SEX&RELATIONSHIPSEDUCATIONPOLICY
AdoptedbyGovernors:Autumn2014
Nextreview:Autumn2017
Status:Statutory
Member(s)ofstaffresponsible:LWR
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Purpose
Sex and Relationships Education (SRE) aims to inform children and young people about
relationships, emotions, sex, sexuality and sexual health. It enables them to develop personal
andsocialskillsandapositiveattitudetosexualhealthandwell-being.
Effective SRE is essential if young people are to make responsible and well informed decisions
abouttheirlives.Ithelpssupportyoungpeoplethroughtheirphysical,emotional,mental,social
andmoraldevelopment.Ithelpsyoungpeoplelearntorespectthemselvesandothersandmove
withconfidencefromchildhoodthroughadolescenceintoadulthood.
ItiswidelyacceptedthatchildrenhavetherighttoSRE,partlybecauseitisameansbywhich
they can protect themselves from abuse, exploitation, unintended pregnancies, STIs and
HIV/AIDS.
SREis:
Embedded in the Ethics and Life Skills curriculum and delivered by a specialist teacher. It also
contributestothescienceandICTcurriculum.
Whowasconsulted?
Staff,students,parents,governors
Relationshiptootherpolicies
TheSREpolicycanalsobelinkedtootherpolicies.e.g:
• LifeSkillsPolicy
• SafeguardingandChildProtectionPolicy
• DrugsandSubstanceMisuseEducationPolicy
• TeachingandLearningPolicy
• EqualitiesPolicy
EqualitiesandDisabilityDiscriminationAct
AcleAcademyprovideseducationforall,acknowledgingthatthesocietywithinwhichweliveis
enriched by diversity. We strive to ensure that the ethos of the school reflects diversity of all
members of the school community, where everyone is equally valued and treats one another
withrespectandfairness.Studentsareprovidedwiththeopportunitytoexperience,understand
andcelebratediversity.(SeeEqualitiesPolicy).
StudentOutcomesfortheYears2014-2017
• Ouryoungpeoplewillbemoreabletomakeresponsibledecisionsabouttheirlivesand
relationships.
• They will understand how to keep themselves safe and what constitutes a healthy
relationship.
• Theywillbeawareoftheimplicationsofe-technology;therisksandassociatedharm,i.e.
texting,ChildSexualExploitation.
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Coreprinciples
AcleAcademyaimstoprovideyoungpeoplewith:
• relationshipskillsthatpreparethemforthechallengesoftheteenageyearsandadultlife
• opportunitiestoexploretheirownvaluesanddeveloptheirownmoralframework
• opportunitiestounderstandandacceptdifferenceanddiversity
• anunderstandingoftheirownbodies
• anawarenessoftherightstheyhaveovertheirownbody
• theabilitytoknowwheretoseekhelpandadvicewithinandoutsideschool
• highself-esteem,self-awarenessandemotionalhealth
• theskillstobeassertive
• goodcommunicationskills
• theskillstomakepositiveinformedchoices(thatreducerisk)
• theabilitytorespecttherightofotherstoholdopinionsthatdifferfromtheirownaslong
astheseviewsdonotimpactontherightsofothers.
• theabilitytotakeresponsibilityforandaccepttheconsequencesoftheirownactions
• theknowledgetoreducetheriskstotheirownandthehealthofothers
• the ability to understand the risks to health and well-being associated with teenage
conception
AcleAcademyteachesSREwithinthefollowingmoralandvaluesframeworkengendering:
• self-respect
• respect and tolerance towards others who may have different backgrounds, cultures,
feelings,viewsandsexualorientation/genderidentity
• anawarenessofthewayothersfeel
• mutualsupportandco-operation
• honestyandopenness
• theacceptanceoftheresponsibilityforandtheconsequencesofpersonalactions
• therightofpeopletoholdtheirownviewswithintheboundariesofrespectfortherightsof
others
• therightnottobeabusedbyortakenadvantageofbyotherpeople
• therighttoaccurateinformationaboutsexandrelationshipissues
Legalresponsibilities
ThelawinrelationtoSREstates:
• ThegoverningbodiesofschoolsarerequiredtokeepanuptodateSREPolicythatdescribes
contentandtheorganisationofSREprovidedoutsidethenationalcurriculumscienceorder
• Parents/CarershavetherighttowithdrawtheirchildrenfromSRElessonsiftheywishtodo
so.PleaseconsulttheHeadteacherifthisisthecase.
• The SRE programme must include (as a minimum) information about sexually transmitted
infections(STIs)andHIV/AIDs.
