Date of Policy Adoption by Governing Body: January 2013
Reviewed January 2013 Next Review January 2016 Signed (Chair of Governors)
Eskdale School Sex and Relationships Policy Eskdale School aims:
To develop as a vibrant, dynamic community committed to the principles of Every Child Matters so that all of our students are safe and healthy enjoy and achieve make a positive contribution experience success so that they are equipped to make their way in the world of work.
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Eskdale School
Sex and Relationships Policy
What is SRE?
SRE is a lifelong learning process of acquiring information, developing skills and forming positive beliefs and attitudes about sex, sexuality, relationships and feelings (Sex Ed Forum 1999).
SRE is an educational entitlement for children and young people. It should support children and young people in managing puberty and adolescence and prepare them for an adult life in which they can: Develop positive values and a moral framework that will guide their decisions, judgements and behaviour. Be aware of their body and their sexuality. Have confidence and self esteem to value themselves and others. Behave responsibly within sexual and personal relationships. Communicate effectively. Have sufficient information and skills to protect themselves and their partner from unintended/unwanted conceptions and STIs including HIV. Access confidential advice and support.
Why should SRE be taught?
Effective SRE can make a significant contribution to the development of the personal skills needed by students if they are to establish and maintain relationships. It also enables young people to make responsible and informed decisions about their health and wellbeing. In addition, it helps support young people through their physical, emotional and moral development and helps young people learn to respect themselves and others moving with confidence from childhood through adolescence into adulthood.
Legal requirements
The law in relation to SRE states: The governing bodies of schools are required to keep an up to date SRE Policy that describes content and the organisation of SRE provided outside the national curriculum science order. Parents/Carers have the right to withdraw their children from SRE lessons. The SRE programme must include (as a minimum) information about sexually transmitted infections (STIs) and HIV/AIDs.
Further recommendations: The DCSF Sex and Relationships Guidance (0116/2000) suggests that schools should set sex and relationships education within a broader base of self esteem and responsibility for the consequences of ones actions.
Links with other Policies This policy is linked with a number of other school policies, most particularly the following:- Sex and Relationships Policy - Page 3 of 10 Social, Moral, Spiritual and Cultural Development Safeguarding PSHE/Citizenship Drug Education
Aims of the policy This policy is a working document which provides guidance and information on all aspects of SRE and aims to provide a secure framework within which staff can work. The audience for this policy may include staff, parents/carers, students, governors and visitors to the school. The policy is referred to in the school prospectus where parents are also advised of their right to withdraw their child from SRE lessons.
Morals and Values Framework
The schools policy for Social, Moral, Spiritual and Cultural Development is a framework for all aspects of our work. In the context of SRE, Eskdale School endorses and promotes a morals and values framework which engenders:- self respect. respect and tolerance towards others who may have different backgrounds, cultures, feelings, views and sexuality. an awareness of the way others feel. mutual support and co-operation. honesty and openness. the acceptance of the responsibility for and the consequences of personal actions. the right of people to hold their own views within the boundaries of respect for the rights of others. the right not to be abused by or taken advantage of by other people. the right to accurate information about sex and relationship issues.
Equal Opportunities
Eskdale Schools SRE programme responds to the needs of individual students and takes the cultures, faiths and family backgrounds of all students into consideration. Equal time and provision will be allocated to all groups but there may be occasions when students with special educational needs are given extra support from SEN or PSHE staff. Content
In the PSHE programmes at KS3 students learn how good relationships can promote mental well-being, how to manage their feelings positively and how to manage changing relationships. They learn the law relating to sexual behaviour, how to develop skills of assertiveness in order to resist peer pressure and stereotyping. They learn how to access sources of advice and support and when and where to get help, such as from a sexual health clinic and a family planning service.
Students also consider body image and learn to recognise the influences and pressures around sexual behaviour and how to respond appropriately and confidently seeking professional health advice where necessary. They learn how HIV and other STIs affect the body, how different forms of contraception work, and how they are used (the use of a condom is demonstrated). They also consider risks associated Sex and Relationships Policy - Page 4 of 10 with early sexual activity and the link with use of alcohol. Discussions around moral issues such as abortion, contraception and the age of consent are all considered. Science the use of contraception is not covered in Y7 Science and questions are answered sensitively if they arise. Language acceptable and appropriate in SRE lessons All staff will use the correct terms for all body parts as this is deemed good practice. where appropriate, teach students what slang words mean and that some are offensive. avoid the use of any slang.
Dealing with sexually explicit questions Staff will use their professional judgement and consider context when considering answers to such questions. It will be made clear, through ground rules for PSHE lessons agreed at the beginning of Year 7, that personal questions are inappropriate. Students will be encouraged to ask their parents/carers any questions outside the planned programme. If appropriate, students will be told that their questions will be answered in a later part of the PSHE programme. The programme may be modified to address particular issues if certain questions recur (perhaps because of current media coverage).
