SRE Policy

Sex and Relationships Education Policy

Introduction

Kilmorie Primary School considers that Sex and Relationships Education (SRE) is an integral part of the Personal, Social and Health Education (PSHE) and Citizenship curriculum, and is linked to that for Science. We aim to offer pupils a carefully planned programme on human development, relationships, sexuality and family life within a safe, comfortable atmosphere and in a relaxed relationship between teacher and pupil. The programme is set within a moral framework and matched to the pupils’ level of maturity. This policy reflects the requirements of the DCSF Sex and Relationship Guidance.

Aims

The following aims compliment those of the Science curriculum in KS1 and KS2.

  • To have the confidence and self esteem to value themselves and others
  • To understand about the range of relationships, including the importance of family for the care and support of children
  • To develop confidence in talking, listening and thinking about feelings and relationships
  • To be able to name parts of the body and describe how their bodies work
  • To be prepared for puberty
  • To understand the consequences of their actions and behave responsibly within relationships
  • To be able to recognise unsafe situations and be able to protect themselves and ask for help and support
  • To understand the role the media plays in forming attitudes
  • To understand how safe routines can reduce the spread of viruses

Objectives

As part of SRE, pupils will be taught about the nature and importance of marriage for family life and bringing up children. They also need to understand that there are strong and mutually supportive relationships outside of marriage. We try to ensure that no stigma is placed on children based on their home circumstances. We aim to provide accurate information and to help to develop skills to enable them to understand differences and respect themselves and others. We hope to prevent and remove prejudice. SRE should contribute to promoting the spiritual, moral, cultural, mental and physical development of pupils at school and within society, thus preparing them for the responsibilities and experiences of adult life. We will work towards this aim in partnership with parents/carers.

Teaching and Learning including delivery of the Curriculum

We teach SRE through different aspects of the curriculum and carry out the main SRE teaching in our PSHE curriculum.

The scheme of work for SRE at Kilmorie maps out a grid of lessons/units for each year group which progresses and returns to themes as children move through the school.

For example: Family and Relationships:

Reception: Family Networks
Y1: Family
Y2: Everybody Needs Caring For
Y3: Family Differences
Y4: Changing Relationships
Y5: Building Good Relationships
Y6: Being a Good Parent (See appendix A for further details).

We also teach SRE through other subject areas (eg Science, PE and R.E), where we feel that they contribute significantly to a child’s knowledge and understanding of his or her own body, and how it is changing and developing. Linked with R.E, children reflect on family relationships, different family groups and friendship. They learn about rituals and traditions associated with birth, marriage and death and talk about the emotions involved.

Since SRE incorporates the development of self-esteem and relationships, pupils’ learning does not just take place through the taught curriculum but through all aspects of school life including the playground. It is important then that all staff understand they have a responsibility to implement this policy and promote the aims of the school at any time they are dealing with children.

Science Curriculum

Early Years Foundation Stage children learn about life cycles. Through on-going personal, social and emotional development they develop the skills to form relationships and think about relationships with others.

In Key Stage 1 children learn:

  • That animals including humans, move, feed, grow and use their senses and reproduce
  • To recognise and compare the main external parts of the bodies of humans
  • That humans and animals can reproduce offspring and these grow into adults
  • To recognise similarities and differences between themselves and others
  • To treat others with sensitivity

In Key Stage 2 children learn:

  • That the life processes common to humans and other animals including nutrition, growth and reproduction
  • About the main stages of the human life cycle

In Year 5 we place a particular emphasis on SRE, as many children experience puberty at this age. We teach the children about the parts of the body and how they work. We also explain what will happen to their bodies during puberty. We encourage the children to ask for help if they need it and there are opportunities for single sex question sessions. Teachers do their best to answer all questions with sensitivity and care. By the end of Key Stage 2, we ensure that both boys and girls know how babies are born, how their bodies change during puberty, what menstruation is, and how it affects women. We always teach these with due regard for the emotional development of the children (as stated earlier in this policy).

