Sexual Education & Relationships (SRE) policy€¦ · 9 Prejudice, stereotypes, sexting; Sanctity of life, abortion and euthanasia. Alter Ego’s exploring and creation of. The role

SRE policy Final 150518 Reviewed 250519 JEC, no changes

Sexual Education & Relationships (SRE) policy

Approved by:

Signed by:

Board of Governors

Chair of Governors

Date: June 2018

Date:

Written by Jayne Conway

Acting Deputy Head Date: 15th May 2018

Reviewed Jayne Conway Date: May 2019

Deputy Head

Next review due by:

October 2019 to bring in Early Adopter RSE statutory policy for 2020 as written by Joe Emmett, Leading Practitioner for PSHE


1. DEFINITION OF SEX AND RELATIONSHIP EDUCATION (SRE)

SRE is lifelong learning about physical, moral and emotional development. It is about the understanding of the importance of committed partnership for family life, stable and loving relationships, respect, love and care. It is also about the teaching of sex, sexuality, and sexual health. It is not about the promotion of sexual orientation or sexual activity – this would be inappropriate teaching.

It has three main elements:

● attitudes and values

• learning the importance of values and individual conscience and moral considerations;

• learning the value of family life, committed partnerships and stable and loving relationships for the nurture of children;

• learning the value of respect, love and care;

• exploring, considering and understanding moral dilemmas; and

• developing critical thinking as part of decision-making.

● personal and social skills • learning to manage emotions and relationships confidently and sensitively;

• developing self-respect and empathy for others;

• learning to make choices based on an understanding of difference and with an absence of prejudice;

• developing an appreciation of the consequences of choices made;

• managing conflict; and

• learning how to recognise and avoid exploitation and abuse. •

● knowledge and understanding • learning and understanding physical development at appropriate stages;

• understanding human sexuality, reproduction, sexual health, emotions and relationships;

• learning about contraception and the range of local and national sexual health advice, contraception and support services;

• learning the reasons for delaying sexual activity, and the benefits to be gained from such delay; and

• the avoidance of unplanned pregnancy. Aims of SRE

The aim of SRE is to provide balanced factual information about human reproduction, together with consideration of the broader emotional, ethical, moral, and religious dimensions of sexual health. Our SRE programme aims to prepare students for an adult life in which they can:

develop positive values that will guide their decisions, judgements and behaviour; have the confidence and self-esteem to value themselves and others and the skills to judge what kind of relationship they want

understand the consequences of their actions and behave responsibly within sexual relationships

avoid being exploited or exploiting others or being pressured into unwanted or unprotected sex

communicate effectively by developing appropriate terminology for sex and relationship issues


develop awareness of their sexuality and understand human sexuality; challenge sexism and prejudice, and promote equality and diversity

understand the arguments for delaying sexual activity

understand the reasons for having protected (safe) sex

have sufficient information and skills to protect themselves and, where they have one, their partner from uninvited/unwanted conceptions and sexually transmitted infections

be aware of sources of help and acquire the skills and confidence to access confidential health advice, support and treatment if necessary

know how the law applies to sexual relationships

2. HOW SRE IS PROVIDED AND WHO IS RESPONSIBLE FOR PROVIDING IT

The PSHE co-ordinator is responsible for the delivery of SRE which is taught by teaching staff to mixed gender groups through Ethics in KS3 and Humanities and RS in KS4, as well as the PSHE programme across both key stages (Appendix 1); biological aspects of SRE are taught within the Science curriculum in Year 8 (Appendix 2.) Topical and relevant SRE issues are also delivered in specific Form Time sessions which are developed by the PSHE co-ordinator. The delivery is supplemented by targeted assemblies, collapsed timetable days and visiting speakers. All SRE teaching is expected to reflect the values and attitudes laid out by this document. All SRE deliverers will be expected to have read and adhere to all aspects of the programme of study and its content, irrespective of personal opinion or belief. GUIDELINES FOR TEACHERS ON SENSITIVE ISSUES, ADVICE TO STUDENTS and CONFIDENTIALITY

SENSITIVE ISSUES may include: puberty, menstruation, sexual intercourse, contraception, abortion, safer sex, HIV, AIDs and sexually transmitted infections (STIs) and abuse.