Organisation
SRE is taught within the Citizenship/PSHE programme in Year 9 by specialist PSHE teachers. This programme is delivered in a series of eight weekly 60 minute lessons in the spring term. (See appendix Outline Scheme of Learning)
Students are taught in mixed sex groups.
External agencies may be used to enhance the programme.
Monitoring and Evaluation
Student assessment of the programme is through a student self assessment and evaluation sheet at the end of the series of lessons in Year 9. (See appendix student self assessment and evaluation)
Informing Parents/Carers
The School Prospectus makes specific reference to the delivery of Sex Education and the right of parents to withdraw their children.
A letter is sent to the parents of all Year 9 students just prior to the commencement of the SRE programme explaining its content in outline and notifying them of the right to withdraw their child. (See appendix Letter to parents)
Safeguarding SRE may bring about disclosures of safeguarding children issues and all staff are conversant with the procedures for reporting concerns. In these cases the schools Safeguarding Policy will be referred to.
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Appendix 1 P.S.H.E and Citizenship Scheme of Work
P.S.H.E & Citizenship @ Eskdale Year 9 Unit 3 Sex and Relationships
A. What we are trying to achieve for and with our students:
Obviously this is an extremely important unit that contributes towards our statutory obligation to provide our students with sex education that will give them the information and skills they need to make safe and informed choices about sex and relationships. The content of this unit aims to cover the following aspects of sex related education:
Outline of lesson content Year 9 PSHE Personal Well-being: Sex and Relationships
Sexual activity and human reproduction
Contraception and pregnancy
Sexual health, sexually transmitted infections and HIV.
Looking at the importance of a positive sense of self (being true to yourself, your own beliefs and feelings) within relationships - particularly sexual relationships.
Looking at how self-esteem can affect relationships and how it can change within a relationship.
How can sex and sexual relationships have both positive and negative effects on our well- being and health? What choices do we have to make? What information can we base these choices on?
How can sex and sexual relationships have both positive and negative effects on our lives? What support is available when things go wrong?
Coping with growth and change - especially puberty and relationships.
What are the risks involved in sexual relationships? How can we manage these risks?
Peer pressure - especially the pressure to become sexually active. Looking at ways of dealing with this pressure.
The importance of being confident about the decisions we make within relationships
What skills do we need to learn and practise to ensure successful relationships?
Looking at the kinds of feelings and emotions that sex can cause within relationships (positive and negative).
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Lesson 1: Agreeing the ground rules for the lessons. Feeling comfortable about talking about sex. Checking understanding of the basics. Key words.
Lesson 2: Myths about sex. Opportunity for pupils to safely research the facts that they are not sure about / would like to know more about.
Lessons 3: STIs
Lessons 4: Pregnancy teenage pregnancy
Lesson 5: Managing risk Contraception / Safe Sex
Lesson 6: What do you want from a relationship? Dealing with expectations and peer pressure.
Lesson 7: Sex and Citizenship. The Law. Controversial issues e.g. abortion.
Lesson 8: Review. Feedback. What now?
Sex and Relationships Policy - Page 7 of 10 Appendix 2 Links to Programme of Study
Personal Well-being What does this mean within the context of this unit? Key Concepts
Personal identities
Understanding that identity is affected by a range of factors, including a positive sense of self. Looking at the importance of a positive sense of self (being true to yourself, your own beliefs and feelings) within relationships - particularly sexual relationships. Understanding that self-esteem can change with personal circumstances, such as those associated with family and friendships, achievements and employment. Looking at how self-esteem can affect relationships and how it can change within a relationship. Do people use (sexual) relationships to try and boost their self-esteem? Is this wise? Healthy lifestyles
Recognising that healthy lifestyles, and the wellbeing of self and others, depend on information and making responsible choices. How can sex and sexual relationships have both positive and negative effects on our wellbeing and health? What choices do we have to make? What information can we base these choices on? Understanding that physical, mental, sexual and emotional health affect our ability to lead fulfilling lives, and that there is help and support available when they are threatened. How can sex and sexual relationships have both positive and negative effects on our lives? What support is available when things go wrong? Dealing with growth and change as normal parts of growing up. Coping with growth and change - especially puberty and relationships. Risk
Understanding risk in both positive and negative terms and understanding that individuals need to manage risk to themselves and others in a range of situations. What are the risks involved in sexual relationships? How can we manage these risks? Appreciating that pressure can be used positively or negatively to influence others in situations involving risk. Peer pressure - especially the pressure to become sexually active. Looking at ways of dealing with this pressure and, if necessary, resisiting it. Developing the confidence to try new ideas and face challenges safely, individually and in groups. The importance of being confident about the decisions we make within relationships Relationships
