GROSVENOR GRAMMAR SCHOOL
Relationships and Sexuality Education Policy
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INTRODUCTION
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, selfesteem 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.
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.
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.
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.
OBJECTIVES OF RELATIONSHIPS AND SEXUALITY EDUCATION
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.
MORAL AND VALUES FRAMEWORK
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
GROSVENOR GRAMMAR SCHOOL
Relationships and Sexuality Education Policy
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7.1
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in developing responsible behaviour in sexual matters.
CURRICULAR DELIVERY OF RSE
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.
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.
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.
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.
EQUAL OPPORTUNITIES
The School recognises that all pupils have the right to an education which adequately prepares
them for adult life. Therefore all pupils in Grosvenor Grammar 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.
MONITORING AND EVALUATION
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.
SPECIFIC ISSUES
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.
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.
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.
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.
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.
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.
GROSVENOR GRAMMAR SCHOOL
Relationships and Sexuality Education Policy
7.7
7.8
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.
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.
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.
GROSVENOR GRAMMAR SCHOOL
Relationships and Sexuality Education Policy
APPENDIX 1 – KEY STAGE 3 RSE PROGRAMME
LLW
Year 8
Gender and identity
Types of relationships
Qualities of friendship
Managing difficult
relationships
 Sexual maturation
 Peer and other influences
 Exploring morals and
values
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Science /
Biology
Home
Economics
Year 9
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
Year 10
 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
Family Life
Roles and Responsibilities
within families
Gender roles and
stereotyping
Adolescence – recognising
feeling, moods and
emotions
Maintaining positive
relationships
 Nutritional needs during
pregnancy
 Development of the child
from conception to birth
 Encouraging sensitivity
towards different ways of
life, beliefs and opinions
 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
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GROSVENOR GRAMMAR SCHOOL
Relationships and Sexuality Education Policy
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Religious
Education
Considering peer and other
influences
Different types of
relationships
Fostering and adoption
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
Home
Economics
 Nutritional needs at pre-conception and
during pregnancy
 Physical and emotional changes that occur
in males and females during puberty
Religious
Education
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Abortion
Families
Religious views on sex
Marriage
Divorce
 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
 Homosexuality
 Contraception
 Gender Roles
GROSVENOR GRAMMAR SCHOOL
Relationships and Sexuality Education Policy
APPENDIX 3 - SAMPLE EVALUATION QUESTIONNAIRE FOR PARENTS, PUPILS AND STAFF
Questionnaire for Pupils
1.
Have you received any sex education/RSE at school?
Yes
2.
No
Can’t remember
If so, was it (please put an ‘X’ were appropriate).
excellent
very good
not good
bad
good
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
If so, what?
No
GROSVENOR GRAMMAR SCHOOL
Relationships and Sexuality Education Policy
Questionnaire for Parents
1.
Are you aware of the school’s programme for personal, social and health education?
Yes
2.
Have you received/read a copy of the school policy?
Yes
3.
No
Would you like to know more about the school’s programme of Relationships and Sexuality
Education?
Yes
4.
No
No
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)
GROSVENOR GRAMMAR SCHOOL
Relationships and Sexuality Education Policy
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?
GROSVENOR GRAMMAR SCHOOL
Relationships and Sexuality Education Policy
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 –
www.grosvenorgrammarschool.org.uk
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