Aims
The aims of relationships and sex education (RSE) at our school are to:
- Guide pupils towards achieving our school’s vision for them- to be the best that they can be, and make the world a better place by:
- Showing them how to respect and celebrate everyone’s uniqueness
- Teaching them how to show love for others by building strong, respectful relationships
- Equipping them with the knowledge and resilience so that they feel confident to face the challenges of the modern world.
- Provide a framework in which sensitive discussions can take place
- Prepare pupils for puberty, and give them an understanding of sexual development and the importance of health and hygiene
- Help pupils develop feelings of self-respect, confidence and empathy
- Create a positive culture around issues of sexuality and relationships
- Teach pupils the correct vocabulary to describe themselves and their bodies
Statutory Requirements
As a maintained primary school we must provide relationships education to all pupils as per section 34 of the Children and Social work act 2017.
However, we are not required to provide sex education but we do need to teach the elements of sex education contained in the science curriculum. The national curriculum for science includes subject content in related areas, such as the main external body parts, the human body as it grows from birth to old age (including puberty) and reproduction in some plants and animals.
In teaching RSE, we must have regard to guidance issued by the secretary of state as outlined in section 403 of the Education Act 1996.
At Gomersal St Mary’s CE Primary School we teach RSE as set out in this policy.
Policy Development
This policy has been developed in consultation with staff, pupils and parents. The consultation and policy development process involved the following steps:
- Review – a member of staff or working group pulled together all relevant information including relevant national and local guidance
- Staff and governor consultation – all school staff and governors were given the opportunity to look at the policy and make recommendations
- Parent/stakeholder consultation – parents and any interested parties were invited to attend a meeting about the policy
- Pupil consultation – we investigated what exactly pupils want from their RSE
- Ratification – once amendments were made, the policy was shared with governors and ratified.
Definition
RSE is about the emotional, social and cultural development of pupils, and involves learning about relationships, sexual health, sexuality, healthy lifestyles, diversity and personal identity.
RSE involves a combination of sharing information, and exploring issues and values.
RSE is not about the promotion of sexual activity.
Relationships Education
What does the DfE statutory guidance on Relationships Education expect children to know by the time they leave primary school?
Relationships Education in primary schools will cover ‘Families and people who care for me’, ‘Caring friendships’, ‘Respectful relationships’, ‘Online relationships’, and ‘Being safe’.
The expected outcomes for each of these elements can be found further on in this policy. The way the school covers these is explained in the mapping document (Appendices 1 and 2).
Health Education
What does the DfE statutory guidance on Health Education expect children to know by the time they leave primary school?
Health Education in primary schools will cover ‘Mental wellbeing’, ‘Internet safety and harms’, Physical health and fitness’, Healthy eating’, ‘Drugs, alcohol and tobacco’, ‘Health and prevention’, ‘Basic First Aid’, ‘Changing adolescent body’.
The expected outcomes for each of these elements can be found further on in this policy. The way the our school covers these is explained in the mapping document (Appendices 1 and 2).
Sex Education
The DfE Guidance 2019 (p.23) recommends that all primary schools ‘have a sex education programme tailored to the age and the physical and emotional maturity of the pupils.
However, ‘Sex Education is not compulsory in primary schools’. (p. 23) Schools are to determine the content of sex education at primary school. Sex education ‘should ensure that both boys and girls are prepared for the changes that adolescence brings and – drawing on knowledge of the human life cycle set out in the national curriculum for science – how a baby is conceived and born’.
At Gomersal St Mary’s Primary School, we believe children should understand the facts about human reproduction before they leave primary school so we define Sex Education as understanding human reproduction.
We intend to teach this as part of our integrated PSHE curriculum, using lessons and resources which will complement the statutory science elements that teach children about reproduction in mammals.
Curriculum
Our curriculum is set out as per Appendix 1 but we may need to adapt it as and when necessary to suit the context and changing needs of our pupils.
We have developed the curriculum in consultation with parents, pupils and staff, taking into account the age, needs and feelings of pupils. If pupils ask questions outside the scope of this policy, teachers will respond in an appropriate manner so they are fully informed and don’t seek answers online.
Primary sex education will focus on:
- Preparing boys and girls for the changes that adolescence brings
- How a baby is conceived and born
For more information about our curriculum, see our curriculum map in Appendix 1.
