GROSVENORGRAMMAR SCHOOL
Relationships and Sexuality Education Policy
1. / INTRODUCTION
1.1 / The Relationships and Sexuality Education (RSE) policy is designed to reflect the ethos and values of the School and be compatible with the rights of the child as detailed in the Children (Northern Ireland) Order, 1995. It aims to encourage pupils to develop mutual respect, self-esteem and well-being within the context of healthy and respectful friendships and relationships and in doing so develop responsible behaviour and the ability to make informed decisions. It seeks to foster an understanding of, and a healthy attitude towards, human sexuality and relationships within a moral, social and spiritual framework and to help the child come to value family life and marriage and to appreciate the responsibility of parenthood.
1.2 / RSE is a life-long process which encompasses the acquisition of knowledge, understanding and skills, and the development of attitudes, beliefs and values about personal and social relationships and gender issues.
1.3 / The School will abide by the guidelines laid down by the Department of Education and the specifications provided by CCEA. In particular this policy has been written in accordance with the guidance provided in DE Circulars 2001/15, 2001/15b and 2010/01. It is also written in accordance with guidance published by the Equality Commission on Eliminating Sexual Orientation Discrimination in Northern Ireland.
1.4 / The Head of Learning for Life and Work (LLW) is responsible for ensuring the effective delivery of RSE. This will involve monitoring and evaluating teaching and learning, providing resources for teachers, drawing up appropriate programmes of study/schemes of work in line with the most up-to-date DE and CCEA requirements and ensuring staff involved in teaching the programme receive appropriate training.
2 / OBJECTIVES OF RELATIONSHIPS AND SEXUALITY EDUCATION
2.1 / The underlying objectives of the programme are:
  • To develop within pupils a positive sense of self-awareness, self-esteem and self-worth.
  • To enable pupils to develop skills in forming and maintaining healthy relationships.
  • To provide opportunities for pupils to explore the moral and ethical issues surrounding sexuality.
  • To develop within pupils a respect for their own and other people’s bodies.
  • To develop pupils’ skills in recognising and protecting themselves from abuse.
  • To give accurate information to correct misunderstandings that pupils may have gained from their peers.
  • To enable pupils to communicate about feelings, sexuality and development using appropriate language.
  • To enable pupils to understand the influence of messages from peers and media on their own values.
  • To develop the skills of pupils to resist detrimental peer pressure and exert positive pressure on others.
  • To prepare pupils to cope with the social, physical and emotional challenges of growing up and so prepare them for adult life.

3 / MORAL AND VALUES FRAMEWORK
3.1 / The morals and values reflected within the teaching of RSE are in line with the School’s ethos:
  • An appreciation of the value of stable family life, marriage, permanent loving relationships based on trust and commitment and responsibilities of parenthood.
  • An acknowledgement of singleness and celibacy as equally valuable and fulfilling options and a recognition that sexual abstinence before marriage is a positive and desirable option which is an achievable reality to which young people can aspire.
  • The deferment of sexual activity until young people are physically and emotionally mature enough to understand the inherent responsibilities.
  • Recognition of the positive benefits of seeking sexual fulfilment within a permanent committed relationship with one person.
  • An appreciation that rights, duties and responsibilities are involved within any relationship.
  • An appreciation of the value and sacredness of human life.
  • The promotion of respect for all people regardless of sexual orientation and an appreciation of the need to treat others with dignity and respect the right of others to hold different views from oneself without aggression or antagonism.
  • An appreciation that self-discipline, self-restraint and non-exploitation are important values in developing responsible behaviour in sexual matters.

