The Ofsted Report on Sex and Relationships (2002) suggest the following learning outcomes:
What is sex and relationship education (SRE)?
It is life long learning about sex, sexuality, emotions, relationships and sexual health. It involves acquiring information, developing skills and forming positive beliefs, values and attitudes. It should empower young people, build self-esteem, offer a positive and open view of sex and sexuality and support sexual self acceptance and mutual respect.
The specific aims of sex and relationship education should match the age, maturity, background and experience and young people involved.
Why teach SRE?
Sex and relationship education is an area of the curriculum which often causes an element of public debate and concern. Children want to be able to talk about body changes, feelings and relationships. They will also learn about sex and relationships (in the media and in the playground whether we talk with them or not. Good quality SRE can correct misinformation and will help a more confident move from childhood through adolescence into adulthood.
We have the highest rate of teenage pregnancy in Western Europe and rising rates of sexually transmitted infections (STIs). Effective SRE does not encourage early experimentation – but it does enable young people to mature, build up their confidence and self-esteem and understand the reasons for delaying sexual activity until they are ready.
What are the legal requirements for teaching SRE in schools?
Schools must:
- Have an SRE policy document that is the statutory responsibility of the governing body.
- Provide a curriculum that promotes spiritual, moral, social and cultural development.
- Deliver the SRE elements in the National Curriculum Science Orders for all four Key Stages (see below).
- Ensure that teaching materials are appropriate to the age, maturity and background of the pupils.
- Enable pupils to develop a moral framework that includes considerations of family life including marriage.
- Inform parents of their right to remove their children from aspects of the SRE programme other than that covered by the National Curriculum Science Orders.
- Secondary schools must provide as a minimum an SRE programme that includes STIs, HIV and AIDS.
National Curriculum Science
Some Sex and Relationships Education is compulsory and taught as part of the National Curriculum Science lessons
Taken from Department for Education and Employment (2000) Sex and Relationship Education Guidance (0116/2000)
Key Stage 1, age 5-7
- Animals including humans, move, feed, grow, use their senses and reproduce
- Recognise and compare the main external parts of the bodies of humans
- Humans and animals can produce offspring and these grow into adults
- Recognise similarities and differences between themselves and others and treat others with sensitivity
Key Stage 2, age 7-11
- The life processes common to humans and other animals include nutrition, growth and reproduction
- the main stages of the human life cycle
Key Stage 3, age 11-14
- fertilisation in humans... is the fusion of a male and a female cell
- The physical and emotional changes that take place during adolescence
- The human reproductive system, including the menstrual cycle and fertilisation
- How the foetus develops in the uterus
- How the growth and reproduction of bacteria and the replication of viruses can affect health
Key Stage 4, age 14-16
- The way in which hormonal control occurs, including the effects of sex hormones
- Some medical uses of hormones, including the control and promotion of fertility
- The defence mechanisms of the body
- How sex is determined in humans
- Ofsted in their report on sex and relationship education offered the following statements as illustration of learning outcomes for SRE for each key stage. They give a basis for planning work to develop knowledge and understanding, values and attitudes and personal skills in SRE. They draw on DfES and other guidance on SRE and they reflect the elements of the non-statutory framework for PSHE. Those statements marked with an asterisk are part of the National Curriculum science requirements.
By the end of Key Stage 1
Pupils will be able to:
- Recognise and compare the main external parts of the bodies of humans*
- Recognise similarities and differences between themselves and others and treat others with sensitivity*
- Identity and share their feelings with others
- Recognise safe and unsafe situations
- Be aware that their feelings and actions have impact on others
- Make a friend, talk with them and share feelings
- Use simple rules for dealing with strangers and resisting pressure when they feel uncomfortable or at risk
Pupils will know and understand:
- That animals, including humans, grow and reproduce*
- That humans and animals can produce offspring and these grow into adults*
- The basic rules for keeping themselves safe and healthy
- About safe places to play and safe people to be with
- The needs of babies and young people
- Ways in which they are like and different from others
- That they have some control over their action and bodies
- The names of the main external parts of the body including agreed names for sexual parts
- Why families are special for caring and sharing
Pupils will have considered:
- Why families are special
- The similarities and differences between people
- How their feelings and actions have an impact on other people
By the end of Key Stage 2
Pupils will be able to:
- Express opinions, for example, about relationships and bullying
- Respect other people's viewpoints and beliefs
- Recognise their changing emotions with friends and family and be able to express their feeling positively
- Identify adults they can trust and who they can ask for help
- Be self-confident in a wide range of situations, such as seeking new friends
- Form opinions that they can articulate to a variety of audiences
- Recognise their own worth and identify positive things about themselves
- Balance the stresses of life in order to promote both their mental health and well being and that of others
- See things for form other people's viewpoints, for example, their parents and carers
- Discuss moral questions
- Listen to, support their friends and manage friendship problems
- Recognise and challenge stereotypes, for example in relation to gender
- Recognise the pressure of unwanted physical contact, and know ways of resisting it
Pupils will know and understand:
- That the life processes common to humans and other animals include growth and reproduction*
- About the main stages of the human life cycle*
- That safe routines can stop the spread of viruses including HIV
- About the physical changes that take place at puberty, why they happen and how to manage them
- The many relationships in which they are all involved
- Where individual families and groups can find help
- How the media impact on the forming attitudes
- About keeping themselves safe when involved with risky activities