Our RSE policy is informed by existing DfE guidance:
- Keeping Children Safe in Education (statutory guidance)
- Respectful School Communities: Self Review and Signposting Tool (a tool to support a whole school approach that promotes respect and discipline)
- Behaviour and Discipline in Schools (advice for schools, including advice for appropriate behaviour between pupils)
- Equality Act 2010 and schools
- SEND code of practice: 0 to 25 years (statutory guidance)
- Alternative Provision (statutory guidance)
- Mental Health and Behaviour in Schools (advice for schools)
- Preventing and Tackling Bullying (advice for schools, including advice on cyberbullying)
- Sexual violence and sexual harassment between children in schools (advice for schools)
- The Equality and Human Rights Commission Advice and Guidance (provides advice on avoiding discrimination in a variety of educational contexts)
- Promoting Fundamental British Values as part of SMSC in schools (guidance for maintained schools on promoting basic important British values as part of pupils’ spiritual, moral, social and cultural (SMSC)
- SMSC requirements for independent schools (guidance for independent schools on how they should support pupils’ spiritual, moral, social and cultural development).
It is also aligned with the Church of England’s “A CHARTER FOR FAITH SENSITIVE AND INCLUSIVE RELATIONSHIPS EDUCATION, RELATIONSHIPS AND SEX EDUCATION (RSE) AND HEALTH EDUCATION (RSHE)” and draws on the advice given in the Church of England document ‘Valuing All God’s Children: Guidance for Church of England schools on challenging homophobic, biphobic and transphobic bullying’ (Church of England Education Office, second edition updated summer 2019).
Delivery of RSE within PSHE
At our school, we teach Relationships and Sex Education (RSE) within Personal, Social, Health Education (PSHE) lessons as a whole-school approach to underpin children’s development as people and because we believe that this also supports their learning capacity.
The Jigsaw Programme offers us a comprehensive, carefully thought-through Scheme of Work which brings consistency and progression to our children’s learning in this vital curriculum area.
This also supports the “Personal Development” and “Behaviour and Attitude” aspects required under the Ofsted Inspection Framework, as well as significantly contributing to the school’s Safeguarding and Equality Duties, the Government’s British Values aganda and the SMSC (Spiritual, Moral, Social, Cultural) development opportunities provided for our children.
Some biological aspects of RSE are taught within the science curriculum, and other aspects are included in religious education (RE). Pupils may also receive stand-alone sex education sessions delivered by teachers and/ or trained health professionals.
Here, at Gomersal St Mary’s CE Primary School we value PSHE (including RSE) as one way to support children’s development as human beings, to enable them to understand and respect who they are, to empower them with a voice and to equip them for life and learning. We include the statutory Relationships and Health Education within our whole-school PSHE Programme (Appendix 2). Within this curriculum we focus on teaching the fundamental building blocks and characteristics of positive relationships including:
- Families and people who care for me
- Caring friendships
- Respectful relationships
- Online relationships
- Being safe
These areas of learning are taught within the context of family life, taking care to ensure that there is no stigmatisation of children based on their home circumstances (families can include single parent families, LGBT parents, families headed by grandparents, adoptive parents, foster parents/carers amongst other structures) along with reflecting sensitively that some children may have a different structure of support around them (for example: looked after children or young carers).
To ensure progression and a spiral curriculum, we use Jigsaw, a mindful approach to PSHE, as our chosen teaching and learning programme and tailor it to children’s needs. Lessons are mapped across year groups and topics to ensure an age-appropriate progression of skills, understanding and knowledge.
Teachers will bear in mind the Equalities Act when planning lessons which provides the guiding principle that disabled pupils must be able to participate in the curriculum, so RSE must be accessible. The guidance acknowledges the need for flexibility, to tailor content and teaching to meet the specific needs of children at different developmental stages, and also advises schools to be aware that some pupils are more vulnerable to exploitation, bullying and other issues due to the nature of their SEND.
Whole-school approach
Our curriculum covers all areas of PSHE for the primary phase including statutory Relationships and Health Education and includes some non-statutory Sex Education lessons. The table below gives the learning theme of each of the six Puzzles (units) and these are taught across the school; the learning deepens and broadens every year.
| Term | Puzzle (Unit) | Content |
|---|---|---|
| Autumn 1: | Being Me in My World | Includes understanding my own identity and how I fit well in the class, school and global community. Jigsaw Charter established. |
| Autumn 2: | Celebrating Difference | Includes anti-bullying (cyber and homophobic bullying included) and understanding |
| Spring 1: | Dreams and Goals | Includes goal-setting, aspirations, who do I want to become and what would I like to do for work and to contribute to society |
| Spring 2: | Healthy Me | Includes drugs and alcohol education, self-esteem and confidence as well as healthy lifestyle choices, sleep, nutrition, rest and exercise |
| Summer 1: | Relationships | Includes understanding friendship, family and other relationships, conflict resolution and communication skills, bereavement and loss |
| Summer 2: | Changing Me | Includes Relationships and Sex Education in the context of coping positively with change |
At Gomersal St Mary’s Primary School we allocate at least an hour per week to teach PSHE in order to teach the PSHE knowledge and skills in a developmental and age-appropriate way.
