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Email: casacaterinass@gmail.com
Twitter: @Casa_Caterina_

Ratoath Road,
Cabra,
Dublin 7
D07YY30

RSE Policy

 

 

Casa Caterina School

 

 

 

 

Relationships and Sexuality Education Policy

 

 

Introduction & Rationale

 

Recognising that Relationships and Sexuality Education (RSE) is a collective and shared responsibility, between all members of the whole school community, this RSE Plan review (May 2022) was informed by the views of staff, pupils, parents and the Board of Management (BoM), in accordance with the Primary Schools SPHE Curriculum.

 

The policy sets out a structured programme and procedures for RSE to: inform all members of the school community, provide a ready basis for teacher planning, both long and short- term, and familiarise new teachers with the approach adopted at Casa Caterina

 

Definition of RSE

 

Relationships and Sexuality Education is a lifelong process of acquiring knowledge and understanding, of developing attitudes, beliefs and values about sexual identity, relationships and intimacy.  In our community these values are delivered consciously and unconsciously by parents, teachers, adults, peers and the media.

 

In Casa Caterina RSE will provide opportunities for the children to acquire a knowledge and understanding of human relationships and sexuality through a process which will enable them to form values and establish behaviours within a Catholic spiritual framework.

 

Relationship of RSE to SPHE

 

RSE will be taught in the context of Social, Personal and Health Education (SPHE).  SPHE contributes to developing the work of the school in promoting the health and well-being of children and young people. This happens in the context of their emotional, moral, social and spiritual growth, as well as their intellectual, physical, political, religious and creative development.

 

SPHE looks at issues such as relationships at home and in school, building self-esteem, and learning skills of communication, decision-making and expressing feelings in an appropriate way. It also includes giving clear information on a range of topics, including healthy eating, alcohol, drugs, human growth and development, safety and social responsibility, and environmental issues.

 

In Casa Caterina, we provide a supportive school climate, where the needs and well-being of all members of the school community are considered.

 

 

 

 

 

What the School Currently Provides

 

Under formal provision our school teaches SPHE/RSE through:

 

  1. Stay Safe Programme

It is designed to teach children personal safety skills, so that they can look after themselves in situations of physical danger and of potential sexual abuse.

 

  1. Religious Programme

The Grow in Love programme seeks to help children grow into healthy mature adults, capable of realising their full potential as people and through their faith establishing a meaningful relationship with God.

 

  • Existing School Subjects

Elements of SPHE and/or RSE are being approached during such subjects as Science, Physical Education, Drama and during school-developed Social, Personal and Health Education programmes.

 

  1. Visitors to the School

Members of the Garda Síochána speak to the children from time to time, outlining the dangers of vandalism, theft, drug abuse and so forth.

 

A public health nurse and dental hygienist speak to the children on issues such as personal and dental hygiene, diet, physical growth and development.

 

One day a year is set aside for the children in fifth and sixth class when a facilitator from Accord, the Catholic Marriage Counseling Service, introduces children to aspects of development into adulthood, including the physical development of girls and boys, sexual relationships and the birth of babies. Parental consent is required for children to attend the programme. The class teacher is required to supervise during the Accord lessons.  (In accordance with DES circular 22/2010, superseded by circular 42/2018).

 

Casa Caterina also supports SPHE/RSE informally through creating a supportive school climate where the aims of the programmes are modeled.

 

 

 

 

 

 

 

 

 

Aim of Our RSE Programme

 

  1. To enhance the personal development, self-esteem and well-being of the child.
  2. To help children 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.
  1. To enable the child to acquire an understanding of, and respect for, human love, sexual intercourse and reproduction.
  2. To promote in children a sense of wonder and awe at the process of birth and new life.
  3. To enable the child to be comfortable with the sexuality of oneself and others while growing and developing.

 

 Policies which support SPHE/RSE

 

  • Child Protection Policy
  • Substance Use Policy
  • Code of Behaviour
  • Anti-Bullying Policy
  • Acceptable Use Policy
  • Healthy Eating Policy

 

Guidelines for the Management and Organisation of RSE in Our School

 

It is recognised that our children come from different social backgrounds and have widely differing home experiences. Teachers will be aware of the delicacy that is needed in dealing with sensitive issues.

