Sex and
Relationships
Education
2016-2017
SRE and the law
The Education Act 2002 sets out the statutory duties which all schools, including academies,
are required to meet: ‘Every state-funded school must offer a curriculum which is balanced and
broadly based and which:
• Promotes the spiritual, moral, cultural, mental and physical development of the school
and of society.
• Prepares pupils at the school for the opportunities, responsibilities and experiences of
later life
The Education Act 1996, as amended by the Learning and Skills Act 2000, requires head
teachers and governing bodies to have regard to national guidance on Sex and Relationships
Education in schools and to protect children from unsuitable teaching and materials.
Under the Children Act 2004 schools have a duty to promote the well-being of their pupils
and good quality SRE contributes to this duty.
• March 2017- The government laid an amendment to the Children and Social Work Bill on 1
March 2017 which they intend to come into effect from September 2019. In this the Secretary
of State for Education confirms the Government’s ambition to support all young people to stay
safe and prepare for life in modern Britain by making Relationships Education … subject to the
outcome of a thorough consideration of the subject, Personal, Social, Health and Economic
Education (PSHE - both) statutory in all schools.
• The latest policy statement from the DfE released 1st March 2017 states “A recent YouGov poll
shows that 91% of parents believe all pupils should receive PSHE lessons to teach about the risks
of sexting, as well as other issues such as contact from strangers online. A recent Barnardo’s poll
of 11-15 year olds also showed that 74% believed that children would be safer if they had age
appropriate classes on RSE. Many teaching unions have also called for statutory status. It is
clear, therefore, that parents and schools want them to be taught.
• This document also goes on to explain that given the increasing concerns around child sexual abuse
and exploitation and the growing risks associated with growing up in a digital world, there is a
particularly compelling case to act in relation to pupil safety. That is why the amendment places a
duty now on the Secretary of State to make Relationships Education and RSE statutory through
regulations.
SRE and the Curriculum
• SRE topics should be taught through the statutory requirements for
the National Curriculum Science Orders, which are mandatory for all
primary and secondary age students, and through well-planned
Personal, Social, Health and Economic education.
• Parents/carers have the right to withdraw their children from all or
some of the SRE provided outside of the National Curriculum.
The Christopher Winter Project
• We are using the 4th edition of Teaching SRE with Confidence in Primary
Schools, a comprehensive and inclusive resource for teachers and other
professionals working in a primary school setting.
• CWP have been awarded the fpa Pamela Sheridan Award for Excellence in
recognition of their pioneering professional development programme in sex and
relationships education.
• All CWP lessons have a clear structure and are age appropriate. They are
designed to equip teachers with the skills to deliver excellent SRE.
• The lesson plans have clear aims and learning outcomes with suggested additional
activities and accompanying resources.
Reception – Our lives
Early Learning Goals Prime Areas:
Physical Development
Health and Self-care
Personal, Social and Emotional Development
Making relationships
Learning Intentions and Outcomes
• To consider the routines and patterns of a typical day.
• Understand some areas in which the children can look after themselves e.g. dressing and
undressing.
• To understand why hygiene is important.
• Explain why it is important to keep clean.
• Understand some basic hygiene routines.
• To recognise that all families are different.
• Identify different members of the family.
• Understand how members of a family can help each other.
Vocabulary:
•
Dress
•
Hairbrush
•
Undress
•
Comb
•
Clean
•
Family
•
Smelly
•
Mum
•
Flannel
•
Dad
•
Sponge
•
Brother
•
Towel
•
Sister
•
Hands
•
Grandma
•
Toothpaste
•
Grandad
•
Toothbrush
•
Stepmum
•
Stepdad
Year 1 –
Growing and Caring
for Ourselves
PSHE Programme of Study:
Health and Wellbeing
Learning Intentions and Outcomes
• To understand some basic hygiene principles.
• Know how to keep clean and look after oneself.
• To introduce the concept of growing and changing.
• Understand that babies become children and then adults.
• Know the differences between boy and girl babies.
• To explore different types of families and who ask for help.
• Know there are different types of families.
• Know which people we can ask for help.
Vocabulary:
• clean
• private parts
• similar
• penis
• different
• vagina
• family
• boy
• girl
• male
• female
Year 2 – Differences
PSHE Programme of Study:
Health and Wellbeing
Science Attainment targets:
Notice that animals, including humans, have offspring
which grow into adults
Learning Intentions and Outcomes
• To introduce the concept of male and female gender stereotypes.
