HEALTH AND SEX EDUCATION POLICY
A POLICY STATEMENT FOR WATERGATE SCHOOL.
The intention of this policy is to make everyone concerned with the pupils at Watergate School familiar with the philosophy, approach and content of the Health and Sex Education Curriculum, and give a consistent approach to our work with the pupils in this area.
This policy is for all staff, parents, governors, other professionals and visitors.
WHAT IS HEALTH AND SEX EDUCATION?
Traditionally health and sex education has been aimed at imparting ‘necessary’ information concerning human reproduction, contraception and sexually transmitted disease within the context of biology lessons. However it is now recognised to be much wider than that dealing with ‘LIFE’ issues, health, social and moral education.
Health and sex education should be an integral part of the learning process, beginning in childhood and continuing into adult life. It should encourage exploration of values and moral issues and consider sexuality and personal relationships and the development of communication and decision-making skills.
The aim of health and sex education is to assist the overall development of pupils as members of society by fostering positive and reflective attitudes about themselves and relationships, and to life and health issues. It is and entitlement for all pupils
The work undertaken by the school aims to meet the requirements of the 1988 Education Act which provides the school with a responsibility to provide a broad and balanced curriculum, including the spiritual, moral cultural, mental and physical development of the pupils. It also requires us to prepare pupils for the opportunities, responsibilities and experiences of adult life.
The 1993 Education Act leaves it to the discretion of the governing body whether to include sex education in the curriculum. We as a school feel strongly that within the context of our unit of study cycle and cross-curricula work opportunities that sex education is integral to our planning and teaching. This is particularly true for the unit of study ‘Myself and the Animal Kingdom’ where the science curriculum addresses issues about the body and human reproduction and life cycle at a level appropriate to the pupils’ understanding. It is also important for pupils in upper keystage 2 (Y5 and Y6) to have an annual ‘discrete’ block of sessions covering issues about puberty and growing up/moving on to secondary transfer to help prepare them for the changes that occur, both to their bodies and surrounding environment. For our pupils’ many skills involved in self-care routines and becoming independent in carrying them out are included as targets on individual education plans (IEP) as appropriate to priorites and needs.
The class teacher will inform parents prior to starting a programme of sex education. Parents have the right of withdrawal, unless a session is particularly identified as being part of the National Curriculum for Science, or indeed any other part of the National Curriculum which addresses sex education.
– to foster self-esteem and self awareness and understanding of ones own body.
– to foster a sense of moral responsibility and the skills to make judgements and choices.
– to explore friendships and relationships, and enhance awareness of emotions and feelings.
– to look after themselves both emotionally and physically, and to empathise with others.
– to have an understanding of growing up, and different generations particularly relating to their own family life experiences.
– to respect and be aware of similarities and differences between people and societies.
Within the Health and Sex Education Curriculum we are committed to:
- Promoting equal opportunites and possitive race relations, avoiding and activiely tackling discrimination againstanyone for reasons of gender, sexual orientation, disability, race, colour, nationality or ethnic origins.
- Valuing different cultural traditions and making connections with their own lives in a meaningful way.
- Challenging stereotypes and giving pupils the understanding they need to recognise and reject all forms ofprejudice and discrimination.
- Using teaching styles and resources that take account of pupils’ cultural backgrounds.
- All pupils having full access to all elements of the health and sex education curriculum including relevanteducational visits as appropriate.
- Encouraging, supporting and helping all pupils and staff to reach their potential.
Health and Sex Education at Watergate School
There are three dimensions of sex education:-
- The knowledge dimension links very strongly to the National Curriculum Science – Attainment Target 2 -LIFE AND LIVING PROCESSES at both keystage 1 and 2; and also with the Health Education curriculum at keystage 1 and 2.
- The social skills dimension fits very neatly into our school’s PSHE and Citizenship curriculum, included within the ‘self help’ and ‘interpersonal’ areas.
- The attitudes and values dimension slots into our approach to the R.E. curriculum within the ‘spiritual development’ area including :- awareness of self and others, personal needs and those of others, reflecting on life and the world around us.
The Content of our Health and Sex Education curriculum is based on the Early Years Foundation Stage guidance (2008) and the Equals scheme of work (2003). Please refer to the PSHE+C and PSED curriculum document for full details. Medium Term planners (MTPs) are produced termly by the Post holder for class teachers to use as a basis for their planning. The school’s Scheme of Work/guidance for Health and Sex Education provides a fuller explanation of the philosophy, aims, objectives, curriculum content and practice of the school.