The Role of Parents

The school is well aware that the primary role in children’s SRE lies with parents and carers. We wish to build a positive and supporting relationship with the parents of children at our school through mutual understanding, trust and co-operation. In promoting this objective we:

  • Inform parents about the school’s SRE policy and practice (See appendix B for our SRE Parent’s Guide)
  • Answer any questions that parents may have about the SRE of their child
  • Take seriously any issue that parents raise with teachers or governors about this policy or the arrangements for SRE in the school
  • Parents have the right to withdraw their children from those aspects of Sex and Relationship education, not included in the Science Curriculum. However this rarely happens, by working in partnership with parents they recognise the importance of this aspect of their child’s education
  • If parents/carers do request their child be removed from these lessons, then that child will be provided with alternative work, linked with the PSHE and Citizenship programme, and be invited to join another class for that session.  A register of any such pupils will be kept and distributed to all teachers involved.

The Role of the Head of School

It is the responsibility of the Head of School to:

  • Ensure that parents and staff are informed about our SRE policy
  • The policy is implemented effectively.
  • Ensure that members of staff are given sufficient training, so that they can teach effectively and handle any difficult issues with sensitivity.
  • Monitor this policy on a regular basis and reports to governors on the effectiveness of the policy.

The Role of the School and Other Members of the Community

The school liaises with external agencies regarding the school SRE programme, and ensures that all adults who work with children on these issues are aware of the school policy, and that they work within this framework.

We encourage other valued members of the community to work with us to provide advice and support to the children with regard to health education. In particular, members of the Local Health Authority, such as the school nurse and other health professionals, give us valuable support with our sex education programme. Health professionals are expected to work within the school’s SRE policy and on the instructions of the Head of School.

Content

(See SRE scheme of works for further details appendix A)

Health Education including, personal safety, hygiene, physical and sexual development, growth and change, puberty, human reproduction, pregnancy and childbirth and child development and parenting.

Personal and social development, including relationships with family and friends, self esteem, emotional development, gender roles and stereotyping.

Language

Children should be introduced, at appropriate stages, to the correct terminology in their programme of sex education. It is important that acceptable and unacceptable terminology is clarified. After initial discussion, correct biological terms will be used at all times for teaching.

Pupils’ Questions

Teachers will reply to, and answer, children’s questions sensitively and openly. They will ensure that balanced information is provided which will take into account the different faiths’ views and avoid any negative impressions.

Teachers will need to answer questions that may arise through the direct teaching of sex education, as well as those that may be asked at other times. All questions will be handled sensitively and set within a general context.

Questions which teachers feel uncertain about answering should be discussed with a senior member of staff and answered at a later date. Consideration should be given to religious or cultural factors, and to parents’ wishes before questions are answered.

If the teacher decides to discuss the matter on an individual basis, a record must be kept of that discussion.

Harassment and bullying

Pupils come from a variety of backgrounds and all are entitled to learn in a  supportive environment, free from fear.  Some pupils may use terms such as ‘poof’, ‘gay’ and ‘lesbian’ as a way to harass other pupils.  This is unacceptable and will be dealt with as any other form of harassment, through the school behaviour and discipline procedures.  An understanding of human difference, including sexuality, is an important aspect of education and will be addressed as appropriate through the curriculum.

Visiting speakers

Any visiting speakers to the school should be familiar with the Governor’s Policy on Sex and Relationships Education. All sessions run by a visiting speaker should also be attended by a teacher familiar with the policy.

Advising Parents/Carers

Parents/Carers will be advised (by letter) about forthcoming sex education lessons. Further details of the lessons will be provided to parents upon request and they will be invited to view any materials before the lesson.

Confidentiality

Teachers conduct sex education lessons in a sensitive manner.  However, if a child makes a reference to being involved, or likely to be involved in sexual activity, then the teacher will take the matter seriously and deal with it as a matter of child protection. Teachers will respond in a similar way if a child indicates that they may have been a victim of abuse.  In these circumstances, the teacher will talk to the child as a matter of urgency.  If the teacher has concerns, they will draw these to the attention of the designated person responsible for child protection, or the Head Teacher.