 

We use a whole school approach to the teaching of RSE, teaching the two sensitive topics of RSE – New Life and Growing and Changing every year from Junior Infants to Sixth Class. RSE will be taught in a mixed gender setting or girls and boys may be taken in two separate groups if the class teacher wishes. In 4th class, the girls may be given extra discussion time when the topic of Menstruation is introduced. During Accord lessons, the class may be split into girls and boys groups for part of the talk.

 

Parental Involvement

 

As RSE is an integral part of the SPHE programme, consent is not needed. Parents are informed prior to the commencement of sensitive lessons on the RSE programme. (See appendix 2). This gives parents an opportunity to inform themselves of the programme content and to meet with the class teacher if they so wish to discuss or clarify what is covered in the lessons.

 

Parents who wish to withdraw their child from sensitive RSE lessons or from any specific aspects of the RSE programme will have their wishes fully respected. The school acknowledges that parents have the primary responsibility for educating their children about growing and changing. If this scenario arises, it is recommended that the class teacher will meet with the parents to discuss the programme and show them the book, lessons and resources if they are concerned about the material to be covered. If parents wish to withdraw their child from sensitive RSE lessons, they must make this request in writing and this letter is to be kept in the child’s file in the office. If a child has been withdrawn from sensitive RSE lessons by parental request, 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 time.

 

 

SPHE Overview of Content for Infants, First and Second Classes

 

Infant Classes                                              First and Second Classes

Strands Strand Units Strand Units
Myself ·   I am unique

Self-awareness

Developing and expressing self confidence

·   My body

·   As I grow I change

·   New life

·   Keeping safe

·   Feelings and emotions

·   Making Decisions

·   I am unique

Self-awareness

Developing and expressing self confidence

·   My body

·   As I grow I change

·   New life

·   Keeping safe

·   Feelings and emotions

·   Making Decisions

Myself and Others ·   Myself and my family

·   Myself and my friends

·   Special people in my life

·   Relating to others

Communicating

   Sharing and co-operating

   Resolving conflict

·   Myself and my family

·   Myself and my friends

·   Other people

·   Relating to others

Communicating

   Sharing and co-operating

   Resolving conflict

 

SPHE Overview of Content for Third to Sixth Class

 

Third and Fourth Classes            Fifth and Sixth Classes

Strands Strand Units Strand Units
Myself ·   Accepting myself

Self-awareness

Developing and expressing self confidence

·   Physical development

·   Growing and changing

·   Birth and new life

·   Feelings and emotions

·   Personal hygiene

·   Personal safety

Identifying and assessing risks

Developing safety strategies

·   Making Decisions

 

·   Accepting myself

Self-awareness

Developing and expressing self confidence

·   Physical development

·   Becoming an adult

·   Parenthood

·   Feelings and emotions

·   Personal hygiene

·   Personal safety

Identifying and assessing risks

Developing safety strategies

·   Making Decisions

 

Myself and Others ·   Roles and responsibilities in families

·   Friendship

·   Portrayal of sexuality and relationships

·   Relating to others

Communicating

   Sharing and co-operating

   Resolving conflict

 

·   Changing relationships in families and friendships

·   Group affiliation and loyalty

·   Portrayal of sexuality and relationships

·   Relating to others

Communicating

   Sharing and co-operating

   Resolving conflict

 

 

RSE will be covered under the following strands and strand units of the SPHE Curriculum

 

Strand Strand Unit
Myself Growing and changing
Taking care of my body

 

Sensitive Aspects of RSE Programme to be covered: Junior Infants – 6th class

 

Topics covered from Junior Infants –

 2nd class include:

Topics covered from 3rd to 6th include:
  • Bodily changes from birth (birth-9)
  • 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 class)

 

 

 

 

 

 

 

 

  • Bodily changes
  • Discuss the stages and sequence of development of the human baby in the womb (3rd/4th class)
  • Introduction to puberty and changes (3rd,4th, 5th, 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 with the context of a loving, committed relationship (6th class)

 

 

 

 

Approaches and Methodologies

 

The RSE curriculum can be taught through the approaches and methodologies:

 

  • Stories and poems
  • Classroom discussion
  • Group work
  • Reflection
  • Art activities
  • Games
  • Guest speaker (In accordance with DES circular 22/2010, superseded by circular 42/2018).