Please refer to Policy Documents for R.E., PSHE+C, and Science as all have links to the health and sex education curriculum.
Method, Organisation and Resources.
At Watergate a range of teaching strategies and techniques are employed dependent on the specific needs of the pupils concerned. Each class teacher is responsible for planning and developing activities to cater for individual needs and the teaching of skills within his/her planning. Some staff members are more comfortable with teaching some elements of the health and sex education curriculum and staff work collaboratively together to make use of individual expertise.
The school has a good range of resources for teaching elements of the health and sex education curriculum, particularly within the Science Resources and the Health and Sex Education ‘growing up/ puberty’ box. The Equals Scheme of Work for PSHE and Citizenship is used as a basis for our planning and teaching. The School Nursing team work alongside class teams where appropriate to promote learning.
Assessment and Record Keeping
Each class teacher uses standardised recording sheets (Curriculum Reports and/or Individual Education Plans) for assessing individual pupils’ experiences and progress.
The policy document for Health and Sex Education will be reviewed every three years by the Science and PSHE+C coordinators in consultation with all staff or a working party consisting of staff and governor representativies. The review will be lead by the post-holder.
Michele Page Pauline McGill PSHE Post holder Science Post holder May 11
Scheme of Work/ Guidance –
for HEALTH AND SEX EDUCATION at Watergate School
The intention and purpose of this Scheme of Work introduction is to make everyone working with the pupils at Watergate School familiar with the philosophy and approach taken to Health and Sex Education within the school.
The document outlines the basic structure and ethos of the work undertaken and should direct people to other resources and ideas to extend activities already in practice.
This document is for all staff members, parents, govenors and interested visitors.
GUIDELINES FOR ALL STAFF – when working in the area of personal care and development:- *Treat every pupil as an individual, with dignity and respect.
*Relate language and behaviour to the chronological age of the pupil.
*Do not use derogatory or demeaning language even if you believe it to be in fun.
*Reinforce the ‘private’ concept in all situations.
*Discourage inappropriate behaviour in older pupils, but still bear in mind the emotional needs of the individual within a professional relationship approach. (Do all pupils want hugs? Do they give their permission first? Remember that approaching strangers appropriately can become an issue.)
*Never demean the child’s actvity, or make them feel ‘naughty’ because of personal ‘issues’.
*Remember we are there to help the pupil learn and develop in all aspects of their education.
SEX EDUCATION AND THE LAW
The 1988 Education Act states that the curriculum provided in school must promote “the spiritual, moral, cultural, mental and physical development of pupils.” It also requires that schools prepare pupils for the opportunities, responsibilities and experiences of adult life.
It is the responsibility of Governing Bodies to determine the schools policy and the organisation and content of sex education offered in school. For primary schools it is left to the discretion of the governors whether to include sex education in the curriculum. The governors and staff of Watergate feel strongly that a “Broad and balanced curriculum” is an entitlement for all pupils and that sex education is an integral part of the whole Social and Personal curriculum on offer. We feel that within the context of a unit of study based approach which is cross curricular in nature that issues can be sensitively and appropriately taught to primary aged pupils with learning difficulties.
Parents have the right of withdrawal from compulsory sex education, unless identified by the school and being part of the National Curriculum for Science, or indeed any other part of the National Curriculum which addresses sex education.
WHAT IS SEX EDUCATION?
Traditionally sex education has been aimed at imparting ‘necessary’ information concerning human reproduction, contraception and sexually transmitted disease within the context of biology lessons. However it is now recognised to be much wider than that dealing with ‘LIFE’ issues, health, social and moral education.
Health and sex education should be and integral part of the learning process, beginning in childhood and continuing into adult life. It should encourage exploration of values and moral issues and consider sexuality and personal relationships and the development of communication and decision-making skills. Teaching should foster self-esteem, and self-awareness and personal responsibility.
There are three dimensions of sex education 1) Knowledge 2) social skills
3) attitudes and values
Policy review – health and sex education May 2011 MP + PMcG
The knowledge dimension links very strongly to the National Curriculum Science – Attainment Target 2 -LIFE AND LIVING PROCESSES at both keystage 1 and 2; and also with the Health Education curriculum at keystage 1 and 2.
The social skills dimension fits very neatly into our schools’ PSHE and Citizenship curriculum, included within the ‘self help’ and ‘interpersonal’ areas.