These explicit lessons are reinforced and enhanced in many ways: Assemblies and collective worship, praise and reward system, Learning Charter, through relationships child to child, adult to child and adult to adult across the school. We aim to ‘live’ what is learnt and apply it to everyday situations in the school community.
Class teachers deliver the weekly lessons to their own classes.
Teachers will always take into account the needs and developmental differences of children.
Prior to delivering Y5 and Y6 Changing Me units, school will consult parents about the detailed content of what will be taught. This process will include offering parents support in talking to their children about sex education and how to link this with what is being taught in school.
Our policy and teaching materials are regularly reviewed to ensure we are always using the most up to date teaching materials and that our teachers are well-supported.
Roles and responsibilities
The governing body: The governing body will approve the RSE policy, and hold the headteacher to account for its implementation.
The headteacher: The headteacher is responsible for ensuring that RSE is taught consistently across the school, and for managing requests to withdraw pupils from non-science components of RSE (see section 8).
Staff: Staff are responsible for:
- Delivering RSE in a sensitive way
- Modelling positive attitudes to RSE
- Monitoring progress
- Responding to the needs of individual pupils
- Responding appropriately to pupils whose parents wish them to be withdrawn from the non-science components of RSE
Staff do not have the right to opt out of teaching RSE. Staff who have concerns about teaching RSE are encouraged to discuss this with the headteacher.
Subject leader: The PSHE/RSE subject leaders (Miss J Barker and Miss A Joyce) will ensure that the RSE curriculum is regularly reviewed and that delivery and progress is monitored to ensure high quality, relevant and effective teaching.
Pupils: Pupils are expected to engage fully in RSE and, when discussing issues related to RSE, treat others with respect and sensitivity.
Parents’ right to withdraw
Parents do not have the right to withdraw their children from Relationships or Health Education.
Parents have the right to withdraw their children from the non-science components of Sex Education within RSE. (These are highlighted in the curriculum maps – Appendix 1).
At Gomersal St Mary’s School, puberty is taught as a statutory requirement of Health Education and covered by our Jigsaw PSHE Programme in the ‘Changing Me’ Puzzle (unit). We conclude that sex education refers to Human Reproduction, and therefore inform parents of their right to request their child be withdrawn from the PSHE lessons that explicitly teach this.
Requests for withdrawal should be put in writing using the form found in Appendix 3 of this policy and addressed to the headteacher.
Alternative work will be given to pupils who are withdrawn from sex education.
Training
Staff are trained on the delivery of RSE as part of their induction and it is included in our continuing professional development calendar.
The headteacher may also invite visitors from outside the school, such as school nurses or sexual health professionals, to provide support and training to staff teaching RSE.
Monitoring arrangements
The delivery of RSE is monitored by Miss J Barker/ Miss Anna Joyce through:
- Curriculum mapping/ planning scrutinies
- Book-looks
- Pupil/ staff voice surveys
- Lesson observations
- Learning Walks
Pupils’ development in RSE is monitored by class teachers as part of our internal assessment systems.
This policy will be reviewed by Anna Joyce, RSE subject leader annually. The Standards and Effectiveness Committee of the governing body monitors this policy on an annual basis. This committee reports its findings and recommendations to the full governing body, as necessary, if the policy needs modification. The Standards and Effectiveness Committee gives serious consideration to any comments from parents about the PSHE (RSHE) programme, and makes a record of all such comments. Governors scrutinise and ratify teaching materials to check they are in accordance with the school’s ethos.
Equality
This policy will inform the school’s Equalities Plan.
The DfE Guidance 2019 (p. 15) states, “Schools should ensure that the needs of all pupils are appropriately met, and that all pupils understand the importance of equality and respect. Schools must ensure they comply with the relevant provisions of the Equality Act 2010 under which sexual orientation and gender reassignment are amongst the protected characteristics…
At the point at which schools consider it appropriate to teach their pupils about LGBT (Lesbian, Gay, Bisexual, Transgender), they should ensure this content is fully integrated into their programmes of study for this area of the curriculum rather than delivered as a stand-alone unit or lesson. Schools are free to determine how they do this, and we expect all pupils to have been taught LGBT content at a timely point as part of this area of the curriculum”.
This can also have an impact on any anti-bullying policies in regard to these characteristics being the reason for the issue. The Church of England document “Valuing all God’s Children”, 2019, states:
“Schools should ensure that they have clear anti-bullying policies on preventing and tackling homophobic, biphobic and transphobic behaviour and language and that these policies are known and understood by all members of the school community. School leaders should present a clear message that HBT bullying will not be tolerated and that there can be no justification for this negative behaviour based on the Christian faith or the Bible. Schools should ensure that pupils understand how to report incidents. Pupils should be confident that if they report bullying it will be taken seriously.”
