Teaching and Learning
High quality teaching is the key to good SRE and is most likely to meet the needs expressed by children and young people.
When asked about their experiences of SRE at school, young people often complain about the focus on the physical aspects of reproduction and the lack of any meaningful discussion about feelings, relationships and values. Schools should try to ensure that discussion of relationships is an aspect of each unit of work on SRE and make time to collect the views of children and young people about their needs and main areas of concern. In primary schools, work on feelings and changing friendships is likely to be a central component of SRE.
Skilled and confident, knowledgeable, well trained and supported teachers are more important than those with an expert knowledge of sex education, particularly in the primary school.
Healthy Schools whole school approach
The whole school approach and the criteria for PSHE/SRE would indicate that SRE programmes should have:
- lessons that are carefully planned with a focus on the promotion of sexual health
- attention given to shared learning outcomes that should include attitudes and values as well as knowledge and personal and social skills
- a teaching environment that is well managed, with a secure climate where children and young people feel valued and respected by teachers and peers
- classroom teaching of the highest quality with active participation and varied strategies that promote co-operation, self-assessment and consideration of risk reduction
- effective use of resources, including the use of visitors and outside agencies.
