S.P.H.E Policy


Social, Personal and Health Education Plan (Including Relationships & Sexuality Education Policy)

**Stay Safe is implemented every year by all staff members, beginning in February. This is then followed by RSE elements of the plan. Please see Teacher’s Folder for Long Term Plan. The RSE elements are covered in a two-year cycle.

Introduction
Social, personal and health education provides opportunities to foster the personal development, health and well-being of the child and to help him/her to create and maintain supportive relationships and become an active and responsible citizen in society. We hope that through our SPHE programme, children can develop a framework of values, attitudes and skills that will inform their actions and decisions in these areas of their lives both now and in the future.

Rationale & Aims
SPHE aims to foster self-worth and self-confidence and places a particular emphasis on developing a sense of personal responsibility for one's own behaviour and actions. SPHE promotes self-awareness and understanding by helping children to name and manage their own feelings, to recognise and appreciate individual abilities, and to cope with change of various kinds. They can learn how to manage their own behaviour and to set and review personal goals within a safe and supportive environment. It also promotes physical, mental and emotional health and well-being, as well as providing opportunities for reflection and discussion.

Strands & Strand Units
The S.P.H.E programme is divided into three strands:
Ø  Myself
  • Self-identity
  • Taking care of my body
  • Growing and changing
  • Safety and protection

Ø  Myself and others
  • Myself and my family
  • My friends and other people
  • Relating to others
  • Making decisions

Ø  Myself and the wider world
  • Developing citizenship
  • Media education

Contexts for SPHE
SPHE in our school will be taught through a combination of the following three contexts:
1.      Positive school climate and atmosphere
Ø  Our school has created and strives to create a positive atmosphere by:
Ø  Building effective communication between teachers, pupils and parents
Ø  Catering for individual needs
Ø  Creating a health-promoting physical environment
Ø  Fostering respect for diversity
Ø  Fostering inclusive and respectful language
Ø  Engaging with initiatives such as Active Schools and Green Schools
Ø  Introduction of a FeelGood week for Pieta House and a whole-school Wellbeing Wall

2.      Discrete time for SPHE
As per the Primary School Curriculum Guidelines, the time allocated to discrete SPHE instruction is 30 minutes weekly. This is reflected in teachers’ timetables (it is included in Aistear in the Junior Room).  

3.      Integration with other subject areas
Teachers will endeavour to adopt a thematic approach to SPHE by integrating it with other subject areas such as S.E.S.E., R.E., V.A., P.E., English, etc. It will be integrated through Aistear in the Junior Classroom.

Approaches & Methodologies
Active learning is the principal learning and teaching approach recommended for SPHE. Some of the strategies that will be deployed by both teachers will be:
  • Drama activities
  • Co-operative games
  • Use of media
  • I.C.T.
  • Aistear
  • Talk and Discussion
  • Collaborative Learning
  • Problem Solving
  • Skills through Content
  • Using the Environment
  • Pictures, photos, videos and visual images
  • Written activities

Assessment
Assessment is a central part of the everyday learning and teaching process in SPHE. It provides invaluable information on pupil progress and on the effectiveness and suitability of the teaching methods being used. As in other subject areas, assessment can be either formal or informal. The informal approach is teacher observation and is a very suitable technique for assessing this area of the curriculum.

  1. Teacher observation will focus on:
  • The ability of the pupil to co-operate and work in groups or independently
  • The quality and lay out of work
  • The participation in discussions
  • The questions the pupil asks the teacher and his/her responses
  • The pupil’s awareness of the difficulties of others and his/her willingness to help

  1. Formal techniques:
  • Teacher-designed tasks
  • Project work

Pupils with different needs
Teachers will endeavour to adapt activities and methodologies in SPHE to encourage participation by pupils with special needs. Our school will liaise with appropriate agencies when dealing with sensitive issues such as bereavement or loss to ensure that the pupils involved are fully supported (see school’s critical incident policy). Our SNA will assist assigned pupils where needed to ensure they can participate in all lessons.

Organisation
School Policies that support SPHE:
  • Code of Behaviour and Anti-Bullying policy
  • Enrolment policy
  • Health & Safety policy
  • Critical Incident policy
  • Child Safeguarding Statement and Risk Assessment

These policy documents can be viewed in the Organisational section of our School Plan

Homework
Homework in this subject area will usually be informal. If SPHE homework is given it will reflect the active learning approach and will reinforce the topic under discussion/taught in class. During Active School Week, the pupils will engage in Active Homework.

