Relationships and Sex Education at Downsview Zoe Barkham Croydon Council

What connects….? My great aunty Alice The Rev. Chad Varah Chad Varah – started the Samaritans after being haunted but the memory of conducting the funeral of a 14 year old girl who’d killed herself because she believed that her first period meant she had an STI My great aunty Alice The Rev. Chad Varah

What are the reasons for teaching RSE? Those who have good sex education from school are more likely to: delay their sexual debut use contraception and practice safer sex want their first sexual experience rather than feel pressured be aware of and report abuse 70% of young people say their main source of information was lessons at school

They are less likely to… Have partners who are much older/younger than themselves Contract an STI Become teenage parents Have unwanted pregnancies later in life

Other safeguarding links RSE can help prevent prejudice and racism through its emphasis on equality and respect Promotes healthy gender relationships Foregrounds the importance of consent 70% say they wanted to know more at their first sexual experience and wanted to get this information from school

The legal background

Schools 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 of society and prepares pupils at the school for the opportunities, responsibilities and experiences of later life.

For early years, settings must help children to: develop a positive sense of themselves, and others form positive relationships develop respect for others develop social skills and learn how to manage their feelings understand appropriate behaviour in groups have confidence in their own abilities talk about ways to keep healthy and safe learn about similarities and differences between themselves and others These are statutory requirements

How this relates to RSE

The 2000 Sex Education guidance objectives: developing confidence and responsibility and making the most of pupils’ abilities; preparing to play an active role as citizens; developing a healthier, safer lifestyle; and developing good relationships and respecting differences between people. The guidance is statutory – schools are obliged to follow it by law

Promoting British Values (statutory) Understanding that freedom to hold other faiths and beliefs is protected in law An acceptance that different faiths and beliefs should be tolerated and not the cause for prejudicial or discriminatory behaviour Further tolerance and harmony between different cultural traditions Encourage respect for other people

Equalities Act 2010 Schools have a legal duty to promote equality and prevent discrimination The content of the curriculum is excluded from the Act Schools are free to include a full range of issues, ideas and materials in their lessons, and to expose pupils to thoughts and ideas of all kinds Schools can teach without fear of legal challenge based on a protected characteristic (e.g. gender or disability)

New Ofsted framework Inspectors will check on how schools deliver their duties under the Equalities Act Schools will be given a specific judgement on how well they teach: British Values Respect for other people’s differences An understanding and appreciation of diversity

National curriculum: KS1 children learn 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 These topics are statutory – there is no right to withdraw

National curriculum: KS2 children learn that the life processes common to humans and other animals include nutrition, growth and reproduction about the main stages of the human life cycle * Children should learn about puberty before they experience it themselves

Years 5 and 6 will learn to: describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird describe the life process of reproduction in some plants and animals describe the changes as humans develop to old age recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents

New compulsory subjects Relationships education (primary schools) Relationships and sex education (secondary schools) Health education (all schools) There will be no parental right to withdraw from Relationships Education or statutory elements of National Curriculum from September 2020

Primary pupils will learn: Families Why they are important The characteristics of family life How families can be different How to get help if family life is making them feel unsafe Caring friendships The importance of friendships What friendships look like Dealing with conflict Recognising who to trust and where to get help if things go wrong The focus should be on teaching the building blocks of positive relationships

Respectful relationships The importance of respect Courtesy and good manners Self-respect and how this links to happiness Online relationships That people can lie online Privacy and data use How to stay safe Being safe Appropriate boundaries Why secrets can be harmful Personal boundaries Appropriate and inappropriate touch How to respond to strangers How to get help

Physical and emotional health The importance of nutrition and exercise Hygiene, oral health and self- care Basic first aid How physical and emotional health are linked Emotional literacy and vocabulary

Full Scheme of Work for all years in the primary phase

Years 1-2 Myself and Others; Body Parts; Family; Friendships; Choices Years 2 + Body Development; Looking after the Body; Safety; Secrets Year 3 + Self Esteem; Differences and similarities; Decision making; Safety Year 4 + Emotions; Change; Assertiveness Year 5 + Relationships; Support networks; Puberty; Reproduction and pregnancy Year 6 Resolving conflict in relationships; Taking risks; Stereotyping; Prejudice, Discrimination & Consent

Spiral learning in RSE Body parts Body development Differences and similarities Change Puberty Stereotyping Knowing the names of body parts Understanding about growing up Differences between men and women; disability and diversity Being ready for puberty Human reproduction Respect and tolerance

Your turn! There is a sample activity from the scheme of work on each table In small groups, work through the activity with one person being the teacher, one a child, and one observing as a parent Take about 15 minutes and discuss your reactions and feelings as you go along Then we can chat as a group to see what you thought