Holy Trinity Church of England (A.) School Sex and Relationship Education Policy Curriculum Manager: Scott Ingram Policy: 2010 Review: 2012
Holy Trinity Church of England (A.) School Sex and Relationship Education Policy Definition Sex and relationship education is lifelong learning about physical, moral and emotional development. It is about the understanding of the importance of marriage for a family life, stable and loving relationships, respect, love and care. It is also about the teaching of sex, sexuality, and sexual health. It is not about the promotion of sexual orientation or sexual activity this would be inappropriate teaching. Sex and Relationship Education Guidance (DfEE), July 2000 Aims Refer to PSHE and Citizenship Policy At Holy Trinity we aim to help our pupils to: Value themselves and their achievements Care for others Promote a positive self image and build self esteem Deal with risks and meet the challenges of now and in the future Identify their own values and strive to live up to them Develop confidence in talking, listening and thinking about sex and relationships The Sex and Relationship programme of study throughout the school aims to promote the spiritual, moral, cultural, mental and physical development of the pupils, in order to prepare them for the opportunities, responsibilities and experiences of modern life. Organisation and Management The requirements of Key Stage 2 Science concerned with sex education will be satisfied within the teaching of science, namely to know and understand the life processes common to humans and other animals including growth and reproduction and the main stages of the human life cycle. KS 2 Science 1a - that the life processes common to humans and other animals include nutrition growth and reproduction. 2f - about the main changes of the human life cycle
Other aspects of sex education will be covered within the broader programmes of Key Stage 2 PSHE and Citizenship, and RE. These will include: to listen to others and to explain themselves to explore and discuss, describe and express emotions to recognise abuse and ask for help to manage the physical and emotional changes of puberty. Throughout sex education children will also know and understand the physical and emotional changes of puberty the range of relationships including the importance of family and marriage, for the care and support of children the effects of the media on forming attitudes infection and how safe routines can reduce the spread of viruses including HIV how to think about and address diversity We will cover puberty, pregnancy and birth predominantly in this programme. Use of Materials Staff will use a range of appropriate and suitable strategies to help them to deliver this area of the curriculum including: establishing ground rules distancing techniques making use of discussion/ questions individual/ pair/ small groups/ whole class/ whole year work videos worksheets provision of anonymous question box project learning encouraging reflection Differentiated work will be used to meet the needs of the pupils, including gender specific. All staff will be involved in the delivery of this area of the curriculum, supported by a range of people in the wider community. Each year group has a curriculum file containing the policy and scheme of work, copies of worksheets and a box of resources relevant to their age group. Staff Training Staff will attend courses where appropriate to the needs of their year group.
Equal Opportunities, Inclusion and Sensitive Issues Care will be taken to ensure that information is relevant, and that sensitive information is matched to the physical and emotional development of the children in each class, so that it covers the needs of all pupils, recognising diverse background and specific educational needs. All teachers will be aware of the children in their class, who may not have reached the emotional maturity to match their chronological age. Conversely, teachers will be aware of children that are at a more developed stage of maturity - All children, including those who develop earlier than the average, need to know about puberty before they experience the onset of physical changes (Sex and Relationship Education Guidance (DfEE), July 2000) Parents will be involved in discussion and special care will be taken to match work according to the child s needs. We are committed to equal opportunities for all pupils regardless of belief, gender, sexuality or ability. Pupils who require individual advice will be treated sensitively and encouraged to discuss their problems with parents. Confidentiality Confidentiality in this area is the same as in all dealings with pupils, and as set out in the DfEE Child Protection circular 10/95, Protecting Children from Abuse: The Role of the Education Service. Working with Parents and Child Withdrawal Procedures We fully recognise that parents are key figures in helping their children cope with the physical and emotional aspects of growing up and in preparing them for the challenges and responsibilities which sexual maturity brings. The sex education programme is intended to be complimentary and supportive to the parental role. Parents views about the programme s content and presentation are valued and they will be invited to preview the materials in advance of their use with the pupils and discuss any matters about the curriculum content at a meeting prior to the start of the children s learning. Parents will also be offered support in talking to their children about sex and relationship education and how to link this with what is being taught at school. Parents have the right to withdraw their children from any or all aspects of the sex education programme, with the exception of those elements included in the National Curriculum or any discussion of sexual matters which may arise incidentally in lessons, outside the planned sex education programme Section 241, Education Act 1993. This request, which should be in writing to
the Headteacher, must be complied with until the parent changes or revokes it. Monitoring and Evaluation Evidence of pupils learning and evaluation of learning will be reviewed in year groups, reporting to the Curriculum Manager on a preset date. Staff training will be reviewed at this time. Recording and Assessment Work in this area will be held in either science exercise books or in PSHE and Citizenship folders. No formal assessment of non-statutory areas will take place nor will the subject be commented on in reports.