If work in sensitive areas of the SRE curriculum causes teachers any concern, they should discuss this with the PSHE co-ordinator who may then refer to the Head teacher. Guidance from the DfE document Sex and Relationship Education Guidance issued July 2000 (Appendix 3, 14-18, ‘Specific issues when teaching Sex and Relationships Education.’) should be considered when establishing ground rules within lessons, answering difficult questions and giving advice to students. ADVICE TO STUDENTS AND CONFIDENTIALITY:

If a student makes a personal disclosure to a member of staff, that member of staff cannot offer or guarantee unconditional confidentiality and the student should be made aware of this as soon as possible in the conversation. If a teacher is concerned that a student is at risk of sexual abuse, they should follow the school’s safeguarding policy referring the matter as a cause for concern to the Designated Safeguarding Lead in school (Ms Alison Gallagher or the Deputy DSLs, Ms Pippa Hart/Mr Ben Chappell).

3. MONITORING AND EVALUATION The SRE curriculum will be delivered in line with the school’s curriculum and assessment policies. It is the responsibility of the PSHE co-ordinator to ensure that all areas within SRE are being covered sufficiently and well. The SRE curriculum will be reviewed annually taking into account feedback from students, staff and parents as well education reports and social trends. In addition, PSHE is part of the HUMANITIES faculty which undergoes cyclic evaluation and monitoring by the Senior Leadership Team; SRE delivery will be monitored within that.

4. WORKING WITH PARENTS AND THE RIGHT TO WITHDRAW Parents are the key people in teaching their children about sex and relationships; maintaining the culture and ethos of their family; helping their children to cope with the emotional and physical aspects


of growing up and preparing them for the challenges and responsibilities that sexual maturity brings. It is hoped that the school’s sex and relationship education programme will complement and support the role of parents. SRE lessons are to be delivered as part of the Personal, Social and Health Education (PSHE) programme, the curriculum plan for which is available on the school website, along with the SRE policy. Parents have the right to withdraw their children from all or part of the Sex and Relationship Education provided by school. The exception to this is for those parts delivered in Science lessons as these parts are included in the statutory National Curriculum. Any parent wishing to withdraw their child is encouraged to make an appointment with the PSHE co-ordinator in the first instance.

5. REVIEW This policy has been developed with the consultation of parents and ratified by Governors; it has been reviewed in May 2019 with no changes. It will be reviewed completely by October 2019 by Joe Emmett, Leading Practitioner for PSHE as part of our Early Adopter scheme of the new RSE statutory policy coming into force in September 2020.

Appendix 1 PSHE programme across both key stages Appendix 2 Biological aspects of SRE are taught within the Science curriculum in Year 8 Appendix 3 Guidance from the DfE document Sex and Relationship Education Guidance

issued July 2000 (pp14-18, ‘Specific issues when teaching Sex and Relationships Education.’)

SRE POLICY Appendix 2 Science Faculty – Year 8 Sexual Education Scheme of Work

Overview: Reproduction Time: 15 lessons Students will learn about human and plant reproduction. They will understand the processes involved and consider the issues of contraception, health during pregnancy, and STIs. Plant reproduction should be linked to food production and students should learn about the economic importance of the honey bee for food security. Students will be able to: Describe the steps in the processes of human and plant reproduction. Describe the application of Science in the context of contraception, and explain how some methods of contraception work. Describe the role of the honey bee as a pollinator. Use abstract ideas and scientific terminology to describe reproductive processes e.g. fertilisation. Describe some evidence for the decline of the honey bee, and explain the importance of Science in this context. Show understanding of how scientific ideas about short term and long term effects on ecosystems may change in response to new evidence e.g. changes in use of chemicals in the environment. ASSESSMENT: C – Honey Bee project work

