Relationship and Sexuality Education (RSE)

Relationships and Sexuality Education Policy (RSE)

Ratified by Board of Management: 

January 2024
 

School Details

Hollypark B.N.S was established to cater for the Catholic community of Foxrock parish and its environs. Pupils of many nationalities and faiths attend and are welcome and respected.
We aim to make our school a centre where young people feel accepted and their personal worth and dignity is affirmed, where the spiritual, intellectual and physical potential of each individual is recognised, respected and developed, where special concern for the disadvantaged and underprivileged is experienced and encouraged and where staff, parents and students co-operate for the common good.

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.

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.

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. 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 that foster integrity, self-confidence and self-esteem while nurturing sensitivity to the feelings and rights of others.
RSE is part of the SPHE curriculum.
SPHE/RSE
●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 and collaboration between family, school, health professionals and the community.
●Is a subject that develops a child’s skills, attitudes, values and understanding relevant to a range of social, personal and health issues.
●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, pupils are enabled to enhance their self-esteem and wellbeing through;
o A sense of identity.
o A sense of purpose.
o A sense of belonging.
o A sense of security.
o 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.
Current Provision Included in the School Curriculum:
include for their own RSE policy, here is where it might be included.
●SPHE lessons (provided through discrete curricular time and integration)
●Use of the RSE Manuals and Busy bodies programme( updated version 2020)
●Stay Safe Programme
●Walk Tall Programme
●Webwise resources
●RESPECT Guidelines (suggested approaches to teaching about different families)
●Adapted resources for SEN from www.pdst.ie
●Religious Education.
●Welcome to Wellbeing and Weaving Wellbeing programme (Fiona Forman)
 

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.
 

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)
•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.
 

Policies that support SPHE/RSE.
•Child Safeguarding Statement and Risk Assessment
•Substance Use Policy
•Code of Behaviour
•Anti-Bullying Policy
•Admissions Policy
•GDPR Policy
•Acceptable Use Policy
•Healthy Eating Policy
 

Curriculum Planning for SPHE/RSE
There are 3 strands in the SPHE curriculum. There are nine strand units for Junior Infants to Second Class and then ten strand units from Third class onwards. Making Decisions strand unit only applies to 3rd to 6th class. The Department of Education advises to follow a 2 year plan when planning for SPHE. Each year schools should teach from each of the three main SPHE strands. Sharing the strand units over a two-year period ensures pupils will have covered the entire content relevant to their class grouping with a balanced offering from the three strands. It also ensures adequate time is allocated to each strand unit. If a teacher has any concern in relation to the teaching of specific content, the teacher should consult with their school leader.
Our school follows a two year plan for SPHE.
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
Growing and Changing (Myself)
Safety and Protection (Myself) STAY SAFE
March /April
Taking care of my body (Myself)
Making Decisions (Myself)
May / June
Media Education (Myself and the Wider World)
Developing Citizenship (Myself and the Wider World)
Making decisions is only a strand unit from 3rd-6th, Juniors - 2nd may complete the Safety issues section of safety and protection at this time. Due to the increased amount of lessons in the Stay Safe programme from 3rd to 6th, placing the strand unit Making decisions after the Safety and protection in a standard 2 year plan will enable the teacher to achieve some of the content objectives of making decisions through the Stay Safe Programme.
●We implement the “Weaving Well Being programme” through-out the school in Term 1

See Primary Well-Being portal on SPHE TEAMS for access to all relevant resources such as Walk Tall, Stay Safe and Making the Links.
Guidelines for the Implementation of RSE in our School

The SPHE curriculum will underpin all teaching and learning of RSE in our school. The SPHE curriculum 1999 is allocated 30 minutes of discreet teaching time by the Department of Education. Teachers can use their professional discernment if extra time is required, this can be taken from discretionary time.
Teachers are encouraged to use an integrated approach for the delivery of SPHE. All resources used will be in keeping with this RSE policy and will take into consideration the sample criteria for choosing resources, as outlined in the SPHE teacher guidelines p.103.
RSE which largely looks at the development of relationships, is interwoven through all strands and strand units of the SPHE curriculum. The more sensitive aspects of RSE will be covered under the strand “Myself” and strand units “Growing and Changing” and “Taking care of my body”.
The strand units “ Growing and Changing”, and “ Taking Care of my Body" are covered in Year One of our school’s 2 year SPHE plan.
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.
Pupil Voice
In our school the voice of the pupil is acknowledged, valued and respected. Children are given opportunities to reflect and feedback on SPHE/RSE topics via questionnaires and during group activities.
Approaches & Methodologies
Active learning is the principal learning and teaching approach that we plan to use when implementing the SPHE curriculum. The children will be actively participating in their learning in a wide variety of ways, thereby increasing the possibility of internalising what they have explored and of being able to use this learning in their everyday lives.

When implementing the programme, staff at Hollypark will endeavor 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 curriculum will be taught in a developmentally appropriate manner at all times. The teaching materials and methodologies used will reflect the needs of the children.
In our school we will use the following approaches and methodologies to teach RSE:
•stories and poems
•classroom discussion
•group work
•ICT activities
•Viewing and discussing videos
•games
•art activities
•reflection
•circle time

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
●RESPECT guidelines.
●Busy Bodies booklet and online accompanying video clips (updated version 2020)
●Busy Bodies workbook from PDST
●Inclusive picture and story books.
●PDST Health and Wellbeing RSE
●NSSA SPHE/RSE Toolkit

Parental Involvement
Parents will be informed that the school fully implements the RSE strands of the SPHE programme including sensitive aspects of the programme at enrollment.
As RSE is an integral component of SPHE, parental consent is not required in advance of lesson delivery. Parents will be 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, example of letter 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 invited/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, e.g. what they may hear on yard.
Differentiation
Teachers use assessment and professional judgment to differentiate the programme and content to suit the needs of the class. 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
●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. 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

Pupils with Special Educational Needs
Adaptations, 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 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.
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 relationships 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;
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.

