Social, Personal & Health Education including Relationships and Sexuality Education Policy
We endeavour to educate young women in a caring, Christian atmosphere of respect for self, others and the environment. We value freedom, equality and security and strive to promote the growth of positive thinking, self-work and justice.
Rationale for this Policy
Under the guidelines of the Department of Education and Science, and as part of the ethos of our school as expressed in our Mission Statement, S.P.H.E., including R.S.E., is considered an integral part of the holistic development of our students.
Sexuality is a key element of healthy social and personal development. Young people are exposed to a variety of messages about sexuality and sexual activity. Schools, in consultation with parents/guardians, need to reflect on how to provide for the needs of their students.
The Education Act 1998 requires that schools should promote the social and personal development of students and provide health education for them.
Section 4 of the Rules and Programme for Secondary Schools requires schools to have an agreed policy for RSE and a suitable RSE programme in place for all students at both Junior and Senior cycle. At Junior cycle, the RSE programme is part of Social, Personal and Health Education (SPHE). At Senior cycle the RSE programme is part of the RE programme.
Goals of this Policy:
Each student should receive one period of S.P.H.E. per week with the aim of achieving the following:
The policy relates to the school’s mission/vision/aims. The SPHE/RSE teachers acknowledge the importance of SPHE/RSE being taught in the context of a whole school climate that is inclusive and respectful.
The SPHE/RSE policy reflects the educational philosophy of the trustees and the core values and ethos of the school, as outlined in the school’s mission statement above.
Spiritual, moral and ethical issues will arise when teaching SPHE/RSE. Teachers of RSE are advised to use their professional judgement in this situation. All aspects of SPHE/RSE curriculum, including those in relation to sexual orientation, contraception, sexually transmitted infections etc will be done within a context in which teaching of the programme is informed by the school’s ethos. As teachers, we express our ethos while at the same time facilitating students to discuss a range of views in relation to topics within the RSE programme, within a moral and spiritual framework.
What the School currently provides:
SPHE is timetabled, one class per week at Junior Cycle.
RSE is taught within RE at Senior Cycle and as a module within SPHE at junior level.
At Senior Cycle SPHE (Health Education) is taught in a ten week module.
Some students may request to withdraw from the RSE programme. Requests will be discussed at a meeting with the Principal.
Roles and Responsibilities in developing and implementing this policy:
Definition of R.S.E.
R.S.E. is part of a lifelong process of acquiring knowledge and understanding and developing attitudes, beliefs and values about sexual identity, relationships and intimacy. This education is delivered verbally and non-verbally by parents, teachers, peers, adults and media. In our school the R.S.E. programme will provide structured opportunities for pupils to acquire a knowledge and understanding of human relationships and sexuality through processes which will enable them to form values and to establish behaviours within a moral, spiritual and social framework.
Aims of our R.S.E. programme:
Content of S.P.H.E / R.S.E. – Junior Cycle
Outline for the content and teaching methods for the SPHE curriculum
Teaching methods are discussed at the subject meetings and the preferred teaching methods used are up to the individual teacher. There is a strong emphasis on experiential learning in the SPHE classroom.
Examples of some of the methods used are as follows:
Content of SPHE/RSE Senior Cycle
SPHE:
RSE:
Persons/Groups responsible for reviewing this policy
(in no particular order)
Resources:
The school will purchase appropriate RSE teaching materials, which have been identified by staff as useful and which have been approved by the Principal, within the normal budgetary framework and as general school resources allow.
Monitoring, evaluating and reviewing the RSE programme:
We are committed to monitoring and evaluating the effectiveness of this programme.
Specifically important to the RSE Programme are:
Staff Development
All teachers have access to in-service training when available.
Management of sensitive issues, confidentiality and referral
Students are reminded at the start of every year that they are only allowed talk about themselves in an SPHE classroom and even then because of the large group nature of an SPHE class students’ should think twice before sharing something that is very private as it may not be an appropriate space for this kind of sharing. Students are encouraged to approach the teacher at the start or the end of class if they want to share a private concern. Students presenting with concerns may be referred to the school guidance counsellor, Principal or Deputy Principal.
All staff in the school will follow the recommendations for reporting concerns or disclosures as outlined in Children First Guidelines and the Department of Education and Skills document, Child Protection: Guidelines and Procedures.
The Board of Management has appointed Siobháin Hoey as the Designated Liaison Person (DLP) and Ciara Cummins as the deputy (DDLP).
Role and involvement of visitors to SPHE and RE classes
Visitors to an SPHE/RE class should be approved by school management before the visit is arranged. The role of the visitor is to supplement the learning and teaching in the SPHE/RE class and should not replace the role of the SPHE/RE teacher.
