Approaching SRE in the classroom

Aims and objectives of SRE

The specific aims of SRE within PSHE should match the age, maturity, background and experience of the children and young people involved, but underpinning all of them will be an understanding of the physical, psychological, social, emotional, legal and moral aspects of sex and sexuality. SRE should encourage and reflect the values outlined in the National Curriculum Handbook and in the school's mission statement.

The SRE curriculum will be concerned with:

• the discussion of attitudes and values
• the development of a range of appropriate personal skills, and
• the provision of factual information and the development of an understanding of it.

Good SRE forms an integral part of PSHE and returns to topics at each Key Stage for reinforcement and coverage in greater depth. SRE has three main elements (SRE guidance document DfES 0116/2000 with slight additions). Some aspects of these three main elements are relevant to the secondary setting alone.

Attitudes and values

• learning the importance of values, individual conscience and moral considerations
• learning the value of family life, marriage and stable and loving relationships for the nurture of children
• learning the value of respect, love and care
• exploring, considering and understanding moral dilemmas
• and 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
• and learning how to recognise and avoid exploitation and abuse (in self and in others).

Knowledge and understanding

• learning and understanding physical development at appropriate stages (including puberty, reproduction, conception, pregnancy and giving birth)
• understanding human sexuality, reproduction, sexual health, emotions and relationships
• learning about contraception and the range of local and national sexual health advice, contraception and support services
• learning the reasons for delaying sexual activity, and the benefits to be gained from such delay
• understanding the avoidance of unplanned pregnancy.

Secondary

Attitudes and values

• being aware of, and comfortable with, their own sexuality
• developing a positive attitude to being healthy and staying safe
• cultivating a sense of self-worth and developing aspirations for their future.

Personal and social skills

• developing communication and negotiation skills
• recognising peer and other pressure (media etc)
• and developing the ability to recognise and manage risk.

Knowledge and understanding

• understanding sexually transmitted infections, including HIV, and
• understanding abortion.

Approaching SRE in your setting

“schools should set out clearly what it is proposed pupils should have learned by the end of each key stage, how it is going to be taught and how it will be monitored and assessed”. (Ofsted 2002)

It is a clear principle of the National Healthy Schools Programme that SRE needs to be delivered within the context of PSHE and citizenship education so that pupils receive their sex education in the wider context of relationships and are prepared for the opportunities, responsibilities and experiences of adult life. Schools now have a national PSHE framework  that outlines what is an appropriate curriculum in all four Key Stages and supports work in the area of SRE.

Ofsted has developed a model of learning outcomes for SRE for each Key Stage that outlines knowledge and understanding, values and attitudes and personal skills, see Learning outcomes for KS 1 and 2 and Learning outcomes for KS 3 and 4.

The National Curriculum Science requirements also contain elements of SRE in each Key Stage.

The important role of SEAL

Many schools, if not most (both primary and secondary), now use the SEAL (Social and Emotional Aspects of Learning) curriculum as an important component of PSHE. It is our belief that SEAL provides some of the best SRE and drugs education without any direct reference to either. This is because it can help children and young people develop skills and attitudes of confidence, self-esteem, risk awareness and risk management, assertiveness and an awareness of their feelings and how to deal with them appropriately and effectively. All of these can help them make informed, strong, safe choices, including those around sex and relationships, both now and in the future.

But this comes with two very large caveats:

1. SEAL is not the be all and end all of the PSHE curriculum and needs to be carefully balanced within the overall PSHE framework. (See SEAL and PSHE for ideas about how this can be achieved.)
2. SEAL needs to be properly used and well delivered in school; across the whole school, involving the whole school community and supported by review, reflection and staff support.

SEAL and PSHE

If SEAL is being comprehensively and effectively delivered across the school you are already doing good SRE and drugs education because you are focusing on life-skills. Good SEAL has the potential to provide children with resilience, self-esteem, confidence, assertiveness, decision-making, risk assessment and risk management skills. SEAL is also a powerful and positive way to involve parents and carers.

As part of the SEAL support we provide we have collected together a number of resources and tools to help primary schools map and plan SEAL and PSHE.