Legally, the school cannot offer or guarantee absolute confidentiality. We aim to ensure that pupils’ best interests are maintained and try to encourage pupils to talk to their parents or carers to provide support. If confidentiality has to be broken, then pupils are informed first and then supported by the designated teacher throughout the whole process.

Special Needs

Pupils with special educational needs will be given the opportunity to fully participate in SRE lessons, and a differentiated programme will be provided where necessary, to ensure that all pupils gain a full understanding.

Equal Opportunities

SRE will be given to ensure quality of access for all pupils, regardless of gender, race or disability, so giving equal opportunities and avoiding discrimination.

Monitoring and Evaluation

This policy scheme of work will be regularly reviewed and any feedback from teachers, parents/carers and pupils will be considered.

Complaints Procedure

Any complaints about the Sex and Relationship programme should be made through the school’s complaints procedure and in the first instance be directed to the Head of School.

Resources

Resources are stored in the PPA Room and copies of the DVD can be sought from the PSHE and Citizenship Leader. Electronic resources are available on the school’s internal electronic database. Any queries regarding resources should be directed to the PSHE and Citizenship Leader.

Dissemination

Copies of this policy will be provided for teachers, parents/carers will be informed of its availability upon request.

Further Policies

In conjunction with this policy, please also see:

  • Behaviour policy and procedures
  • Safeguarding policy
  • Anti-bullying policy and procedures
  • Confidentiality procedures
  • Science policy
  • P.E.
  • R.E.
  • P.S.H.E. and Citizenship
  • Drugs Policy
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Autumn Myself and Others Differences: Boys and Girls Self Esteem Growing and Changing Puberty and reproduction
Body Parts Differences: Male and Female Challenging Gender Stereotypes Body changes and reproduction Relationships and reproduction
Spring Family Naming body parts Differences: Male and Female What is puberty Conception and pregnancy
Friendships Everybody needs caring for Family Differences Thinking, feeling, doing – changing relationships Becoming men and women Being a parent
Summer Choices Looking after the body Decision making Assertiveness Talking about puberty HIV Transmission
Puberty and hygiene
Safety Your questions answered Menstruation and wet dreams Your questions answered
Menstruation education for girls
Building good relationships