How parents will be informed and involved (initial and ongoing)
Parents are informed about the content of the SPHE programme at a First Year parents’ information session and through a letter that is sent to all First Year parents in September. A letter is also sent to parents of all Senior Cycle students before they embark upon the RSE programme. Parents can also communicate with teachers at parent-teacher meetings and through the student journal.
Staff involvement
Relevant staff such as the Principal, Deputy Principal, Year Head, class tutors or school counsellors will be spoken to by individual SPHE teachers when necessary.
Assessment, record keeping and reporting
An assessment for learning approach is used in each lesson through group work, pair work, class discussion and brainstorming. Students reflect on what they have learned at the end of each lesson. Feedback is given and concerns are discussed.
How SPHE is supported by the whole school
Every teacher and staff member, every class and extracurricular activity offers opportunities for enhancing the personal and social development of the student.
Puppy Joe will be visiting us in school.
Any staff member who does not want to interact with the dog is invited to write to the Principal to inform of their wishes.
This policy is subject to review.
Rationale for this Policy
Under the guidelines of the Department of Education and Science, and as part of the ethos of our school as expressed in our Mission Statement, S.P.H.E., including R.S.E., is considered an integral part of the holistic development of our students.
Sexuality is a key element of healthy social and personal development. Young people are exposed to a variety of messages about sexuality and sexual activity. Schools, in consultation with parents/guardians, need to reflect on how to provide for the needs of their students.
The Education Act 1998 requires that schools should promote the social and personal development of students and provide health education for them.
Section 4 of the Rules and Programme for Secondary Schools requires schools to have an agreed policy for RSE and a suitable RSE programme in place for all students at both Junior and Senior cycle. At Junior cycle, the RSE programme is part of Social, Personal and Health Education (SPHE). At Senior cycle the RSE programme is part of the RE programme.
Goals of this Policy:
Each student should receive one period of S.P.H.E. per week with the aim of achieving the following:
- To enable the students to develop skills for self-fulfilment and living in communities
- To promote self esteem and self confidence
- To enable the students to develop a framework for responsible decision making
- To provide opportunities for reflection and discussion
- To promote physical, mental and emotional health and well-being
The policy relates to the school’s mission/vision/aims. The SPHE/RSE teachers acknowledge the importance of SPHE/RSE being taught in the context of a whole school climate that is inclusive and respectful.
The SPHE/RSE policy reflects the educational philosophy of the trustees and the core values and ethos of the school, as outlined in the school’s mission statement above.
Spiritual, moral and ethical issues will arise when teaching SPHE/RSE. Teachers of RSE are advised to use their professional judgement in this situation. All aspects of SPHE/RSE curriculum, including those in relation to sexual orientation, contraception, sexually transmitted infections etc will be done within a context in which teaching of the programme is informed by the school’s ethos. As teachers, we express our ethos while at the same time facilitating students to discuss a range of views in relation to topics within the RSE programme, within a moral and spiritual framework.
What the School currently provides:
SPHE is timetabled, one class per week at Junior Cycle.
RSE is taught within RE at Senior Cycle and as a module within SPHE at junior level.
At Senior Cycle SPHE (Health Education) is taught in a ten week module.
Some students may request to withdraw from the RSE programme. Requests will be discussed at a meeting with the Principal.
Roles and Responsibilities in developing and implementing this policy:
- All the partners in education have a role and share in the responsibility in implementing this policy document
- We recognise that parents have the primary responsibility for the S.P.H.E. development of their children, and we aim to facilitate parents in developing their skills and confidence in supporting their daughters.
- All parents will be made aware of the RSE programme.
- A copy of this policy and the lists of topics to be covered in RSE will be made available for parents to view at any time in the office. If parents wish to withdraw their child from the RSE programme, visiting speakers or sensitive issues, they must notify the school in writing and alternative arrangements may be made. Arrangements regarding the teaching of the programme and the deployment of staff will be made by the principal.
- All teachers involved in this work do not necessarily have to be ‘experts’ on the issues concerned. However, they do require sensitivity to the needs of the group, an ability to deal with questions openly/honestly and preparedness to refer to more expert education. Furthermore, many teachers have training in related areas such as counselling. Teachers who have expert training in the specific areas of health, relationships and sexuality education and will be encouraged to train other teachers.
- The school will facilitate teachers to obtain expert training in this field, bearing in mind the overall budgetary framework and the need for the ongoing teaching and learning programme of the school to continue with as little disturbance as possible.
Definition of R.S.E.