The attitudes and values dimension slots into our approach to the R.E. curriculum within the ‘spiritual development’ area including :- awareness of self and others, personal needs and those of others, reflecting on life and the world around us.
(Please refer to policies and schemes of work for these curriculum areas for a fuller explanation and understanding)
AIMS AND OBJECTIVES – why we cover this curriculum area at Watergate.
1) The overall aim of a Health and Sex Education curriculum is to help each child towards a satisfying life style through the development of:-
Hygiene and personal care skills Body Awareness
- – self-awareness and feelings of personal identity. (Who am I? What can I do?)
- – sensory awareness and perceptual discrimination.
- – basic self-help skills.
- – ideas about how people grow.Policy review – health and sex education May 2011 MP + PMcG
– exploration of the environment.
– interaction and communication skills. – making choices and decisions.
– awareness of body parts and gender.
2) To enable pupils to explore what they know and feel about themselves, and to appreciate their own experiences in a way that will contribute to their feelings of self worth.
3) To be encouraged to develop to their full potential, physically, sexually, socially and emotionally.
4) To relate to their own life experiences and what they know best – themselves, their immediate school environment, home and local community.
These four main aims are enlarged at the appropriate levels in the following suggested outline for a whole school curriculum covering the primary SLD and PMLD age range (2-12 years), including those pupils with Autsitic Spectrum Disorders (ASD).
The Early Learning Goals for PSED suggest that by the end of the EYFS (2-5years) children should:-
- Be interested, excited and motivated to learn.
- Be confident to try new activities, initiate ideas and speak in a familiar group.
- Maintain attention, concentrate, and sit quietly when appropriate.
- Respond to significant experiences, showing a range of feelings when appropriate.
- Have a developing awareness of their own needs, views and feelings, and be sensitive to the needs, views andfeelings of others
- Have a developing respect for their own cultures and beliefs and those of other people.
- Form good relationships with adults and peers
- Work as part of a group or class, taking turns and sharing fairly, understanding that there needs to be agreedvalues and codes of behaviour for groups of people, including adults and children, to work together harmoniously.
- Understand what is right, what is wrong and why.
- Consider the consequences of their words and actions for themselves and others
- Dress and undress independently and manage their own personal hygiene.
- Select and use activities and resources independently.
- Understand that people have different needs, views, cultures and beliefs that need to be treated with respect.
- Understand that they can expect others to treat their needs, views cultures and beliefs with respect.OBJECTIVES – PRIMARY YEARS – Keystage One and Lower Keystage Two ( 5-9 years)
- – to establish feelings of personal identity
- – to develop body awareness and control of own actions.
- – to develop basic self-help skills such as washing, toiletting, dressing.
- – to help children become aware of the world around them and their place in it.
- – to develop sensory and perceptual discrimination.
- – to encourage interaction skills and communication with others.
- – to establish ideas about growth and growing.
- – to encourage expression of preferences and ability to make simple choices.OBJECTIVES – CHANGING YEARS- Upper Keystage Two and lower KS3 (9-12 years)
- – to enhance awareness and acceptance of patterns of growth and change.
- – to give information about growing up, and help children come to terms with changes in own body.
- – to enhance competence in social and self-help skills.
- – to develop feelings of personal identity and positive self-esteem.
- – to develop insight into the behaviour of others as a basis for forming relationships; and increase awarenessof our own emotions.
- – to explore and develop leisure interests.
- – to enhance decision making skills.Issues about ‘puberty’ and physical changes in our bodies to expect are generallly dealt with during years 5 and 6 as part of the preparation of growing up and moving on to secondary school. Some girls may have sessions on how to manage their menstrual cycle as appropriate to need. These issues would be explored in more depth and emotional changes/ relationship issues covered at keystage 3 and 4, when the pupils move on to their secondary placement.
CONTENT AND ORGANISATION OF THE CURRICULUM
The health and sex education programme we offer at Watergate School has been planned to take account of pupils’ age, maturity and physical development. It will develop slowly throughout the time the children are in school, using well proven methods which allow time for repetition, practice and reflection.
The Equals (2003) Scheme of Work document for PSHE and Citizenship is used as a basis for our planning and teaching for Keystage 1 and 2 and the Early Years Foundation Stage (2008) for nursery and reception pupils. Please refer to the PSHE+C and PSED curriculum document for full details.
