RSE Policy

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Introductory Statement

Ballyagran National School is a mixed sex school in Co. Limerick, Ireland. The school has a Catholic ethos. There are 6 classrooms with 4 multi-grade classes, 2Special Classes for ASD and a Pre-school. We employ 8 full time teachers (6 class & 2.5 SET), a shared part-time SET, 7 SNA’s (2 part-time), 3 Bus Escorts, a part-time secretary  and a part-time caretaker.

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Rationale

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 national RSE policy was developed in 2001 with a committee, revised in 2003, 2005, 2007, 2009, 2011, 2013 and again in 2015. This policy has been formulated in response to the new Stay Safe programme which has many lessons which crossover, and to the new ‘Making the Links and Beyond’ which was released in 2017.

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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.

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Definition of RSE

‘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). 

 

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. 

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Relationship of RSE to SPHE

RSE is an integral part of SPHE. SPHE is taught through school atmosphere and culture, integration and discrete teaching time. 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.

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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
• 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.

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Through SPHE and RSE, members of the school community should be enabled to enhance their self-esteem and wellbeing through;

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• A sense of identity 
• A sense of purpose
• A sense of belonging 
• A sense of security
• A sense of competence.

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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.

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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.

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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 healthy 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.

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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)

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• 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.

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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.

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Policies which support SPHE/RSE

The RSE policy reflects the school’s policies in areas that relate to promotion of the development and protection of self. Policies that support the work of RSE and link with RSE include:

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• Child Protection Policy
• Substance Use Policy
• Code of Behaviour 
• Special Educational Needs Policy - Our Special Educational Needs Policy sets out how we arrange adaptations for children with special educational needs.
• Anti-Bullying Policy - the schools RSE policy reflects the school’s Anti-Bullying policy, especially around the use of language and how language may be used to bully others, most notably homophobic and transphobic bullying.
• Enrolment Policy 
• Acceptable Use Policy - Our Acceptable Use Policy details the access and response to issues surrounding technology.
• Healthy Eating Policy

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Throughout the RSE programme, it is necessary to link to other relevant policies. It is important that we ensure that a common theme based on our ethos is evident.

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Guidelines for the Management and Organisation of RSE in our School

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Curriculum Content:

The curriculum by NCCA will be followed as published, and will be taught from infants to sixth class. All resources used will be in keeping with the ethos of the school, the whole school plan for SPHE and the RSE policy. Each class teacher will teach the content for their class level each year as laid out in the SPHE curriculum, and utilising the RSE manuals to complement their teaching.

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Management of RSE

• The strands Growing and Changing, and Taking Care of my Body are covered in Year One of a 2 year SPHE plan.
• The sensitive lessons are covered as part of these broad topics (outlined below & see appendix 1)
• Special arrangements exist for the delivery of the sensitive elements from fourth class up (see below)
• Special consideration will be taken to ensure that the needs of children with SEN are met. Taking into account the pupil’s social and emotional development, instruction will be based on individual needs where possible. Parents will be consulted around sensitive issues.

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Parental Involvement

Going Forward Together (Parents Booklet) states that – 

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“As a parent, you are the first teacher of your child. You hand on values and attitudes to each new generation of children”

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We aim to foster positive and open communication with parents in all areas of school life and especially in the area of RSE. We plan to encourage this by adequate prior notification of commencement of RSE teaching in the school, allowance of adequate time and access to discuss matters of concern and providing respect of parents’ opinions in the sensitive area of RSE. As we provide an external expert in the teaching of the most sensitive aspects of RSE for both parents and pupils, we hope to provide a forum for standardising a home/school approach to dealing with any possible issues that may arise over the course of teaching the RSE programme or subsequently. 

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It should be noted in line with the Education Act 1998, section 30 subsection 2 (e) shall not require any student to attend instruction in any subject which is contrary to the conscience of the parent of the student or in the case of a student who has reached the age of 18 years. 

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Therefore, parents have the right to withdraw their child out of the sensitive aspects of RSE if they so wish. In this case, parents must sign a waiver to accept full responsibility for the education of their child in the area of RSE and accept that information relating to these lessons that they may come across in informal settings in the school are not the responsibility of the school authority. As RSE is an integral component to SPHE, consent is not needed. It is hoped that through these robust practices of open communication, withdrawal of pupils will not be common. As it is essential to SPHE that parents and teachers find ways of listening to each other and taking the opinions and concerns of both home and school into account, the following are examples of strategies that we implement when needed:

• individual consultation with parents and with members of the community
• arrangement of meetings at appropriate times
• creating a balance between class meetings (for example to introduce the curriculum and/or classroom strategies) and larger group meetings from t

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Communication to parents

Parents are informed that the school fully implements the RSE strands of the SPHE programme including sensitive aspects of the programme at enrolment. Parents are informed in advance of lessons on the sensitive areas of the RSE programme, with a letter relevant to what will be taught at their child’s class level (see Appendix 2). 