It also asserts:
“Central to Christian theology is the truth that every single one of us is made in the image of God. Every one of us is loved unconditionally by God. We must avoid, at all costs, diminishing the dignity of any individual to a stereotype or a problem. Church of England schools offer a community where everyone is a person known and loved by God, supported to know their intrinsic value” (page 1)
“Opportunities to discuss issues to do with self-esteem, identity and bullying, including HBT (homophobic, biphobic and transphobic) bullying, should be included in physical, social, health and economic education or citizenship programmes. The curriculum should offer opportunities for pupils to learn to value themselves and their bodies. Relationships and sex education should take LGBT people into account.” (Page 6)
At Gomersal St Mary’s CE Primary School we promote respect for all and value every individual child. We also respect the right of our children, their families and our staff, to hold beliefs, religious or otherwise, and understand that sometimes these may be in tension with our approach to some aspects of Relationships, Health and Sex Education.
For further explanation as to how we approach LGBT relationships in the PSHE (RSHE) Programme please see: ‘Including and valuing all children. What does Jigsaw teach about LGBTQ relationships?’(Appendix 4).
Policy Review
This policy is reviewed annually.
- Last review – September 2022
- Date of next review – September 2023
Appendix 1: Curriculum Map
Personal, Social and Health Education (Including Relationships and Sex Education) curriculum map.
Non-statutory Sex education elements are highlighted. Please note that reproduction in mammals is statutory in the Science curriculum.
| Year group | AUTUMN 1: BEING ME IN MY WORLD | AUTUMN 2: CELEBRATING DIFFERENCE | SPRING 1: DREAMS AND GOALS | SPRING 2: HEALTHY ME | SUMMER 1: RELATIONSHIPS | SUMMER 2: CHANGING ME |
|---|---|---|---|---|---|---|
| EYFS | Self-identity | Identifying talents | Challenges | Exercising bodies | Family life | Bodies |
| Understanding feelings | Being special | Perseverance | Physical activity | Friendships | Respecting my body | |
| Being in a classroom | Families | Goal-setting | Healthy food | Breaking friendships | Growing up | |
| Being gentle | Where we live | Overcoming obstacles | Sleep | Falling out | Growth and change | |
| Rights and responsibilities | Making friends | Seeking help | Keeping clean | Dealing with bullying | Fun and fears | |
| Standing up for yourself | Jobs | Safety | Being a good friend | Celebrations | ||
| Achieving goals | ||||||
| YEAR 1 | Feeling special and safe | Similarities and differences | Setting goals | Keeping myself healthy | Belonging to a family | Life cycles – animal and human |
| Being part of a class | Understanding bullying and knowing how to deal with it | Identifying successes and achievements | Healthier lifestyle choices | Making friends/being a good friend | Changes in me | |
| Rights and responsibilities | Making new friends | Learning styles | Keeping clean | Physical contact preferences | Changes since being a baby | |
| Rewards and feeling proud | Celebrating the difference in everyone | Working well and celebrating achievement with a partner | Being safe | People who help us | Differences between female and male bodies (correct terminology) | |
| Consequences | Tackling new challenges | Medicine safety/safety with household items | Qualities as a friend and person | Linking growing and learning | ||
| Owning the Learning Charter | Identifying and overcoming obstacles | Road safety | Self-acknowledgement | Coping with change | ||
| Feelings of success | Linking health and happiness | Being a good friend to myself | Transition | |||
| Celebrating special relationships | ||||||
| YEAR 2 | Hopes and fears for the year | Assumptions and stereotypes about gender | Achieving realistic goals | Motivation | Different types of family | Life cycles in nature |
| Rights and responsibilities | Understanding bullying | Perseverance | Healthier choices | Physical contact boundaries | Growing from young to old | |
| Rewards and consequences | Standing up for self and others | Learning strengths | Relaxation | Friendship and conflict | Increasing independence | |
| Safe and fair learning environment | Making new friends | Learning with others | Healthy eating and nutrition | Secrets | Differences in female and male bodies | |
| Valuing contributions | Gender diversity | Group co-operation | Healthier snacks and sharing food | Trust and appreciation | Assertiveness | |
| Choices | Celebrating difference and remaining friends | Contributing to and sharing success | Expressing appreciation for special relationships | Preparing for transition | ||
| Recognising feelings | ||||||
| YEAR 3 | Setting personal goals | Families and their differences | Difficult challenges and achieving success | Exercise | Family roles and responsibilities | How babies grow |
| Self-identity and worth | Family conflict and how to manage it (child-centred) | Dreams and ambitions | Fitness challenges | Friendship and negotiation | Understanding a baby’s needs | |
| Positivity in challenges | Witnessing bullying and how to solve it | New challenges | Food labelling and healthy swaps | Keeping safe online and who to go to for help | Outside body changes | |
| Rules, rights and responsibilities | Recognising how words can be hurtful | Motivation and enthusiasm | Attitudes towards drugs | Being a global citizen | Inside body changes | |
| Rewards and consequences | Giving and receiving compliments | Recognising and trying to overcome obstacles | Keeping safe and why it’s important online and off line | Being aware of how my choices affect others | Family stereotypes | |
