Document Status

Date of Policy Adoption by Governing Body: January 2013

Reviewed January 2013
Next Review January 2016
Signed (Chair of Governors)

Eskdale School
Sex and
Relationships Policy
Eskdale School aims:

To develop as a vibrant, dynamic community committed to the principles of Every Child Matters so
that all of our students
are safe and healthy
enjoy and achieve
make a positive contribution
experience success so that they are equipped to make their way in the world of work.



Sex and Relationships Policy - Page 2 of 10

Eskdale School

Sex and Relationships Policy



What is SRE?

SRE is a lifelong learning process of acquiring information, developing skills and
forming positive beliefs and attitudes about sex, sexuality, relationships and feelings
(Sex Ed Forum 1999).

SRE is an educational entitlement for children and young people. It should support
children and young people in managing puberty and adolescence and prepare them
for an adult life in which they can:
Develop positive values and a moral framework that will guide their decisions,
judgements and behaviour.
Be aware of their body and their sexuality.
Have confidence and self esteem to value themselves and others.
Behave responsibly within sexual and personal relationships.
Communicate effectively.
Have sufficient information and skills to protect themselves and their partner
from unintended/unwanted conceptions and STIs including HIV.
Access confidential advice and support.

Why should SRE be taught?

Effective SRE can make a significant contribution to the development of the personal
skills needed by students if they are to establish and maintain relationships. It also
enables young people to make responsible and informed decisions about their health
and wellbeing. In addition, it helps support young people through their physical,
emotional and moral development and helps young people learn to respect
themselves and others moving with confidence from childhood through adolescence
into adulthood.

Legal requirements

The law in relation to SRE states:
The governing bodies of schools are required to keep an up to date SRE
Policy that describes content and the organisation of SRE provided outside
the national curriculum science order.
Parents/Carers have the right to withdraw their children from SRE lessons.
The SRE programme must include (as a minimum) information about sexually
transmitted infections (STIs) and HIV/AIDs.

Further recommendations:
The DCSF Sex and Relationships Guidance (0116/2000) suggests that schools should
set sex and relationships education within a broader base of self esteem and
responsibility for the consequences of ones actions.

Links with other Policies
This policy is linked with a number of other school policies, most particularly the
following:-
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Social, Moral, Spiritual and Cultural Development
Safeguarding
PSHE/Citizenship
Drug Education

Aims of the policy
This policy is a working document which provides guidance and information on all
aspects of SRE and aims to provide a secure framework within which staff can work.
The audience for this policy may include staff, parents/carers, students, governors
and visitors to the school.
The policy is referred to in the school prospectus where parents are also advised of
their right to withdraw their child from SRE lessons.

Morals and Values Framework

The schools policy for Social, Moral, Spiritual and Cultural Development is a
framework for all aspects of our work. In the context of SRE, Eskdale School
endorses and promotes a morals and values framework which engenders:-
self respect.
respect and tolerance towards others who may have different backgrounds,
cultures, feelings, views and sexuality.
an awareness of the way others feel.
mutual support and co-operation.
honesty and openness.
the acceptance of the responsibility for and the consequences of personal
actions.
the right of people to hold their own views within the boundaries of respect
for the rights of others.
the right not to be abused by or taken advantage of by other people.
the right to accurate information about sex and relationship issues.




Equal Opportunities

Eskdale Schools SRE programme responds to the needs of individual students and
takes the cultures, faiths and family backgrounds of all students into consideration.
Equal time and provision will be allocated to all groups but there may be occasions
when students with special educational needs are given extra support from SEN or
PSHE staff.
Content

In the PSHE programmes at KS3 students learn how good relationships can promote
mental well-being, how to manage their feelings positively and how to manage
changing relationships. They learn the law relating to sexual behaviour, how to
develop skills of assertiveness in order to resist peer pressure and stereotyping. They
learn how to access sources of advice and support and when and where to get help,
such as from a sexual health clinic and a family planning service.

Students also consider body image and learn to recognise the influences and
pressures around sexual behaviour and how to respond appropriately and confidently
seeking professional health advice where necessary. They learn how HIV and other
STIs affect the body, how different forms of contraception work, and how they are
used (the use of a condom is demonstrated). They also consider risks associated
Sex and Relationships Policy - Page 4 of 10
with early sexual activity and the link with use of alcohol. Discussions around moral
issues such as abortion, contraception and the age of consent are all considered.
Science the use of contraception is not covered in Y7 Science and questions are
answered sensitively if they arise.
Language acceptable and appropriate in SRE lessons
All staff will
use the correct terms for all body parts as this is deemed good practice.
where appropriate, teach students what slang words mean and that some
are offensive.
avoid the use of any slang.

Dealing with sexually explicit questions
Staff will use their professional judgement and consider context when
considering answers to such questions.
It will be made clear, through ground rules for PSHE lessons agreed at the
beginning of Year 7, that personal questions are inappropriate.
Students will be encouraged to ask their parents/carers any questions outside
the planned programme.
If appropriate, students will be told that their questions will be answered in a
later part of the PSHE programme.
The programme may be modified to address particular issues if certain
questions recur (perhaps because of current media coverage).