 

Differentiation

 

Teachers will use assessment and professional judgment to differentiate the programme and content to suit the needs of their class. Some strategies for differentiation that can be used:

 

  • Small group learning
  • Organising learning tasks into small stages
  • Pitching language at the student’s level of understanding
  • Using short and varied tasks
  • Higher and lower order questioning
  • Group work and discussion
  • Use of a question box to facilitate whole class discussion

 

Pupils with Special Educational Needs

 

Modifications to the way the RSE content is presented and delivered can be made for children with Special Educational Needs. Consultation with parents in advance will be central to ensure learning is meaningful. The following can be taken into consideration:

 

  • Pre-teaching of language and concepts
  • Children may work in smaller groups or in a 1:1 setting using adapted and suitable material
  • Please see appendix 6, 7, 8 for differentiated provisions for children with Special Educational Needs.

 

Language

 

The SPHE/RSE curriculum provides the context in which children can develop their language skills and increase their vocabulary related to SPHE/RSE. The positive use of language can can help develop appropriate boundaries, while also fostering respect and supporting the dignity of others. The language that is promoted in school should be inclusive and respect cultural and other differences between people. It is important that children are enabled to use language in a precise, appropriate and inclusive way.

 

Language for RSE lessons should be consistent with:

 

  • RSE school policy
  • RSE manuals
  • Busy Bodies resources
  • PDST language grid (See appendix 4)

 

Questions

 

During RSE lessons, a safe, open and controlled atmosphere is created where children feel comfortable to ask questions. Some principles that guide this are:

 

  • If a child asks a question which is beyond the recommended programme for the class, the teacher will explain that the amount of information given is for that year’s class and that more information will be given in subsequent years.
  • If the question is factual and within the agreed programme the teacher will answer it.
  • If the question is a moral one the teacher will adhere to the Catholic Church teaching.  However, teachers will interpret Catholic doctrine in line with their own understanding and informed consciences.
  • If the question is problematic or revealing about the pupil’s family circumstances, the teacher may advise the child to ask at home.
  • Teachers will in general not answer personal questions about themselves.
  • Questions do not need to be answered straight away.
  • A question box can be availed of by the children.
  • See appendix 5 for further information on answering questions.

 

If issues arise which might be seen to contravene Children First Guidelines, the teacher will notify the Designated Liaison Person in the school. (Ms.Emma Kilcommins)

 

Assessment

 

The following assessment tools can be used for RSE:

 

  • Observation by the teacher
  • Questions to assess the children’s interest and understanding
  • Use of teacher-designed tasks such as worksheets, quizzes or games
  • Use of reflection/reflection journals

 

Resources

 

See appendix 1 for resources available in the school.

 

 

Ongoing Support, Development and Review

 

Casa Caterina makes a commitment to:

  • ensure access to continued professional development opportunities for teachers.
  • support efforts of parents to provide educational opportunities for

other parents.

  • provide relevant RSE school resources.

 

Any parents wishing to be further informed, reading materials on the Primary Schools R.S.E. Programme are available on the Drumcondra Education Centre website, including Interim Curriculum and Guidelines for Primary Schools.

 

The policy will be reviewed every school year by the Board of Management.

 

Date of next review: June 2023

 

Views of parents and teachers will be sought and any amendments deemed necessary as a result of such review, will be undertaken.

 

Signed: _______________________

Date: _________________________

Principal

 

Signed: _______________________

Date: _________________________

Chairperson of Board of Management

 

 

Appendices
 

1

 

Resources available in the school

 

2

 

RSE parent information leaflet

 

3

 

Notes for sensitive topics

 

4

 

RSE Language Grid for class streams

 

5

 

Answering questions

 

6

 

RSE for students with Special Educational Needs

 

7

 

RSE resource list with students with Special Educational Needs

 

8

 

 

Differentiated planning template with students with Special Educational Needs

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix  1

 

Resources Available in the School

 