Furtherrecommendations:
The Secretary of State for Education’s 2000 guidance suggests that schools should set sex and
relationships education within a broader base of self-esteem and responsibility for the
consequencesofone’sactions.
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Howwewillsupportstudentswithdrawnfromtheprogramme
Alternative,appropriateprovisionwillbemadeforstudentsshouldtheirparents/carerschoose
towithdrawthemfromthenon-statutorySREcurriculum.
HowwilltheSREprogrammebemonitoredandevaluated?
Evaluation of the SRE programme outside the science order is conducted using a variety of
activitieswhichhavebeenbuiltintotheprogramme:
• Studentself-assessmentcompletedatbeginningandendoftopic
• Teacherassessmentofstudents’progress
• Lessonobservations
• Departmentreview
CPD: Local training opportunities are occasionally offered by the Healthy Schools Team or
IntegratedContraceptionandSexualHealthTeam(iCaSH).
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TheImportanceofSexandRelationshipsEducationinSecondarySchools
Whatdoyoungpeopleknow?
Childrenandyoungpeoplearebombardedwithsexualisedimagesandcontentviaallaspectsof
themedia,fromavarietyofsources,fromaveryearlyage.Themessagesreceivedfromthese
sources can often be unhealthy, inaccurate, stereotyped and trigger prejudice. Some young
people may feel that talking about sex related topics is taboo, leaving them with nowhere to
process this information and feeling confused. A sensitively taught SRE programme in the
secondary school can provide an opportunity for young people to discuss sex and relationship
topics in a safe environment, at an age appropriate level and at a time when they will be
developingtheirownattitudes,valuesandopinions.Hopefully,theprogrammewillcomplement
any parental education and support those young people where none of the issues around sex
andrelationshiphavebeendiscussedinthehome.
It’snotjustaboutsex
Effective SRE is embedded in the PSHE education curriculum and not only focuses on sexual
facts, but also on the development of other important personal and social skills including,
assertiveness,effectivecommunication,decisionmaking,andself-awareness.Duringkeystages
3 & 4 young people are becoming increasingly aware of their own sexuality and that of those
around them. It is important therefore, to provide opportunities for these young people to
explore and develop those attitudes, values and opinions which will subsequently help in the
developmentoftheirpersonalmoralframework.
BeSafe
Youngpeoplewhofeelgoodaboutthemselvesandareknowledgeableandconfidentabouttheir
own bodies are more likely to act responsibly in their sexual behaviour and to have fulfilling
relationships. Research shows that effective SRE, starting in primary school, positively delays
sexualactivityanddoesnotencourageexperimentation.Equippingyoungpeoplewiththeskills
to access information, support and advice on sexual health allows them to be autonomous in
their relationships and hopefully removes the peer and media influences from their decision
makingprocesses.
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WhatisgoodqualitysecondarySREaimingtodo?
EffectivesecondarySREaimstoenableyoungpeopletodevelopconfidenceintalking,listening
and thinking about relationships. It aids further development of emotional health and selfesteemandprovidesyoungpeoplewithanunderstandingoftheirownbodiesandsexuality.It
challenges prejudice and stereotyping and guides young people towards the acceptance of
diversity. SRE enables young people to protect themselves and seek help and support. Good
practice SRE builds on previous knowledge and understanding and provides a progressive
curriculumbasedontheneedsoftheindividual.
AnOutlineoftheThreeCoreThemesatKeyStage3&4
ThePSHEeducationProgrammeofStudyisbasedonthreeoverlappingandlinked‘corethemes’
(Healthandwellbeing,RelationshipsandLivingintheWiderWorld).Withinthesecorethemes
thereisbroadoverlapandflexibility,particularlyinrelationtothedeliveryofhighqualitySRE.
Although core themes one and two are most pertinent to SRE, knowledge, understanding,
language,skillsandstrategiesdevelopedacrossallthreecorethemesaretaughtinaccordance
withstudents’priorlearningandreadinesswithintheSREprogramme.
Studentswillbetaught:
CoreTheme1:Healthandwellbeing
• How to maintain physical, mental and emotional health and wellbeing including sexual
health.*
• Aboutparenthoodandtheconsequencesofteenagepregnancy.
• Howtoassessandmanageriskstohealthandtostay,andkeepothers,safe.
• Howtoidentifyandaccesshelp,adviceandsupport.
• How to make informed choices about health and wellbeing matters including drugs,
alcoholandtobacco;maintainingabalanceddiet;physicalactivity;emotionalhealthand
wellbeingandsexualhealth.