Curriculum Content Time Teaching and learning activities Skill development


APPENDIX 1 – PSHE PROGRAMME

Main themes & some

key concepts

Year

Group

1. Health and Wellbeing what is meant by a healthy

lifestyle

how to manage risks to physical and emotional health and wellbeing

to identify different influences on health and wellbeing

2. Relationships to develop a sense of self and ethnic

identity and cultural heritage

how to recognise and manage emotions within a range of relationships

3. Living in the Wider World

to respect equality and to be an active citizen of a diverse community, importance of finance.

about the importance of respecting and protecting the environment

Subject codes

Ethics, History, English, Geography, Science, Food Tech, Art, French/Spanish, Design Tech, Maths, Drama, Humanities , Child Care, Careers, Animal Care

7 Truth Game, Assertiveness, feelings and emotions. What is truth – meaning through ‘Life of Pi’ Unfair treatment of slaves – health issues. Narrative writing, alter egos, how I see myself and others. Weather, how it shapes our lives, Farming- genetically modified food or organic? Brain, learning styles, eyes, sound, how it works and how to take care of your hearing. Breathing, lungs, balanced diets Kitchen safety – basic firsts, Healthy eating music and colour, character masks

About Face Theatre Company, Where I belong? Family and friends, bullying, dangers of being alone, Police talk on Sexting Henry VIII issue of love, marriage and legitimacy. Slavery - abuse power relationship. Autobiography – who am I? Much Ado about Nothing – characters, conflict and resolution. Community and settlement – where best to build Reactions, offering reasoned views on ethical issues, testing medicines. Awareness of what we eat and its effects.

Disability, different faiths and communities in UK and across the world, rule of law and ‘human values’. Origins of Catholic and Protestant divide, economic factors for The Reformation and Abolitionist struggle. Boy in Striped Pyjamas – context of Holocaust Non-fiction writing – Writing to inform and persuade Farming – how we treat the earth and our impact on it. Intro to science, importance to understand how science works in everyday life. Foods of the world – cultural context Intro to life in France, French language

8 Body and emotional changes. Media Influences on body perception, Dangers and risk in teenage years – smoking/drug intro, History of Medicine Poetry – character and voices Tectonics – earthquakes and volcanos, health and wellbeing impact Reproduction – humans as an example of a mammal

Internet safety – ‘Don’t trust a book by its cover’, What makes a good partner? Rites of Passage – birth to marriage. Industrial revolution, shaping a nation Macbeth – power and politics Italy, Kenya – cultural identity Design and make project – sense of self Portraiture – expressing myself Reproduction – birth, contraception, STI’s

Understanding the origins of Muslim faith, Rights and responsibilities in faith and secular contexts Growth of Capitalism, Causes of WW1 Gothic novel – morality and justice Geography – national parks looking after environment Earth and energy – impact on the planet, Acid Rain Music in culture and community – blues/reggae Algebra/zero, Greek and Islamic origins Animal Health and Welfare, Conservation, the role of Zoos in society

9 Prejudice, stereotypes, sexting; Sanctity of life, abortion and euthanasia. Alter Ego’s exploring and creation of.

The role of Law – Mock Trial Competition; function of relationships and impact of poor relationships.

Civil Rights USA, Martin Luther King’s role and motivation. Role and practicalities of money; Holocaust.


Reproduction in plants, including flower structure, wind and insect pollination, fertilisation, seed and fruit formation and dispersal, including quantitative investigation of some dispersal mechanisms

1 Pollination and fertilisation PP Plant reproduction A- Recap parts of the plant by

making it and labelling it out of random

materials

Explain the process of reproduction in humans and plants as a sequence of steps. Describe and explain the importance of the honey bee for the growth of crops, and how Science can be used to

2 PP Bee Task

Population; China – One child policy, unhealthy families, Life expectancy and how to increase. Stem cells, physical and mental illness, obesity, cancers Fast Food and healthy eating Drama skills, challenging myself, team work

Mice and Men; friendship, abuse of power, unhealthy relationships. Romeo and Juliet; love and loss. Comparing UK and China, Slave trade- cocoa farming Impact of alcohol etc Buy local & local food, sustainability v international food Introducing yourself, hobbies