The letter will be issued in advance, giving parents an opportunity to meet with relevant class teachers if they so wish, to discuss or clarify what is covered and to prepare their children, it also gives parents an opportunity to become involved, to inform themselves of the programme content and to prepare children for the information they will acquire around the sensitive areas and discuss areas covered in RSE/SPHE. Parents are welcome to view the curriculum and may speak to the class teacher if they have any concerns at any time during the year. The school acknowledges that parents have the primary responsibility for educating their children about growing and changing. Following discussion with the Principal and class teacher, if a parent wishes to withdraw their child from the sensitive lessons it should be given in writing stating their reasons for doing so and this will be centrally filed. If a child has been withdrawn from the sensitive RSE lessons, the school takes no responsibility for what the child may hear following on from the teaching of the lessons. eg. What they may hear on yard/during unstructured lessons/related questions which may be asked of teacher/staff member during school hours.

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Organisation and Curriculum Planning

RSE forms part of the national curriculum for SPHE by NCCA and will be taught from infants to 6th class. RSE will be covered under the following strands and strand units of the SPHE curriculum:

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Myself

Growing and changing Taking care of my body

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The RSE programme is divided into two main parts:

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1. The general programme which contains content covered through SPHE strands and strand units and compliment the aims and objectives of RSE ·

• Friendship
• Self-identity 
• Family    
• Self-esteem
• Growing up

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2. The second section will deal with any sensitive / specific content covered through RSE strands and strand units. The sensitive aspects are in bold.

Topics covered up to second class 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 Third to Sixth 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 (3^rd, 4^th class)
• Introduction to puberty and changes (3^rd, 4^th, 5^th and 6^th class)
• Changes that occur in boys and girls with the onset of puberty ( 5^th and 6^th Class)
• Reproductive system of male/female adults (5^th and 6^th class)
• Understanding sexual intercourse, conception and birth within the context of a committed loving relationship (5^th, 6^th class).

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Sensitive content 3^rd – 6^th

Sensitive content is taught as per 2 year SPHE plan. Here is a copy of our two year plan.

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Month

Year 1

Year 2

September / October

Self-Identity (Myself)

Myself and my Family (Myself and Others)

November / December

My Friends and Other People (Myself and Others)

Relating to others (Myself and Others)

January / February

Safety and Protection (Myself)

Growing and Changing (Myself)

March /April

Making Decisions * (Myself)

Taking Care of my Body (Myself)

May / June

Media Education (Myself and the Wider World)

Developing Citizenship (Myself and the Wider World)

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A copy of the Busy Bodies DVD can be distributed to parents in advance to support the implementation of the sensitive objectives in class.

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Approaches & Methodologies

Active Learning Methodologies are an integral part of teaching of SPHE and RSE

Any or all of the following techniques will allow the child to play an active part in the learning process:

• Discussion 
• Role play
• Interviewing friends, or other school pupils, family members 
• Surveys of attitudes
• Analysing and evaluating newspapers and magazines, agony columns, television schedules
• Hosting visitors
• Projects 
• Modelling
• Designing advertisements 
• Writing captions
• Ranking statements
• Describing photographs
• Viewing and discussing videos.

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When implementing the programme, staff at Ballyagran National School will endeavour to display respect for and sensitivity towards the different cultural and family backgrounds experienced by the children. The curriculum will be taught in an age-appropriate manner at all times. The curriculum will be taught from Junior Infants to 6th class. It will be taught through a spiral curriculum (key topics will be revisited in a developmental manner at regular intervals). The materials taught will reflect the needs of the children. The RSE programme will be taught as part of two-year SPHE planning. The sensitive objectives in RSE will be taught in the opposite year to Safety and protection and the Stay Safe programme. 

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The RSE curriculum will be taught through: 

• stories and poems
• classroom discussion
• group work
• games
• art activities / reflection
• circle time
• guest speaker (The class teacher will stay in the room at all times in accordance with Circular 22/2010).

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Differentiation

The very nature of RSE, and the differing maturity and growth levels of children mean that some children will need more support to understand the concepts and content. The teacher must use their assessment techniques to determine how to manage this. Usually some simple approaches can aid the teacher and children. Often differentiation can include the teaching strategies you use to teach the same content. Teachers use assessment and professional judgment to differentiate the programme and content to suit the needs of the class. 

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Some techniques used:

• ensuring that objectives are realistic for the students
• ensuring that the learning task is compatible with prior learning
• providing opportunities for interacting and working with other students in small groups and spending more time on tasks
• organising the learning task into small stages and ensuring that the language used is pitched at the student’s level of understanding
• understanding of the activity using task analysis, outlining the steps to be learned/completed in any given task, posing key questions to guide students through the different stages/processes, and to assist in self-direction and correction

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• having short and varied tasks creating a learning environment through the use of concrete, and where possible everyday materials, and by displaying word lists and laminated charts with pictures.