Overview of statuatory documentation content taught at Watergate:-
Early Years Foundation Stage Personal, Social, Emotional Development (PSED)
- – Aspect 1: disposition and attitudes
- – Aspect 2: confidence and self esteem
- – Aspect 3: making relationships
- – Aspect 4: behaviour and self control
- – Aspect 5: self care
- – Aspect 6: sense of community
- – Physical Development (PD) aspect 3: health and bodily awarenessEquals KS1:-1.1 Developing Confidence and responsibility and making the most of their abilities.
a – Knowing myself – recognise that people grow and change/ recognise own feeling s and those of others.
1.3 Developing Healthy, safer lifestyles
a – Ourselves – awareness of their own bodies and take personal responsibility for familiar hygiene routimes. Understand that personal care routines are done in private
1.4 Developing good relationships and respecting the difference between people
a – Caring – take responsibility for personal hygiene routines
1.5 Sex and Relationship Education
a – making personal choices – be aware of different parts of body and respond to physical contact indicating approval/disapproval, recognising differences between people, complete personal care routines with independence and understand concept of doing so in private. Recognise difference in gender.
b – personal responsibility -Understand need to take care of self. Take care of personal belongings
2.1 Developing Confidence and responsibility and making the most of their abilities
b – choosing – heathy choices, choose sensibly, differenc between surprise and special secret 2.2 Preparing to play and active role as citizens
b – rules c- topical issues
2.3 Developing Healthy, safer lifestyles
a – medicines and drugs. b- healthy exercise and lifestyles c- keeping safe
2.4 Developing good relationships and respecting the differences between people a–friends, b-Family
2.5 Sex and relationship Education
A – knowing how I am changing, b- rights and choices, c- personal safety,
The following framework reflects a developmental approach which is seen to be appropriate for a school such as Watergate. Within each class the individual needs can vary enormously and therefore a rigid and prescriptive approach would not accurately meet those needs. The class teacher is the best person to select from the 5 identified areas as appropriate to the needs of the pupils, wishes of the parents, and according to the termly topic focus.
The 5 identified areas are –
- GROWING UP THE BODY
- GOOD HEALTH/ HEALTHY LIVING
- SELF CARE AND HYGIENE SKILLS
- RELATIONSHIPS AND INTERPERSONAL SKILLS
(These areas are not mutually exclusive and there is overlap)
This format is structured to allow for the option of working within one focus or to develop a topic/theme
that can include more than one. For example a class may focus purely on the ‘self care and hygiene’ aspect with individual objectives appropriate to the needs and levels of experience and understanding of the pupils. Or alternatively work on a topic such as ‘MYSELF’ and work on each of the 5 focuses.
These themes or focuses would also be addressed within the Science, PSHE and Citizenship, and RE curriculums as indicated earlier in this document, and within other subject areas within a cross-curricular approach – for example in gross motor activities, literacy work, creative work ETC.
OUR HEALTH AND SEX EDUCATION PROGRAMME IS INTEGRATED INTO THE WHOLE CURRICULUM and not taught seperately unless the needs of the pupil or topic of focus require it.
The school follows a 2 year cycle of ‘units of study’ for which the PSHE and Citizenship curriculum and Science curriculum produce medium term planners (MTPs) to ensure content coverage for their subject over the cycle. Some units of study lend themselves to health and sex education related issues – for example ‘Myself and the Animal Kingdom’.
Use of children’s literature using appropriate stories is another approach to this area of the curriculum. Many books deal with issues sensitively and clearly, and can be easily adapted to the needs of our pupils’.
Additionally as it is always best to start ‘where the child is at’, it is often appropriate to take advantage of situations as and when they arise. For example when better to talk about ‘BABIES’ than when a member of the class team is expecting, or indeed to discuss gender than when in the toilet area together and differences are noticed. These situations can be extended and issues explored more extensively in later planned sessions, appropriate to the needs of the group concerned.
ASSESSMENT AND RECORDING
Records are maintained termly in accordance with the whole school policy. Pupils have individual education plans (IEPS) indicating targets that may include PSHE skills. Additional individual curriculum learning outcomes would be found under the ‘PSHE’ heading of pupils’ curriculum record sheets in their individual files. Records of Achievement and where appropriate samples of work are compiled for all pupils. Annual Reviews are completed for each pupil.
Copies of class termly planning can be found in class teaching files or on noticeboards within the classroom. Medium term planning for ‘unit of study’ topics are found in Post holder files and/or on the server.
