1. Curriculum for Excellence Relationships, Sexual Health & Parenthood Education in Primary Schools

2. Mental, emotional, social and physical wellbeing
Planning for choices and changes
Relationships, sexual health and parenthood
Where does Relationships, Sexual Health and Parenthood feature in the Health and Wellbeing framework?
Physical education, physical activity and sport
Food and health
Substance misuse
Within Health and Wellbeing there are 6 organisers:
Mental, emotional, social and physical wellbeing
Planning for choices and changes
Relationships, sexual health and parenthood
Physical education, physical activity and sport
Food and health and
Substance misuse.
The responsibility of all aspect has been highlighted for each of the organisers. You can see that it is the Relationships aspect of Relationships, Sexual Health and Parenthood which is responsibility of all. All practitioners should make a positive contribution to the forming of positive relationships. If we can develop the skills of children and young people which will enable them to form positive relationships, these skills should be able to be transferred to any types of relationships, for example family, work or sexual.
All of the organisers relate to one another:
When considering Planning for choices and changes we need to raise the aspirations of children and young people enabling them to make positive choices in RSHP. Good MESP health is very important and is a protective factor in delaying sexual activity. There are very clear links between substance misuse and risk taking behaviour around sexual health. 2

3. What factors influence young peoples’ attitudes
Pause for thought
What factors influence
young peoples’ attitudes
to relationships and
sexual health

4. Some influences Parents and carers Teachers Siblings Peers Magazines
Newspapers TV
Internet
Social networking
Pornography
Console Games – X box; Wii etc
Films

5. What can we do to help our children to be resilient in a sexualised environment?
A range of secure attachments with significant others
A consistent parenting approach
Emotional warmth
Clear boundaries and supervision
Responsive interaction
Family opportunities for positive social interaction/involvement
Open dialogue
Children participation in family decision-making
Having opportunities to contribute to family and community life including being able to take appropriate responsibilities

6. Early
First
Second
I am aware of how friendships are formed and that likes, dislikes, special qualities and needs can influence relationships. HWB 0-44a / HWB 1-44a
I understand positive things about friendships and relationships but when something worries or upsets me I know who I should talk to. HWB 0-44b / HWB 1-44b
I understand that a wide range of different kinds of friendships and relationships exist.HWB 2-44a
I am aware that positive friendships and relationships can promote health and the health and wellbeing of others.HWB 2-44b
I know that there are people in our lives who care for and look after us and I am aware that people may be cared for by parents, carers or other adults. HWB 0-45a / HWB 1-45a
I am identifying and practising skills to manage changing relationships and I understand the positive impact this can have on my emotional wellbeing. HWB 2-45a
I am aware of the need to respect personal space and boundaries and can recognise and respond appropriately to verbal and non-verbal communication.
HWB 0-45b / HWB 1-45b / HWB 2-45b / HWB 3-45b / HWB 4-45b
I recognise that we have similarities and differences but are all unique. HWB 0-47a / HWB 1-47a
I am aware of my growing body and I am learning the correct names for its different parts and how they work. HWB 0-47b / HWB 1-47b
I recognise that how my body changes can affect how I feel about myself and how I may behave.
HWB 2-47a
I am learning what I can do to look after my body and who can help me.HWB 0-48a / HWB 1-48a
I can describe the physical and emotional changes during puberty, understand why they are taking place and the importance of personal hygiene.HWB 2-48a
I am learning about respect for my body and what behaviour is right and wrong. I know who I should talk to if I am worried about this. HWB 0-49a / HWB 1-49a
I know that all forms of abuse are wrong and I am developing the skills to keep myself safe and get help if I need it. HWB 2-49a
I am learning about where living things come from and about how they grow, develop and are nurtured. HWB 0-50a / HWB 1-50a
I am able to describe how human life begins and how a baby is born. HWB 2-50a
I am able to show an awareness of the tasks required to look after a baby. HWB 0-51a / HWB 1-51a
I can describe the role of a parent/carer and the skills, commitment and qualities the role requires.HWB 2-51a