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Sometimes the stage of development in a class can vary widely and strategies to differentiate in class can support gradual and appropriate teaching

• group work and discussion
• higher and lower order questioning in groups
• moderated whole class discussions through use of a Question Box.

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Pupils with Special Educational Needs

Adaptations to the way in which the content is delivered will be made for children with Special Educational Needs. Professional advice and input will be sought from agencies like SESS, PDST, NEPS and NCSE in advance of instruction of SEN pupils. Consultation with parents/ guardians in advance and anticipation of the children’s needs will be central to ensuring they are at an appropriate stage of development and if so, that learning is meaningful.

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• Children may be pre-taught language or concepts in anticipation of whole class work
• Children may work in smaller groups or 1:1 on adapted and suitable material
• Any different or specific objectives related to the pupils own learning needs should be detailed in their IEP or IPLP in consultation with parents/guardians.

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Language

SPHE curriculum provides a context in which children are given opportunities to develop and enhance their language skills and to increase their vocabulary related to SPHE. Children should become aware of the power and influence of language. When used positively, language can build up, affirm and show respect to another human being but if used in a negative manner can hurt, diminish and demean. Children need to recognise and become sensitive to the ways in which they themselves use language in their relationship and their everyday interactions. Language is a powerful tool and should be used with respect and integrity for the dignity of each person. There are two areas where the use of language is applied in RSE lessons;

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• The formal use and teaching of language generally throughout the school
• The use of language in discussion through your formal RSE lessons
• Appropriate vocabulary in formal teaching
• Relating to sexuality, growing up, physical changes, parts of the body and feelings will be used, the use of slang will be discouraged
• Anatomical terms and language introduced is consistent with RSE Materials Books.

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We use some simple principles when fostering discussion and questioning!

No personal questions of the teacher should be asked or answered.

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• The Question Box will be availed of by the children
• The teacher will be mindful of their reaction to any questions 
• Questions do not have to be answered straight away

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Sample responses;

• I’ll do my best to answer your questions but I may not be able to answer all of them 
• That’s something you’ll learn about as you get older
• Is that something you could talk to your parents / guardians / family about? 
• We agreed in our contract that we wouldn’t ask anyone personal questions
• Somebody asked a question and the language they used was slang language, what they meant to ask was….
• A question was asked, and we cannot talk about that particular topic but I think that question was about.

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For older children a ‘question box’ will be used as part of a structured RSE lesson. Teachers can follow up on the written questions at a later date, thus allowing time to prepare suitable answers, consult with colleagues, etc.

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Question Box

During the delivery of each section of the sensitive lessons– children will be encouraged to place their questions into a box in the classroom. These questions will then be monitored and screened with the teacher answering the questions the following week taking into account the following;

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• Questions arising from lesson content will be answered in an age-appropriate manner
• The class teacher cannot answer questions which do not relate to the particular curriculum objectives for a class
• Pupils will be informed if a question/issue is not on the programme and they will be advised to talk with their parents
• Teachers may exercise discretion to contact parents themselves if they feel that a question is very inappropriate or needs to be communicated with home because of other reasons
• No personal questions will be answered and children will be reminded not to share personal information about their families or others – but can share with teacher after the lessons.

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If issues arise which might be seen to contravene Children First Guidelines, the teacher will notify and discuss with the Designated Liaison Person in the school, and plan the correct course of action.

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Assessment

Assessment in RSE is important to enable the teacher to pitch the lessons correctly to their respective class group. The teacher uses;

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• Observation and questions to assess the children’s engagement and interest
• Use of teacher-designed tasks such as worksheets, quizzes or games
• Use of reflection or learning log.

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Confidentiality

The school follows Children First Guidelines 2011, recognises the Children First Act 2015 and The Child Protection Procedures for Primary and Post Primary Schools 2017. If a child is withdrawn from the teaching of sensitive issues, we cannot guarantee that the other children will not tell or inform him/her about what happened and cannot be held accountable for this.

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Resources

Relationships and Sexuality Education Resource Materials (DES) - Each class teacher has a copy of the appropriate manual or access to it in online / pdf format. Other resources that support the broader aims of RSE include:

• “Stay Safe” programme 
• “Walk Tall” Programme

• Anatomical Dolls and Story books
• Busy Bodies DVD and Booklet (DVD and booklet developed to support RSE 3^rd – 6^th classes
• Picture books across the 9 grounds of equality !
• INTO Different Families, Same Love Poster
• RESPECT guidelines.

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Provision of Ongoing Support 

• Opportunities provided by our Education Centre will be brought to the attention of staff members.
• Teachers will be encouraged to attend CPD in RSE
• Staff meetings utilised as a platform for discussion and development of RSE materials
• Support from a PDST Advisor
• Promotion and communication of resources available from www.pdst.ie.

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Review

The policy will be reviewed after every two years however the policy may also be reviewed at an earlier time should a need arise. Parents and staff will be informed of any amendments made. A hardcopy of the policy will be available from the school office or it will be available to view on the school website www.ballyagrannationalschool.com