| Responsible choices | Evaluating learning processes | scenarios | Awareness of how other children have different lives | Challenging my ideas | ||
| Seeing things from others’ perspectives | Managing feelings | Respect for myself and others | Expressing appreciation for family and friends | Preparing for transition | ||
| Simple budgeting | Healthy and safe choices | |||||
| YEAR 4 | Being part of a class team | Challenging assumptions | Hopes and dreams | Healthier friendships | Jealousy | Being unique |
| Being a school citizen | Judging by appearance | Overcoming disappointment | Group dynamics | Love and loss | Girls and puberty | |
| Rights, responsibilities and democracy (school council) | Accepting self and others | Creating new, realistic dreams | Smoking | Memories of loved ones | Confidence in change | |
| Rewards and consequences | Understanding influences | Achieving goals | Alcohol | Getting on and Falling Out | Accepting change | |
| Group decision-making | Understanding bullying | Working in a group | Assertiveness | Girlfriends and boyfriends | Preparing for transition | |
| Having a voice | Problem-solving | Celebrating contributions | Peer pressure | Showing appreciation to people and animals | Environmental change | |
| What motivates behaviour | Identifying how special and unique everyone is | Resilience | Celebrating inner strength | The choice to have a baby, the parts of men and women that make babies and- in simple terms- how this happens. | ||
| First impressions | Positive attitudes | |||||
| YEAR 5 | Planning the forthcoming year | Cultural differences and how they can cause conflict | Future dreams | Smoking, including vaping | Self-recognition and self-worth | Self- and body image |
| Being a citizen | Racism | The importance of money | Alcohol | Building self-esteem | Influence of online and media on body image | |
| Rights and responsibilities | Rumours and name-calling | Jobs and careers | Alcohol and anti-social behaviour | Safer online communities | Puberty for girls | |
| Rewards and consequences | Types of bullying | Dream job and how to get there | Emergency aid | Rights and responsibilities online | Puberty for boys | |
| How behaviour affects groups | Material wealth and happiness | Goals in different cultures | Body image | Online gaming and gambling | Growing responsibility | |
| Democracy, having a voice, participating | Enjoying and respecting other cultures | Supporting others (charity) | Relationships with food | Reducing screen time | Coping with change | |
| Motivation | Healthy choices | Dangers of online grooming | Preparing for transition | |||
| Motivation and behaviour | SMARRT internet safety rules | Conception (including IVF)- understanding the place of sexual intercourse in a relationship and how it can lead to conception and the wonder of a new life | ||||
| YEAR 6 | Identifying goals for the year | Perceptions of normality | Personal learning goals, in and out of school | Taking personal responsibility | Mental health | Self-image |
| Global citizenship | Understanding disability | Success criteria | How substances affect the body | Identifying mental health worries and sources of support | Body image | |
| Children’s universal rights | Power struggles | Emotions in success | Exploitation, including ‘county lines’ and gang culture | Love and loss | Puberty and feelings | |
| Feeling welcome and valued | Understanding bullying | Making a difference in the world | Emotional and mental health | Managing feelings | Reflections about change | |
| Choices, consequences and | Inclusion/exclusion | Motivation | Managing stress | Power and control | Physical attraction | |
| rewards | Differences as conflict, difference as celebration | Recognising achievements | Assertiveness | Respect and consent | ||
| Group dynamics | Empathy | Compliments | Technology safety | Boyfriends/girlfriends | ||
| Democracy, having a voice | Take responsibility with technology use | Sexting | ||||
| Anti-social behaviour | Transition | |||||
| Role-modelling | The story of conception, pregnancy and birth |
Appendix 2: By the end of primary school pupils should know
| Topic | Pupils should know |
|---|---|
| Families and people who care about me | That families are important for children growing up because they can give love, security and stability |
| The characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other’s lives | |
| That others’ families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care | |
| That stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children’s security as they grow up | |
| That marriage represents a formal and legally recognised commitment of two people to each other which is intended to be lifelong | |
| How to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed | |
| Caring friendships | How important friendships are in making us feel happy and secure, and how people choose and make friends |
| The characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties | |
| That healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded | |
| That most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right | |
| How to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed | |
| Respectful relationships | The importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs |
| Practical steps they can take in a range of different contexts to improve or support respectful relationships | |
| The conventions of courtesy and manners | |
| The importance of self-respect and how this links to their own happiness | |
| That in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority | |
| About different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help | |
| What a stereotype is, and how stereotypes can be unfair, negative or destructive | |
| The importance of permission-seeking and giving in relationships with friends, peers and adults | |
| Online relationships | That people sometimes behave differently online, including by pretending to be someone they are not |
| That the same principles apply to online relationships as to face-to face relationships, including the importance of respect for others online including when we are anonymous | |
| The rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them | |
| How to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met | |
| How information and data is shared and used online | |
| Being safe | What sorts of boundaries are appropriate in friendships with peers and others (including in a digital context) |
| About the concept of privacy and the implications of it for both children and adults; including that it is not always right to keep secrets if they relate to being safe | |
| That each person’s body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact | |
| How to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know | |
| How to recognise and report feelings of being unsafe or feeling bad about any adult | |
| How to ask for advice or help for themselves or others, and to keep trying until they are heard | |
| How to report concerns or abuse, and the vocabulary and confidence needed to do so | |
| Where to get advice e.g. family, school and/or other sources |
Appendix 3: Parent form: withdrawal from sex education within RSE
Appendix 4 – Valuing all children- Why include teaching about LGBTQ (Lesbian, Gay, Bisexual, Transgender, Questioning) issues in Jigsaw?
- Ensuring all children feel included
School (and wider society) is a place where all children should feel safe and respected. There are a variety of family situations in British society; some children will have parents who are separated, some may live with a mum and a dad, some may have step-parents, and some may be fostered or adopted. Some may have other family arrangements; and some will have LGBTQ parents or other LGBTQ family members. Any child who lives in a family that is different from the stereotypical household of mum, dad, and children should not be made to feel less accepted, or that their family is any less loving and caring. Teachers would, of course, not set out to do this. However, if the only model of family life that is included in curriculum resources is that of mum, dad and children, what are the ‘hidden messages’ for children with families who sit outside of this pattern? Is my family not right or acceptable? Am I not acceptable? Should I not talk about my family? Will people pick on me because my family is ‘different’? Children who feel unaccepted or isolated are more vulnerable to the effects of mental and emotional stigma and potentially less able to apply themselves to learning.
The Jigsaw philosophy values every child as a unique human being and does not discriminate but supports them all to achieve the best they can be. Jigsaw’s lessons help children explore why a loving and caring family is important. They have been written so that no child is made to feel inadequate or unaccepted, whatever their family background.
- Children may already be aware that some people are LGBTQ, or could be using vocabulary such as ‘gay’ to insult others.
Children will have heard, or will come to hear, some words such as ‘gay’ or ’transgender’. They may know some LGBTQ people, or have seen them portrayed in movies, television programmes, TV adverts and on social media. As a result, children may have questions or have misunderstandings about what these terms mean. Jigsaw lessons help by giving age-appropriate information, or assisting teachers to clarify children’s questions age-appropriately.
Jigsaw also teaches children that any word used as an insult is hurtful and unkind. Within some of these lessons, children may raise homophobic or transphobic words they know or have used themselves. This affords teachers an opportunity to explain that using these words, in this way, is unacceptable. We are teaching children that respect and kindness are important values.
- Teaching children to accept difference and to foster good relationships with others
Jigsaw does not ‘promote’ LGBTQ lifestyles. However, it does raise children’s awareness that some people in society are LGBTQ. This is not done in isolation. When discussing similarity and difference in Jigsaw lessons, children learn about a whole range of differences, such as difference in physical appearance and personality, likes and dislikes, and that people can have differences of opinion. This helps them to understand that we are all unique human beings. Within the context of these lessons they will also be introduced to different cultures and ethnicities, people with different religions and beliefs, and about people with disability or special needs. They will also be aware that some people are LGBTQ.
When discussing any differences between people, Jigsaw helps teach children to form opinions about others based on whether they are kind, law-abiding, respectful, trustworthy, and responsible people, rather than judging them on appearance or whether a particular aspect of their lifestyle is different to their own. Children also learn about discrimination and prejudice including racism, sexism, and ageism.
The Jigsaw Puzzle (unit), ‘Celebrating Difference’ helps children to understand that difference does not need to be feared but can be a source of celebration. This supports schools with their obligation to align with the Equality Act 2010.