4. / CURRICULAR DELIVERY OF RSE
4.1 / RSE will be delivered primarily through LLW (Personal Development) although issues relating to relationships and sexuality will also be dealt with in Home Economics, Biology, English and Religious Studies.
4.2 / Generally, RSE will be taught in mixed groups, so that boys and girls are encouraged to work with each other and gain an understanding of each other’s perspectives. On occasions pupils may work in single gender groups so that they can explore and consider gender specific issues.
4.3 / The School recognises that the home exerts a major influence on all aspects of a young person’s life, and especially so in the domain of relationships and sexuality. Where sensitive issues are being addressed, parents may be informed about the content to be covered and the activities which pupils will undertake.
4.4 / While there is no statutory parental right to withdraw a child from classes in RSE, the School will try to take account of any parental concerns and will, as far as possible, make alternative arrangements for any pupil whose parent wishes him/her to be excused from particular, or all, sex education classes.
5. / EQUAL OPPORTUNITIES
5.1 / The School recognises that all pupils have the right to an education which adequately prepares them for adult life. Therefore all pupils in GrosvenorGrammar School will receive adequate preparation for the emotional and physical changes at puberty and beyond. The RSE programme will be tailored to meet the needs of all pupils (including those with Special Education Needs) in terms of content, methodology and the resources used.
6 / MONITORING AND EVALUATION
6.1 / This Policy will be reviewed and updated periodically. Pupils, staff and parents may be asked to complete evaluation questionnaires prior to or post RSE programmes. Sample questionnaires are included in Appendix 3.
7 / SPECIFIC ISSUES
7.1 / STATUS OF THE FAMILY
The School acknowledges (and will support) the value of the institutions of marriage and the family, whilst being sensitive to children who are from “non-nuclear” families. Happy marriages will be presented as the ideal to which many aspire and achieve.
7.2 / CONFIDENTIALITY AND CHILD PROTECTION
The child’s right to privacy will be respected at all times by both the teacher and all other pupils in the class. However, staff cannot give any guarantee of confidentiality to pupils. It is the responsibility of the class teacher to inform the designated Teacher for Child Protection of any disclosures which may suggest that a pupil is at risk or that physical or sexual abuse is suspected. Such disclosures should be dealt with in accordance with the procedures outlined in the Child Protection Policy. Those teachers involved in the delivery of RSE will be made specifically aware of the signs of sexual abuse.
7.3 / TEACHING RSE
RSE issues will be presented in a way that is free from sensationalism and bias and with sensitivity pitched to the pupils’ needs and situations.
If pupils raise issues that are offensive to some, or beyond the maturity level of the class, the teacher should not answer the question in class but arrange to speak to the pupil after class and suggest that they discuss the matter with their parents or let it drop. Due to the sensitive nature of some of the issues in RSE, teachers have the right to state that for personal reasons, they do not wish to give a personal opinion on a particular issue which has arisen.
If students do not wish to discuss a particular question with their parents, the teacher may decide to answer it in the presence of a colleague.
7.4 / THE CENTRALITY OF ABSTINENCE
To be consistent with the teaching in Religious Studies, sexual abstinence before marriage and fidelity within it will be presented as a positive and desirable option and an achievable reality.
7.5 / TERMINOLOGY
All staff teaching RSE should always use proper biological terms for body parts and sexual acts. Common slang and vernacular words/phrases should be avoided.
7.6 / USE OF VISITORS & OTHER RESOURCES
All resources, whether human or material must be vetted to ensure that they are consistent with this policy and the school’s ethos.
In using visiting speakers or representatives from voluntary or statutory agencies, care should be taken to ascertain that they have read and are willing to comply with the school policy. Their participation in teaching will complement the ongoing RSE curriculum and they should know what has been taught in preparation for their visit and how the school proposes to develop their input further.
7.7 / THE SACREDNESS OF LIFE
In line with the ethos of the school, the value and sacredness of human life will be actively promoted. This will influence teaching on abortion and casual sex.
7.8 / HOMOSEXUALITY
In line with the School’s ethos, committed, permanent heterosexual relationships will be presented as the ideal context for sexual intimacy. However, all members of the school community, regardless of sexual orientation, gender, colour, religion etc., will be respected and valued and have the right to learn in a safe environment. Pupils should allow others the right to hold different views/lifestyles from them in a peaceful manner.
Pupils will be spoken to (reprimanded) if they call each other names such as “gay” or “lesbian” in a derogatory manner.
Homophobic bullying, in any form including any demonstration of negative attitudes towards lesbian, gay and bisexual students or those who are perceived to be such, will not be tolerated by the school.

APPENDIX 1 – KEY STAGE 3 RSE PROGRAMME

Year 8 / Year 9 / Year 10
LLW /
  • Gender and identity
  • Types of relationships
  • Qualities of friendship
  • Managing difficult relationships
  • Sexual maturation
  • Peer and other influences
  • Exploring morals and values
/
  • Communication and respect in friendship
  • Developing romantic friendships
  • Influences on relationships
  • Coping with difficulties in relationships
  • Stereotyping and its influence on attitudes and behaviour
  • Sensitivity towards different ways of life
  • Adolescence – recognising feeling, moods and emotions
  • Peer and other influences
  • Exploring morals and values
  • Teenage pregnancy
  • Gender roles
/
  • Establishing boundaries
  • Appropriate and inappropriate relationships
  • Sexual relationships (including values and attitudes)
  • Abstinence as a positive option and achievable reality
  • Teenage pregnancy and consequences of sexual relationships
  • Sexual abuse and the support available to young people
  • Dealing with rejection and loss
  • Contraception
  • STDs and safe sex practices
  • Sensitivity towards different ways of life
  • Divorce
  • Peer and other influences including the media
  • Exploring morals and values

Science / Biology /
  • Physical changes that occur during puberty
  • Male and female reproductive systems, what happens during intercourse; the biological aspects of human fertility and conception
  • The development of the child from conception to birth
  • Factual information about the types of contraception
  • Awareness of what it is to be male and female