Resources
Ø  Programmes and other materials
  • Busy Bodies*
  • Busy Bodies DVD*
  • ‘Health’ – Prim-Ed
  • Stay Safe**
  • R.S.E guidelines & booklets -  www.pdst.ie/node/811


Relationships & Sexuality Education Policy

Parental Involvement

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. (Letter attached in Plan that the Principal writes to parents of 5th/6th class children re. Busy Bodies)

The letter will be issued in advance, giving parents an opportunity to meet with Mr. Larke if they so wish, to discuss or clarify what is to be covered. If a parent wishes to withdraw their child from the sensitive lessons it should be given in writing stating their reasons for doing so.
Going Forward Together (Parents Booklet) states that – “As a parent, you are the Aims:
  •  
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 heathy 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.

Objectives:

To 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.


*Busy Bodies workbook and DVD is carried out by the senior room teacher (Trevor Larke) with 5th & 6th class pupils only. This strand is an adolescent programme which deals with:
  • How boys and girls’ bodies grow and develop during puberty
  • How babies are made
  • Feelings
  • Personal hygiene, healthy eating and being active
(See attached letter of consent for parents)


The Management and Organisation of RSE in our School:

Curriculum Content –The curriculum by NCCA will be followed as published, and will be taught from infants to 6th class. All resources used will be in keeping with the ethos of the school, the whole school plan for SPHE and the RSE policy. Each class teacher will teach the content for their class level each year as laid out in the curriculum, and utilising the RSE manuals (online) to complement their teaching.

Management of RSE

The RSE programme is divided into two main parts:

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

• Friendship
• Self-identity
• Family
• Self-esteem
• Growing up
This part of the policy aids the teacher and parents to see how RSE is addressed
2) The second section will deal with any sensitive / specific content covered through RSE strands and strand units. The sensitive aspects are in bold.

Topics covered up to 2nd include:

• Keeping safe
• Bodily changes from birth (birth-9)
• Making age-appropriate choices
• Appreciating the variety of family types and
the variety of family life that exists in our school and community
• Recognising and expressing feelings
• Self-care, hygiene, diet, exercise and sleep
• Expressing opinions and listening to others
• Naming the parts of the male/ female body using appropriate anatomical terms
(Junior/ Senior Infants)
• Naming the parts of the male/ female body using appropriate anatomical terms and identify some of their functions
(1st/2nd).

Topics from 3rd to 6th include:

• Bodily changes
• Healthy eating, personal hygiene and exercise
• Keeping safe
• Expressing feelings
• Appreciating the variety of family types within our
school and community and how these family relationships shape us
• Making healthy and responsible decisions
• Forming friendships



• Discuss the stages and sequence of development of the human baby in the womb (3rd, 4th class)
• Introduction to puberty and changes (3rd, 4th,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
The RSE lessons are taught incrementally to support the development of the children.
Methodologies are an integral part of teaching of SPHE and R



Differentiation

Teachers use assessment and professional judgment to differentiate the programme and content to suit the needs of the class.
The very nature of RSE education, and the differing maturity and growth levels of
Guest Speakers
Dean Paul Bogle takes all the pupils for assembly and regularly speaks to the pupils about topics which relate closely to our SPHE plan e.g. feelings and how to express them, respect for others and ourselves, welcoming people of different cultures and faiths to our community and bullying.

When a guest speaker addresses the pupils, the class teacher always remains in the classroom.

Individual teacher planning and reporting
This plan for SPHE and the curriculum documents will inform and guide teachers in their long term planning in SPHE. (For individual teacher plans, please see individual teacher folders)
A record of the work covered and progress made will be recorded in the Cuntús Miosúil.

Parental Involvement
Parental involvement is an integral part of the effective implementation of our school’s SPHE plan. This plan, like all others in our school plan, is available to parents. Parents are kept informed of their child’s progress in the annual report and at parent teacher meetings. Strong links between parents and school are key for developing a positive climate in the school, which in turn creates positive conditions and context for engaging with the S.P.H.E. curriculum. We encourage this in many ways, including:
  • Updating our school blog regularly
  • Updating parents in events in school through TextAParent App
  • Parent-Teacher meetings
  • Engaging with our Parents’ Association
  • Parents as guest speakers or coaches during Active School Week (where appropriate)
  • Receptions after Christmas family service, inviting parents to school parties/sports day/shows etc.


Community Links
The local community has an important role in supporting our SPHE programme. These include:
  • Dental nurse
  • Health nurse
  • Gardai
  • Credit Union
  • Sports clubs
  • Cumann na mBunscoil
  • Local library

Success Criteria

The success of this plan will be based on the following criteria:
  • Atmosphere in the school
  • Teacher planning
  • Feedback from parents
  • Positive changes in behaviour and attitudes


Roles & Responsibilities
The teaching staff of our school will implement this plan with the support of the B.O.M and parents of the school.

Ratification & Review

This plan was reviewed on November 6th 2017 following a whole-staff meeting with a PDST facilitator on the implementation of the new Stay Safe programme.


This plan was ratified by the B.O.M 

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