- Schools have a duty to uphold the Public Sector Equality Duty (PSED)
The PSED or the Equality Act, as it is more commonly known, requires schools to eliminate discrimination; advance equality of opportunity; and foster good relationships. By doing so, the Equality Act encourages schools to meet the diverse needs of children and to improve outcomes for all pupils regardless of background. Part of the Equality ‘duty’ is to teach children about rights and responsibilities, acceptance, empathy and understanding of others.
- English schools have a duty to promote the spiritual, moral, social and cultural (SMSC) development of their pupils, including understanding British values.
The requirement to develop children’s spiritual, moral, social and cultural understanding is set out in the Education Act (2002). In 2014, additional guidance was published for schools with regards to teaching British values. Guidance states that schools should promote the fundamental British values of democracy, the rule of law, individual liberty, mutual respect and tolerance, and makes it clear that children should learn about discrimination and how to combat it. As previously discussed, Jigsaw lessons, particularly in the Celebrating Difference units of work, include teaching children about acceptance, empathy, prejudice and discrimination, and the rights and responsibilities they have as UK and global citizens. A school’s SMSC education is an important part of the Ofsted inspection framework.
- Schools have a legal obligation to safeguard their pupils
In England, new legally-binding safeguarding guidance was released to schools in September 2018. This establishes that schools must protect all children from physical and emotional abuse including bullying on and off line and abuse that could happen from an adult or from other children. Teaching children to accept there are a whole range of differences in people, helps combat stigma, discrimination and bullying. Children also need to be taught how to access help if they are involved in a bullying, or abusive situation. Jigsaw’s lessons, particularly in the Celebrating Difference and Relationships units of work, teach children why bullying can happen and why it is unfair, how to recognise a bullying/ abusive situation and how to get help. Within this work, children discuss a wide range of reasons why some people are bullied, or become bullies, and this includes some discussion around name-calling which includes the inappropriate use of words such as ‘gay’ and ‘lesbian’ as an insult towards another person. Anti-bullying guidance issued to schools in 2016 makes it clear that any bullying work should include teaching children why inappropriate use of these words is wrong and homophobic.
- Statutory Relationships and Health Education in England
The Department for Education has already passed legislation to include mandatory Relationships and Health Education in the National Curriculum for primary schools from September 2020. New school guidance was ratified in March 2019 and sets out to schools what they are expected to teach. Primary children will learn that not all families are the same and to respect these differences. They will also learn about bullying and how to treat others with respect, whether this is within their immediate relationships, or in the wider community. The guidance also states that when learning about different families, care should be taken to avoid stigmatisation of children based on their home circumstances. It also reaffirms the duty for schools to comply with the Equality Act, where sexual orientation and gender-reassignment are two of the nine protected characteristics. The Relationships and Health Education guidance does not suggest a specific age when LGBTQ should be brought into the curriculum, but there is an expectation for it to be included in a sensitive and age-appropriate manner. Schools using Jigsaw will be compliant with these new regulations.
What exactly does Jigsaw teach about LGBTQ issues and is it age-appropriate?
How much LGBTQ teaching is there in Jigsaw?
It is firstly important to understand that any reference to adult relationships, whether LGBTQ or heterosexual people is NOT describing sexual activity as this would be inappropriate. Relationships lessons focus on respect and regard between people e.g. friendships and families.
In upper Key Stage 2 the Changing Me Unit age-appropriately explains puberty and the biology of human reproduction.
Jigsaw is a complete scheme of work for Personal, Social, Health Education (PSHE) covering the entire PSHE curriculum for primary children aged 4-11. Only a very small number of these lessons in the entire scheme have any focus upon LGBTQ issues.
Jigsaw’s philosophy is about inclusion and valuing all children.
What LGBTQ material is taught in lower primary (infants)?
LGBTQ is not mentioned specifically in lessons for children aged 4-7. However, in lessons that explore differences in families, pictorial resources i.e. photos of different families, are used as a discussion focus. Questions such as; ‘Which photos show a family?’ What is important about a family?’ and ‘What does your family mean to you?’ help children understand about their own and other’s families and how a family is founded in love and respect. Should children raise the question about pictures that show a same-gender couple, Jigsaw’s teacher notes suggest this is explained to children in the following way: ‘Some children have two mummies or two daddies.’ Teachers are not expected to go beyond this response, or give more detail, as that would not be age-appropriate. However, this does acknowledge and include any children who have LGBTQ people as part of their family.
What LGBTQ content is discussed for children aged 7-11?
