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Sex & Relationship Guidance

Relationship and Sex Education

 

Introduction

 

Any teaching about love and sexual relationships in a Catholic school must be rooted in the Catholic Church’s teaching about what it is to be truly human in Christ, what it means to live well in relationship with others and be presented within a positive framework of Christian virtue. In Catholic schools we are encouraged to speak about Relationship and Sex Education (RSE) rather than Sex and Relationship Education (SRE), since this emphasises the importance of healthy relationships to human well-being, as the core learning within an RSE curriculum.

 

Pedagogical Principles

 

A good RSE programme must enshrine core pedagogical virtues – that it is, it must, above else, qualify as good education. Therefore, it will be:

 

Progressive & Developmental

 

The learning needs to reflect each stage of the development of the person. It needs to be appropriate to the age and stage of development of all pupils during the different phases of their education. It also needs to be continuous and developmental. It should be a process which is planned from beginning to end with one phase of education informing the work of the next so that all pupils can be led to a deeper and fuller understanding by degrees at a rate which corresponds to their maturing.

 

Differentiated

 

We ensure that RSE is sensitive to the different needs of individual pupils and is taught in a way that allows access to those pupils at different stages of cognitive and emotional development. Learning and teaching methods are adapted for those with particular needs. We ensure that all pupils take part in RSE lessons, including those with SEND.

 

Cross-curricular

 

As a Catholic school wea er committed to the education of the whole person, teaching on relationships and sexuality needs to be reflected in each relevant part of the curriculum. Whilst, for example, some aspects of RSE will be more appropriately explored in science lessons and some more appropriately explored in RE lessons, each should be informed by the other. Each discipline should speak with consistency about the meaning of human love and the virtues that are enshrined in the Church’s teaching on human love.

 

Integrated

 

Our well-planned programme ensures that there is correspondence between phases and across disciplines but will ensure that parents are fully involved in the planning and evaluation of the teaching of relationships and sexuality. Ideally, pupils should hear a consistent message about the meaning and value of human sexuality at home, in the parish and at school. This can only be achieved if the home, parish and schoolwork to integrate the teaching of RSE.

 

Co-ordinated

 

RSE is led by our RE Leader, who has the expertise and co-ordinates the subject with dedication and commitment. Our teaching team is also committed to doing it well; taught as part of a whole-school approach by those who are able to celebrate the teaching of the Church on love and human sexuality.

 

Balanced

 

Whilst promoting Catholic virtues, we ensure that all pupils enjoy our broad and balanced RSE programme which provides them with clear factual information and meets the statutory requirements.

 

The structure of this model curriculum.

 

This model curriculum covers EYFS and KS1 and is based on three core themes within which there will be broad overlap. It is adaptable to the age and ability of the pupils. The three themes are:

 

  • Created and loved by God (this explores the individual)

 

The Christian imperative to love self, made in the image and likeness of God, shows an understanding of the importance of valuing and understanding oneself as the basis for personal relationships.

 

  • Created to love others (this explores an individual’s relationships with others)

God is love. We are created out of love and for love. The command to love is the basis of all Christian morality.

 

  • Created to live in community – local, national & global (this explores the individual’s relationships with the wider world)

 

Human beings are relational by nature and live in the wider community. Through our exchange with others, our mutual service and through dialogue, we attempt to proclaim and extend the Kingdom of God for the good of individuals and the good of society.

 

Each theme covers the core strands of ‘Education in Virtue’ and ‘Religious Understanding’ as well as strands which cover the PSHE content of the theme.

 

Christian Virtue and RSE

 

  • Each theme begins with a statement of the virtues which are necessary to living well in relationship with others and these virtues should underpin the teaching but also should emerge as a consequence of it.
  • Virtues are habits which are learned from experience and are gained through imitation, the same virtues being modelled by those who teach.
  • They express the qualities of character that schools should seek to develop in their pupils, through their exemplification by the whole community of which the pupils are a part.
  • These virtues reflect our Christian tradition but they are also, of course, fundamental human virtues which are universally shared.