Questions
We use some simple principles when fostering discussion and questioning
●No personal questions of the teacher
●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
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. 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
Question Box
During the delivery of each section of the sensitive lessons– children, in Fifth Class, 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:
●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 the teacher after the lessons. If issues arise which might be seen to contravene Children First Guidelines, the teacher, as a mandated person, will refer to the Child Protection procedures for Primary and Post-Primary Schools 2017.
●All children are encouraged to write on the question sheet. If they don’t have a question ask them to write something interesting that they learned in the lesson.
Assessment
Assessment in RSE is important to enable the teacher to pitch the lessons correctly to their respective class group
The teacher uses;
●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.
Confidentiality
●The school follows Children First Guidelines 2017 and The Child Protection Procedures for Primary and Post Primary Schools 2017
●If a child is withdrawn from the teaching of sensitive issues, the school cannot guarantee that the withdrawn child will not hear the information from another source.

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 and ISM 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.
 

Review
The policy will be reviewed every three years. The policy may also be reviewed at an earlier time should a need arise.
Parents and staff will be informed of any amendments made.
 

This plan is to be ratified by the Board of Management at a meetings:

Appendix 1 - RSE Topics
Topics covered up to 2nd include:
●Keeping Safe
●Bodily changes from birth (birth-9)
●Making age appropriate choices
●Appreciating the variety of family types and an 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
Topics from 3rd to 6th include:
●Bodily changes
●Healthy eating, personal hygiene, exercise
●Keeping Safe
●Expressing Feelings
●Appreciating the variety of family types within our school and community and how we these family relationships shape us
●Making healthy and responsible decisions
●Forming Friendships
●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)
●Discuss the stages and sequence of development of the human baby in the womb(3rd)
●Introduction to puberty and changes ( 5th and 6th class)
●Changes that occur in boys and girls with the onset of puberty ( 5th and 6th Class)
●Reproductive system of male/female adults (5th and 6th class)
●Understanding sexual intercourse, conception and birth within the context of a committed loving relationship (5th, 6th class )
 

Appendix 2 - Sample letter to parents:
Dear…
Relationships and Sexuality education (RSE) is an integral part of the Social, Personal and Health Education curriculum. We will be commencing formal RSE lessons in Term 2.
RSE predominantly lies within the strand units ‘ Taking care of my body’ and ‘Growing and changing’ which can be viewed at https://www.curriculumonline.ie/getmedia/462570f8-27cc-4f5b-a13e-d1e2de…
The class teacher will send home appropriate home school links pages from the Relationships and Sexuality manual which outline the material that will be covered in class and encourage further discussion on the topics at home.
If you wish to discuss this further, please do not hesitate to arrange an appointment to meet with your child’s class teacher.
Yours sincerely
_________________________________
 

Appendix 3 - Using picture books as a starting point when discussing family types.
•These picture books present a variety of family types in a sensitive and inclusive way
•You can use the picture books as a ‘way in’ and starting point, to discussions and critical thinking around different family types or the books can be used to make all families visible so they are appreciated and accepted in an informal way
•These picture books can be used to expose children to a variety of families which will help affirm and create respect for difference
•Use of Socratic questioning will help when using these books
•Having some short factual responses prepared will also be useful too.

Sample Responses
A child can’t have two mums or two dads! A child can’t just have a mum or just a dad! “Some families have a Mom and a Dad, or just a Mum or just a Dad and some have two moms and two dads, but what is most important is that a family is a place where there is love”
That’s weird!“Sometimes we think things are weird when they are different, or haven’t seen them before, but it’s not nice to call families weird”
That’s not a real family! Families come in all shapes and sizes, and what’s most important about a family is that children have adults and parents who care and look after them, and that’s what makes a family”
Talking about home
•When asking the children about their homes ensure that all children can discuss their family types
•Represent all family types when doing family trees or examples of families
Asking questions
•If children, ask questions about all families always talk about what makes families special regardless of who are the parents
•Age-appropriate definitions for the terms gay or lesbian can be given from Stay Safe lessons
Improper Language
Don’t let children use words inappropriately either intentionally or innocently especially refering to people or things as gay
Special occasions
Encourage all children to discuss their special day and be sensitive on days when mother’s day or father’s Day might mean something different
 

Bibliography
RSE Training Support Service for Schools (1995), Relationships and Sexuality Resource Materials, Department of Education , Dublin
Child Abuse Protection Programme (2016), Stay Safe Programme, PDST publications
The Walk Tall Support Service (2010), Walk Tall, PDST publications, Laois
NCCA (1996), RSE Interim Guidelines, [accessed on www.pdst.ie/primary/RSE]
Going Forward Together Parents Information Booklet (1997), [accessed on www.pdst.ie/RSE]
P.Mayock, K. Kitching and M Morgan (2007), Relationships and Sexuality Education in the context of SPHE, Department of Education, Dublin
NCCA (1998), SPHE Teacher Guidelines, Department of Education, Dublin
Department of Education (2013), Anti-Bullying procedures for Primary and Post Primary schools, accessed on [www.pdst.ie/antibullying]
Education Act 1998, section 30, subsection 2 (e)
National Council for Curriculum and Assessment (2007), Guidelines for Teachers of Students with General Learning Difficulties, Department of Education, Dublin
Talking to your young child about relationships, sexuality and growing up (www.pdst.ie/RSE}
Busy Bodies booklet, updated in 2020.