Kathleen Funchion (Carlow-Kilkenny, Sinn Fein)
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383. To ask the Minister for Education and Skills if his attention has been drawn to the fact that independent bodies such as an organisation (details supplied) send resource packs to schools which causes concern for parents that their children may be exposed to unsuitable materials; if it is at the discretion of the teacher or school to review such packs; if training has been provided to teachers to allow them to identify if material is unsuitable or biased; and if he will make a statement on the matter. [55160/17]

Richard Bruton (Dublin Bay North, Fine Gael)
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A number of independent bodies regularly offer supports to schools to assist in delivery of the curriculum. The board of management of each school is the body charged with the direct governance of a school and is responsible for making decisions as to what external resources schools and teachers can use to supplement the curriculum and how these should be utilised.

My Department provides clear guidance to schools on the engagement of outside speakers and their use of resources in the delivery of elements of the curriculum, in particular in relation to Social, Personal and Health Education (SPHE). These guidelines are outlined in circulars 0022/2010 and circular 0023/2010 for primary and post-primary schools respectively.  These circulars, which will shortly be revised, state that all materials proposed for use by external providers must be approved in advance by the principal and Board of Management, be age and stage appropriate for pupils and be in line with the ethos of the school, and the principles of the SPHE curriculum. There is also a requirement to take account of all relevant school policies and procedures, including the school’s child protection policy, Relationships and Sexuality Education (RSE) policy and substance misuse policy. Interventions and external inputs should be evaluated by the school principal, teachers, and pupils (as appropriate) in terms of the content, approach, methodology and proposed learning outcomes.