Home Economics /
  • Family Life
  • Roles and Responsibilities within families
  • Gender roles and stereotyping
  • Adolescence – recognising feeling, moods and emotions
  • Maintaining positive relationships
  • Considering peer and other influences
  • Different types of relationships
  • Fostering and adoption
/
  • Nutritional needs during pregnancy
  • Development of the child from conception to birth
  • Encouraging sensitivity towards different ways of life, beliefs and opinions

Religious Education /
  • Love
  • Stereotyping
/
  • Abortion
  • Relationships
  • Marriage

APPENDIX 2 – KEY STAGE 4 RSE PROGRAMME

Year 11 / Year 12
LLW
Biology /
  • Sexually Transmitted Diseases and safer sex practices
/
  • Physical changes that occur during puberty
  • Male and female reproductive systems, what happens during intercourse; the biological aspects of human fertility and conception
  • The development of the child from conception to birth
  • Factual information about the types of contraception
  • Adolescence – recognising feeling, moods and emotions
  • Teenage pregnancy

Home Economics /
  • Nutritional needs at pre-conception and during pregnancy
  • Physical and emotional changes that occur in males and females during puberty

Religious Education /
  • Abortion
  • Families
  • Religious views on sex
  • Marriage
  • Divorce
/
  • Homosexuality
  • Contraception
  • Gender Roles

APPENDIX 3 - SAMPLE EVALUATION QUESTIONNAIRE FOR PARENTS, PUPILS AND STAFF

Questionnaire for Pupils

1. / Have you received any sex education/RSE at school?
Yes / No / Can’t remember
2. / If so, was it (please put an ‘X’ were appropriate).
excellent / very good / good
not good / bad
3. / What did you enjoy most about the sex education/RSE programme?
4. / What did you enjoy least about the sex education/RSE programme?
5. / Is there anything you would like to know about that was not included in the programme?
Yes / No
If so, what?

Questionnaire for Parents

1. / Are you aware of the school’s programme for personal, social and health education?
Yes / No
2. / Have you received/read a copy of the school policy?
Yes / No
3. / Would you like to know more about the school’s programme of Relationships and Sexuality Education?
Yes / No
4. / Would you be interested in any of the following? Please mark with an ‘X’ where appropriate.
receiving a copy of the school’s RSE policy
attending an information session on the school’s RSE programme
becoming involved in developing a school RSE policy
having the opportunity to see the resources available or used in
school’s programme
borrowing RSE resources to use with your children at home
If you have any concerns about the programme, please indicate below.
Comments (including suggested amendments)

Questionnaire for Staff

1. / What sex education/RSE programmes already exist in your school?
2. / Are you are of the school sex education/RSE policy?
Yes / No
3. / Are you aware of the school policy on: Please mark with an ‘X’
the morals and values framework for sex education or the RSE programme
confidentiality
procedures for inviting/using visitors
procedures for dealing with disclosure of sexual abuse
4. / Do you think these policies are supportive and/or workable?
5. / Are you involved in teaching RSE?
Yes / No
6. / In your opinion which areas of the sex education/RSE programme have been successful?
7. / In your opinion which areas of sex education/RSE have not worked well?
8. / What, in your opinion, are the reasons for this? (Questions 6 and 7)
9. / Have you participated in any in-service training about using active learning strategies?
Never
in the last year
in the last two years
in the last four years
10. / Have you received any in-service training about RSE?
Never
in the last year
in the last two years
in the last four years
11. / In your opinion what aspects of the sex education/RSE programme are not meeting the needs of the pupils?

APPENDIX 4 - SAMPLE LETTER TO PARENTS

Dear Parent/Guardian

As you may be aware the School has a statutory requirement to teach Relationships and Sexuality Education (RSE). The RSE programme is delivered mainly through Learning for Life and Work (LLW) although issues relating to relationships and sexuality will also be dealt with in Home Economics, Biology, English and Religious Studies.

The RSE programme is designed to reflect the ethos and values of the School. It aims to encourage pupils to develop mutual respect, self-esteem and well-being within the context of healthy and respectful friendships and relationships and in doing so develop responsible behaviour and the ability to make informed decisions. It seeks to foster an understanding of, and a healthy attitude towards, human sexuality and relationships within a moral, social and spiritual framework and to help the child come to value family life and marriage and to appreciate the responsibility of parenthood. The School’s policy on RSE can be found on the school website –

The School recognises that the home exerts a major influence on all aspects of a young person’s life, and especially so in the domain of relationships and sexuality. As such I wish to inform you that during the course of this term your son/daughter’s class will be dealing with the following sensitive issues:

I trust that you will support the staff in the school as they seek to provide all pupils with adequate preparation for the emotional and physical changes at puberty and beyond and I would encourage you to discuss these issues with your son/daughter in advance of the classes taking place.

Please feel free to contact the Vice-Principal i/c Pastoral Care if you have any concerns or wish to discuss the matter further.

Yours faithfully

R S McLoughlin

Headmaster