20th Century, WW1, Rise of Hitler, Cold War Dystopias – alternative worlds Rainforests, importance and loss; Cocoa Farming – Fairtrade. Life and the Environment, global vaccinations

GCSE Prejudice and Persecution Medicine Through time – how health improved, challenges An inspector Calls – prejudice of classes and Eva Smith Geography- Population – life expectancy and issue of aging population Keeping healthy; Medicine and Drugs Personal information; Healthy Lifestyles planning for physical and emotional needs of children, encouraging Children to eat Healthily.

Family and Socialisation/ Culture and Belief Germany 1919-1945 – impact of young, women and groups. Inspector Calls/Jekyll and Hyde Use of extracts from texts of different cultures from around the world; non-fiction topics exploring different beliefs and laws. Geography- Population – life expectancy and issue of aging population , contraception pro and ante birth controls Reproduction – IVF, STI’s, inheritance disorders, sex determination Rights and Responsibilities; keeping children safe

Conflict and Co-operation/Environmental issues Holocaust – origins, impact, final solution Geography- development gap, living in extreme ecosystems, climate change Non-Fiction texts – topics for non-fiction reading and writing surrounding the ethics of pollution, wars, advancement of science and impact of plastic on the environment. Changing Planet, Energy, human impact on earth, extinction CV writing, collage visits/applications Record of Achievement, Revision Programme Animal Health and Welfare, the role of animals in society

PE – all years

Importance of fitness; Health related exercises

Relationship between healthy living and emotions

Sport and Global way of life

Re-occurring school events, visits, etc., which are multi themed

Hay Festival (KS3) Battlefield Trip – Ypres – Year 9 Read for Good (Readathon) (KS3) Barcelona Cern Trip – Switzerland Ski Trip Holocaust Memorial Day – Year 9 SELFIE project – Year 9/10 (Relationship and sex education Llanrug – Year 7 World Book Day Iceland – Geog/Sci visit ASSEMBLIES – internet safety, kindness, mental health, supporting school message house (attendance, resilience, learning behaviour, ownership) Remembrance Assembly Peer-mediation Strong-Young-Minds


The importance of plant reproduction through insect pollination in human food security

The importance of the Honey Bee – pollination and food A – project work

monitor the environment, and intervene in natural processes

2-3 PP Seed dispersal Assessment – methods and structures of seeds for function DVD- Life of plants- travelling section 4 mins in to introduce seed dispersal strategies. P – Investigating seed dispersal with model seeds and hair dryers

Reproduction in humans (as an example of a mammal) including the structure and function of the male and female reproductive systems, menstrual cycle, gametes, fertilisation, gestation and birth, to include the effect of maternal lifestyle on foetus through the placenta

1 PP Reproduction Changes during puberty Focus on the role of hormones DVD- Robert Winston DVD

Explain the process of reproduction in humans and plants as a sequence of steps.

1 PP Reproduction Reproductive parts and function WS Reproductive organs

1 PP Reproduction Menstrual Cycle Focus on role of hormones

1 PP Reproduction Gametes, intercourse, fertilisation WS Sexual Intercourse Diagram

1 PP Pregnancy

1 Birth

1 PP Contraception

1 STIs

Heredity as the process by which genetic information is transmitted from one generation to the next

A simple model of chromosomes, genes and DNA in heredity, including the part played by Watson, Crick, Wilkins and Franklin in the development of the DNA model

The variation between individuals within a species being continuous or discontinuous, to include measurement and

1-2

1

1

1-2 1

Variation PP Variation P- Collecting data on types of variation Genetics PP Variation WS Variation and Genetics Types of reproduction and selective breeding PP Reproduction and Selective breeding P- Choosing which apples to selectively breed Cloning and Genetic engineering PP Gene Technology and Cloning


graphical representation of variation

A- What gene would you like to

transfer to your cells and how would you

do it?

