The personal development of young people is a major aim of education
involving all aspects of growth. All teachers who are encouraging in
their students -
(a) a sense of dignity and worth;
(b) a sense of responsibility for their own actions and decisions;
(c) a caring attitude towards others, and
(d) an ability to communicate and to form lasting, satisfying relationships are contributing to the personal development of those students.
In this sense, there has always been a concern for personal
development in primary schools, where the classroom teacher takes
responsibility for the total education program. In the main this
development is fostered through the formation of sound
teacher-student relationships and through learning in relevant areas
of the curriculum.
Some primary schools have argued a need to supplement this incidental
approach with the introduction of Personal Development Programs aimed
specifically at increasing self-esteem and the ability to make
decisions and sound judgements based on available information.
Education in the area of human relationships, values and attitudes is
already implicit in much that is taught in the primary school, and
particularly in the kinds of relationships that are formed there.
Explicit questions are dealt with naturally as they arise from the
interests and concerns of the children. This approach has been
accepted by parents and the community.
Understanding of human sexuality and the process of human
reproduction is undoubtedly part of each child's personal
development. However, some parents believe that the introduction of
specific lessons on human reproduction and sexuality would pre-empt
their rights and responsibilities as parents. Others express
difficulty in meeting those responsibilities effectively.
While recognising this diversity of community opinion, the Department
of Education accepts that many parents would welcome the support of
the school in this task. It is therefore proposed to develop a
statement of principles for Personal Development from Pre-School to
Year 12 for the guidance of schools.
The primary school should be supportive of the parental role in
relations to helping children to understand the nature of human
sexuality and the process of human reproduction, if that support is
sought by the parents.
In this connection, the school may play a role in mounting programs
to assist parents communicating more effectively with their
children.
In addition, programs on human development may be introduced into the
primary school. hn the upper primary school (Year 5 and 6) such
programs may include units on human reproduction and sexuality but
only with the expressed support of the parents and under the
following conditions:
(l) That the steps taken in coming to a decision about the introduction of these units recognise the existence of a diversity of views within the community.
(2) That the parents of the children to be involved are fully consulted and informed about the content and coverage of the units and the resources to be used. Where parents are not fluent in English, particular care should be taken to assist them in understanding the aims and coverage of these units.
(3) That the parents, in consultation with the staff, decide whether the units will be offered to:
(a) children only or parents and children together;
(b) co-educational or single-sex groups.
(4) That written parental agreement is received before any child is involved in these units of the program.
(5) That parents have the right to withdraw their children from these units of the program and that, in such circumstances, an educationally sound alternative is provided by the school.
(6) That the Principal ensures that the unit content and resource materials are very carefully assessed in relation to their suitability for use with upper primary school students and their acceptability by the parents.
(7) That the Principal ensures that the teachers are adequately prepared, both personally and professionally, to teach these units and that they are aware of the sensitivity of this area of education which -
(a) involves not merely the giving of information but also the development of healthy, caring attitudes towards oneself and others;
(b) requires open and understanding discussion with parents and a recognition and acceptance of the range of values and beliefs that exist within the community.
(8) That the fundamental importance of the teacher's responsibility for planning, implementing, monitoring and evaluating the program is recognised and accepted.
(9) That under no circumstances is the teacher to abrogate responsibility-in favour of a visiting resource person. If outside resource personnel are to be involved in the unit, great care should be exercised in supervising -
(a) their selection;
(b) their preparation by the teacher for involvement in the classroom situation;
(c) their lesson content and resource materials which should be prepared in consultation with the teacher and closely vetted and approved by the Principal;
(d) their presentation.
Note: At all times such personnel should work alongside the classroom
teacher who continues to have the responsibility for planning and
teaching the unit as part of a wider program of Personal Development.
(See also policy on Resource Personnel and Outside Helpers in School
Programs - School Manual on General Management.) The Principal should
be aware of the resource people within the Department of Education
who are available to assist in the development of such programs -
e.g. Regional Personal Development Consultant, school counsellors and
officers of the Personal Development Unit
(10) That the program has been approved by the Regional Director.
Where such programs are introduced into the primary school, the
agreement of each new group of parents must be sought for its
continuation from one year to the next. This agreement should be
communicated in writing to the Regional Director prior to the
recommencement of the program in any year.
(Schools Directorate, 1981 updated 1987)