  • RSE manuals
  • Anatomically correct dolls – 3 white/3 black girls, 3 white/3 black boys
  • Busy Bodies booklets for parents (available online and can be ordered)
  • Busy Bodies video clips (available online)
  • Busy Bodies workbook developed by the PDST (available online)
  • Information Booklet for parents developed by PDST (available online)
  • Tom’s Flower Power storybook for kids’ booklets (also available online)
  • Making the Big Talk- HSE resource (available online)
  • Letter to be sent to parents to explain the RSE programme
  • Resources for children with Special Educational Needs
  • INTO resource, ‘We all Belong’
  • A range of books including:
  1. Amazing Grace
  2. The Boy in the Dress
  • The Misadventures of the Family Fletcher
  1. Monday is One Day
  2. The Paper Bag Princess
  3. The Family Book
  • The Great Big Book of Families

 

Further book titles can be found online on the PDST website here:

 

https://www.pdst.ie/sites/default/files/Children%27s%20Books%20for%20Wellbeing%20.pdf

 

 

 

Useful Websites

 

 

https://sphe.ie/resources.aspx

 

https://pdst.ie/primary/healthwellbeing/RSE

 

https://www.healthpromotion.ie/

 

 

Appendix 2

 

  RELATIONSHIPS and SEXUALITY EDUCATION IN PRIMARY SCHOOLS

 

Parent Information Leaflet

    

 

Introduction

 

Learning about relationships and sexuality is a process that goes on throughout our lives. Children learn primarily from their families. Therefore, as a parent, you are the first and most important teacher of your child when it comes to relationships and sexuality. A school based Relationships and Sexuality Education (RSE) programme can complement and support what children are learning at home. RSE is most effective when schools and parents work in partnership.

 

Partnership is supported when schools:

  • Inform parents about what will be taught in RSE, and when it will be taught
  • Consult with parents of a child with a learning difficulty to ensure that his/her needs are being met.
  • Inform parents of their right to withdraw their child from the sex education component of RSE.
  • Collaborate with parents when reviewing their RSE policy

 

The Department of Education and Skills requires all schools to teach RSE and to have an RSE policy. The policy will ensure that RSE is taught in a way that reflects the core values and ethos of the school.

 

The purpose of this leaflet is to give you some information about RSE. For more detailed information please go to the Drumcondra Education Centre website: www.ecdrumcondra.ie/programmes/rse

 

What is RSE?

 

RSE teaches children about relationships, sexuality and their own growth and development. The lessons give children the opportunity to reflect on their lives and their relationships in a social, moral and spiritual framework. RSE is taught in the context of a wider subject called Social Personal and Health Education (SPHE).

 

SPHE provides opportunities to:

  • Foster the personal development of children
  • Promote the health and well being of children
  • Help children to maintain supportive relationships
  • Encourage children to become active, responsible citizens

 

The lessons in SPHE are arranged under three strands: Myself, Myself and Others, Myself and the Wider World.

 

The RSE programme is incorporated into the strands Myself and Myself and Others.  Each strand is sub-divided into strand units. These are shown below, with a very brief summary of their content.

 

The Stay Safe Programme is also an aspect of SPHE and should be taught under the strand unit ‘Personal Safety’. The programme helps children to deal with upsetting, unsafe or frightening situations. For more information go to: www.staysafe.ie

 

 

 

 

 

JUNIOR INFANTS TO SECOND CLASS

 

MYSELF:

Self Identity: What makes me unique and special, becoming self reliant, making choices, expressing opinions.

 

Taking Care of My Body: Caring for one’s body, respect for one’s body and that of others, diet, hygiene, being able to name parts of male and female body using appropriate anatomical terms.

 

Growing and Changing: Understanding growth and change, exploring feelings, becoming aware of new life and birth, understanding a baby’s needs.

 

Safety and Protection: Identifying risks, developing strategies for keeping safe, understanding why there are rules.

 

MYSELF AND OTHERS:

Myself and My Family: Learning about how families love and take care of each other.

 

My Friends and Other People: Appreciating friendship, treating others with dignity and respect, recognising bullying behaviour, understanding that it is wrong and knowing what to do about it.

 

Relating to Others: Listening to others, practicing care and consideration towards others, resolving conflict.

 

 

MYSELF

Self Identity: Self awareness, self confidence, expressing feelings and opinions, coping with change, becoming more responsible, body image, identifying goals and targets.