Cuttings P- Grow cuttings of geraniums

Appendix 3 Specific Issues when Teaching Sex and Relationship Education

(Guidance from the DfE document Sex and Relationship Education Guidance issued July 2000)

This section looks at some sensitive issues teachers may have to deal

with when teaching sex and relationship education. Schools should set

out how they intend to cover them in their sex and relationship

education policy.

1.1 Parents and pupils may need to be reassured that the personal beliefs and

attitudes of teachers will not influence the teaching of sex and relationship

education within the PSHE framework. Teachers and all those contributing to sex

and relationship education are expected to work within an agreed values

framework as described in the school’s policy, which must be in line with current

legislation. Some teachers may need support and training to deliver the

programme sensitively and effectively.

1.2 Teachers have a responsibility to ensure the safety and welfare of their pupils.

They are in a particular position of trust. Sexual relationships involving children

under 16 are a criminal offence. A sexual relationship between a teacher and any

pupil at the same school or college is a breach of that trust. Such behaviour

constitutes serious misconduct on the part of the teacher and will invariably result in

disciplinary action, often dismissal, by an employer. It may also lead to a

teacher being barred from further employment in the education service by the

Secretary of State.

1.3 The Sexual Offences (Amendment) Bill, before Parliament as at July 2000,

contains proposals to create a new offence to protect those under 18 years of

age in particular areas from abuse of trust in the form of inappropriate sexual

relationships. The new offence will apply to teachers and others in a position

of trust. It will be an offence for a teacher to have a sexual relationship with

a full-time pupil in the same school, residential school, or further education

establishment who is under 18.

1.4 The following specific issues would usually need to be addressed in a school’s sex and

relationship education programme:


Puberty

1.5 Boys and girls need to be prepared for puberty. Schools will need to plan the

appropriate age to do so, in consultation with parents.

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Sex and Relationship Education Guidance

1.6 If sex and relationship education is established within a context of PSHE at

primary level, as children reach puberty they will know and understand that they will

change and develop, and will have confidence in managing the physical and

emotional changes. Primary schools should set clear parameters as to what will be

taught in a whole class setting and what will be dealt with on an individual

basis.

Menstruation

1.7 The onset of menstruation can be alarming for girls if they are not prepared. Research

shows that about a third of girls are not told about periods by their parents and 10%

receive no preparation at all before their first period. As with

education about puberty, programmes should include preparation for menstruation

(see section 3 on primary and secondary schools).

1.8 Schools should also make adequate and sensitive arrangements to help girls cope with

menstruation and with requests for sanitary protection.

Contraception

1.9 In England in 1998 there were over 100,000 conceptions to teenagers, of which over

8,000 were to girls under 16. This is clearly totally unacceptable. Not only are there

obvious risks to health, but this also leads to greater dependence,

undermining potential achievement in education and in further employment,

placing greater stress on the young person and their family, and denying choices

available to others. This puts at risk the broader development of pupils mentioned in

paragraph 2 of the introduction. It is therefore appropriate for secondary

schools to provide education about contraception.

1.10 Knowledge of the different types of contraception, and of access to, and

availability of contraception is a major part of the Government’s strategy to reduce

teenage pregnancy. Effective sex and relationship education in secondary schools has

an important role to play in achieving this.

1.11 Trained staff in secondary schools should be able to give young people full

information about different types of contraception, including emergency

contraception and their effectiveness. Pupils may wish to raise further issues with

staff arising from discussion in the classroom. Trained teachers can also give

pupils – individually and as a class – additional information and guidance on where

they can obtain confidential advice, counselling and, where

necessary, treatment.

1.12 This should be made clear in the school’s sex and relationship education policy. Section

7 also refers to the role of health professionals in the school.


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1.13 In addition to what is put in place in a school’s sex and relationship education

policy to inform and counsel young people on sex and relationships, there will be

rare occasions when a primary school teacher is directly approached by a child who

is sexually active or contemplating sexual activity. This will always raise child

protection issues and sensitive handling will be needed to ensure that a proper

balance is struck between the need to observe the law and the need for sensitive

counselling and treatment including protection from disclosure to inappropriate

adults. Section 7 contains a fuller account of the procedures for handling such

cases.