Organisation

SRE is taught within the Citizenship/PSHE programme in Year 9 by specialist PSHE
teachers. This programme is delivered in a series of eight weekly 60 minute lessons
in the spring term. (See appendix Outline Scheme of Learning)

Students are taught in mixed sex groups.


External agencies may be used to enhance the programme.


Monitoring and Evaluation

Student assessment of the programme is through a student self assessment and
evaluation sheet at the end of the series of lessons in Year 9. (See appendix
student self assessment and evaluation)

Informing Parents/Carers

The School Prospectus makes specific reference to the delivery of Sex Education
and the right of parents to withdraw their children.

A letter is sent to the parents of all Year 9 students just prior to the commencement
of the SRE programme explaining its content in outline and notifying them of the
right to withdraw their child. (See appendix Letter to parents)

Safeguarding
SRE may bring about disclosures of safeguarding children issues and all staff are
conversant with the procedures for reporting concerns. In these cases the schools
Safeguarding Policy will be referred to.

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Appendix 1 P.S.H.E and Citizenship Scheme of Work

P.S.H.E & Citizenship @ Eskdale
Year 9 Unit 3 Sex and Relationships

A. What we are trying to achieve for and with our students:

Obviously this is an extremely important unit that contributes towards our statutory
obligation to provide our students with sex education that will give them the
information and skills they need to make safe and informed choices about sex and
relationships. The content of this unit aims to cover the following aspects of sex
related education:
































Outline of lesson content
Year 9 PSHE Personal Well-being: Sex and Relationships


Sexual activity and human reproduction

Contraception and pregnancy

Sexual health, sexually transmitted infections and HIV.

Looking at the importance of a positive sense of self (being true to yourself, your own beliefs
and feelings) within relationships - particularly sexual relationships.

Looking at how self-esteem can affect relationships and how it can change within a
relationship.

How can sex and sexual relationships have both positive and negative effects on our well-
being and health? What choices do we have to make? What information can we base these
choices on?

How can sex and sexual relationships have both positive and negative effects on our lives?
What support is available when things go wrong?

Coping with growth and change - especially puberty and relationships.

What are the risks involved in sexual relationships? How can we manage these risks?

Peer pressure - especially the pressure to become sexually active. Looking at ways of dealing
with this pressure.

The importance of being confident about the decisions we make within relationships

What skills do we need to learn and practise to ensure successful relationships?

Looking at the kinds of feelings and emotions that sex can cause within relationships (positive
and negative).

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Lesson 1: Agreeing the ground rules for the lessons. Feeling comfortable about
talking about sex. Checking understanding of the basics. Key words.

Lesson 2: Myths about sex. Opportunity for pupils to safely research the facts that
they are not sure about / would like to know more about.

Lessons 3: STIs

Lessons 4: Pregnancy teenage pregnancy

Lesson 5: Managing risk Contraception / Safe Sex

Lesson 6: What do you want from a relationship? Dealing with expectations and peer
pressure.

Lesson 7: Sex and Citizenship. The Law. Controversial issues e.g. abortion.

Lesson 8: Review. Feedback. What now?





























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Appendix 2 Links to Programme of Study

Personal Well-being What does this mean within the context of this unit?
Key Concepts

Personal identities

Understanding that identity is affected by a range of
factors, including a positive sense of self.
Looking at the importance of a positive sense of self
(being true to yourself, your own beliefs and feelings)
within relationships - particularly sexual relationships.
Understanding that self-esteem can change with personal
circumstances, such as those associated with family and
friendships, achievements and employment.
Looking at how self-esteem can affect relationships and
how it can change within a relationship. Do people use
(sexual) relationships to try and boost their self-esteem?
Is this wise?
Healthy lifestyles

Recognising that healthy lifestyles, and the wellbeing of
self and others, depend on information and making
responsible choices.
How can sex and sexual relationships have both positive
and negative effects on our wellbeing and health? What
choices do we have to make? What information can we
base these choices on?
Understanding that physical, mental, sexual and
emotional health affect our ability to lead fulfilling lives,
and that there is help and support available when they
are threatened.
How can sex and sexual relationships have both positive
and negative effects on our lives? What support is
available when things go wrong?
Dealing with growth and change as normal parts of
growing up.
Coping with growth and change - especially puberty and
relationships.
Risk

Understanding risk in both positive and negative terms
and understanding that individuals need to manage risk
to themselves and others in a range of situations.
What are the risks involved in sexual relationships? How
can we manage these risks?
Appreciating that pressure can be used positively or
negatively to influence others in situations involving risk.
Peer pressure - especially the pressure to become
sexually active. Looking at ways of dealing with this
pressure and, if necessary, resisiting it.
Developing the confidence to try new ideas and face
challenges safely, individually and in groups.
The importance of being confident about the decisions
we make within relationships
Relationships