 

Taking Care of My Body: Understanding health, dangers of substance misuse, personal hygiene, nutrition. For 3rd/4th Class: understanding physical changes for boys and girls. For 5th/6th Class children: understanding physical and other changes at puberty, understanding the male and female reproductive system.

 

Growing and Changing: Identifying and discussing feelings, having a positive sense of self. For 3rd/4th Class children:  being able to discuss the development of the human baby from conception to birth, recognising how feelings are influenced by puberty. For 6th Class children: understanding sexual intercourse, conception and birth in the context of a committed, loving relationship.

 

Safety and Protection: Identifying threats to safety, knowing how to keep safe, helping others to be safe.

 

Making Decisions: Decision making, understanding that decisions have consequences, recognising the role of adults in setting boundaries for young people.

 

MYSELF AND OTHERS

Myself and My Family: Exploring what it means to belong to a family, identifying behaviour that promotes harmony in families.

 

My Friends and Other People: Appreciating the importance of friendship, coping with the loss of friendship, learning how to deal with bullying, recognising the importance of courtesy, good manners and caring for others.

 

Relating to Others: Listening and communication skills, positive strategies for resolving conflict.

THIRD CLASS TO SIXTH CLASS

 

If you have any concerns about the material to be covered, please contact the class teacher to discuss the programme content.

 

Appendix 3

 

NOTES FOR TEACHING SOME OF THE SENSITIVE TOPICS

 

BEFORE STARTING ANY PROGRAMME OF SPHE WITH A NEW CLASS THE TEACHER IS ADVISED TO HELP THE CLASS TO DRAW UP A LIST OF AGREED RULES OF BEHAVIOUR, SOMETIMES CALLED A CLASS CONTRACT OR WAY OF WORKING (WOW). THIS MAY NEED TO BE REVIEWED PRIOR TO TEACHING SOME OF THE LESSONS SUCH AS THOSE OUTLINED BELOW.

 

NAMING THE PRIVATE PARTS OF THE BODY

 

Under the Strand Unit ‘Taking Care of My Body’ (P 17 in the SPHE Curriculum Document) children in Senior Infants are expected to be able to ‘name the parts of the male and female body using appropriate anatomical terms’.

 

Possible methodologies for teaching this are:

 

  1. The lesson ‘My Body’ on P148 of the Junior and Senior Infants RSE Resource Materials. This lesson could include use of anatomically correct dolls.

 

  1. Use an image of a boy and girl on a beach in swimwear as a prompt to ask questions such as: what the children are doing, are they happy, what are they wearing, what parts of their body can you see, what parts of their body can you not see. This exercise can be used to generate a variety of vocabulary for parts of the body, including the genitals.

 

  1. Using anatomical correct dolls and teaching correct anatomical terms during Aistear lessons

 

NOTES FOR THE LESSONS:

 

  • Read p148-149 of the lesson ‘My Body’ prior to teaching either lesson
  • Penis and vulva are appropriate words to give children for the private parts of their bodies.
  • Teachers might wish to explain that we use the term private parts because we usually keep these parts of the body covered up.
  • It is possible to teach this lesson to Junior and Senior Infants if they are in the same room, but it would be advisable to wait until the second or third term.
  • Parents should be made aware that these words will be taught.

 

 

 

 

 

 

THE BABY GROWING IN THE WOMB

Under the Strand Unit ‘Growing and Changing’ (P41 in the SPHE Curriculum Document) children in Third/Fourth Class are expected to be able to ‘discuss the stages and sequence of the development of the human baby from conception to birth’

 

Suggested Methodology:

 

‘Preparing for New Life’ on P69 in Third and Fourth Class RSE Resource Materials.

 

‘The Wonder of New Life’ on P169 in Third and Fourth Class RSE Resource Materials. This lesson can be taught in two parts:

 

  1. a) Photocopy the cards from p173-p178, cut them out and laminate them. Introduce the topic by referring to the earlier lesson (on P69). Form the children into groups.Then give the children the laminated cards with the pictures and the months. Give them time to try to match the cards and ask questions.