- That their actions have consequences and be able to anticipate the results of them
- About different forms of bullying people and their feelings of both bullies and victims
- Why being different can provoke bullying and know why this is unacceptable
- About, and accept, a wide range of different family arrangements, for example second marriages, fostering, extended families and three or more generations living together
Pupils will have considered:
- The diversity of lifestyles
- Others' points of view, including their parents' or carers
- Why being different can provoke bullying and why this is unacceptable
- When it is appropriate to take a risk and when to say no and seek help
- The diversity of values and customs in the school and in the community
- The need for trust and love in established relationships
By the end of Key Stage 3
Pupils will be able to:
- Manage changing relationships
- Recognise risk of personal safety in sexual behaviour and be able to make safe decisions
- Ask for help and support
- Explain the relationship between their self-esteem and how they see themselves
- Develop skills of assertiveness in order to resist peer pressure and stereotyping
- See the complex of moral, social and cultural issues and be able to form a view of their own
- Develop good interpersonal skills to sustain existing relationships as they grow and change and to help them make new relationships
- Be tolerant of the diversity of personal, social and sexual preference in relationships
- Develop empathy with the core values of family life in all its variety of forms
- Recognise the need for commitment, trust and love in meaningful relationships which may manifest themselves in a variety of forms, including marriage
- Recognise the stage of emotions in relation to loss and change caused by divorce, separation and new family members and how to manage their feelings positively
Pupils will know and understand:
- That fertilisation in humans is the fusion of the female cell*
- The physical and emotional changes that take place during adolescence*
- About the human reproductive system, including the menstrual cycle and fertilisation*
- How the foetus develops in the uterus*
- How the growth and reproduction of bacteria and the replication of viruses can affect health*
- How the media influence understanding and attitudes towards sexual health
- How good relationships can promote mental well being
- The law relating to sexual behaviour of young people
- The sources of advice and support
- About when and where to get help, such as genito-urinary medicine clinic
Pupils will have considered:
- The benefits of sexual behaviour within a committed relationship
- How they see themselves affects their self-confidence and behaviour
- The importance of respecting difference in relation to gender and sexuality
- How it feels to be different and be discriminated against
- Issues such as the costs of early sexual activity
- The unacceptability of prejudice and homophobic bullying
- What rights and responsibilities mean in relationships
By the end of Key Stage 4
Pupils will be able to:
- Recognise the influences and pressures around sexual behaviour and respond appropriately and confidently seek professional health advice
- Manage emotions associated with changing relationships with parents and friends
- See both sides of an argument and express and justify a personal opinion
- Have the determination to stand up for their beliefs and values
- Make informed choices about the pattern of their lifestyle which promote well-being
- Have the confidence to assert themselves and challenge offending behaviour
- Develop qualities of empathy and sympathy and the ability to respond emotionally to the range and depth of feelings within close relationships
- Work co-operatively with a range of people who are different from themselves
Pupils will know and understand:
- The way in which hormonal control occurs, including the effects of the sex hormones* some medical uses of hormones including the control and promotion of fertility*
- The defence mechanisms of the body*
- How sex is determined in humans*
- How HIV and other sexually transmitted infections affect the body
- The link between eating disorders and self-image and sexual identity
- The risks of early sexual; activity and the link with the use of alcohol
- How the different forms of contraception work and where to get advice
- The role of statutory and voluntary organisations
- The law in relation to sexual activity for young people and adults
- How their own identity id influenced by both their personal values and those of their family and society
- How to respond appropriately within a range of social relationships
- How to access the statutory and voluntary agencies which support relationships in crisis
- The qualities of good parenting and its value to family life
- The benefits of marriage or a stable partnership in bringing up children
- The way different forms of relationship including marriage depend for their success on maturity and commitment
Pupils will have considered:
- Their developing sense of sexual identity and feel confident and comfortable with it
- How personal, family and social values influence behaviour
- The arguments around moral issues such as abortion; contraception and the age of consent
- The individual contributions made by partners in a sustained relationship and how these can be of joy or benefit to both
- The consequences of close relationships including having children and how this will create family ties which impact on their lives and those of others.
All schools must have an up to date SRE policy drawn up in consultation with governors, teachers, pupils and parents/carers. This is to ensure that a policy is developed that reflects parent’s wishes and the culture of the community they serve.
Teachers cannot offer complete confidentiality to pupils, as there may be instances where Child Protection procedures need to be implemented.
Parents' rights
Schools should consult parents about their SRE policy and explain what is taught in the SRE lesson. Parent/Carer have the right to withdraw their child from sex and relationships education taught at school but not the statutory National Curriculum science (see above) lessons. If a parent/carer is considering withdrawing their child from SRE lessons it is a good idea to discuss this with the school and their child. The school will be able to support them to teach their child about SRE themselves.
For more info and advice if you are a teacher visit:
Brighton and Hove Teachers can contact the Healthy Schools Team at: The Manor Offices, Portslade, Brighton and Hove, BN41 2PA. Tel: 01273 293530
For more information if you are a parent visit:
For further national and local guidance for schools including materials to support the delivery of sex and relationships education please visit the Healthy Schools Team pages on education online: http://education.brighton-hove.gov.uk/index.cfm?request=a316