Understanding that relationships affect everything we do
in our lives and that relationship skills have to be learnt
and practised.
What skills do we need to learn and practise to ensure
successful relationships?
Understanding that relationships can cause strong
feelings and emotions.
Looking at the kinds of feelings and emotions that sex
can cause within relationships (positive and negative)
Diversity What does this mean within the context of this unit?
Appreciating that, in our communities, there are
similarities as well as differences between people of
different race, religion, culture, ability or disability, gender,
age or sexual orientation.
Issues around sexual orientaion (particularly
homsexuality)
Understanding that all forms of prejudice and
discrimination must be challenged at every level in our
lives.
Challenging prejudice and discrimination around sexual
orientation
Key Processes What does this mean within the context of this unit?
Critical reflection

Reflect critically on their own and others values
What values and beliefs do I (and others) have around
the issues of sex and sexuality?
Reflect on feelings and identify positive ways of
understanding, managing and expressing strong
emotions and challenging behaviour
How do I deal with these feelings? How could I deal with
them in a positive way?
Develop self-awareness by reflecting critically on their
behaviour and its impact on others.
Thinking about the effect my views, beliefs, behaviour
and actions might have on others - especially within
relationships
Decision-making and managing risk

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Use knowledge and understanding to make informed
choices about safety, health and wellbeing
What information do I need to make sensible choices
regarding sex and relationships?
Find information and support from a variety of sources Where can I find this information?
Assess and manage the element of risk in personal
choices and situations

Use strategies for resisting unhelpful peer influence and
pressure

Know when and how to get help

Identify how managing feelings and emotions effectively
supports decision-making and risk management.
Being aware that feelings and emotions can change
quickly. The importance of making decisions based on
well-researched information.
Developing relationships and working with others

Use social skills to build and maintain a range of positive
relationships

Challenge prejudice and discrimination assertively. Especially as regards sexual orientation.
Range and Content What does this mean within the context of this unit?
Examples of diverse values encountered in society and
the clarification of personal values

Physical and emotional change and puberty

Sexual activity, human reproduction, contraception,
pregnancy, and sexually transmitted infections and HIV
and how high-risk behaviours affect the health and
wellbeing of individuals, families and communities

Ways of recognising and reducing risk, minimising harm
and getting help in emergency and risky situations

The features of positive and stable relationships, how to
deal with a breakdown in a relationship and the effects of
loss and bereavement

Different types of relationships, including those within
families and between older and young people, boys and
girls, and people of the same sex, including civil
partnerships

The nature and importance of marriage and of stable
relationships for family life and bringing up children
The similarities, differences and diversity among people
of different race, culture, ability, disability, gender, age
and sexual orientation and the impact of prejudice,
bullying, discrimination and racism on individuals and
communities.

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Appendix 3 Parent letter re: Sex Education


Dear Parents and Carers,

As part of our Personal, Social and Health Education programme, pupils in Year 9 will
shortly be starting a unit of work, which focuses on the areas of Sex and
Relationships. As parents and carers we feel that it is important that you should be
aware of the content of these lessons. On the reverse of this letter you will find an
outline of the key concepts and questions that we shall be looking at and discussing
in this unit.

We hope that you will agree with us that this focus on the personal well-being of our
pupils is very important and that you will want your child to take part in these
lessons. However, currently the law does provide you with the right to withdraw
your child from these lessons and as a school we have a duty to inform you of this
right. Should you possibly not want your child to take part in these lessons or have
questions about the content of the lessons, please do not hesitate to contact me at
school to discuss the matter.

Yours sincerely,

Ian Bloor
PSHE Coordinator


























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Appendix 4 Students Review

Key Concepts:

Healthy lifestyles sexual health & making
responsible choices
Understanding what we mean by "sexual activity" -
the basic facts!
Healthy lifestyles sexual health & making
responsible choices STIs
Healthy lifestyles sexual health & making
responsible choices Contraception
Healthy lifestyles sexual health & making
responsible choices Safe sex
Healthy lifestyles sexual health & making
responsible choices HIV/ AIDs
Healthy lifestyles sexual health & making
responsible choices Teenage pregnancy
Healthy lifestyles sexual health & making
responsible choices Emergency contraception and abortion
Personal identities developing confidence and
self-esteem
Discussing issues around sex and relationships
confidently and maturely
Personal identities developing confidence and
self-esteem
Understanding that confidence and self-esteem can
help you to make responsible choices
Risk
Managing risk - understanding high and low risk
behaviour
Risk Peer pressure and how to deal with it
Relationships Relationship skills and managing feelings
Diversity Gender and sexual orientation

Key skills:

Critical reflection - values, feelings and behaviour
Thinking about what you feel about issues around
sex and relationships
Decision-making and managing risk
Thinking about high and low risk behaviours. How to
reduce risks.
Finding and using information to make sensible
choices
Researching sexual health issues - STIs
/Contraception etc.
Knowing when and how to get help Do you know where and how to get help?
Developing relationships and social skills
Applying what you have learned to your own life and
situation