R.S.E. is part of a lifelong process of acquiring knowledge and understanding and developing attitudes, beliefs and values about sexual identity, relationships and intimacy. This education is delivered verbally and non-verbally by parents, teachers, peers, adults and media. In our school the R.S.E. programme will provide structured opportunities for pupils to acquire a knowledge and understanding of human relationships and sexuality through processes which will enable them to form values and to establish behaviours within a moral, spiritual and social framework.
Aims of our R.S.E. programme:
- To help young people develop healthy friendships and relationships
- To promote an understanding of sexuality
- To promote a healthy attitude to sexuality and to relationships
- To promote knowledge of and respect for reproduction
- To enable young people to develop healthy attitudes and values towards their sexuality in a moral, spiritual and social framework.
- To provide opportunities for pupils to learn about relationships and sexuality in ways that helps them think and act in a moral, caring and responsible way.
Content of S.P.H.E / R.S.E. – Junior Cycle
Outline for the content and teaching methods for the SPHE curriculum
- Belonging and integrating
- Self-management: a sense of purpose
- Communication skills
- Physical health
- Friendship
- Relationships and sexuality
- Emotional health
- Influences and decisions
- Substance use
- Personal safety
Teaching methods are discussed at the subject meetings and the preferred teaching methods used are up to the individual teacher. There is a strong emphasis on experiential learning in the SPHE classroom.
Examples of some of the methods used are as follows:
- Group activities and projects
- Pair work
- Class discussion
- Debates
- Guest speakers
- Using the eBook for quizzes and games
- Watching videos and listening to case studies
- Research and class projects
Content of SPHE/RSE Senior Cycle
SPHE:
- Physical Health
- Mental Health
- Influences and decisions
- Relationships and Sexuality
- Self-management
RSE:
- Human growth and development
- Human sexuality
- Human relationships
- Fertility awareness
- Family planning
- Values and relationships
- Personal integrity
- Responsible parenthood
- Sexually transmitted infections
- Sexual harassment
- Gender Orientation
- Gender discrimination
- Personal rights and personal safety
- Making, keeping and ending relationships
- Love is…
- Commitment and marriage
Persons/Groups responsible for reviewing this policy
(in no particular order)
- Committee of teachers and Coordinator
- Year Heads
- Other voluntary staff members
- Tutors
- Interested parents
- Management
- Guidance Counsellor
Resources:
The school will purchase appropriate RSE teaching materials, which have been identified by staff as useful and which have been approved by the Principal, within the normal budgetary framework and as general school resources allow.
Monitoring, evaluating and reviewing the RSE programme:
We are committed to monitoring and evaluating the effectiveness of this programme.
Specifically important to the RSE Programme are:
- Pupil feedback
- Staff feedback
- Parental feedback
Staff Development
All teachers have access to in-service training when available.
Management of sensitive issues, confidentiality and referral
Students are reminded at the start of every year that they are only allowed talk about themselves in an SPHE classroom and even then because of the large group nature of an SPHE class students’ should think twice before sharing something that is very private as it may not be an appropriate space for this kind of sharing. Students are encouraged to approach the teacher at the start or the end of class if they want to share a private concern. Students presenting with concerns may be referred to the school guidance counsellor, Principal or Deputy Principal.
All staff in the school will follow the recommendations for reporting concerns or disclosures as outlined in Children First Guidelines and the Department of Education and Skills document, Child Protection: Guidelines and Procedures.
The Board of Management has appointed Siobháin Hoey as the Designated Liaison Person (DLP) and Ciara Cummins as the deputy (DDLP).
Role and involvement of visitors to SPHE and RE classes
Visitors to an SPHE/RE class should be approved by school management before the visit is arranged. The role of the visitor is to supplement the learning and teaching in the SPHE/RE class and should not replace the role of the SPHE/RE teacher.
How parents will be informed and involved (initial and ongoing)
Parents are informed about the content of the SPHE programme at a First Year parents’ information session and through a letter that is sent to all First Year parents in September. A letter is also sent to parents of all Senior Cycle students before they embark upon the RSE programme. Parents can also communicate with teachers at parent-teacher meetings and through the student journal.
Staff involvement
Relevant staff such as the Principal, Deputy Principal, Year Head, class tutors or school counsellors will be spoken to by individual SPHE teachers when necessary.
Assessment, record keeping and reporting
An assessment for learning approach is used in each lesson through group work, pair work, class discussion and brainstorming. Students reflect on what they have learned at the end of each lesson. Feedback is given and concerns are discussed.
How SPHE is supported by the whole school
Every teacher and staff member, every class and extracurricular activity offers opportunities for enhancing the personal and social development of the student.
Puppy Joe will be visiting us in school.
Any staff member who does not want to interact with the dog is invited to write to the Principal to inform of their wishes.
This policy is subject to review.