Appendix A Scheme of work outline

SRE Units Year 1
Lesson One: Myself and others
Learning Intention: To know the importance of valuing oneself.
To recognise that everyone is different.
Learning Outcomes: To describe and begin to value individuality and to recognise and celebrate their emotions, gifts and talents. To know and value the different groups to which they belong. To recognise similarities and differences between themselves and their peers.
Lesson Two: Body Parts
Learning Intention: To recognise their bodies’ capabilities and uniqueness.
Learning Outcomes: To identify similarities and differences between themselves and the opposite gender. To recognise and name, using the proper terminology, parts of the body and what those parts do.
Lesson Three: Family
Learning Intention: To know that there are different types of family and all families have special roles in children’s lives.
Learning Outcomes: To be able to describe their family. To understand why their families are special. To identify different ways that families and individual members care for each other. To have identified their special people and be able to describe what makes them special.
Lesson Four: Friendships
Learning Intention: To understand what friendship is
Learning Outcomes: To describe who a friend is and what a friend does.
To demonstrate some skills needed to make and maintain friendships.
Lesson Five: Choices
Learning Intention: To recognise most children can make choices.
Learning Outcomes: To understand that they have choices.
To recognise that choices and responses will be affected by different factors. To recognise that some choices will be wrong and other choices will be right. To identify a simple way for decision making.
SRE Units Year 2
Lesson One: Differences, Boys & Girls
Learning Intention: To understand and respect differences and similarities between boys and girls.
Learning Outcomes: Describe the ways boys and girls can be the same and different. Understand that some people have fixed ideas about what boys and girls can do. Describe the difference between male and female babies.
Lesson Two: Difference Male and Female
Learning Intention: To explore some of the differences between males and females and to understand how this is part of the life cycle.
Learning Outcomes: Describe some differences between male and female animals.
Describe some differences between boys and girls Understand that making a new life needs a male and a female.
Lesson Three: Naming body parts
Learning Intention: To focus on sexual difference and to name body parts.
Learning Outcomes: Describe the differences between males and females. Name the male and female body parts.
Lesson Four: Everybody Needs Caring For
Learning Intention: To appreciate that everyone needs to be cared for.
Learning Outcomes: Identify ways to show care towards each other. Understand that we all have different needs and need different types of care.
Lesson Five: Looking after the body
Learning Intention: To learn why it is important to keep clean.
Learning Outcomes: Describe how to look after particular parts of the body.
Explain why it is important to keep clean. Describe and carry out basic hygiene Know what to take responsibility for and when to ask for help.
SRE Units Year 3
Lesson One: Self Esteem
Learning Intention: To recognise their worth as individuals by identifying positive things about themselves and their achievements, and by beginning to identify an area that needs to be strengthened.
Learning Outcomes: To see oneself as special, to recognise strengths, abilities and personal characteristics. To have begun to build self esteem and confidence by looking at their skills and achievements. To begin to identify personal areas that need improvement.
Lesson Two: Challenging Gender Stereotypes
Learning Intention: To recognise and challenge gender stereotypes.
Learning Outcomes: Understand that males and females can do the same tasks and enjoy the same things Understand that there are different stereotypes (fixed ideas) about what males and females can do.
Lesson Three: Differences, Males and Females
Learning Intention: To recognise the difference between males and females including body parts.
Learning Outcomes: Identify the differences between males and females.
Name male and female body parts using agreed words.
Lesson Four: Family differences
Learning Intention: To recognise that families are different and to challenge stereotypes about families.
Learning Outcomes: To know that all families are different and have different family members Understand that people sometimes have stereotypes (fixed ideas) about families.
Lesson Five: Decision Making
Learning Intention: To be able to demonstrate simple decision making strategies.
Learning Outcomes: To recognise that choices require decisions. To be able to consider different possibilities. To demonstrate effective decision making skills.
Learning Intention: To learn why it is important to keep clean.
Learning Outcomes: Describe how to look after particular parts of the body.
Explain why it is important to keep clean. Describe and carry out basic hygiene Know what to take responsibility for and when to ask for help.
Lesson Six: Safety
Learning Intention: To be able to use basic techniques to resist pressure.
