1. Sex and Relationships Scheme of Work

2. Aims of Session  Understand what SRE is.  Find out, briefly, about what will be taught in each year group from EYFS to Year 6.  Look at resources that will be used throughout school.

3. What is SRE? SRE (Sex and Relationships Education) has the following aims:  To provide the knowledge and information to which all pupils are entitled;  To raise pupils’ self esteem and confidence, especially in their relationships with others;  To help pupils develop skills (language, decision making, choice, assertiveness) and make the most of their abilities;  To develop pupils’ skills for a healthier safer lifestyle;  To develop pupils’ communication skills and assertiveness skills to cope with the influences of their peers and the media;  To help pupils learn to respect and care for their bodies;  To prepare pupils for puberty and adulthood;  To help pupils learn how to gain access to information and support.

4. The Scheme of Work  Our scheme of work is a based on a published scheme by Croydon Council.  It starts in EYFS and continues throughout the primary years.  It will mainly be covered within science and PSHCE (Personal, Social, Health and Citizenship Education) lessons.  It will be taught by class teachers.  It will cover, at age appropriate levels, physical and emotional changes as well as relationship skills.

5. EYFS  Myself and Others -What emotions do I feel? -How can I tell other people how I feel? -Can my emotions affect my friends?  Family Networks -Who is in my family? -Who can I talk to at home and at school?  Body Awareness -What can my body do and what is it good at? -What does my body look like? -How does my body work?  Hygiene -What do I need to do to keep clean and healthy? -When can I help myself and when should I ask for help?

6. EYFS Sample activities Body Awareness Activity 1 – look at pictures of babies, children and adults and discuss the visible differences between them. Discuss what adults, children and babies can do. Activity 2 - Show naked baby boy and girl dolls. List all the parts of the bodies that can be seen on the outside. Use the correct body terms. Activity 3 – Discuss how they know they have grown e.g. feet because shoes were too small.

7. Year 1  Myself and others -Why am I special? -Who is special to me and why?  Body Parts -How is my body special? -What are the names of the main parts of the body?  Family -Who is in my family? -Are all families like mine?  Friendships -How can I be a good friend? -What are my friends like and how are we different?  Choices -How can I choose? -When should I say ‘No’ and how should I say it? -Who can I ask for help?

8. Year 1 Sample Activities  Body Awareness Activity 1 – List all the ways they can tell whether someone is a boy or girl. Activity 2 – Look at pictures of 2 babies – which is a boy and which is a girl. Discuss and name all the body parts (using correct names). Activity 3 – On a Venn diagram, list body parts that are common to boys, girls or both.

9. Year 2  Body Development -Where do babies come from? -How do babies change and grow? -What changes have happened to me since I was a baby? -How do parents care for babies?  Looking after the body -Why is it important to stay clean? -What can I do for myself to keep clean and healthy?  Safety -How is my body special? -What are the different emotions I might feel? -Who can I share my emotions with?  Secrets -What are good and bad secrets? -Who can I ask for help?

10. Year 2 Sample activities  Body Development Activity 1 – Discuss where flowers come from. When children have said seeds, show them pictures of seeds and some pictures of what they are going to grow into. Match the seeds and plants. Introduce idea that it takes time for seeds to grow into plants. Activity 4 - Ask children where they think babies come from. Discuss how babies begin with a little part of the dad and a little part of the mum and a baby grows in a special place called the womb (inside mummy). Activity 5 – What does the baby do inside the womb? Think about things they do now and consider whether the baby in the womb would be able to do any of those things.

11. Year 3  Self Esteem -How am I special? -What am I good at and what can I develop?  Differences and Similarities -How do people live their lives differently from?  Decision Making -What affects our choices? -When should I say ‘No’ and how should I say it? -How am I influenced when making choices?  Safety -Where can I get help?

12. Year 3 Sample Activities  Differences and Similarities Activity 1 – What does the word ‘special’ mean? Activity 2 – Read ‘But Martin’ by June Counsel and discuss how different character felt. Activity 3 – Look at picture of people and a list of jobs – which person do you think does which job? Discuss how we sometimes stereotype people on the way that they look.

