Programme 1: School's Out

Curriculum Relevance

The programme has a major PSHE and citizenship focus with opportunities for cross-curricular work involving, history, modern studies, science, religious and moral education, English and drama. See curriculum guidance in the online extra for this programme. While the programmes are targeted at Key Stage 4, they will be useful at the latter stages of Key Stage 3.

ENGLAND

PSHE at Key Stage 3 - non-statutory guidelines: knowledge, skills and understanding
(Key Stage 4 develops these, but this is not shown in this summary)

1 Developing confidence and responsibility and making the most of abilities
Pupils should be taught:
b) to respect the differences between people as they develop their own sense of identity.
d) to recognise the stages of emotions associated with loss and change caused by death, divorce, separation and new family members, and how to deal positively with the strength of their feelings in different situations.

2 Developing a healthy, safer lifestyle Pupils should be taught:
a) to recognise the physical and emotional changes that take place at puberty and how to manage these changes in a positive way.
b) how to keep healthy and what influences health, including the media.
e) about human reproduction, contraception, sexually transmitted infections, HIV and high-risk behaviours including early sexual activity, all within a context of the importance of relationships.
f) to recognise and manage risk and make safer choices about healthy lifestyles, different environments and travel.
g) to recognise when pressure from others threatens their personal safety and well-being, and to develop effective ways of resisting pressures, including knowing when and where to get help.
h) basic emergency aid procedures and where to get help and support.

3 Developing good relationships and respecting the differences between people
Pupils should be taught:
a) about the effects of all types of stereotyping, prejudice, bullying, racism and discrimination and how to challenge them assertively.
b) how to empathise with people different from themselves.
d) to recognise some of the cultural norms in society, including the range of lifestyles and relationships.
e) the changing nature of, and pressure on, relationships with friends and family, and when and how to seek help.
i) to negotiate within relationships, recognising that actions have consequences, and when and how to make compromises.
j) to resist pressure to do wrong, to recognise when others need help and how to support them.

4 Breadth of opportunities
Pupils should be taught knowledge, skills and understanding components through opportunities to:

g) consider social and moral dilemmas.
h) find information and advice [for example, about the risks of early sexual activity, drug misuse, self-defence for keeping safe].

Citizenship - Key Stage 3

1 Knowledge and Understanding about becoming an informed citizen – pupils should be taught about:
f) the work of community-based, national and international voluntary groups.
i) the world as a global community, the political, economic, environmental and social implications and role of the EU, Commonwealth and UN.

2 Developing Skills of enquiry and communication – pupils should be taught to:
b) think about topical, political, spiritual, moral and cultural issues, problems and events by analysing information and its sources, including ICT based resources.

3 Developing Skills of participation and responsible action - pupils should be taught to:
a) use their imagination to consider other people’s experiences and be able to think about, express and explain views that are not their own.

NORTHERN IRELAND

The Department of Education in Northern Ireland issued new Relationships and Sexuality Education (RSE) Guidelines in August 2001 for all primary and post-primary schools in Northern Ireland. These state that RSE should be taught on a statutory basis in schools through science and the health education cross-curricular theme.

Relationships and Sexuality Education should be taught within the school’s moral framework, which must be made clear to parents and teachers.

Teaching should stress the importance of stable, loving personal relationships, parental responsibilities and family life, while addressing sensitive issues such as HIV/AIDS, contraception, abortion, homosexuality and pornography.

Parents have the right to withdraw their child from part or all of sex education classes.

In primary school children should be taught about the changes that take place at puberty.

Every school should have a policy setting out how it will address RSE. This should be consulted on with parents and endorsed by the school’s board of Governors.

Relationships and Sexuality Education: for Post Primary Schools
The RSE curriculum should enable pupils to:

• acquire and use an appropriate vocabulary to discuss feelings, sexuality, growth and development.

• develop a critical understanding of external influences on lifestyle and decision making.

• understand human physiology with particular reference to the reproductive cycle, human fertility and sexually transmitted infections.

• understand sexual development and identify and explore aspects of sexuality including sex role stereotyping gender issues and cultural influences on sexuality.

• develop skills for coping with peer pressure, conflict and threats to personal safety.

RSE topics:

Growth and development - Key Stage 3

• The difference between HIV and AIDS, modes of transmission, practical hygiene and risky behaviour.

Growth and development – Key Stage 4
The following are in addition to topics covered at Key stage 3:

• Safer sex practices in relation to STIs, HIV and AIDS.

• Factual information about abortion.

• The range of information, the services and support which are available from relevant agencies.

• My stage of development, eg physical, emotional, academic, spiritual, emotional, moral and sexual.

• My motivation, enthusiasms, interests, viewpoints, goals, degree of independence and responsibilities.

• Respecting myself, my self-esteem and self-confidence.

• Stereotyping and its influence on attitudes and behaviour.

• Media messages about male and female behaviour.

Sexuality - Key Stage 3

• Awareness of what it is to be male and female.

• Male and female perspectives on a range of issues.

Sexuality – Key Stage 4
The following are in addition to topics covered at Key Stage 3

• Sexual identity and orientation.

• Understanding the differences in sexuality.

• Values and attitudes about sexuality and sexual relationships, including media messages.

• Encouraging sensitivity towards different ways of life, beliefs and opinions.