Learning Outcomes: To be able to identify potential dangers in different environments. To recognise that pressure to behave in an acceptable or risky way can come from a variety of sources, including media and people they know to demonstrate basic techniques to resist pressure to know who they can go to for support and help.
SRE Units Year 4
Lesson One: Growing and Changing
Learning Intention To understand the human life cycle and how the body changes.
Learning Outcomes Describe the main stages of the human life cycle Describe the body changes that happen when a child grows up.
Lesson Two: Body Changes and Reproduction
Learning Intention: To identify some basic facts about puberty, reproduction and pregnancy.
Learning Outcomes: Know that during puberty the body changes from a child into a young adult. Understand why the body changes in puberty Identify some basic facts about pregnancy.
Lesson Three: What Is Puberty?
Learning Intention: To learn about the physical changes associated with puberty.
Learning Outcomes: Know the physical changes that happen in puberty Know that each person experiences puberty differently.
Lesson Four: Feeling, Thinking and Doing – Changing relationships
Learning Intention: To learn strategies to deal with feelings in the context of relationships.
Learning Outcomes: Identify feelings and understand how they affect behaviour Show awareness that feelings change during puberty and these changes can affect our relationships. Can practice strategies for managing some feelings.
Lesson Five: Assertiveness
Learning Intention: To understand and be able to use assertiveness skills.
Learning Outcomes: To have practised being assertive in different situations.
Lesson Six: Your Questions Answered
Learning Intention: To answer questions with confidence and seek help when needed.
Learning Outcomes: Can answer some questions about puberty and growing up Can use appropriate language to discuss puberty Identify sources of information and advice.
SRE Units Year 5
Lesson One: Talking About Puberty
Learning Intention: To explore the emotional and physical changes that occur during puberty.
Learning Outcomes: Explain the main physical and emotional changes that happen during puberty  Ask questions about puberty with confidence.
Lesson Two: Becoming Men and Women
Learning Intention: To consider gender stereotyping and sexuality
Learning Outcomes: Understand how our attitudes and values about gender and sexuality may be affected by factors such as age, religion and culture Recognise and challenge gender stereotypes Understand how media messages affect attitudes, can cause inequality of opportunity and affect behaviour.
Lesson Three: Puberty and Hygiene
Learning Intention: To explore the impact of puberty on the body and the importance of physical hygiene. To explore ways to get support during puberty
Learning Outcomes: Explain how to stay clean during puberty.
Describe how emotions change during puberty. Demonstrate how to seek help and support during puberty.
Lesson Four: Menstruation and wet dreams
Learning Intention: To understand that menstruation and wet dreams are a normal part of growing up.
Learning Outcomes: Explain and ask questions about menstruation and wet dreams.
Describe how to manage periods and wet dreams.
Lesson Five: Menstruation education for girls
Learning Intention: To explore in menstruation issues in detail with girl only groups.
Learning Outcomes: Understand why girls and women have periods Know and discuss how to manage periods.
Lesson Six: Building Good Relationships
Learning Intention: To appreciate the importance of friendship in intimate relationships.
Learning Outcomes: Explain the similarities and differences between friendships and intimate relationships. Can describe different types of intimate relationship including marriage.
SRE Units Year 6
Lesson One: Puberty and Reproduction
Learning Intention: To explore the emotional and physical changes that occur during puberty.
Learning Outcomes: Describe how and why the body changes during puberty in preparation for reproduction. Talk about puberty and reproduction with confidence.
Lesson Two: Relationships and Reproduction
Learning Intention: To consider reproduction in the context of relationships.
Learning Outcomes: Explain how babies are made
Discuss different types of adult relationships with confidence.
Lesson Three: Conception and pregnancy
Learning Intention: To explore the process of conception and pregnancy.
Learning Outcomes: Describe the decisions that have to be made before having a baby Know some basic facts about pregnancy and conception.
Lesson Four: Being a Parent
Learning Intention: Learning abut the roles and responsibilities of carers and parents.
Learning Outcomes: Identify some of the skills and qualities needed to be a parent and carer Understand the variety of ways in which parents and carers meet the needs of babies and children  Recognise that both men and women can take on these roles and responsibilities.
Lesson Five: HIV/AIDS Transmission
Learning Intention: Understand how HIV can be transmitted.
Learning Outcomes: Know what is true and false about how someone can become infected with HIV.
Lesson Six: Your Questions Answered
Learning Intention: To answer each others questions about sex and relationships with confidence and find support and advice.
Learning Outcomes: Can answer their won questions about sex and relationships. Can use appropriate language to discuss sex and relationships with confidence Can identify sources of information, support and advice for children and young people.

