepts relating to RSE outside of formal lesson times.

 The parents/guardians of the child who was withdrawn must take full responsibility to deal with this with their own child.

 In future years the opt out clause will be presented to parents as part of the enrolment procedure.

 Rights and responsibilities of teachers:

While the teachers have a responsibility to deliver the SPHE curriculum, any individual teacher reserves the right to opt out of teaching the sensitive issues of the RSE program.

If the option of bringing in an outside speaker to deal with the sensitive issues with 6th class is used a teacher must be present with the group as per Primary School Guidelines.

 Ongoing Training:

 The teaching staff may avail of further training with regard to the delivery of the RSE program.

 Review:

The content of this policy will be reviewed on a yearly basis.