Curriculum Relevance

Guidance on sex education in schools

In July 2000 the Government issued new guidance on sex and relationships education (SRE). The 'Sex and Relationship Education Guidance' (2000) is supported in legislation by the Learning and Skills Act (2000).

The guidance states that SRE should be firmly rooted within the framework for personal, social and health education (PSHE) and citizenship. This framework was published in 1999 and will be taught alongside the National Curriculum.

Current sex education guidance

Sex education, including information about HIV/AIDS and other STIs, is compulsory in all state-maintained secondary schools.

Maintained primary schools must decide whether to provide sex education in addition to what is in the National Curriculum. (Government advice is that they do.)

Parents have the right to withdraw their child from part or all of sex education, except where this forms part of the National Curriculum.

National Curriculum science includes only biological aspects of human reproduction.

All maintained schools must produce and keep an up-to-date written statement of their policy and make this available to parents.

The local education authority (LEA), governing body and head teacher should ensure that sex education is given in such a manner as to encourage pupils to have due regard to moral considerations and the value of family life.

Ofsted monitors sex education policies and practice as part of school inspections. Over 85% of schools inspected in 1994 had produced a policy.

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.

RSE 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 governing body.

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 STIs
  
• 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 topics are in addition to those 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

• Awareness of what it is to be male and female
  
• Male and female perspectives on a range of issues

• 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 and 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 and 4

• Gender roles, eg choices, prejudice and 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. The 'Growing Up Gay' series will fit particularly well in explorations of social justice, diversity and inclusion.

SCOTLAND

In Scotland, Clause 28 (Section 2A) was repealed in the Ethical Standards in Public Life etc (Scotland) Act 2000. The guidance circular to the Education Authority (circular 2/2001) includes the following clauses.

6. Sex education forms a key element of personal, social and health education in schools and is an important part of children's preparations for adult life. The purpose of sex education is to provide knowledge and understanding of the nature of sexuality and the processes of human reproduction within the context of relationships based on love and respect. It should develop understanding and attitudes, which will help pupils to form relationships in a responsible and healthy manner. It is important that sex education programmes should be well matched to pupils' needs and levels of maturity. Teaching materials should be selected with great care and sensitivity to the age and understanding of the pupils.

7. Programmes of sex education should present facts in an objective, balanced and sensitive manner within a framework of sound values and an awareness of the law on sexual behaviour. Pupils should be encouraged to appreciate the value of stable family life, parental responsibility and family relationships in bringing up children and offering them security, stability and happiness. Pupils should also be encouraged to appreciate the value of commitment in relationships and partnerships, including the value placed on marriage by religious groups and others in Scottish society. At the same time, teachers must respect and avoid causing hurt or offence to those who come from backgrounds that do not reflect this value. All pupils should be encouraged to understand the importance of self-restraint, dignity, respect for themselves and the views of others. They should be encouraged to recognise the physical, emotional and moral implications and risks of certain types of behaviour and to accept that both sexes must behave responsibly.

See also curriculum relevance for 'Growing Up Gay' Programme 1: 'School's Out' and Programme 2: 'Friends and Lovers'.