1. Welcome to St Vincent’s Catholic Primary School
SRE
Information and Consultation Evening
June 1st 2015

2. Agenda: We are here tonight to discuss:
What SRE means at our school and what is the recommended practice about SRE from our Church and DfE
Share our current school policy on SRE
Look at sample curriculum materials and activities
Consult you about the above and decide on any changes
Roisin to introduce the evening and the agenda? 2

3. [CES, Evaluating the Distinctive Nature of Catholic Schools, p30]
Working in partnership
We acknowledge that you, as parents/carers are the first educators of your child and the role of the school is to support you
‘ to assist parents, who are the primary educators of their children, in the education and religious formation of their children’
Catechism of the Catholic Church 2206, 2221, 2223 and ‘Gaudem et Spes’ 3
The other key player is our Church
‘The curriculum, in all its aspects, must reflect the fact that Christ is the foundation of the whole educational enterprise at a Catholic School’
[CES, Evaluating the Distinctive Nature of Catholic Schools, p30]
Others in the community may wish/be able to support this area e.g. our School Health Adviser
Roisin or other staff member, then introduce Kath as one person who supports schools. Kath says a couple of sentences about her work the introduces Steph as next slide is shown 3

4. School Health
The school nurse is closely involved in supporting the school.
School health understands the unique nature of our catholic school and its aims and values.
Particular support is given in the summer term for Year 5 and Year 6
Information, question and answer sessions are age appropriate and handled with sensitivity so that all children feel respected and comfortable.
Steph may wish to elaborate a bit here

5. Our school vision:
“To develop the full potential of all children in our care, through the teachings of Christ, always remembering how precious each child is in the sight of God.”
SRE plays a strong part in this vision and helps children to understand that school is:
- a place where we encourage everyone to make healthy life choices
a place where everyone is valued and respected
a place where everyone can feel safe and supported
‘I come that you may have life and live it to the full.’ (John 10:10)
School to talk about this - Roisin 5

6. What do children and young people say?
They want to learn about relationships, changes to their bodies , both at home and school
Want more than just biological facts
Want adults who they trust to answer questions
Kath to talk a little about this in terms of local and national surveys at primary and secondary school 6

7. SRE at our School
Is underpinned by the central messages of the Christian faith and also recognises the statutory and non statutory guidance to schools from DfE
‘It is often unhelpful to distinguish between the ‘religious’ curriculum and ‘secular’ curriculum, as every part of it is religious as everything ultimately relates to God.’ CES, Evaluating the Distinctive Nature of Catholic Schools, p30
School - Roisin

8. Definition of SRE:
“SRE is lifelong learning about physical, moral and emotional development. It is the understanding of the importance of marriage for family life, stable and loving relationships, respect, love and care. It is also about the teaching of sex, sexuality and sexual health”
(DfE)
At our Catholic school, the children also have the opportunity to develop their spiritual life.
Kath talks about DfE guidance and statutory elements. School adds any comments about spiritual elements

9. SRE at Primary School (DfE) 1
Sex and relationship education (SRE) is compulsory from age 11 onwards. It involves teaching children about reproduction, sexuality and sexual health. It doesn’t promote early sexual activity or any particular sexual orientation.
Some parts of sex and relationship education are compulsory - these are part of the national curriculum for science. Parents can withdraw their children from all other parts of sex and relationship education if they want.
All schools must have a written policy on sex education, which they must make available to parents for free.
Kath

10. Personal, social, health and economic education (DfE -2014) 1
Personal, social, health and economic (PSHE) education is an important and necessary part of all pupils’ education. All schools should teach PSHE, drawing on good practice, and this expectation is outlined in the introduction to the new national curriculum.
PSHE is a non-statutory subject. To allow teachers the flexibility to deliver high-quality PSHE we consider it unnecessary to provide new standardised frameworks or programmes of study. PSHE can encompass many areas of study. Teachers are best placed to understand the needs of their pupils and do not need additional central prescription.
Kath to talk about PSHCE guidance to schools.

11. Personal, social, health and economic education (DfE -2014) 2
However, while we believe that it is for schools to tailor their local PSHE programme to reflect the needs of their pupils, we expect schools to use their PSHE education programme to equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions.
Schools should seek to use PSHE education to build, where appropriate, on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on: drug education, financial education, sex and relationship education (SRE) and the importance of physical activity and diet for a healthy lifestyle.