• Theroleandinfluenceofthemediaonlifestyle.
*Sexualhealthisincludedwithinthiscoretheme;howeversexualhealthwillalsobeconsidered
withinthecontextofhealthyrelationships.
CoreTheme2:Relationships
• How to develop and maintain a variety of healthy relationships within a range of
social/culturalcontextsandtodevelopparentingskills.
• Howtorecogniseandmanageemotionswithinarangeofrelationships.
• Howtodealwithriskyornegativerelationshipsincludingallformsofbullying(including
thedistinctchallengesposedbyonlinebullying)andabuse,sexualandotherviolenceand
onlineencounters.
• Abouttheconceptofconsentinavarietyofcontexts(includinginsexualrelationships.)
• Aboutmanaginglossincludingbereavement,separationanddivorce.
• Torespectequalityandbeaproductivememberofadiversecommunity.
• Howtoidentifyandaccessappropriateadviceandsupport.
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Additional information regarding the content of the PSHE Association SRE curriculum can be
foundinAppendixA
WhatisEffectiveSecondarySRE?
EffectiveSecondarySRE:
• Isprovidedearly–beforefeelingsofsexualattractionandbeforeyoungpeopledevelop
sexualrelationships
• Empowersyoungpeopleregardlessofsexuality,socialcircumstances,language,gender,
ethnicity,faith,abilityordisability
• Offersapositiveandopenviewofsexandsexualityandsupportsself-acceptance
• Neveroffersoneviewpointastherightoneandgivesyoungpeopletheopportunityto
exploretheirownandtheopinionsofothers
• Is both a mainstream entitlement and is targeted at young people who may be
particularlyvulnerabletopoorsexualhealthsuchasthoseincare
• Meets‘specific’localneedsandtrends
• EnsuresthatwhenSREisdeliveredstudentsandteachersknow;
Whattheyaredoing
Whytheyaredoingit
Howtheyaregoingtodoit
Howtheywillknowiftheyhaveachievedtheiraims
• Reinforcespositivevalues–suchasrespectforselfandothers
• Focusesonriskreduction(pro-choice/notrestrictedchoice)
• Ensuresthatyoungpeopledevelopacriticalawarenessofthemessagesaboutsexand
relationships
• Usesactivelearningmethodsandparticipatorytechniques
ActiveLearningMethodsandParticipatoryTechniquesUsedinEffectiveSRE
Discussion Casestudies RolePlay
GraffitiWalls Film PosterMaking
PicturePrompts
MusicPrompts
Quizzes
Games
Interviews AgreementSpectrums
Continuums PrioritisingExercises TheatreinSchools
Howwewillsupportstudentsthoughttobe‘atrisk’
Studentsthoughttobeatrisk,orvulnerableinrelationtoparticulartopics,willbeinformed
priortothelessonofthecontentbeingcovered.Parentswillalsobemadeawarewhen
necessary.
Relevantdocuments
Producingyourschool’sSREpolicy-PSHEAssociation2013
SexandRelationshipsEducationforthe21stCenturySupplementaryadvicetotheSREEducation
GuidanceDfEE(0016/2000)2014Brook
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AppendixA
KeyStage3
Coretheme1:Healthandwell-being
AtKS3Studentsshouldhavetheopportunitytolearn:
• torecognisetheirpersonalstrengthsandhowthisaffectstheirself-confidenceandselfesteem
• torecognisethatthewayinwhichpersonalqualities,attitudes,skillsandachievements
areevaluatedbyothers,affectsconfidenceandself-esteem
• tobeabletoaccepthelpfulfeedbackorrejectunhelpfulcriticism
• tounderstandthatself-esteemcanchangewithpersonalcircumstances,suchasthose
associatedwithfamilyandfriendships,achievementsandemployment
• thecharacteristicsofmentalandemotionalhealthandstrategiesformanagingit;to
managegrowthandchangeasnormalpartsofgrowingup(includingconsolidationand
reinforcementofKeyStage2learningonpuberty,humanreproduction,pregnancyand
thephysicalandemotionalchangesofadolescence)
• theimportanceoftakingincreasedresponsibilityfortheirownpersonalhygiene
• thatcertaininfectionscanbespreadthroughsexualactivityandthatbarrier
contraceptivesoffersomeprotectionagainstcertainSTIs
• aboutcontraception,includingthecondomandpill(seealsoRelationships)
• howthemediaportraysyoungpeople,bodyimageandhealthissuesandthatidentityis
affectedbyarangeoffactors,includingthemediaandapositivesenseofself
• waysofrecognisingandreducingrisk,minimisingharmandgettinghelpinemergency
andriskysituations
• abouthowtoaccesslocalhealthservices
Coretheme2:Relationships
AtKS3Studentsshouldhavetheopportunitytolearn:
• thequalitiesandbehaviourstheyshouldexpectandexhibitinawidevarietyofpositive
relationships(includingteams,class,friendshipsetc.)