• The range of information, the services and support which are available from relevant agencies.

Relationships – Key Stages 3 & 4

• Exploring morals and values in a variety of contexts and recognising the personal implications.

• Making informed and responsible decisions about personal and social relationships.

Family issues – Key Stages 3 & 4

• Gender roles e.g. choices, prejudice, stereotyping.

Personal And Social Education Guidance – Key Stage 3

Knowledge, Understanding, Values and Attitude – Outcomes
The pupil:

• has knowledge and understanding of own and others’ beliefs, values and cultural traditions.

• has knowledge and understanding of health-related issues pertinent to self and other young people.

• takes responsibility for own actions and the effect of own actions on others.

Skills

• Practical skills for everyday living.

• Communication skills.

• Decision-making and problem-solving skills.

Proposed learning outcomes from PSHE at Key Stage 4 (consultation still ongoing) involve pupils being able to:

• Identify the factors in maintaining a healthy lifestyle.

• Recognise and analyse risks and make safe and healthy choices.

• Analyse and discuss influences and media messages relating to a range of issues.

Citizenship
The Northern Ireland Curriculum Review is still ongoing, with proposals for Citizenship education at Key Stage 4 in an early phase of development. These programmes will fit particularly well in explorations of social justice, diversity and inclusion.

The statutes
The age of consent for heterosexuals and homosexuals in Northern Ireland is 17, as opposed to 16 in the rest of the UK. (In January 2001 the age of consent for homosexual sex in the rest of the UK was lowered from 18 to 16.) For Northern Ireland the legislation listed below that refers to ‘girls under 13’ and ‘girls under 16’ would read ‘girls under 14’ and ‘girls under 17’.

Rape: anal or vaginal intercourse by a man, without consent
(Sexual Offences Act, 1956)

Indecent assault on a man or woman
(Sexual Offences Act, 1956)

Sexual intercourse with a woman by threat, intimidation, false pretences or false representations
(Sexual Offences Act, 1956)

Giving drugs, etc, to a woman to obtain sexual intercourse
(Sexual Offences Act, 1956)

Indecent exposure: ‘wilfully, openly, lewdly and obscenely exposing a penis with intent to insult any female’
(Vagrancy Act 1824, Town & Police Clauses Act 1847)

Buggery (1): consensual anal intercourse not in private
(Sexual Offences Act, 1956)

Buggery (2): anal intercourse with a child under the age of consent

Assault with intent to commit buggery
(Sexual Offences Act, 1956)

Sexual intercourse with a girl under 13 (carries maximum life sentence)
(Sexual Offences Act, 1956)

Sexual intercourse with a girl under the age of consent (carries maximum two-year sentence)
(Sexual Offences Act, 1956)

SCOTLAND

5-14 Curriculum: Health Education: Taking Responsibility for Health

Strands and Attainment Targets

Physical health
Level D - Pupils are able to identify strategies for keeping healthy and safe.

Level E - Pupils are able to show their knowledge and understanding of the impact health choices can have on the quality of health.

Emotional health
Level D - Pupils are able to recognise peer and media influences can affect the choices they make.

Social health
Level D - Pupils are able to demonstrate an understanding of some aspects of the social and cultural influences on health.

Level F - Pupils are able to:

• demonstrate an understanding of interrelated rights and responsibilities

• recognise how people can work together in the community.

• demonstrate skills for responding to risk situations in their local community.

Scottish Executive guidance on Sex Education includes the following broad areas:

Early secondary stages:

• peer and media influences

• gender roles and stereotyping

• awareness of sexual orientation

• issues of discrimination

Middle to Upper Secondary Stages

• responsibility and commitment within relationships

• awareness of needs of others

• information, advice and support services

• STIs, HIV AND AIDS

• responsible sexual behaviour

WALES

PSE Framework for Wales Key Stage 3 – Learning Outcomes
(Key Stage 4 outcomes develop from these but are not shown in this summary)

Knowledge and Understanding - PSE should enable pupils to:

Social Aspect: understand culture differences and recognise expressions of prejudice and stereotyping.

Community aspect: understand the nature of local, national and international communities with reference to cultural diversity, justice, law, order, and interdependence.

Sexual aspect:

• know about the different methods of contraception and their effectiveness and know how to use safer sex procedures.

• know the law relating to various aspects of sexual behaviour.

Spiritual aspect: have insights into their beliefs and values in the context of those in society and propagated by the media.

Moral aspect: recognise moral issues and dilemmas in life situations, know what they believe to be right and wrong actions and understand the issues involved.

Environmental aspect: understand that interdependence of global systems and the effects of natural processes and human development.

Attitudes and Values – PSE should enable pupils to:

• show care and consideration for others and their property and be sensitive towards their feelings.

• value cultural diversity and equal opportunity and respect the dignity of all.

• have a responsible attitude towards keeping the body safe and healthy.

• be moved by injustice, exploitation and denial of human rights.

• develop a sense of personal responsibility towards the environment and a concern for the quality of life both in the present and the future.

Skills – PSE should enable pupils to:

• critically evaluate others’ viewpoints, and messages from the media.

• empathise with others’ experiences and feelings.

• make moral judgements and resolve moral issues and dilemmas.

• ask for help, support and advice.