12. SCIENCE CURRICULUM (from 2014)
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Plants (names and structure of plants)
Animals, including humans (naming animals & body parts)
Everyday materials
Seasonal Changes
Living Things and their habitats (suitable habitats/simple food chains)
Plants (conditions for growing)
Animals, including humans (health and growth)
Uses of every day materials
Plants (function of parts and life cycle)
Animals including humans (skeletons)
Rocks
Light
Forces and Magnets (friction and magnets)
Living things and their habitats (grouping, and simple classifying/changes to habitats can pose dangers)
Animals, including humans (teeth, eating and digestion)
States of Matter
Sound
Electricity
Living things and their habitats (life cycles)
Animals, including humans (changes in humans as they grow)
Properties and changes of materials
Forces (gravity, friction, air resistance, water resistance, levers, pulleys and gears)
Earth and Space
Living things and their habitats, (classifying including micro organisms)
Animals, including humans (health and circulation)
Evolution and Inheritance

13. RE and relationship education
The Way the Truth and the Life scheme
All That I Am (specifically for Year 5 and 6 from the Birmingham Diocese)

14. Nursery
Children begin to know and understand that they are part of the wonder of God’s love and creation
Include Roisin or Celina

15. Reception
Children know and understand that God has made them unique and that although we are all different we are all special to him

16. Year 1
Children know and understand that they are growing and developing as members of their own family and God’s family
Children understand that they are unique, but belong to groups, grow and change and that there are special people who can help them
Roisin or Celiina

17. Examples of Year One activities
Draw a picture of my family
How old was I when I learned to crawl, speak etc
How can I help at home?
We are members of God’s family
Roisin or Celina

18. Year Two
Children know and understand that they are growing and developing in a God-given community
Roisin or Celina

19. Examples of Year 2 activities
What is community?
Explore school as a community
How can we contribute to the community
As children of God, how should we help each other?

20. Year 3
Children know and understand the virtues essential to friendship e.g. loyalty, responsibility…and experience the importance of forgiving and being forgiven and of celebrating God’s forgiveness
Roisin or Celina

21. Examples of Year three activities
Who cares for me at home, school, parish, community?
How do you keep safe?
How do you take care of others?
How do you feel if a friend is not there for you or you are not there for them?
How can I forgive and include others as Jesus did?
RM CJB

22. Year 4
Children know and understand that they are all different and celebrate these differences as they appreciate that God’s love accepts us as we are and as we change
RM CJB

23. Examples of Year 4 activities
Recognise all pupils grow and develop at a different rate
How do I appreciate my own and others’ talents, gifts and achievements and all that makes us unique
St Paul’s teachings on love
RM CJB

24. The programme - All that I Am
Year 5 and 6
The programme - All that I Am
The origin of this project was born from the experience of practitioners teaching primary and secondary pupils. The need to provide a curriculum in sex and relationship education that is authentic to the Church's teaching and acknowledges pupils' stage of physical and sexual development. Throughout the writing of the script and teacher-support materials, the Department consulted with primary and secondary aged pupils.
The programme is split into 5 distinct sessions - All that I am, Key Stage 2 for Year 5 and 6 teachers, Where I am, Key Stage 3 for Year 7, 8 and 9 teachers, How I am, Key Stage 4 for Year 10 and 11 teachers, and finally Who I am, Key Stage 5 for Year 12 and 13 teachers

25. Year 5 and 6
Our wonderful School Nurse visits to discuss the changes that the children will soon be facing.
They are split into groups of boys and girls. Two sessions run concurrently: a group discussion with the school nurse and watch two DVDs about hygiene and the physical changes during puberty and into adulthood.

26. Year 5
Children know and become aware of the physical and emotional changes that accompany puberty-sensitivity, mood swings, anger, boredom etc and grow further in their understanding of God’s presence in their daily lives.
RM CJB

27. Examples of Year five activities
Identify and celebrate the ways I have changed since birth
Name male and female body parts
Discuss the external and internal changes that happen to girls and boys at puberty
Recognize that we also experience emotional changes as we grow up
Children share their understanding of change through prayer, art, poetry etc
RM CJB

28. Year 6
Children develop, in a way appropriate to their age, an understanding of sexuality and grow further in their appreciation of their dignity and worth as children of God
RM CJB

29. Example of Year 6 activities
Explain how human life is conceived
Male and female reproductive organs
Intercourse between husband and wife
How a baby grows in the mother’s womb
Understand that God causes new life to begin through the love that parents have for each other
RM CJB

30. SEAL
This whole school approach supports SRE and takes place in class, assemblies and circle time. Particular themes are: “Relationships” and “Changes”. These themes provide an opportunity for teaching the non statutory aspects of SRE and ensure a coherent spiral curriculum
RM CJB

31. Our SRE Policy
Aims:
To provide a secure, sensitive and caring framework where learning and discussion can take place
Information that is easy to understand and relevant to needs, age and maturity
Encourages an understanding of language that supports safeguarding
Fosters self awareness and self worth and a sense of moral responsibility
RM TO SHARE BASIC – OUTLINE POLICY

32. Policy (cont) Aims: Help children to acquire and practise life skills
Ensures SRE available to all in line with equal opportunities policy
After this slide, Kath can share some curriculum materials that look at the scientific elements of puberty e.g. DVDs
Involve Stephanie – school nurse at this point
No need to reiterate RE as will have covered it! 
Kath has a parental questionnaire that could be taken away and returned if appropriate