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1 Relationships and Sexuality Education Policy Guide for Primary Schools Resour

1 Relationships and Sexuality Education Policy Guide for Primary Schools Resources you will need to be familiar with when drawing up your RSE policy – referenced throughout this document: 2 School Details PDST National School is a mixed sex school in Ireland. The school has a generic ethos. There are 4 classrooms with multi-grade classes in each. Introductory Statement All schools are required to have an RSE policy to detail how RSE is taught in the school, including the sensitive aspects. This policy is an approved approach to the teaching of Relationships and Sexuality Education (RSE). It was developed to inform teachers and parents as to what material is covered in the RSE programme within SPHE both formally and informally. The first RSE policy was developed in 2001 with a committee, revised in 2003, 2005, 2007, 2009, 2011, 2013 and again in 2015. School Philosophy 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 while encouraging their ability to relate to others in a positive way. The curriculum also encourages children to be aware of their rights as an individual while at the same time accepting responsibility for their actions as members of the school and the wider community. Our school values the uniqueness of all individuals within a caring school community. Our ethos means that we value respect, tolerance and openness through the lived experience of the children and school community. Parents have the primary role in the social, personal and health education of their children so their involvement will be encouraged as much as possible. SPHE and RSE are key components in supporting our school and children to develop into healthy young adults. Detail the school’s philosophy from general to specific, taking into account, the importance of SPHE and RSE within the context of the school community and ethos. What is this policy, why is it needed, how it was revised, and any other details you deem fit School name, area, gender, size of school, classroom make up, and any other relevant details 3 Definition of RSE Relationships and Sexuality Education is an integral part of SPHE 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 to personal and social skills. Relationship of RSE to SPHE Social, Personal and Health Education (SPHE) provides opportunities for pupils to learn basic personal and social skills which foster integrity, self-confidence and self-esteem while nurturing sensitivity to the feelings and rights of others. SPHE: • Is a lifelong process and consequently RSE is a continual process throughout primary school and is not confined to once off inputs or lessons • Is a shared responsibility between family, school, health professionals and the community RSE education should include an input from all, and collaboration can be fostered through the teaching and delivery of materials • Is a generic approach. It is not so much about the specific content of RSE but rather the relationship with a child’s skills, attitudes, values and understanding relevant to a range of social, personal and health issues The definition of RSE used is from the Interim RSE Guidelines 1996 and Going Forward Together Parents Information Booklet. ‘RSE is an important part of the education of young people, and schools provide a safe context within which young people can learn about themselves and the wider world. This makes access to RSE in schools all the more important’ – (Mayock, Kitching and Morgan 2007, p2). The policy guidelines state that schools can develop a working definition within the context of both the NCCA’s and the policy guidelines definitions. This definition must be in line with the SPHE Curriculum and other relevant policy documents. RSE is an integral part of SPHE. SPHE is taught through school atmosphere and culture, integration and discrete teaching time. Formal RSE lessons and informal RSE messages must be consistent with the whole school approach to SPHE. 4 • Is based on the needs of the child, therefore RSE education should prioritise the needs of the child and his/her environment, with appropriate adaptations made within the curriculum to suit individual requirements and individual school situations • Is spiral in nature. RSE is revisited at different stages throughout the child’s time in school, this will provide opportunities to consolidate and build on previous learning. This allows for issues and topics to be explored and treated in a manner appropriate to the children’s needs, abilities and levels of maturity • Engages children to be involved in activity based learning. RSE should provide a range of learning opportunities that include working together, learning about one’s own feelings and those of others, developing a sense of empathy and experiencing and supporting healthy relationships. Through SPHE and RSE, members of the school community should be enabled to enhance their self-esteem and wellbeing through; • A sense of identity • A sense of purpose • A sense of belonging • A sense of security • A sense of competence. In an ever changing world, RSE encourages children through consistent messages that are taught in line with SPHE. The school has a responsibility to ensure that its curriculum is free of bias and that issues of inequality in any form are addressed and dealt with (SPHE Teacher guidelines, p25). In learning about cultures and traditions of others, children can develop a sense of respect for difference and appreciate the contribution that such has to offer. It will encourage children to be inclusive with each other, challenge prejudice and learn how to live in an intercultural society. 5 Current Provision Included in the School Curriculum is: § SPHE lessons (provided through discrete curricular time and integration) § Use of the RSE Manuals and Busy Bodies resources § Stay Safe Programme § Walk Tall Programme § Webwise resources § All Together Now – Homophobic and Transphobic bullying lessons § RESPECT Guidelines (suggested approaches to teaching about different families) § Adapted resources for SEN from www.pdst.ie § Religious Education. 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 What is the current provision for RSE both in discrete teaching, integration and any whole school approaches? Aims taken from the Interim Guidelines for RSE Education 1996 Objectives taken from Interim Guidelines for RSE Education 1996 – if there are any objectives that the school wishes to include for their own RSE policy, here is where it might be included. 6 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. We support the aims on which RSE is modelled. We encourage good behaviour, open communication, understanding and tolerance of differences, and respect for self and others. We recognise that both pupils and staff have rights and responsibilities in our school. A sense of responsibility is fostered and attention is paid to the wellbeing of all of the members of the school community. 7 Policies which uploads/Societe et culture/ rse-policy-guide.pdf