SEX AND
RELATIONSHIPS POLICY
To be re=
ad in
conjunction with
Rational=
e
Sex and relationships education inherently relates t= o the whole person, physical, emotional and spiritual, in the context of relationships = in which the keynotes are responsibility, loyalty and equality. It is an essential and on-going el= ement of the curriculum of every student. Although the family is not the only meaningful relationship, a progr= amme of relationships education should clearly recognise the importance of family life.
Policy was originally formulated in January 2003 in consultation with a Healthy School Award panel including a number of studen= ts, the Sex Education Co-ordinator and Governors.
Sex and Relationships Education should develop a=
nd
foster:
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knowledge of self-awareness of one’s unique value and potenti=
al,
self-esteem and self-confidence,
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awareness of the unique value and potential of others,
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esteem for family life,
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;
respect for other loving relationships.
The aims of a programme of Sex and Relationships Edu= cation will best be achieved as part of a policy on PSHE (Personal, Social and Hea= lth Education). Neither the conte= nt nor the delivery of sex education should be treated as an isolated unit of the curriculum. The essential curricular areas of delivery are:
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physical well being,
<=
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personal hygiene,
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sex education in the context of Science,
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;
PSHE programme – aspects of personal behaviour and relationsh=
ips
will inevitably enter into discussion in R.E., English and Drama lessons.
Appropriate levels of sex education are introduc=
ed
at appropriate stages, in keeping with the Sex Education Act 1993. Basic guidance is given in Year 7 =
in
Biology. A more detailed appr=
oach,
including personal relationships and behaviour is undertaken as part of a
special programme involving specialist teams.
In Secondary schools, sex education should, in t=
he
Secretary of State’s view, encompass in addition to facts about human
reproductive processes and behaviour, consideration of the broader emotional
and ethical dimensions of sexual attitudes. It must include, at a point approp=
riate
to the age and maturity of the students, education about HIV and AIDS and o=
ther
sexually transmitted diseases. In
dealing with these and other sensitive matters, such as contraception and
abortion, schools should aim to offer balanced and factual information and =
to
acknowledge the major moral and ethical issues involved (Sex Education in
Schools 5/94 para. 11).
Miss C. Gibson is the Co-ordinator responsible for
planning and delivery. Other =
key
staff – R.E., Biology, English and Drama departments. Relevant members of staff have bee=
n on
training courses with Gateshead Area Health Authority and other agencies.
The style of delivery of Sex and Relationships
Education information is arguably as important as the content. When dealing with older students t=
he
following characteristics will be essential:
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comprehensive factual information,
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;
a non-prescriptive openness – a willingness to consider a var=
iety
of view points,
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;
a sense of humour,
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;
a moral integrity – although the teacher should be seen to be
genuinely tolerant and non-prescriptive in his/her regard for others, it is
important that the student also sees him/her as a reliable and responsible
guide.
Circular 11/87 says clearly that controversial
matters should not be avoided e.g. “schools have a clear responsibili=
ty
to warn students of the health risks of casual and promiscuous sexual
behaviour”. The school
supports this statement. Sect=
ion 28
of the Local Government Act 1988 prohibits Local Authorities from intention=
ally
promoting homosexuality or from publishing material with the intention of
promoting homosexuality. This
legislation is properly put into the educational context by subsequent guid=
ance
– “Section 28 …. Will not prevent the objective discussio=
n of
homosexuality in the classroom” (Circular 12/88 para. 18).
Most aspects of the Sex and Relationships Education = syllabus will be dealt within mixed ability groups. However, 1 of the 5 sessions is taught in single sex groups.
Relationships are an important part of sex educa= tion and therefore the PSHE & Citizenship programme includes the following:<= o:p>
Year 7 programme – Friendship and
Bullying.
Year 8 programme – Friends and Friendship.=
In Year 7 a course in Basic Reproduction is foll=
owed
(Science).
In Years 8 and 9 the issue of health is emphasis=
ed.
A block of work is delivered during Year 9 ̵=
1;
PSHE / Citizenship programme by specialist teaching staff.