Appendix B: Leaflet for parents

Sex and Relationship Education
A Parents’ Guide

The teaching of Sex and Relationship Education (SRE) at Kilmorie Primary School is an important aspect of pupils’ education. SRE includes supporting young people to develop self-confidence and to prepare them for physical and emotional changes as they approach adulthood. We believe that the teaching of SRE is shared with parents and should be mutually supportive and complementary.

It is taught within a moral framework, as part of a wider Personal, Social and Health Education (P.S.H.E) and Citizenship and is linked to the Science Curriculum.

At Kilmorie, SRE is taught within an integrated scheme from Early Years Foundation Stage through to Year 6. For example: lessons in “Choices” in Year 1 are built upon in “Decision Making” in Year 3 and again in “Building Good Relationships” in Year 5.

This leaflet contains a guide to the SRE Curriculum across the Year Groups.

Kilmorie Primary teaches SRE as part of the ongoing PSHE lessons. We use a wide range of resources including a wide range of picture books by authors such as Babette Cole and Anthony Browne. Materials include DVDs taken from Channel 4’s Living and Growing Series:

  • Year 2: Unit 1 programme 1 “Differences”
  • Year 3: Unit 1 programme 1 “Differences”
    (Different questioning to Year 2)
  • Year 4: Unit 1 programme 2 “How did I get here?”
  • Year 5: Unit 2 programme 2 “Changes”
    Unit 3 programme 1 “Girl talk”
    Unit 3 programme 2 “Boys talk”
  • Year 6: Unit 2 programme 2 “How babies are made”
    Unit 2 programme 3 “How babies are born”

There will be an opportunity for you to view these materials and express any questions or concerns at the Parents Meeting planned for early October 2013.

We hope that you find this information useful as we are keen to work in partnership with you.

Parents and carers have the right to withdraw their children from some or all, SRE lessons, but not statutory Science lessons. However, should you be considering such a step, first talk it through with your child and then, if necessary, contact the Head of School or Sabrina Swain (P.S.H.E. and Citizenship Leader)

Kilmorie’s SRE scheme has been reviewed and revised during the Summer of 2013 and will be fully taught from Autumn 2013.

In the Early Years Foundation Stage children cover the topics of: Myself and Others, Hygiene, Family Networks and Body Awareness in their everyday learning.

SRE Year 1

Myself and others: Recognise similarities and differences betweenthemselves and their peers.

Body Parts:  Recognise and name, using the proper terminology,parts of the body and what those parts do.

Family: To have identified their special people and be able to describe what makes them special.

Friendships: Demonstrate some skills needed to make and maintain friendships.

Choices:  Recognise that some choices will be wrong and other choices will be right.

SRE Year 2

Boys & Girls:  Understand and respect differences and similarities between boys and girls.

Male and Female:  Describe some differences between male and female animals. Understand that making a new life needs a male and a female.

Naming body parts: Describe the differences between males and females and to name body parts.

Everybody Needs Caring For: Identify ways to show care towards each other. Understand that we all have different needs and need different types of care.

Looking after the body: Describe and carry out basic hygiene. Know what to take responsibility for and when to ask for help.

SRE Year 3

Self Esteem: To see oneself as special, to recognise strengths, abilities and personal characteristics.

Challenging Gender Stereotypes: Recognise and challenge gender stereotypes. Understand that males and females can do (as well as enjoy) the same tasks and things.

Males and Females: Identify and name male and female body parts using agreed words.

Family differences: Recognise that families can be different and to challenge stereotypes about families.

Decision Making:  Recognise that choices require decisions.

Safety: To demonstrate basic techniques to resist pressure. To know who they can go to for support and help.

SRE Year 4

Growing and Changing: Understand the human life cycle and how the body changes.

Body Changes and Reproduction: Identify some basic facts about puberty, reproduction and pregnancy.

What Is Puberty?: Learn about the physical changes associated with puberty. Know that each person experiences puberty differently.

Feeling, Thinking and Doing: Learn strategies to deal with feelings in the context of relationships.

Assertiveness: Practise being assertive in different situations/ scenarios.

Your Questions Answered: To answer questions about puberty and growing up with confidence and seek help when needed.

SRE Year 5

Talking About Puberty: Explain the main physical and emotional changes that happen during puberty:

Becoming Men and Women: Recognise and challenge gender stereotypes particularly from the media.

Puberty and Hygiene: Explore the impact of puberty on the body and the importance of physical hygiene. Explore ways to get support during puberty.

Menstruation: Explain and ask questions about menstruation.

Building Good Relationships: Explain the similarities and differences between friendships and intimate relationships including marriage.

SRE Year 6

Puberty and Reproduction: Explore the emotional and physical changes that occur during puberty.

Relationships and Reproduction:  Consider reproduction in the context of relationships. Explain how babies are made.

Conception and pregnancy: Describe the decisions that have to be made before having a baby.  Know some basic facts about pregnancy and conception.

Being a Parent: Identify some of the skills and qualities needed to be a parent and carer. Understand the variety of ways in which parents and carers meet the needs of babies and children.

HIV/AIDS: Know what is true and false about how someone can become infected with HIV.

Your Questions Answered: To answer each other’s questions about sex and relationships with confidence and find support and advice.

 

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