 

  1. b) Read the information on P171. Then give the children all three sets of cards and ask them to match them up. Take questions. End the lesson by asking the children to do the writing activity ‘Diary of a New Baby’ on P180

 

NOTES FOR THE LESSON

 

  • If the children, ask how did the baby get into the womb the teacher can respond by saying that the baby grew from a little seed or by saying that we’ll get to that part of the story when they are older.

 

 

 

 

 

 

 

 

 

PUBERTY AND NEW LIFE

 

Under the Strand Unit ‘Taking Care of My Body’ (P56 in SPHE Curriculum Document) children in Fifth/Sixth Class are expected to be able to ‘identify and discuss the physical and other changes that occur in boys and girls with the onset of puberty and understand that these take place at different rates for everyone’

 

Under the Strand Unit ‘Growing and Changing’ (P58 in the SPHE Curriculum Document) and in conjunction with our RSE policy, children in Sixth Class are expected to be able to ‘understand sexual intercourse, conception and birth within the context of loving committed relationships’

 

Lessons/resources which are relevant for these topics are:

 

  • 3rd/4th Class Resource Materials, Growing and Changing on P195
  • Walk Tall Books 5 and 6 Unit 2 Feelings
  • 5th/6th Class Resource Materials, Feelings and Emotions on P69 and P175
  • 5th/6th Class Resource Materials, My Body Grows and Changes on P81 and Growing and Changing on P183
  • 6th Class Resource Materials, The Wonder of New Life on P93, Caring for New Life on P103 and A Baby is a Miracle on P209.
  • 5th/6th Class Resource Materials, Different Kinds of Love on P141
  • Busy Bodies resources (including workbook developed by the PDST).

 

NOTES FOR THE LESSONS

 

  • It is important that parents are given information about the content of the lessons before they are taught.
  • There are many ways of teaching these topics. Schools are advised to find strategies that best suit their children.
  • Children should be familiar with the idea of agreeing a contract on classroom behaviour. This might need to be renewed prior to teaching these lessons.
  • Schools will make their own decisions about whether to teach these topics to Fifth or Sixth Class children, and on whether they will present the lessons as a sequence or divide them up.
  • It is generally advisable to teach boys and girls together but there may be reasons to teach some parts of the programme separately. A school may decide to give girls more information on menstruation.
  • Children should be encouraged to ask questions about RSE as they would about any other subject, but teachers will also make decisions about whether it is appropriate to answer all questions, see appendix 5.

 

 

 

 

 

 

Appendix 4

RES Language Grid for class streams

https://pdst.ie/primary/healthwellbeing/RSE

 

Class

 

Strand /strand Unit

Content Objectives

Consult curriculum for complete objectives in Growing and

changing and Taking care of my body

 

Language

 

Junior

/Senior Infants

Myself

§  Growing and changing

§  Taking care of my body

Growing and changing

§  Become aware of new life and birth in the world

§  Develop an awareness of human birth

Taking care of my body

§  Name parts of the male and female body using correct

anatomical terms

womb

breastfeeding

penis

vulva

 

 

First/ Second Class

 

Myself

§  Growing and changing

§  Taking care of my body

Growing and changing

§  Begin to understand that reproduction, birth, growth and death are all part of new life cycles

Taking care of my body

§  Name the parts of the male and female body using appropriate anatomical terms and identify some of their functions

Penis

vulva

vagina

womb

breastfeeding

urethra

 

 

 

 

Third/ Fourth Class

 

 

 

Myself

§  Growing and changing

§  Taking care of my body

Growing and changing

·         Understand the physical changes taking place in both the male and female body

·         Realise that changes do not occur at the same time but nonetheless are predictable and natural and that being different is normal

Taking care of my body

·         Recognise and discuss how feelings and emotions are affected by the physical changes that take place during puberty

·         Discuss the stages and sequence of development of human baby from conception to birth

Revise above

umbilical cord

changes in puberty

menstruation*

 

 

 

 

Fifth/ Sixth Class

 

 

 

 

Myself

§  Growing and changing

§  Taking care of my body

Growing and changing

§  Understand sexual intercourse**, conception and birth within the context of a loving committed relationship

Taking care of my body

§  Identify and discuss the physical changes that occur in boys and girls with the onset of puberty and understand that these take place at different rates for everyone

§  Understand the reproductive system of both male and female adults

Revise above

wet dreams

Busy Bodies language

semen

sexual intercourse**

*Menstruation is taught in 4th class (as per RSE school policy)

** Sexual intercourse is taught at 6th class (as per RSE school policy)

 

 

 

Appendix 5

 

ANSWERING QUESTIONS

 

 

While it is important to create an environment in which a child feels free to ask questions, it is also important that a safe environment is created for all the children in the class. Teachers are advised to set boundaries in the teaching of RSE as they would in any other subject.

