Sex_Education

SEX AND RELATIONSHIPS EDUCATION

Staff responsible: A. Watkins January 2008

Aims and objectives

· The objective of Sex and relationship Education (SRE) is to help and support young people through their physical, emotional and moral development. This policy, embedded within PSHE, will help young people learn to respect themselves and others and move with confidence from childhood through adolescence into adulthood.

· Learning is embedded in a context that enhances the self-worth and confidence of each individual and encourages mutually respectful relationships and empathy for others.

· Effective sex and relationship education is essential if children are to make responsible and well informed decisions about their lives and develop into mature, healthy, happy and responsible adults.

Curriculum

· Opportunities exist through the curriculum for promoting SRE. Parents have the right to withdraw their children from SRE lessons that fall outside those aspects covered in the National Curriculum science lessons. Parents do not have to give their reasons for withdrawing their children, but will be made aware of the implications of removing children.

· National curriculum Science in Key Stage 1 includes:

That animals including humans move, feed, grow, use their senses and reproduce
To recognise and compare the main external parts of the bodies of humans
That humans and animals can produce offspring and these grow into adults
To recognise similarities and differences between themselves and others and treat others with sensitivity.

· National Curriculum Science in Key Stage 2 includes:

That the life processes common to humans and other animals include nutrition, growth and reproduction
About the main stages of the human life cycle.

· At West Twyford we follow the Government Guidance of July 2000 and children learn about feelings and relationships, and about their changing bodies, through the PSHE framework of the National Curriculum; at different levels appropriate to their age through Key Stages 1 and 2. SRE is firmly rooted within the non-statutory framework for PSHE. It is not delivered in isolation.

· SRE is lifelong learning about physical, moral and emotional development. It is about understanding the value of 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 of sexual activity.

· Sex education has three main elements:

Attitudes and values

§ Learning the importance of values and individual conscience and moral decisions

§ Learning the value of family life, marriage, and stable and loving relationships for the nurture of children

§ Learning the value of respect, love and care

§ Exploring, considering and understanding moral dilemmas

§ 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 differences and with an absence of prejudice

§ Developing an appreciation of the consequences of choices made

§ Managing conflict

§ 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 at a level appropriate to age

§ Learning the reasons for delaying sexual activity, and the benefits to be gained from such delay

§ The avoidance of unwanted pregnancy

· Social skills, choices, citizenship, positive assertiveness and self-esteem are taught from the early years. When the science curriculum teaches human reproduction in Year 5, the sex education programme is taught concurrently. The science curriculum and SRE curriculum are taught in separate sessions so that parents can choose to withdraw their children from the latter lessons.

Approaches to Teaching and Learning

· Our school can help young people develop confidence in talking, listening and thinking about sex and relationships. A number of teaching strategies help this, including:

Establishing ground rules with pupils
Using ‘distancing’ techniques
Knowing how to deal with unexpected questions or comments from pupils
Using discussion and project learning methods and appropriate materials
Encouraging reflection

· To facilitate pupils learning in SRE:

§ The purpose of each lesson is made clear

§ Appropriate learning experiences are planned and meet the needs of all the pupils in the class

§ Learning experiences draw on pupils’ own experiences or existing knowledge and provide a range of opportunities for pupils to learn, practise and demonstrate skills, attitudes and knowledge

§ Time is given for pupils to reflect and consolidate their learning

§ Pupils are encouraged to take responsibility for their own learning and to record their own progress

§ Attention is given to developing a safe and secure classroom climate

§ Staff training needs are met

Working with Parents

· Our school seeks to work in partnership with parents to provide effective SRE. Parents need to know that the school’s SRE programme will complement and support their role as parents and that they can be actively involved in the determination of the school’s policy.

· The 1933 Education Act advises parents that pupils can be withdrawn from the non-statutory elements of PSHE. This excludes statutory elements of sex education (concerning reproduction and drugs education that are contained within the Science National Curriculum).

· Parents wanting to exercise their rights are invited to see the Headteacher and PSHE co-ordinator to explore the concerns of parents and discuss the impact that withdrawal from a curriculum area may have on the child.

· Parents will receive adequate information as to the content and context of PSHE, sex and drugs education curricula through evening parent/ teacher forums and literature sent home with children. They may contact the school for further clarification.

Answering ‘Difficult’ Questions

· Rational discussion of particular controversial issues is a necessary part of a comprehensive education programme. Although some teachers may not find handling of such issues easy, their inclusion in the educational programme is justifiable when it enables children to gain skills in critical analysis, to test their values and to support their opinions with facts.

· Teachers will use their professional judgement when deciding how best to answer ‘difficult’ questions. Some may be best answered in a private time later on and others will be suitably responded to in class.

Confidentiality

· There are guidelines for staff on confidentiality and handling sensitive and controversial issues. Teaching staff cannot guarantee confidentiality where child protection issues exist. If a pupil discloses any information teaching staff must refer the disclosure to the Child Protection Officer (Headteacher).

· Disclosures are interpreted as a request from the child for help with their problem. The school will help the child to receive professional guidance/ treatment.

Monitoring and Evaluation

· As with any learning process assessment of pupils’ personal, social and emotional development is important. It provides information which indicates pupil’s progress and achievement and informs the development of the programme.

· Pupils do not pass or fail within the area but have the opportunity to reflect on their own learning and personal experiences and to set personal goals and agree strategies to reach them. The process of assessment has a positive impact on pupil’s self awareness and self esteem.

· We do not assess pupils in all areas of the PSHE and citizenship programme however opportunities for pupils to reflect on their progress is identified. It is inappropriate to assess pupils’ values.

· An ongoing process of monitoring is made through discussion, observation and self assessment.

Equal Opportunities

· Equal access to the sex education curriculum is provided irrespective of gender, race, ethnicity or socio-economic background.

S.E.N.

· All staff are aware of special individual needs and where appropriate plan differentiated access in order to provide equal access to the sex education curriculum.

Early Years

· Access to the sex education curriculum is provided appropriately throughout the early years through development of concepts such as friendship, development of self-esteem and the range of personal skills that are relevant to being part of a school community.

Links to Other Policies

· Sex education is part of our PSHE programme and the following policies are relevant:

PSHE and Citizenship
Child Protection
Healthy School
Confidentiality
Science

Dissemination and Review

· The policy will be disseminated widely to staff, governors, parents and pupils.

· The policy will be reviewed in January 2011.