Abortion

1.14 38% of teenage pregnancies ended in abortion in 1998 – almost 39,000

abortions. There are strongly held views and religious beliefs about abortion and

some schools will apply a particular religious ethos through their sex and

relationship education policy to the issue which will enable pupils to consider the

moral and personal dilemmas involved. The religious convictions of pupils and

their parents should be respected.

1.15 It is all too easy to create a classroom debate in which pupils’ views become polarised

and miss the purpose of sex and relationship education in preparing pupils for the

responsibilities and challenges of adult life. When abortion is

covered within a programme, the challenge is to offer young people the

opportunity to explore the dilemmas, enable them to know and understand about

abortion, and develop the communication skills to discuss it with parents and

health professionals.

1.16 However, the key task for schools is, through appropriate information and

effective advice on contraception and on delaying sexual activity, to reduce the

incidence of unwanted pregnancies.

Safer Sex and HIV/AIDS and sexually transmitted infections (STIs)

1.17 Teaching about safer sex remains one of the Government’s key strategies for

reducing the incidence of HIV/AIDS and STIs and it has particular relevance to the

forthcoming Sexual Health Strategy. Since 1995 there have been significant

increases in the numbers of diagnoses of genital chlamydial infection, genital

warts and gonorrhoea. The rises were steepest in the 16-19 year olds, particularly for

chlamydia (over 20% a year). The total number of new cases of STIs in 1998

exceeded 500,000.

1.18 A survey conducted by National Opinion Poll (1996) indicated that young adults may be

becoming complacent about the importance of safer sex, increasing their


16



risk of infection and unwanted pregnancy or paternity. Strategies for teaching

about HIV/AIDS and STIs should include:

● helping pupils clarify their knowledge of HIV/AIDS and STIs;

● teaching them assertiveness skills for negotiating relationships; and

● enabling them to become effective users of services that help prevent/treat STIs

and HIV.

1.19 To reinforce the specific points above, the key messages for all sex educators,

including schools, are:

● information and knowledge about HIV/AIDS is vital;

● young people need to understand what is risky behaviour and what is not;

● sex and relationship education should inform young people about condom use and

safer sex in general;

● young people need skills to enable them to avoid being pressured into

unwanted or unprotected sex (this should link with issues of peer pressure

and other risk-taking behaviour such as drugs and alcohol); and

● young people need factual information about safer sex and skills to enable them

to negotiate safer sex.

1.20 STIs are major causes of ill health which can have long-term physical and

psychological health consequences. Incidence of STIs continues to rise and the

incidence of HIV/AIDS infection remains unacceptably high, particularly for young

men. Thirty-nine per cent of those with AIDS in the UK are in their 20s, most of

whom will have contracted HIV in their teens.

1.21 Young people need to be aware of the risks of contracting a STI and how to

prevent it. (A recent Health Education Authority study found that one in four young

people believed that the pill would protect them from STIs).

1.22 Although the emphasis in sex and relationship education should be on prevention of

infection, through delaying sexual activity and teaching the reasons for safe

sex, pupils also need to know about diagnosis and treatment.


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Key points

● Sensitive issues should be covered by a school’s policy.

● Some teachers may need extra support and training in order to be able to deal

with these issues confidently in the classroom.

● Both boys and girls should be prepared for puberty.

● Girls should be prepared for menstruation before their periods start.

● Young people need access to, and precise information about, confidential

contraceptive information, advice and services.

● Young people need to be aware of the moral and personal dilemmas involved in

abortion and know how to access a relevant agency if necessary.

● Young people need to be aware of the risks of STIs including HIV and know

about prevention, diagnosis and treatment.

● Young people need to know not just what safer sex is and why it is important but

also how to negotiate it with a partner.

Documents

Sexual Education & Relationships (SRE) policy€¦ · 9 Prejudice, stereotypes, sexting; Sanctity of life, abortion and euthanasia. Alter Ego’s exploring and creation of. The role