Written Answers. - Schools Curriculum.
Richard Bruton
Question:
126
Mr. R. Bruton
asked the
Minister for Education and Science
the curriculum covered in the various personal development type programmes within the primary and secondary education systems, that is, social, personal and health, education, political and civic education, personal and sexual relationship, drug awareness and so on; the system of evaluation being put in place for these programmes; the criteria against which their operation will be judged; and if he will make a statement on the matter.
[6504/99]
There are two substance misuse prevention education programmes which have been introduced by my Department to schools, one at primary level and the other at postprimary level.
The primary school programme, introduction of which commenced earlier this year, is called Walk Tall. The programme is supported by the provision to schools of detailed educational resource materials for each class level in primary schools and also by in-career development for teachers, which is provided in one-day school staff seminars. Other longer courses are being provided for teachers in education centres as the programme is introduced. Issues concerning the use and misuse of various substances are dealt with in the context of the general themes of self-esteem, feelings, influences, decision-making and drug awareness. These themes are developed in a systematic and structured way at each class level. Content is introduced in ways which are age appropriate and active learning approaches are advocated.
At postprimary level the substance misuse prevention education programme is called On My Own Two Feet and, like the programme at pri mary level, is supported by detailed educational resource materials and associated in-career development courses for teachers. The overall aim of the programme is to enable students to take charge of their own health and to make conscious and informed decision about drugs – legal and illegal – in their lives. The content is concerned with the broad themes of identity and self-esteem, understanding influences, assertive communication, feelings and decision-making. Information on drugs and their effects are integrated in these broad themes as are discussion of notions such as legal and illegal drugs, addiction and alcoholism, social effects of misuse of drugs and so on. Active teaching methods are advocated including role play, discussion, games, artwork, projects so that students may participate fully in the learning process. The programme has been taken up by 70 per cent of all post-primary schools since it was first introduced in early 1995. Substantial in-career development training for teachers has accompanied the introduction and this provision continues.
An external, independent, evaluation of the development of these two programmes was carried out by Dr. Mark Morgan, St. Patricks College of Education and dealt with a comparison of how such programmes were developed in other European countries in the context of suitability of content and methodology, appropriateness of inservice support and immediate impact. The dissemination of the programmes include guidance for schools on within-school evaluation and review. These programmes will be subsumed in the broader programmes of Social, Personal and Health Education, SPHE, which will be introduced as part of the revised curriculum for primary schools and the SPHE programme for the junior cycle of postprimary schools when finally approved. The programmes will then be subject to the whole school evaluation process, which it is intended to extend gradually to schools generally after its pilot phase. The impact of the introduction of such programmes on general attitudes and behaviour will be matters which will only become clear in the longer term.
One further initiative which will have an impact on the general curricula of schools is the dissemination of the outcomes and experiences of the Irish network of health promoting schools. This particular network has consisted of 40 schools, 20 at primary and 20 at postprimary levels. It has been concerned with promoting the health and welfare of all in the school community, with particular reference to developing a supportive school climate for health promotion, the introduction of SPHE to curricula and an active involvement of parents and agencies in the community. The network initiative has been evaluated independently by the Department of Health and Children promotion, NUI Galway, with positive outcomes in respect of these dimensions. The dissemination commenced recently, following a national conference held in February, and it is intended to continue the process of dissemination to schools at regional levels in co-operation with health board personnel. The dissemination will also be linked to the phased introduction of SPHE and will assist in preparing the ground for its introduction.
Civic social and political education aims to provide a framework for the development of the pupils' personal and social confidence, to contribute to their moral development and prepare them for the responsibilities of citizenship. The CSPE syllabus aims to develop a concept of citizenship which extends beyond our national territorial boundary and includes the pupils' roles and duties as citizens of the EU and as members of the broader global community. There are four sequential and developmental units of study: the individual and citizenship, the community, the State, Ireland, and Ireland and the world.
Some 300 schools will present students for examination in 1999 and the remaining schools will be involved at examination level in 2000. It is not intended to evaluate CSPE until at least one whole cohort of students have taken the course to examination level in the junior certificate in 2000, therefore, no evaluation criteria have been developed as yet. CSPE will then be evaluated as part of whole school evaluation, which it is intended to extend gradually to schools generally after its pilot phase.
A comprehensive curriculum for relationships and sexuality education, RSE, has been developed for primary and post-primary schools by the National Council for Curriculum and Assessment as a module within a broader context of social, personal and health education. RSE aims to promote the overall development of the person and the integration of sexuality into personal life. The RSE curriculum at primary level is divided into two main areas: Myself and Myself and Others. The study of Myself aims to develop knowledge, skills and attitudes concerning issues such as children's self-esteem and self-confidence, their physical, emotional and sexual development, their understanding and expression of emotions and feelings, and their ability to make decisions and to keep themselves safe and healthy. Myself and Others is concerned with the major relationships in children's lives: those within the family, within friendships and within groups. This area seeks to enhance the child's understanding of these relationships as they develop and to provide for the acquisition of important personal and social skills. The portrayal of male and female roles, the exploration of relationships and sexuality in society and the influence of the media are also included.
At post-primary level, three main themes are covered: (1) human growth and development, (2) human sexuality and (3) human relationships. Theme 1 aims to cultivate understanding of the biology and psychology of the human life cycle from conception through birth and growth to death. This is accompanied by a rational for responsible behaviour in relationships and sexual activity. It also includes insights into physical well-being, infection and disease, including AIDS and sexually transmitted infections, STIs. Theme 2 deals with sexuality as an integral part of the human personality with biological, psychological, cultural, social and spiritual dimensions. Opportunities are provided in this theme to develop a holistic understanding of sexuality as contributing to the development of personal well-being, enhancing personal and family relationships and ultimately contributing to the well-being of society. Theme 3 focuses on the importance of relationships for health and well-being and stresses the importance of self-esteem as a basis for worthwhile friendships and relationships. It addresses issues such as communication, influence, intimacy, sexual attraction and sexual expression in relationships consistent with personal and moral integrity.
Progress with the implementation of RSE is currently being monitored by my Department. As a first step, a questionnaire issued to all schools in November 1998. The final results of this work will be available shortly. In addition, an independent, external evaluation of the views of teachers, both primary and post-primary, and of parents in relation to RSE is being carried out by Dr. Mark Morgan, St. Patrick's College of Education. The evaluation report is expected in July 1999. The criteria against which the operation of RSE will be judged will mirror the overall aims and objectives of the programme. In addition, the views of children and young people with regard to the contribution of the school to their development in personal and social areas will be relevant in measuring the success of such programmes.
In special schools, the curriculum covered in the various personal development programmes is based on that for mainstream schools. However, it is adapted by the schools to meet pupils' needs and levels of development. There are curriculum guidelines in the areas of social and personal development for schools for pupils with a moderate mental handicap. At present, the NCCA is in the process of devising curriculum guidelines for the different types of special schools. The work is concentrating initially on the development of guidelines for special schools catering for the different levels of mental handicap. Evaluation of these programmes is carried out by the inspectorate on their visits to schools. Criteria used are suitability of content and appropriateness to pupils' needs and abilities.
