CURRENT PROVISION
It is clear that in recent years there has been a huge upsurge of interest in the broader aspects of the school curriculum. An ever-growing number of schools has come to the conclusion that, in order to meet the holistic aim of education and the curriculum, students should be exposed to a wide variety of learning experiences that will enable them to develop the qualities and dispositions necessary for effective learning at school and participation in adult life.
Over the years schools have adopted a variety of ways in which to meet the SPHE needs of the students. The Departments of Health and Children and Education and Science, in co-operation with other agencies, have made resources and training available in this area. Some schools offer pastoral care programmes, drawing on the expertise of a variety of individuals, institutes and training bodies for support and resource material. Resource material on a variety of topics has also been made available by voluntary and other groups and commercial interests.
The setting up of a tutor system in many schools, and staff training in effective tutor roles, have contributed to a positive climate and atmosphere in these schools. The leadership of principals has been a key factor in initiating and supporting this and any other pastoral care structure.
AN ENABLING CURRICULUM
The provision of a curriculum and teacher guidelines for SPHE at post-primary level is in no way intended to supplant or terminate the excellent and indispensable work already in progress. The curriculum offers a framework for many existing programmes and an incentive for schools to make formal provision for SPHE. It is an enabling curriculum which will support work already being done in SPHE and offer guidelines for that and future work. In this regard the NCCA course committee has drawn on the expertise of bodies and groups offering materials and training in this area.
RELATIONSHIPS AND SEXUALITY EDUCATION (RSE)
The Interim Curriculum and Guidelines for Relationships and Sexuality Education indicates that the context for RSE in post-primary schools will be within social, personal and health education. The outline for junior cycle suggested in the Interim Curriculum and Guidelines has been incorporated into the RSE module of each of the three years of this syllabus. In planning for this module, a school will be guided by its policy on relationships and sexuality education which will have been prepared in consultation with parents, teachers, and management authorities.
A section of the guidelines for social, personal and health education will incorporate the remainder of the topics addressed in the Interim Curriculum and Guidelines for Relationships and Sexuality Education.