• tofurtherdevelopandrehearsetheskillsofteamworkingincludingobjectivesetting,
outcomeplanning,cooperation,negotiation,managingsetbackandcompromise
• tofurtherdevelopthecommunicationskillsofactivelistening,negotiation,offeringand
receivingconstructivefeedbackandassertiveness
• toexploretherangeofpositivequalitiespeoplebringtorelationships
• thatrelationshipscancausestrongfeelingsandemotions(includingsexualattraction)
• thefeaturesofpositiveandstablerelationships(includingtrust,mutualrespect,honesty)
andthoseofunhealthyrelationships
• thatthemediaportrayalofrelationshipsmaynotreflectreallife
• differenttypesofrelationships,includingthosewithinfamilies,friendships,romanticor
intimaterelationshipsandthefactorsthatcanaffectthese(includingage,gender,power
andinterests)
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thenatureandimportanceofmarriage,civilpartnershipsandotherstable,long-term
relationshipsforfamilylifeandbringingupchildren
thatmarriageisacommitment,enteredintofreely,neverforcedthroughthreator
coercionandhowtosafelyaccesssourcesofsupportforthemselvesortheirpeers
shouldtheyfeelvulnerable.
therolesandresponsibilitiesofparents,carersandchildreninfamilies
howtodealwithabreakdowninarelationshipandtheeffectsofchange,includingloss,
separation,divorceandbereavement
tounderstandtheimportanceoffriendshipandtobegintoconsiderloveandsexual
relationshipsinthiscontext
tounderstandwhatexpectationsmightbeofhavingagirl/boyfriend
toconsiderdifferentlevelsofintimacyandtheirconsequences
toacknowledgetherightnottohaveintimaterelationshipsuntilready
aboutreadinessforsexandthebenefitsofdelayingsex(oranylevelofintimacybeyond
thatwithwhichtheindividualfeelscomfortable)
thatconsentisfreelygivenandthatbeingpressurised,manipulatedorcoercedtoagree
tosomethingisnot‘consent’;thattheseekerofconsentisresponsibleforensuringthat
consenthasbeengivenandifnotgivenorwithdrawn,thatdecisionshouldalwaysbe
respected.
tolearnaboutthelawinrelationtoconsent(includingthelegalageofconsentforsexual
activity,thelegaldefinitionofconsentandtheresponsibilityinlawfortheseekerof
consenttoensurethatconsenthasbeengiven)
aboutcontraception,includingthecondomandpill(seealso‘Health’)andthe
importanceofcommunicationandnegotiationincontraceptiveuse
abouttherisksrelatedtounprotectedsex,whichcouldincludeexploringthe
consequencesofunintendedpregnancyandtheoptionsavailableinsuchcircumstances
torecognisetheportrayalandimpactofsexinthemediaandsocialmedia(whichmight
includemusicvideos,advertisingandsexualimagessharedbetweenyoungpeople)
aboutthedifferencebetweensex,genderidentityandsexualorientation
torecognisethatthereisdiversityinsexualattractionanddevelopingsexuality
thetermsassociatedwithsex,genderidentityandsexualorientationandtounderstand
acceptedterminology.