Understanding that relationships affect everything we do in our lives and that relationship skills have to be learnt and practised. What skills do we need to learn and practise to ensure successful relationships? Understanding that relationships can cause strong feelings and emotions. Looking at the kinds of feelings and emotions that sex can cause within relationships (positive and negative) Diversity What does this mean within the context of this unit? Appreciating that, in our communities, there are similarities as well as differences between people of different race, religion, culture, ability or disability, gender, age or sexual orientation. Issues around sexual orientaion (particularly homsexuality) Understanding that all forms of prejudice and discrimination must be challenged at every level in our lives. Challenging prejudice and discrimination around sexual orientation Key Processes What does this mean within the context of this unit? Critical reflection
Reflect critically on their own and others values What values and beliefs do I (and others) have around the issues of sex and sexuality? Reflect on feelings and identify positive ways of understanding, managing and expressing strong emotions and challenging behaviour How do I deal with these feelings? How could I deal with them in a positive way? Develop self-awareness by reflecting critically on their behaviour and its impact on others. Thinking about the effect my views, beliefs, behaviour and actions might have on others - especially within relationships Decision-making and managing risk
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Use knowledge and understanding to make informed choices about safety, health and wellbeing What information do I need to make sensible choices regarding sex and relationships? Find information and support from a variety of sources Where can I find this information? Assess and manage the element of risk in personal choices and situations
Use strategies for resisting unhelpful peer influence and pressure
Know when and how to get help
Identify how managing feelings and emotions effectively supports decision-making and risk management. Being aware that feelings and emotions can change quickly. The importance of making decisions based on well-researched information. Developing relationships and working with others
Use social skills to build and maintain a range of positive relationships
Challenge prejudice and discrimination assertively. Especially as regards sexual orientation. Range and Content What does this mean within the context of this unit? Examples of diverse values encountered in society and the clarification of personal values
Physical and emotional change and puberty
Sexual activity, human reproduction, contraception, pregnancy, and sexually transmitted infections and HIV and how high-risk behaviours affect the health and wellbeing of individuals, families and communities
Ways of recognising and reducing risk, minimising harm and getting help in emergency and risky situations
The features of positive and stable relationships, how to deal with a breakdown in a relationship and the effects of loss and bereavement
Different types of relationships, including those within families and between older and young people, boys and girls, and people of the same sex, including civil partnerships
The nature and importance of marriage and of stable relationships for family life and bringing up children The similarities, differences and diversity among people of different race, culture, ability, disability, gender, age and sexual orientation and the impact of prejudice, bullying, discrimination and racism on individuals and communities.
Sex and Relationships Policy - Page 9 of 10 Appendix 3 Parent letter re: Sex Education
Dear Parents and Carers,
As part of our Personal, Social and Health Education programme, pupils in Year 9 will shortly be starting a unit of work, which focuses on the areas of Sex and Relationships. As parents and carers we feel that it is important that you should be aware of the content of these lessons. On the reverse of this letter you will find an outline of the key concepts and questions that we shall be looking at and discussing in this unit.
We hope that you will agree with us that this focus on the personal well-being of our pupils is very important and that you will want your child to take part in these lessons. However, currently the law does provide you with the right to withdraw your child from these lessons and as a school we have a duty to inform you of this right. Should you possibly not want your child to take part in these lessons or have questions about the content of the lessons, please do not hesitate to contact me at school to discuss the matter.
Yours sincerely,
Ian Bloor PSHE Coordinator
Sex and Relationships Policy - Page 10 of 10 Appendix 4 Students Review
Key Concepts:
Healthy lifestyles sexual health & making responsible choices Understanding what we mean by "sexual activity" - the basic facts! Healthy lifestyles sexual health & making responsible choices STIs Healthy lifestyles sexual health & making responsible choices Contraception Healthy lifestyles sexual health & making responsible choices Safe sex Healthy lifestyles sexual health & making responsible choices HIV/ AIDs Healthy lifestyles sexual health & making responsible choices Teenage pregnancy Healthy lifestyles sexual health & making responsible choices Emergency contraception and abortion Personal identities developing confidence and self-esteem Discussing issues around sex and relationships confidently and maturely Personal identities developing confidence and self-esteem Understanding that confidence and self-esteem can help you to make responsible choices Risk Managing risk - understanding high and low risk behaviour Risk Peer pressure and how to deal with it Relationships Relationship skills and managing feelings Diversity Gender and sexual orientation
Key skills:
Critical reflection - values, feelings and behaviour Thinking about what you feel about issues around sex and relationships Decision-making and managing risk Thinking about high and low risk behaviours. How to reduce risks. Finding and using information to make sensible choices Researching sexual health issues - STIs /Contraception etc. Knowing when and how to get help Do you know where and how to get help? Developing relationships and social skills Applying what you have learned to your own life and situation