13. Year 4  Emotions -What feeling and emotions do I experience in different situations? -What feelings and emotions affect me? -How do my actions and emotions affect the way others feel? -Who can I talk to about the way I feel?  Change -What changes have happened to me? -What changes are going to happen to me? -What am I responsible for now and how will this change?  Assertiveness - How can I be assertive?

14. Year 4 Sample activities  Change Activity 1 – Discuss what ‘change’ means. Think of a time when something changed for you (changing class, moving house, brothers or sisters, body change). How did you feel? Activity 2 – Discuss something you have noticed changing (flowers, leaves, trainers too small, etc). Individually, draw or write about: ‘What body changes have happened and what will happen?’ Discuss and emphasise that there is nothing to do to speed or down their growing and changing, these changing happen to everyone just at different times and rates.

15. Year 5  Relationships - What sort of relationships do I have now and how have they changed? -What other types of relationships are there? -How can I maintain and improve my relationships? -Why are love and trust important?  Support Networks -What or who might influence my decisions? -Who can I ask for help? Where else might I get help?

16. Year 5  Puberty & Hygiene -What happens to boys and girls when they reach puberty? -Does everyone change at the same rate? -How can I keep my changing body clean? -How can I stop germs spreading?  Reproduction & Pregnancy - What should adults think about before they have a baby? -How are babies made? -How do parents not have babies? -How does a baby develop in the uterus?

17. Year 5 sample activities  Puberty Activity 1 – Individually draw what they think puberty means. Activity 2 – In small mixed groups, label male and female reproductive systems. Activity 3 – Read the story ‘Hair in Funny Places’ by Babette Cole. Discuss what age puberty could start, how puberty starts and how long it takes. Activity 4 – In same sex groups – label an outline of a body showing the changes that they will go through when puberty starts. Discuss changes that happen to girls only, boys only and what happens to both. Discuss physical and emotional changes and practical considerations. Activity 5 – Discuss importance of keeping body clean. Watch ‘Some of your Bits Ain’t Nice’. Activity 6 – Discuss purpose of puberty. Ensure link between eggs, sperm, sexual activity and babies is made.

18. Year 6  Resolving Conflict in Relationships -What is conflict? -How can I help prevent or resolve conflict?  Taking Risks -How do I determine risk? -What or who might influence my decisions? -How do I make and stick to my decisions?  Stereotyping -What is stereotyping? -Where is stereotyping portrayed? -What does it mean to respect others, especially other lifestyles and beliefs?  HIV -What are HIV and AIDS? -How is HIV transmitted?

19. Year 6 sample activities  HIV Activity 1 – Discuss what HIV and AIDS is and any myths or misinformation. Activity 2 – In groups of 3: ask for volunteer from each group to wait outside classroom. Meanwhile brief the others to have a conversation (when volunteer comes back)but totally exclude the volunteer. After the activity ask volunteers to explain how they felt. Talk about why we sometimes exclude people and remind them of the importance of respecting everyone regardless of colour, creed, race or background. Explain that sometimes people with HIV are excluded deliberately.

20. What resources will we use?  Books  I Feel Angry by Brian Moses and Mike Gordon  Grace and Family by Mary Hoffman and Caroline Binch  The Smelly Book by Babette Cole  The Rainbow Fish by Marcus Pfister  Mummy Laid an Egg by Babette Cole  But Martin! By June Counsel  Hair in Funny Places by Babette Cole  The Pregnancy Book - NHS  Videos/DVDs  Can You Keep a Secret (book and video) by Simon Firth  Some of your Bits Ain’t Nice (YouTube clip)

21. Other information  Appropriate questions that arise from the children will be answered honestly.  Age appropriate resources will be used throughout the scheme.  All children will be encouraged to use the correct vocabulary at all times.  You have the right to withdraw your child from some aspects of SRE but not those included within the Science National Curriculum (i.e. body changes/puberty/ pregnancy parts). If you would like to discuss this please make an appointment.

22.  If you would like a more detailed look at the scheme, please ask either your class teacher or me.  Any other questions?