• To identify differences between males and females.
• Understand that some people have fixed ideas about what boys and girls can do.
• Describe the difference between male and female babies.
• To explore some of the differences between males and females to understand how this is part of the lifecycle.
• Describe some differences between male and female animals.
• Understand that making a new life needs a male and a female.
• To focus on sexual difference and name body parts.
• Describe the physical difference between males and females.
• Name the male and female body parts.
Vocabulary:
• similar
• private parts
• different
• penis
• sex
• vagina
• gender roles
• stereotypes
• boy
• girl
• male
• female
Year 3 –
Valuing difference
and keeping safe
PSHE Programme of Study:
Health and Wellbeing
Relationships
Learning Intentions and Outcomes
•
To explore the differences between males and females and to name the body parts.
• Know some differences and similarities between males and females.
• Name some male and female body parts using agreed words.
•
To consider touch and to know that a person has the right to say what they like and dislike.
• Identify different types of touch that people like and do not like.
• Understand personal space.
• Talk about ways of dealing with unwanted touch.
•
To explore different types of families and who to go to for help and support.
• Understand that all families are different and we have different family members.
• Identify who to go to for help and support.
Vocabulary:
• similar
• private parts
• different
• penis
• sex
• vagina
• gender roles
• womb
• stereotypes
• boy
• girl
• male
• female
• family
• fostering
• adoption
• relationship
Year 4 – Growing
up
PSHE Programme of Study:
Health and Wellbeing
Science Attainment Targets:
Describe the changes as humans develop to old age
Learning Intentions and Outcomes
• To explore the human life cycle.
• Describe the main stages of the human life cycle.
• Describe the body changes that happen when a child grows up.
• To identify some basic facts about puberty.
• Discuss male and female body parts using agreed words.
• Know some of the changes which happen to the body during puberty.
• To explore how puberty is linked to reproduction.
• Know about the physical and emotional changes that happen in puberty.
• Understand that children change into adults so that they are able to reproduce.
Vocabulary:
• puberty
• emotional
• lifecycle
• feelings
• reproduction
• physical
• breasts
• sperm
• egg
• pubic hair
Year 5 – Puberty
PSHE Programme of Study:
Health and Wellbeing
Relationships
Science Attainment Targets:
Describe the changes as humans develop to old age
Learning Intentions and Outcomes
•
To explore the emotional and physical changes occurring in puberty.
• Explain the main physical and emotional changes that happen during puberty.
• Ask questions about puberty with confidence.
•
To understand some male and female puberty changes in more detail.
• Understand how puberty affects the reproductive organs.
• Describe how to manage physical and emotional changes.
•
To explore the impact of puberty on the body and the importance of hygiene.
•
To explore ways to get support during puberty.
• Explain how to keep clean during puberty.
• Explain how emotions change during puberty.
• Know how to get support and help during puberty.
Vocabulary:
• puberty
• wet dreams
• underarm hair
• physical changes
• semen
• sexual feelings
• emotional changes
• erection
• moods
• sweat
• menstruation
• breasts
• periods
• spots
• tampons
• pubic hair
• sanitary towels
• facial hair
Year 6 – Puberty,
Relationships and
Reproduction
PSHE Programme of Study:
Health and Wellbeing
Relationships
Learning Intentions and Outcomes
• To consider puberty and reproduction.
• Describe how and why the body changes during puberty in preparation for reproduction.
• Talk about puberty and reproduction with confidence.
• Consider physical and emotional behaviour in relationships.
• Discuss different types of adult relationships with confidence.
• Know what form of touching is appropriate.
• To explore the process of conception and pregnancy.
• Describe the decisions that have to be made before having a baby.
• Know some basic facts about pregnancy and conception.
Learning Intentions and Outcomes
• To explore positive and negative ways of communicating in a relationship.
• To have considered when it is appropriate to share personal/ private information in a
relationship.
• To know how and where to get support if an online relationship goes wrong.
Vocabulary:
• womb
• fostering
• personal/ private information
• sperm
• adoption
• internet safety
• egg
• relationship
• conception
• friendship
• fertilisation
• love
• pregnancy
• consent
• sexual intercourse
• intimacy
• twins
• communication
Thank you for
coming today!
Teaching will commence in all year groups during the week
of the 26th June 2017. Classes will have one session a
week.
If you would like your child to be withdrawn from some or
all of the SRE lessons, please put your reasons in writing
and address them to Miss Kerr.
Any Questions?