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ST. OSWALD’S C.E. PRIMARY SCHOOL POLICY FOR SEX AND RELATIONSHIP EDUCATION INTRODUCTION This policy underwent major revision in 2001 to reflect the aims of the school, parents’ wishes, the culture of our community and the views of the teachers and pupils. It was drawn up by a sub-committee consisting of the Deputy Head, the teacher responsible for PSHCE, the teacher responsible for Science, a parent governor and a foundation governor, with support from the School Nurse, to reflect the parents’ wishes and the culture of our community. AIMS Within the framework of Christian values and attitudes, to promote the spiritual, moral, cultural, mental and physical welfare of pupils and to prepare them for the opportunities and responsibilities of adult life, demonstrating the following values:- respect for self; respect for others; respect for own actions; respect for family, friends, school and the wider community. To provide a programme appropriate to the maturity and understanding of the pupils and one which meets the needs of these pupils. The Policy:- 1. provides a definition of sex and relationship education; 2. describes how sex and relationship education is covered within the curriculum; 3. outlines how sex and relationship education is monitored and evaluated; 4. includes information about parents’ rights to withdraw their children from sex education; 5. will be reviewed regularly. 1. A Definition of Sex and Relationship Education Sex and relationship education covers a wide range of issues relating to physical, moral and emotional development. It is about the understanding of the importance of marriage for family life, stable and loving relationships, respect, love and care. It includes age-appropriate teaching of body changes and reproduction. It is not about the promotion of sexual orientation or sexual activity. It has three main elements:- Attitudes and Values learning the importance of values and individual conscience and moral considerations; learning the value of family life, marriage and stable, loving relationships for the nurture of children; learning the value of respect, love and care; exploring, considering and understanding moral dilemmas; developing critical thinking as part of decision-making. Personal and Social Skills learning to manage emotions and relationships confidently and sensitively; developing self-respect and empathy for others; learning to make choices based on an understanding of difference and with an absence of prejudice; developing an appreciation of the consequences of choices made; managing conflict; learning how to recognise and avoid exploitation and abuse. Knowledge and Understanding learning and understanding physical development at appropriate stages; understanding human sexuality, reproduction, emotions and relationships. 2. Sex and Relationship Education within the Curriculum We have identified the following areas relating to sex and relationship education within the PSHCE and Science curricula: National Curriculum PSHE and Citizenship Key Stage 1: Pupils should be taught: 1. (c) to recognise, name and deal with their feelings in a positive way – Year 1 (d) to think about themselves, learn from their experiences and recognise what they are good at – Year 2 2. (e) to realise that people and other living things have needs and that they have responsibilities to meet them – Year 1 (f) that they belong to various groups and communities, such as family and school – Year 1 3. (d) about the process of growing from young to old and how people’s needs change – Year 2 (e) the names of the main parts of the body – Year 2 4. (a) to recognise how their behaviour affects other people – Year 2 (b) to listen to other people and play and work co-operatively – Year 2 (c) to identify and respect the differences and similarities between people – Year 2 (d) that family and friends should care for each other – Year 2 (e) that there are different types of teasing and bullying, that bullying is wrong and how to get help to deal with bullying – Year 2 Key Stage 2: Pupils should be taught: 1. (b) to recognise their worth as individuals by identifying positive things about themselves and their achievements, seeing their mistakes, making amends and setting personal goals – Year 3 (d) to recognise, as they approach puberty, how people’s emotions change at that time and how to deal with their feelings towards themselves, their family and others in a positive way – Year 5 2. (c) to realise the consequences of anti-social and aggressive behaviours, such as bullying and racism, on individuals and communities – Year 3 3. (a) what makes a healthy lifestyle, including the benefits of exercise and healthy eating, what affects mental health, and how to make informed choices – Year 3/Year 5 (c) about how the body changes as they approach puberty – Year 5 or Year 6 (e) to recognise the different risks in different situations and then decide how to behave responsibly, including sensible road use and judging what kind of physical contact is acceptable or unacceptable – Year 3/Year 6 (f) that pressure to behave in an unacceptable or risky way can come from a variety of sources, including people they know, and how to ask for help and use basic techniques for resisting pressure to do wrong – Year 5 4. (a) that their actions affect themselves and others, to care about other people’s feelings and to try to see things from their points of view – Year 4/Year 6 (c) to be aware of different types of relationship, including