Sex Relationships Education SRE for Educational Settings Rachel

Sex & Relationships Education (SRE) for Educational Settings Rachel Mc. Kenna Sexual Health Nurse and Independent Sexual Health Training Consultant Kelly Green Lead teacher GHLL

Aim of the session To increase and update delegate’s confidence and knowledge to support the delivery of relationships and sex education

Learning Outcomes By the end of the session delegates will be able to- 1. 2. 3. 4. 5. 6. Explain how the use of ground rules effectively can support the confident delivery of SRE Consider values, beliefs and attitudes impact on healthy and unhealthy relationships Describe the legal and statutory implications of the sexual offences act and Fraser competence Explain how differentiation can meet the needs of SEN within mainstream schools and colleges Describe the female and male reproductive systems Reflect on a variety of activities that can be used in the delivery of relationship sand sex education

Sex and relationships education (SRE) is learning about the emotional, social and physical aspects of growing up; relationships; sex; human sexuality; and sexual health www. sexeducationforum. org. uk 2015 Evidence briefing

SRE aims to equip children and young people with the – Ø Information Ø Skills Ø Values That they need to have- ü Safe ü Fulfilling ü Enjoyable relationships ü Take responsibility for their sexual health and well being

SRE needs to be taught by willing and competent teachers. Young people have said SRE is best when teachers are confident, unembarrassed and able to teach correct biological facts and also explore relationship issues.

SRE – statutory or non-statutory? • PSHE is a non-statutory subject • Aspects of PSHE are named in the National Curriculum though and must be covered. • These include SRE, drug education, financial education and the importance of physical activity and diet to a healthy lifestyle • The Df. E guidance for SRE education has not changed since the Sex and Relationship Education Guidance, 2000. • Supplementary advice has been published by Brook, Sex Education Forum and the PSHE Association in 2013 to incorporate topics such as online pornography, consent, violence and sexual exploitation.

• Aspects of SRE are therefore statutory in primary schools bound to deliver the National Curriculum, using SRE Guidance, 2000. • Academies do not have to provide SRE, but if they do, they must have regard for the same guidance. (Source: Df. E guidance on PSHE, Sept 2013. )

So what SRE is covered by the KS 1 National Curriculum? Year 1 Science programme of study (statutory requirements) Animals, including humans • identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense. Year 2 Science programme of study (statutory requirements) Animals, including humans • Pupils should be taught to: • notice that animals, including humans, have offspring which grow into adults • They should also be introduced to the processes of reproduction and growth in animals. The focus at this stage should be on questions that help pupils to recognise growth; they should not be expected to understand how reproduction occurs. • The following examples might be used: egg, chicken; egg, caterpillar, pupa, butterfly; spawn, tadpole, frog; lamb, sheep. Growing into adults can include reference to baby, toddler, child, teenager, adult. • Pupils might work scientifically by: observing, through video or first-hand observation and measurement, how different animals, including humans, grow. • find out about and describe the basic needs of animals, including humans, for survival (water, food and air) • describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

Or if you prefer pictures…

What SRE is in the Key Stage 2 National Curriculum? • Pupils should be taught to describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird; and to describe the life process of reproduction in some plants and animals • Pupils should find out about different types of reproduction, including sexual and asexual reproduction in plants, and sexual reproduction in animals. • Pupils should be taught to describe the changes as humans develop to old age • Pupils should draw a timeline to indicate stages in the growth and development of humans. They should learn about the changes experienced in puberty. Pupils could work scientifically by researching the gestation periods of other animals and comparing them with humans; by finding out and recording the length and mass of a baby as it grows. • Note: At this stage, pupils are not expected to understand how genes and chromosomes work. Year 6 Animals, including humans Statutory Requirements • identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood. • recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function.

Any more in the Key Stage 2 National Curriculum? • Pupils should be taught to recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents. • They should be introduced to the idea that characteristics are passed from parents to their offspring, for instance by considering different breeds of dogs, and what happens when, for example, labradors are crossed with poodles.

Anything above and beyond this content must be approved by governors and parents • According to the Df. E guidance of 2000, this must be engaging at all times. • Parents/Carers have the right to withdraw their children from any SRE provision beyond what is demanded of the National Curriculum. • But there may be more than this to be included depending on your settings needs.

From Justine Hocking’s presentation (GHLL Conference, 2015). Extract from the National Curriculum “ 2. 1 Every state-funded school must offer a curriculum which is balanced and broadly based and which: • promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and • prepares pupils at the school for the opportunities, responsibilities and experiences of later life. ”

Activity • Consider and share any safeguarding issues you have encountered

Keeping Children Safe • “Governing bodies and proprietors should consider how children may be taught about safeguarding, including online, through teaching and learning opportunities, as part of providing a broad and balanced curriculum. This may include covering relevant issues through personal, social, health and economic education (PSHE), and/or – for maintained schools and colleges – through sex and relationship education (SRE). ” • These topics should be needs-based education depending on your setting but may include topics like LGBT education (different families, same love - Stonewall), FGM, internet safety in terms of pornography, etc.

Sexual Offences Act 2003 The Act states that, a person is not guilty of aiding, abetting or counselling a sexual offence against a child where they are acting for the purposes of: • protecting a child from pregnancy or STIs, • protecting the physical safety of a child, • promoting a child’s emotional well-being by giving of advice.

Sexual Offences Act 2003. Department of Health, Social Services and Public Safety, Child protection. England Wales • The age of consent to any form of sexual activity is 16 for both men and women. • The Sexual Offences Act 2003 introduced a new series of laws to protect children under 16 from sexual abuse. However, the law is not intended to prosecute mutually agreed teenage sexual activity between two young people of a similar age, unless it involves abuse or exploitation.

Specific laws protect children under 13, who cannot legally give their consent to any form of sexual activity. There is a maximum sentence of life imprisonment for rape, assault by penetration, and causing or inciting a child to engage in sexual activity. There is no defence of mistaken belief about the age of the child, as there is in cases involving 13– 15 year olds.

Activity. Review the example policies What do you like/dislike? What can you take back to professional practice

Sexuality

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Activity Sexuality In pairs discuss sexuality Reflect on • What do you currently include in your schemes of work • How do you deliver this?

Activity Answering awkward questions Ø Individually note down a question that you dread being asked/have been asked Ø Fold your piece of paper and pass three times Ø Open your new question and get prepared to answer it using the words you would use in class.

Activity In groups • Consider the specific issues and concerns young people may have when approaching puberty. • What concerns and issues do you have when teaching about puberty and body changes?

Resources and activities Differentiation and SEN

https: //m. youtube. com/watch? v=GZk 4 h. T 7 ncv 0 And other DVD video clips etc? ?

Websites British Association for Sexual Health and HIV (BASHH) https: //www. gov. uk/government/organisations/public-health-england www. sexeducationforum. org. uk http: //www. imageinaction. org/ www. bashh. org www. brook. org. uk www. fpa. org. uk www. ruthinking. co. uk www. sexhelpglos. nhs. uk http: //www. gscb. org. uk/ www. thinkuknow. co. uk http: //www. natsal. ac. uk/home. aspx http: //www. your-life. com/ www. bbc. co. uk/science/humanbody/interactives/lifecycle/teenagers/ www. bbc. co. uk/education/topics/z 3 xxsbk