 

When deciding whether it is appropriate to answer a question or not the teacher should consider:

 

  • The age and stage of development of the children
  • The ethos the school
  • The RSE policy
  • The content objectives of the SPHE curriculum guidelines

 

Suggested ways of setting limits are to say:

 

  • I will do my best to answer your questions, but I may not be able to answer all of them
  • Would you be able to talk to your parents about that?
  • That is something you will learn about as you get older.
  • We agreed in our class contract that we would not ask anyone personal questions.
  • Questions do not have to be answered straight away; this can be achieved by using a question box.

 

 

 

 

 

 

 

 

 

 

Appendix 6

 

RSE FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

 

THE NCCA ‘GUIDELINES FOR TEACHERS OF STUDENTS WITH GENERAL LEARNING DISABILITIES’ (www.ncca.ie) HAS A WEALTH OF INFORMATION AND MATERIAL FOR TEACHING SPHE TO STUDENTS WITH GENERAL LEARNING DISABILITIES.

 

RSE is part of the educational entitlement of all students. All young people, whatever their ability, develop physically and emotionally and all need help to understand their bodies and their feelings. RSE helps students with their overall development, confidence and self-esteem. Some students with learning disabilities may lack confidence and need opportunities to develop the following skills through a structured SPHE/RSE programme:

 

  • Development of positive self esteem
  • Social and communication skills
  • Appropriate expression of feelings
  • Safety and protection skills
  • An understanding of their body and the changes that take place at puberty

 

When teaching RSE it is worth remembering that:

 

  • The development of interpersonal skills and knowledge about one’s body is dependent on the development of communication and language skills. This is the most fundamental skill that children need in order to describe themselves, to relate to their peers, and to interact with the outside world.
  • The education of the child should be needs led, meaning that the teacher should try to establish what the needs of the student are and also what the child’s emotional readiness and level of understanding are. This can be done through consultation with the parents and with the student him/herself.
  • Consultation with the parents on sensitive issues is advisable. They may find the subject of sexuality in relation to their child difficult and may need information and support.
  • Following consultation with parents and other members of staff, an Individual Education Plan for the student should be developed.
  • The child will be better able to learn if the teacher uses key words, diagrams and active learning methodologies. Children with learning difficulties may also need more repetition and reinforcement.
  • The special education teacher (SET) teacher could consider integrating some of the RSE content into his/her lessons in order to reinforce the learning from the mainstream classroom.
  • Children with learning difficulties need to learn in a variety of contexts in order to be able to generalise what they have learned.
  • Inappropriate behaviour is not necessarily sexual but may stem from the fact that the child is stressed, bored, lonely or lacks access to other sensory experience. This should be borne in mind when helping a student to understand the boundaries between public and private behaviour.
  • Many inappropriate behaviours in children are preventable if school initiates a conversation with parents while their child is in infant classes. This should stress the importance of putting a consistent approach in place which grows with the child and which, from the time the child is young, teaches what is appropriate, in what setting, and with whom.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix 7

 

RELATIONSHIPS & SEXUALITY EDUCATION

SPECIAL NEEDS RESOURCE LIST

 

The National Council for Curriculum and Assessment’s ‘Guidelines for Teachers of Students With General Learning Disabilities’ contains comprehensive guidelines on teaching SPHE to students with mild general learning disabilities at primary and post-primary level, and to students with moderate and severe and profound general learning disabilities.

Available from NCCA, 24 Merrion Square, Dublin 2. Tel 01 661 7177.

www.ncca.ie

Email: info@ncca.ie

 

The Department of Education and Science does not endorse the use of any of the resources listed below. It is the responsibility of those using additional resource material for RSE to ensure that the content is appropriate to the needs of the school, in line with school policy and suitable for school programmes as outlined by the National Council for Curriculum and Assessment.