 

Theme 1: Created and Loved by God EYFS & KS1

Education in Virtue

In a Catholic school, pupils are growing to be:

 

1.1.1.1.  Respectful of their own bodies and character

1.1.1.2. Appreciative for blessings

1.1.1.3.  Grateful to others and to God

1.1.1.4. Patient when they do not always get what they want

           

Religious understanding of

the human person:

Loving Myself

Pupils should be taught:

 

1.1.2.1.  We are made by God and are special

1.1.2.2.  We are all God's children

1.1.2.3.  Ways of expressing gratitude to God

1.1.2.4. About the sacrament of Baptism

 

 

 

 

 

Me, my Body and my Health

Pupils should be taught:

 

Me

1.1.3.1. We are all unique individuals

1.1.3.2. We all have individual gifts, talents and abilities

My Body

1.1.3.3. The names of the external parts of the body

1.1.3.4. The similarities and differences between girls and boys

My Health

1.1.3.5. How to maintain personal hygiene

1.1.3.6. What constitutes a healthy lifestyle, including physical activity, dental health and healthy eating

 

 

Emotional Well-Being and Attitudes

Emotional well-being

 

1.1.4.1. That we all have different likes and dislikes

1.1.4.2. A language to describe feelings Attitudes

1.1.4.3. A basic understanding that feelings and actions are two different things

1.1.4.4. Simple strategies for managing feelings and behaviour

1.1.4.5. That choices have consequences

Life Cycles and Fertility

Pupils should be taught:

 

Life cycles

1.1.5.1. That there are life stages from birth to death

Theme 2: Created to love others EYFS & KS1

Education in Virtue

In a Catholic school, pupils are growing to be:

 

1.2.1.1. Friendly, able to make and keep friends

1.2.1.2. Caring, attentive to the needs of others and generous in their

responses

1.2.1.3. Respectful of others, their uniqueness, their wants and their needs

1.2.1.4. Forgiving, able to say sorry and not hold grudges against those who have hurt them

1.2.1.5. Courteous, learning to say, “please” and “thank you”

1.2.1.6. Honest, able to tell the difference between truth and lies

 

Religious Understanding

of Human Relationships:

Loving Others

Pupils should be taught:

 

1.2.2.1. We are part of God’s family

1.2.2.2. All families are important

1.2.2.3. That saying sorry is important and can help mend broken friendships

1.2.2.4. Jesus cared for others

1.2.2.5. That we should love other people in the same way Jesus loves us

Personal Relationships

Pupils should be taught:

 

1.2.3.1. The characteristics of positive and negative relationships

1.2.3.2. To identify special people (e.g. family, carers, friends) and what makes them special

1.2.3.3. There are different family structures, and these should be respected

1.2.3.4. Families should be a place of love, security, and stability.

1.2.3.5. The importance of spending time with your family

1.2.3.6. How their behaviour affects other people and that there are appropriate and inappropriate behaviours

1.2.3.7. To recognise when people are being unkind to them and others and how to respond

1.2.3.8. Different types of teasing and bullying which are wrong and

unacceptable

Keeping Safe and People who can Help Me

Pupils should be taught:

 

Keeping safe

1.2.4.1. To recognise safe and unsafe situations and ways of keeping

safe, including simple rules for keeping safe online

1.2.4.2. To use simple rules for resisting pressure when they feel unsafe or uncomfortable

1.2.4.3. The difference between good and bad secrets

1.2.4.4. Identifying and correctly name their “private parts” (see NSPCC resource PANTS) for the purposes of safeguarding them from sexual exploitation

1.2.4.5. Importance of seeking and giving permission in relationships. People who can help me

1.2.4.6. Who to go to if they are worried or need help

1.2.4.7. That there are a number of different people and organisations they can go to for help in different situations

Theme 3: Created to Live in Community (Local, National & Global) EYFS & KS1

 

Education in Virtue

In a Catholic school, pupils are growing to be:

 

1.3.1.1. Just and fair in their treatment of other people, locally, nationally and globally

1.3.1.2. People who serve others, locally, nationally, and globally

1.3.1.3. Active in their commitment to bring about change

Religious Understanding of

the Importance of Human

Communities

Pupils should be taught:

 

1.3.2.1. That God is Father, Son and Holy Spirit

1.3.2.2. Some scripture illustrating the importance of living in community

1.3.2.3. Jesus’ teaching on who is my neighbour

Living in the Wider World

Pupils should be taught:

 

1.3.3.1. That they belong to various communities such as

home, school, parish, the wider local community and the global community

1.3.3.2. That their behaviour has an impact on the communities to which they belong

1.3.3.3. That people and other living things have needs and that they have responsibilities to meet them;

1.3.3.4. About what harms and improves the world in which they live

1.3.3.5. How diseases are spread and can be controlled and the responsibilities they have for their own health and that of others e.g. washing hands

 

 


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