7. Curriculum for Excellence: Key themes
Early and First Stages – up to 8 years old
Defined by basic knowledge and awareness
Friendship
Boundaries
Appropriate behaviour
Babies’ needs
Getting help
Personal space
How life begins
Being cared for
Body parts & names
Difference & diversity
Second Stage – up to 12 years old
Defined by knowledge and enhanced self awareness of oneself and the impact of relationships
Different relationships
Puberty
Human reproduction
Impact of relationships
Abuse is wrong
How we are born
Skills in relationships
Roles of a parent/carer
Third and Fourth Stages – up to 16 years old
Defined by understanding, articulation and demonstration
Mutual care
Media literacy
Safe choices
Skills to sustain relations
Verbal/Non Verbal comm.
Pressure
Services
Power dynamics
Impact of values/beliefs
Difficult situations
The law
Complexity of parenthood
Needs of a child

8. What we are doing in our school
Stage
General Themes Introduced
Living & Growing Resources P1
Me and My Family P2
Life cycles and gender similarities and differences
Unit 1 P3
Body parts and caring for a baby P4
How babies are made and born, organs and their functions, feelings and friendships
Unit 2 P5
Meanings of different relationships, self-worth, love and being a parent/carer and gender stereotyping. P6
Changing relationships, behaviours and moods, puberty, new emotions/feelings and sexual organs, personal hygiene.
Unit 3 P7
Diversity of relationships e.g. heterosexual and same sex relationships, sex in the media, puberty, personal hygiene and human reproduction.

9. All About Us: Living & Growing

11. Home Activities
- Primary 7 (Health Respect Pack)

12. Primary 2

14. Primary 4

15. What information would you like to have before talking to you children about Relationships, Sexual Health and Parenthood?
What to talk to them about it
Having an understanding of what she will be told
Generic literature currently available
Perhaps some internet references
Same information that the teachers have. Clear guidelines
None, we are happy we have sufficient information
Guidelines on what to discuss based on age of child, and how to approach each topic with my child (e.g. how to introduce / begin the conversation)
Information on what is age appropriate information to share
General content and learning outcomes
It would be good to know how these subjects are being covered at school and how they are being worked into the curriculum.
How sex education will be presented in school.

16. What support (if any) would you like?
Maybe a leaflet
I would like to be very clear on what is taught in class
Same information that the teachers have for teaching. Do not want to say too much
More leaflets, websites, info, people to contact
Age suitable materials that match class work
None required
Written guidelines as per above answer but not in too much detail, just hints and tips
Information about what is being covered at school
Some guidance towards good reference material perhaps?
Some link in their homework, perhaps?
It would be helpful if there was someone at the school that we could refer to if we needed some advice on how to approach certain issues.
Knowing what they are going to be taught in advance so can prepare for any questions.

17. Having looked at the progression table from P1-7 in your copy of the newsletter how do you feel about what is being taught?
If it explains things to pupils without getting embarrassing
Seems reasonable
I feel it’s being taught at the right time in these stages
I agree 100%
I'm ok with it
I think it is good schools are teaching these subjects
Feel it may be a little early for some things. But not opposed
Happy. Like what it involves
Very impressed
Comprehensive
P4 is quite early for topic in our opinion
Fine, no concerns
Feel that p4 is very early to teach children about how babies are made

18. I'm happy with what is being taught
I'm happy with what is being taught. It seems age appropriate and not try to introduce topics that will confuse at too young an age.
I am glad these topics are being covered at primary and think that the progression seems appropriate and relevant
Seems about right, although for some, covering human reproduction in p7 seems quite late.
Seems appropriate
My daughter's in P7 so has been taught the full range of subjects and I feel the timing has matched her level of maturity and need to know the subjects very well.
I feel it is something that children need to be taught and the different levels seem appropriate for the age of the children.

19. Any other comments
I feel this subject is a very sensitive subject to be taught and only 1 chance to get it right. I don't think that all children have developed maturity to understand and comprehend information given at this age
I feel that children need to be taught this but gentle
I feel the more open you are with children about all topics the better
If possible we'd like to know when topics are being discussed and a summary of what is being discussed so we know when to expect any questions and can ensure a consistent response in line with what is being taught in class
Keep parents involved in the discussion with their child. Send home topics to be discussed with my child in line with the class discussion.
Appreciate the school involving parents in what could potentially be quite a tricky subject.

20. Your questions, concerns, ideas and comments

21. First and foremost, it’s about relationships
helping your children to be resilient to the messages they will be exposed to and
being ready to make healthy choices at a time that is right for them

22. Good quality relationships education delays sexual activity and can change attitudes