marriage and those between friends and families, and to develop the skills to be effective in relationships – Year 6 (e) to recognise and challenge stereotypes – Year 4/Year 5 (g) where individuals, families and groups can get help and support -Year 6 National Curriculum Science Key Stage 1: Pupils should be taught: 1. (b) that animals including humans, move, feed, grow, use their senses and reproduce – Year 1 1A, 1F, Year 2 1F 2C 2. (a) to recognise and compare the main external parts of the bodies of humans – Year 1 1A (f) that humans and animals produce offspring and these grow into adults – Year 1 1A 3. (a) to recognise similarities and differences between themselves and others and treat others with sensitivity – Year 1 1A Key Stage 2: Pupils should be taught: 1. (a) that the life processes common to humans and other animals include nutrition, growth and reproduction – Year 3 3A, Year 4 3A 4B, Year 5 5B 5A 2. (f) about the main stages of the human life cycle – Year 6 5A 6F Equal Opportunities Sex and relationship education will be provided for all children, unless their parents decide otherwise. The subject offers pupils equal opportunity to explore attitudes and values relating to gender roles; to stereotyping; to the concepts of femininity and masculinity. Where necessary, differentiation will cater for the needs of pupils who require special educational provision. Organisation The organisation of the teaching will be the responsibility of the Head, Deputy Head, Science Subject Leader and the teacher responsible for PSHCE. Teaching will be carried out by all class teachers with the help of other professionals. Teaching will be in groupings sensitive to the needs of the pupils with the provision of one-to-one or small groups. Classroom methodology and approach will be that appropriate to the age and needs of the pupils. Health professionals and other visitors will be made aware of the school’s policy. Years 5 / 6 In Years 5 and 6 children will undertake a set of lessons, led by the school nurse and based on approved videos, dealing with their ongoing emotional and physical development. Parents will be offered the opportunity to view the videos which are produced by the BBC / Channel 4 specifically for use with 9-11 years. The content will include changes in the body related to puberty, such as periods and voice breaking; when these changes are likely to happen, issues which may cause anxiety to young people and how to deal with these; how a baby is conceived and born. Sensitive Issues Every effort will be made to answer questions from the pupils with sensitivity and honesty. Discretion and judgement will be exercised over questions dealing with explicit issue, especially any deemed inappropriate for answer in a class situation. Relationships The framework for PHSE includes helping children to respect themselves and each other, and under- stand difference. Children will understand the importance of relationships; the nature of marriage and stable relationships and their importance for family life and bringing up children. Teaching needs to be sensitive so as not to stigmatise children on the basis of their home circumstances. Boys and Girls Boys and girls will be taught together and cover the same subject areas. An exception will be made in Year 5/6 where certain areas of input may be deemed more appropriate to single-sex groups, enabling children to discuss issues in a controlled and less intimidating environment. Working with Parents The school will always seek to work in partnership with parents who have the key role in teaching their children about sex and relationships. Interested parents will be encouraged to be actively involved in working with staff and governors in determining the school’s policy. Working with the Wider Community The school will seek to work effectively in partnership with parents and others in the wider community, particularly health professionals. Confidentiality Information given by pupils will normally be kept confidential: however, pupils will be made aware that some information e.g. where child protection is an issue, cannot be kept confidential and may need to be passed on to the appropriate agency. In such cases, the pupil will be given sensitive and appropriate support. 3. Monitoring and Evaluation The Head will monitor the teaching and report back to the Governors. The policy will need to be evaluated regularly to take account of responses from pupils and parents; to take account of any new research findings; to take account of any government directives on sex education. A named governor will play a particular role in monitoring policy and practice. 4. Parents’ Right to Withdrawal Reference to this policy is made in the School Prospectus. The full policy will be made available to parents should they request to see it. Parents wishing to exercise their right of withdrawal from all or part of the programme are asked to discuss the matter with the school. Once withdrawn, pupils will not join in any part of the sex education programme without parental approval. The school will give every support to parents seeking help in either providing or supplementing the sex education in the home. 5. Policy Review An annual review of policy and practice will take place. This will be initiated by the headteacher and governor with specific responsibility for sex and relationship education. This Policy was reviewed and approved by governors on 25th February 2009. It will be reviewed annually.
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