Students studying GCSE Child Development conside=
r:
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basic reproduction,
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conception in the context of a stable marriage relationship,
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ante-natal care,
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birth.
Religious Studies - involves the consideration of
topics such as marriage and remarriage, abortion and sexual relationships
outside marriage. These topic=
s are
considered from a view point with regard to the sanctity of life and the
commandment to “love God and love your neighbour”.
Science – further consideration of the iss=
ue
of reproduction and its social dimension.
The school policy on contraception is to give object= ive and comprehensive information at an appropriate age in a sensitive way, wit= h a clear intention that we are not encouraging advanced sexual behaviour, rather hel= ping students to be able to make prudent choices. We should also avoid any implicati= on that responsibility belongs to one sex rather the other; we should encourage real awareness that both sexes share responsibility and that shared decisio= ns are responsible decisions. “Particular care must be exercised in relation to contraceptive advice to students under 16 for whom sexual intercourse is unlawful. The general rule must be that givi= ng an individual student advice on such matters without parental knowledge or con= sent would be an inappropriate exercise of a teacher’s professional responsibilities” (Circular 5/94).
If a student approaches a teacher on an individu=
al
basis for specific advice on contraception or other aspects of sexual
behaviour, in accordance with advice in Circular 5/94, the teacher will
whenever possible, encourage the student to seek advice from his/her parent=
s or
relevant health service professionals.
“Where the circumstances are such as to le=
ad
the teacher to believe that the student has embarked on, or is contemplatin=
g a
course of conduct which is likely to place him/her at moral or physical ris=
k or
in breech of the law, the teacher has a general responsibility to ensure th=
at
the student is aware of the implications and is urged to seek advice as
above” (Circular 5/94). In
such circumstances the teacher will inform the Headteacher or an Assistant
Headteacher who will talk to the student and then decide whether the
Headteacher needs to be informed.
In such cases advice given in Circular 5/94 will be followed.
The guidelines laid down in Circular 5/94 will be fo= llowed until such time as they are changed.
As laid down in L.A. Policy Document.
Section 241 of the Education Act 1993 gives parents = the right to withdraw their children from any or all parts of the school’s programme of sex education other than those elements which are required by = the NC Science order. The parental right of withdrawal may be exercised by either parent or by a person who has responsibility or care of the child. Any parent considering such action is asked to contact school to dis= cuss the matter. In cases of withd= rawal parents are asked to inform the Headteacher in writing.
As laid down in the school policy document on
bullying.
Parents to contact the Headteacher about the matter = in writing.
Opportunities are taken to involve a wide variety of outside agencies and visitors. The Year 9 Sex and Relationships programme involves some school staff.
Procedures for supporting any members of the school community infected or affected by HIV
This will also involve liaison with Health Promotion= .
Any parent of students will be welcome to contact sc= hool to discuss the Sex Education Policy.
The policy will be monitored by the Citizenship and = PSHE Co-ordinator in consultation with the Senior Assistant Headteacher (Pastoral). Monitoring will t= ake place via individual lessons, student feedback, staff feedback and parent feedback.
&nbs=
p; &=
nbsp; Curriculum
Sub-Committee, Governing Body
&nbs=
p; &=
nbsp; Senior
Assistant Headteacher (Pastoral)
&nbs=
p; &=
nbsp; Heads
of Year
Parents will have access to the document via copy
posted on the school intranet site.
Bibliography:&nb=
sp; =
&nb=
sp;
&nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; Circular
11/87
&nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; HMI
Curriculum Matters 6
&nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; Sex
Education in Schools 5/94
&nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; Circular
12/88
&nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; Circular
5/94
&nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; The
Local Government Act 1988
&nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; Education
Act 1993
Reviewed by:&nbs=
p; &=
nbsp; &nbs=
p; M.Summerill
and C. Gibson, PSHE Co-ordinator
Date of Review:&=
nbsp; &nbs=
p; July
2007
Approv=
ed by: &=
nbsp; &nbs=
p; Governing
Body Curriculum Committee on October 9th 2007
Date of next Review: =
; July
2009
July 2007