 

Resources available online from the PDST for children with Special Educational Needs.

 

https://www.pdst.ie/sites/default/files/HealthyBodies-Girls-web.pdf

https://www.pdst.ie/sites/default/files/HealthyBodiesAppendix-Girls.pdf

https://www.pdst.ie/sites/default/files/HealthyBodies-Boys-web.pdf

https://www.pdst.ie/sites/default/files/HealthyBodiesAppendix-Boys.pdf

 

THE RESOURCES LISTED BELOW ARE ALL AVAILABLE ON LOAN FROM DRUMCONDRA EDUCATION CENTRE, TEL 01 857 6422.

Resource Materials for Visually Impaired Students

  • Sexual Health Resources for Young People who are Blind or Partially Sighted,
Royal National Institute for the Blind, London (2001) also available in Braille
  • Sex Education for Visually Impaired Children with Additional Disabilities, Developing School Policies & Programmes, Royal National Institute for the Blind, London (1996)

Suggested resource Materials for Use with Students with Special Educational Needs

  • ‘Freedom; Relationships and Sexuality Education’ A resource for teachers of students with a mild learning disability. R.Egan and Dr.E.O’Dea, Brothers of Charity Services, Limerick. Tel no: 061 412 288

 

  • ‘Exploring Sexuality & Disability: Walk Your Talk’ An advanced resource for trainers

Georgie McCormick & Margaret Shevlin, Irish Family Planning Association,

Tel: 01-4740944

  • ‘Talking Together About Sex and Relationships.’ A Practical Resource for schools and parents working with young people with Learning Disabilities,

Irish Family Planning Association, Tel: 01-4740944

  • ‘Lets Do It.’ Creative activities for sex education for young people with learning difficulties. Over 80 drama based activities developed by Image in Action. Johns, L. Scott and J. Bliss. Tel/fax: 0044 1494 481632
  • ‘Living Your Life.’ The sex education and personal development resource for special educational needs. A. Craft. Brook Publications, Tel: 0044 24 7654 5557

Videos:

  • ‘Janet Got Her Period,’ Boulton Hawker Films Ltd, Combs Tannery, Stowmarket IP14 2EN. Tel: 0044 14496 16200

Dolls:

  • Anatomically correct boy and girl dolls are available from Findel Education Limited, Unit 11 Naas Road Business Park, Dublin 12. Tel 01 427 3100

www.findel-international.com

RSE Related Materials

  • ‘Stay Safe’ Personal Safety Skills for Children with Learning Difficulties. Child Abuse Prevention Programme, Tel: 01- 6206347
  • ‘All About Me.’ Bruzzane & L. Morton, Swindon Early Learning Centre
  • ‘Personal Social & Health Education Scheme for Students with Mild or EB(set of 5) Chalkface Project Ltd, P.O. Box 1, Milton Keynes, MK5 6JB, England,

ISBN 180625/201/205/208/199, Tel: 0044 1908 340342,

 e-mail:sales@chalkface.com

 

 

Appendix 8

 

Differentiation Template

(Children with Special Educational Needs)

 

KEY WORDS TO BE TAUGHT / PRE-TAUGHT
       
       

Using the template below, consider these aspects of the lesson given to your students so that all learners can be included in order that they can participate in and benefit from the lesson. This template was provided by the Special Education Support Service.

1. DIFFERENTIATE BY CONTENT (In what ways can I vary what I am teaching?)
(A) Complexity of content: (concrete, symbolic, abstract)
Concrete Symbolic Abstract
     
(B) Variety of resources
 
(C) Variety of learning environments
 

 

 

 

 

KEY CONCEPTS IN THE LESSON (OBJECTIVES)
What students must

know or be able to do

What students should

know or be able to do

What students could

know or be able to do

     

 

2. DIFFERENTIATE BY PROCESS (How will I teach the lesson?)
 

 

 

 

 

 

 

 

 

3. DIFFERENTIATE BY OUTCOME / PRODUCT

(How will the student demonstrate understanding?)

 

 

 

 

 

FINALLY – ANY OTHER POSSIBILITIES FOR THIS LESSON?