Relationships and Sexuality Education
Recognising that Relationship and Sexuality Education (RSE) is a collective and shared responsibility, between all members of the whole school community, this RSE Plan review and formulation was led by the school Management Team, informed by the views of staff, parents and the Board of Management (BOM).
The Catholic ethos of St Columba's N.S is characterised by respect and care for each individual. The child's many needs are met in a well-structured environment where he/she can live fully the life of a child and develop as a whole person - academically, socially, emotionally and spiritually. While nourishing the child's young life, we strive to foster an atmosphere that will enable each child develop to their full potential in a safe environment.
The environment is such that the child is encouraged and stimulated to be confident, appreciative, independent and creative. The Relationships and Sexuality (RSE) programme will be implemented within this framework
The Plan sets out a structured programme and procedures for RSE, to: inform all members of the school community, provide a ready basis for teacher planning, and familiarise new teachers with the approach adopted at St. Columba's N.S.
2. Definition of RSE
RSE aims to provide opportunities for children to learn about relationships and sexuality in ways that help them think and act in a moral, caring and responsible way. This work will be based on developing a good self- image, promoting respect for themselves and others, and providing them with appropriate information for their
age-group.
3. RSE in the context of our SPHE programme
Throughout the school year, Social, Personal and Health Education (SPHE) is taught as a subject from Junior Infants to 6th class. A wide variety of topics are included on this programme, at age-appropriate levels. It is a spiral curriculum which ensures that topics are taught in a developmentally appropriate manner throughout a child's primary school years. RSE is an integral part of SPHE. SPHE is taught indirectly through a positive school atmosphere and culture, integration and directly through discrete teaching time. Formal RSE lessons and informal RSE messages must be consistent with the whole school approach to SPHE.
4. Aims and Objectives
To enhance the personal development, self-esteem and well-being of each child.
To help children 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 older 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.
4. Content
RSE forms part of the national curriculum for SPHE and will be taught from infants to 6th class.
5.Guidelines for the teaching of RSE
R.S.E. is taught as an integral part of the Social, Personal and Health Education. It is recognised that parents are the primary educators of their children, and that the home is the natural environment in which RSE should take place. The role of the school, therefore, is seen as one of support for the work of the home in this area.
Parents' attention will be drawn to the RSE policy at the Junior Infant Open Day. Speakers from ACCORD will give discrete lessons on sensitive areas of RSE with 5th and 6th classes each year. Parents will be notified in advance of these classes.
Appropriate vocabulary relating to sexuality, growing up, physical changes, parts of the body and feelings will be used. The use of slang words will be discouraged.
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.
Presently in St. Columba's N.S. all teachers deliver this programme to their own class. However, provisions will be made for teachers who may have difficulty with teaching the sensitive areas of the programme.
The approach in school is child-centred and will always take the age and stage of development of the children into account.
6. Withdrawal of a child from the lessons dealing with sensitive topics
The RSE programme is inclusive and so we actively discourage withdrawal. Should a parent seek to have their child withdrawn from the RSE lessons, the school will take account of parental concerns, and the parents' right to withdraw their child from themes pertaining to sensitive issues will be honoured on the understanding that the parents are taking full responsibility for this aspect of their child's education themselves. The onus will be on the parent to inform the school in writing of this decision. This letter from the parents will be attached to the child's enrolment form. If a child is withdrawn from the lesson, the school cannot guarantee that other children will not inform the child in question of the content of the lessons or that the children in the class may not refer incidentally in class to aspects of the lesson during subsequent days/weeks.
7. Differentiation for pupils presenting with SEN
Adaptions to the way in which the content is delivered will be made for children with Special Educational Needs. Consultation with parents/guardians in advance and anticipation of the children's needs will be central to ensuring learning is meaningful.
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 materials. Any different or specific objectives related to the pupils own learning needs should be detailed in their Student Support Plan, in consultation with parents/guardians.
8. Integration with other subjects
Many aspects of RSE can be dealt with in a cross-curricular manner while other aspects need discrete instruction. RSE teaching can be integrated with the following subjects:
Science
Visual Arts
Physical Education
Religion
Drama
English
9. Supporting Programmes and Policies
The following programmes and policies support RSE and were drawn up in consultation with staff/parents/guardians and the Board of Management:
Stay Safe Programme
Walk Tall Programme
Relationships & Sexuality Education Programme Webwise
Grow in Love Programme
Adapted resources for SEN (www.pdst.ie)
SPHE Curriculum
Code of Behaviour Policy.
Healthy School Policy
Bi Cinéalta Policy.
Child Safeguarding Statement
Admission's Policy
Acceptable Use Policy
10. Approaches and Methodologies
Active learning which includes: art and music, drama activities, co-operative games, use of pictures, photographs and visual images, written activities, discussions, use of media and information technologies and looking at children's work.
Linkage within the broader SPHE curriculum
Integration with other curricular areas e.g. SESE, Arts Education and Religion.
Direct Teaching for the discrete, sensitive areas of the programme. Discussion, group work, role play, circle time, use of ICT.
11. Provision for Staff Training and Development
Provision is made for staff to attend training, where necessary and when available.
Training in the Relationships and Sexuality programme
Training in the Children First Guidelines (DES Guidelines and Procedures) - all staff.
Training in Stay Safe and Walk Tall Programmes (Principal/Deputy Principal/Staff Meeting)
Sharing of information:
New publications, reference texts, RSE information, circulars etc. are circulated to staff.
12. Assessment and Recording
Assessment strategies provide information on the pupil's progress. These assessments are generally of an informal nature and include:
Observation and questions
Use of teacher-designed tasks such as worksheets, quizzes or games
Use of reflection or learning log
Work covered in RSE as part of SPHE is recorded as part of every teacher's cuntais míosiúil, a copy of which is available on the shared Drive.
13. Roles and Responsibilities
It is the responsibility of the BOM to ratify the Plan and support its implementation
It is the responsibility of the Principal to oversee the implementation of the Plan and support staff in the teaching of RSE
It is the responsibility of teachers to deliver and implement the plan
Parents are the primary educators of their children, and so the home is the natural environment in which RSE should take place.
The wider school community including caretaker, secretary, and SNAs have a role to play in
supporting the social, personal and health development of pupils. In their interactions they must reflect the principles promoted by the SPHE curriculum
A member of the In School Leadership Team has responsibility for the development and organisation. of SPHE, encompassing RSE, within the school.