STAFF ROLES AND RESPONSIBILITIES
There is a teacher who has responsibility for the PSHE and CITIZENSHIP curriculum, of which Health and Sex Education is a part. He/She is responsible for developing and extending resources to assist the delivery of the curriculum, maintaining a curriculum file of up to date and relevant information, and for coordination policy development and practice with the whole school. Responsibility for the SCIENCE curriculum is held by two class teachers who also develop resources and planning that includes health and sex educaton content.
Teaching staff are expected to support each other in both content and delivery of the curriculum, as great importance is attached to shared expertise and knowledge. Each term a staff meeting is held in which the group can share ideas for the next term’s topic across all curriculum areas. All staff are encouraged to contribute.
Class teachers are responsible for planning and delivery of the curriculum relevant to their own class groups and the needs of individual pupils’ within the group. They are responsible for keeping records to indicate topic coverage over the course of the school year and for maintaining individual records in line with school policy guidelines.
All staff have a responsibility for assisting the pupils in all their learning objectives, including Sex Education. However if a member of staff has a strong objection to one element of the programme being followed then their views would be respected as far as is practicable. All staff are responsible for the maintainance and care of all school teaching resources and information resources.
Regular training to enable staff to fulfill their role will be implemented through regular staff development, workshops, or courses as relevant to the needs of the school, its staff and the pupils and in line with the School Development Plan.
OUR POLICY ON SPECIFIC MATTERS;-
SEXUAL ABUSE – We are aware that some of our pupils may have experienced abuse, but do not accept that this is a reason for avoiding issues about sex and personal matters. Indeed it makes it more essential as such teaching may help pupils avoid some abusive situations.
If disclosure takes place the school child protection guidelines and procedures should be followed. Such situations should be treated in a calm and supportive manner without causing further stress and anxiety.
PARTNERSHIP WITH PARENTS – We place great importance on sharing equal and joint responsibility with parents for their children’s education in sexual matters. We will do our best to find out from them any religious or cultural views they may have which may affect the health and sex education they wish to be given to their children, although we would consider carefully any request which compromised our equal oppotunities policy.
We are aware that some parents find it hard to cope with their children’s emerging sexuality especially as they get older, and will take every oppotunity to inform and involve carers and parents of the school’s policy in this area. Our commitment will be clear in the school prospectus, and parents are free to discuss issues with the class teacher or headteacher whenever the need arises.
EVALUATION OF THE POLICY and SCHEME OF WORK will occur every three years, and it will be updated on a regular ongoing basis by the Post Holder in consultation with colleagues and governors, and in the light of legislation and developments nationwide.
PSHE and Citizenship co-ordinator
PSHE + C -overview of coverage
School units of study and where the Equals SoW units fit
1. developing confidence and responsibility and making the most of their abilities
1.1a – Knowing myself = Me and My Family
1. developing confidence and responsibility and making the most of their abilities
2.1a – Being aware of my ability = Me and my family, light and sound
2.1c – Communities = caring for our world, weather, clothing and costume
2. Preparing to play an active role as citizens
2. Preparing to play an active role as citizens 2.2a – recycling = caring for our world, (homes and buildings)
2.2d – valuing money = travel and transport, food, homes and buildings.
3. Developing a healthy, safer lifestyle
3. Developing a healthy, safer lifestyle
4. Developing good relationships and respecting the differences between people
1.4a – Caring = Animals, Caring for our world
4. Developing good relationships and respecting the differences between people
2.4a – Friends = books and stories, me and my family 2.4b – My family = Me and my family
5. Sex and Relationship Education
5. Sex and Relationship Education
Discrete blocks for y5/6 – 2.5a sex and rels ed. ONGOING-
Appendix 2 –
Science – overview of coverage
During the topic ‘Myself and the Animal Kingdom’, pupils throughout the school address aspects of sex
education at a level appropriate to their development and understanding.
Topics covered at EYFS would include families, care of babies and taking care of ourselves.
At Key Stage 1, pupils would consider differences and similarities between themselves, their friends and their families, and the importance of their senses in keeping themselves safe and healthy.
At lower Key Stage 2 these areas would be developed to include discussion of the differences and similarities between the sexes and the birth of babies.
At Upper Key stage 2 pupils would use appropriate material to explore aspects of growing up, making relationships and the facts about conception and giving birth.
Suggestions for activities and possible resources are given in the Science MTP for Myself and the Animal Kingdom. (At present materials are available under the MTP Me and My Family).