abouttheunacceptabilityofsexist,homophobic,transphobicanddisablistlanguageand
behaviour,theneedtochallengeitandhowtodoso
torecognisebullyingandabuseinallitsforms(includingprejudice-basedbullyingbothin
personandonline/viatext,exploitationandtrafficking)andtohavetheskillsand
strategiestomanagebeingtargetedorwitnessingothersbeingtargeted
thesupportservicesavailableshouldtheyfeelorbelieveothersfeeltheyarebeing
abusedandhowtoaccessthem
torecognisepeerpressureandhavestrategiestomanageit
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KeyStage4
Coretheme1:Healthandwell-being
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BuildingonKS3,studentsatKS4shouldhavetheopportunitytolearn:
• toevaluatetheextenttowhichtheirself-confidenceandself-esteemareaffectedbythe
judgmentsofothers
• whereandhowtoobtainhealthinformation,adviceandsupport(includingsexualhealth
services)
• totakeincreasedresponsibilityformonitoringtheirownhealth(includingtesticularand
breastself-examination)
• howlifestylechoicesaffectafoetus
• aboutSTIs,includingHIV/AIDS,howtoprotectthemselvesandothersfrominfectionand
howtorespondiftheyfeeltheyorothersareatrisk
• torecognizeandmanagefeelingsabout,andinfluenceson,theirbodyimageincluding
themedia’sportrayalofidealisedandartificialbodyshapes
• aboutpersonalsafetyandprotection,reducingriskandminimisingharmindifferent
settings(includingsocialsettings,thestreet,onroadsandduringtravel)
• thewiderrisksandconsequencesoflegalandillegalsubstanceuseincludingontheir
personalsafety,career,relationshipsandfuturelifestyle
Coretheme2:Relationships
BuildingonKS3,studentsatKS4shouldhavetheopportunitytolearn:
• strategiestomanagestrongemotionsandfeelings
• thecharacteristicsandbenefitsofpositive,strong,supportive,equalrelationships
• thatlivingtogether,marriageandcivilpartnershipsarewaysthatpeoplefreelyand
withoutcoercion,demonstratetheircommitmenttoeachother
• parentingskillsandqualitiesandtheircentralimportancetofamilylife(includingthe
implicationsofyoungparenthood)
• torecognisewhenarelationshipisunhealthyorabusive(includingtheunacceptabilityof
bothemotionalandphysicalabuseorviolenceincludinghonourbasedviolence,forced
marriageandrape)andstrategiestomanagethisoraccesssupportforselforothersat
risk.
• managingchangesinpersonalrelationshipsincludingtheendingofrelationships
• todevelopanawarenessofexploitation,bullyingandharassmentinrelationships
(includingtheuniquechallengesposedbyonlinebullyingandtheunacceptabilityof
physical,emotional,sexualabuseinalltypesofteenagerelationships,includingingroup
settingssuchasgangs)andhowtorespond
• abouttheconceptofconsentinrelevant,age-appropriatecontextsbuildingonKeyStage
3
• aboutimpactofdomesticabuse(includingsourcesofhelpandsupport)
• theimpactofseparation,divorceandbereavementonfamiliesandtheneedtoadaptto
changingcircumstances
• aboutstatutoryandvoluntaryorganisationsthatsupportrelationshipsexperiencing
difficultiesorincrisis,suchasrelationshipbreakdown,separation,divorce,or
bereavement
• howtoaccesssuchorganisationsandothersourcesofinformation,adviceandsupport
• aboutdiversityinsexualattractionanddevelopingsexuality,includingsourcesofsupport
andreassuranceandhowtoaccessthem
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tounderstandtheroleofsexinthemediaanditsimpactonsexuality(including
pornographyandrelatedsexualethicssuchasconsent,negotiation,boundaries,respect,
gendernorms,sexual‘norms’,trust,communication,pleasure,orgasms,rights,
empowerment,sexismandfeminism)
howtoseekconsentandtorespectothers’righttogive,notgiveorwithdrawconsentto
engageindifferentdegreesofsexualactivity
torecognisewhenothersareusingmanipulation,persuasionorcoercionandhowto
respond
tounderstandtheperniciousinfluenceofgenderdoublestandardsandvictim-blaming
torecognisetheimpactofdrugsandalcoholonchoicesandsexualbehaviour
tomanageunwantedattentioninavarietyofcontexts(includingharassmentand
stalking)
tounderstandandrespectothers’faithandculturalexpectationsconcerning
relationshipsandsexualactivity
toassessreadinessforsex
aboutaccessingandthecorrectuseofcontraception,negotiatingcondomuse,
reinforcingandbuildingonlearninginKeyStage3
tounderstandtheconsequencesofunintendedpregnancyandofteenageparenthood(in
thecontextoflearningaboutparentingskillsandqualitiesandtheirimportancetofamily
life)
thereasonswhyparentschoosetoadopt/fosterortoplacechildrenfor
adoption/fostering
aboutabortion,includingthecurrentlegalpositionandtherangeofbeliefsandopinions
aboutit
thepathwaysavailableintheeventofunintendedpregnancy,thepossiblephysicaland
emotionalreactionsandresponsespeoplemayhavetoeachoptionandwhototalkto
foraccurate,impartialadviceandsupport
thatfertilitylevelscanvaryindifferentpeople;canbedamagedbysomesexually
transmittedinfections,decreaseswithage
abouttheoptionsopentopeoplewhoarenotabletoconceive
therolepeerscanplayinsupportingoneanother(includinghelpingvulnerablefriendsto
accessreliable,accurateandappropriatesupport)
November2016
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