In materials for 7-11-year olds, some lessons about bullying provide opportunities for teachers to discuss and correct homophobic language the children may be using, such as the inappropriate use of the words ‘gay’ and ‘lesbian’, or the use of slang words that are LGBTQ- phobic. In the same lessons they will also be exploring racist and sexist language, or insulting language that is used about a person’s physical appearance, their abilities, or whether they have special needs. In these lessons, teachers explain that any insult is unkind and hurtful. Teachers explain that being gay is a type of adult relationship where two men or two women love each other in a romantic way, and if they choose, they can get married. Teachers are not expected to go beyond this definition and give more detail. It is simply explaining what being gay means and that the word ‘gay’ (or other LGBTQ -related words) should not be used in an insulting or derogatory way.
In Jigsaw’s Relationships and Changing Me lessons for pupils aged 7-11 that cover relationships, puberty, growing-up and how a baby is made, children are given opportunities to ask questions if there is something they don’t understand. LGBTQ relationships or being LGBTQ are not explicitly discussed in the lessons, unless questions are raised about it. In which case, Jigsaw’s teacher notes give possible age-appropriate ways for teachers to answer these questions. Some examples are below:
Q) What is being gay?
A) Being gay is when a man loves/ fancies another man in a romantic way, or a woman loves/fancies a woman. They may go out together as boyfriend and boyfriend, or girlfriend and girlfriend, or in time they may choose to get married.
Q) How does someone know they are gay?
A) A person usually knows they are gay or not when they are an adult and have finished going through puberty.
Q) How do gay people make a baby?
A) Gay couples can’t make a baby themselves because a baby needs both a woman’s ovum and a man’s sperm to be made. Some gay people choose to adopt children. Some might get help from a doctor/science (e.g. IVF) to make a baby, in the same way that male/female couples do whose bodies can’t have children. (If children push for more detail, teachers are advised to say they will learn more about different ways to make a baby in secondary school, and not to expand beyond the example answer).
Q) How do gay people have sex?
A) Gay people have sex in lots of different ways which is just the same as for couples who are male and female (straight/heterosexual). Sex is a special and private part of an adult relationship. (If children push for more detail, teachers are advised to say that in primary school lessons will focus on growing up, puberty and how babies are made, and they will learn more about LGBTQ relationships in secondary school and not to expand beyond the example answer).
Being Transgender
In one lesson for 10-11-year olds, children are introduced to the word ‘transgender’ so they understand what it means. This lesson has a focus on prejudice and discrimination where a transgender example is used. The Equality Act is also explained in an age-appropriate way. Being transgender is discussed in the following terms:
Most people are not transgender. A transgender person doesn’t feel their body matches with their gender. Let me explain…a person who was born with a male body may feel they are a female, and a person born with a female body may feel they are a male. There can be all sorts of reasons why this happens. Some transgender people choose to change their appearance or body so their gender matches with how they feel. This is called transitioning. Not all transgender people choose to do this though. (If children want more detail, teachers are advised to explain they will learn more about transgender people in secondary school and they should return to the focus of the lesson which is about prejudice and discrimination).
This lesson does not promote transgenderism as a preferred lifestyle. It simply explains what being transgender is, and how some people who are trans face unfair prejudice and discrimination, in the same way that other people do e.g. through racism, ageism, sexism and prejudice against people who are disabled.
What Jigsaw doesn’t do
- Jigsaw does not teach or encourage children to be LGBTQ
- Jigsaw does not teach what LGBTQ people do sexually or how their relationships function
- Jigsaw does not promote LGBTQ lifestyles as a preferential way of living
- Jigsaw’s advice about answering children’s questions age-appropriately does not sexualise children, destroy their innocence, or encourage them to experiment. There is more properly researched peer-reviewed evidence that supports this claim, than not.
- Jigsaw materials do not undermine ‘family values’.
What Jigsaw does do
- Jigsaw teaches children to be kind, understanding and respectful of others even if they are perceived as different
- Jigsaw teaches children that people have rights but there are also responsibilities that go with these
- Jigsaw teaches children that there are laws to protect them and others from being hurt or abused and helps protect them from bullying
- Jigsaw helps clarify (age -appropriately) questions that children may have about the world
Parental right to withdraw
Up until September 2020, when statutory Relationships and Health Education becomes law in England, parents and carers have the right to withdraw from Relationships and Sex Education in primary schools, apart from elements that are included with the school’s science curriculum.
This parental right changes in September 2020 when parents will not be able to withdraw from Relationships and Health Education, and this includes lessons on puberty, prejudice and discrimination, bullying, difference and diversity and different families, including the content discussed in this leaflet.
The former Education Secretary, the Rt Hon Damian Hinds, who has been instrumental in bringing this new legislation forward understands the needs to consult with parents. He is also putting trust in schools to do what is right for children and young people. He has also expressed how vital it is that children do not miss out on this aspect of education…
“…consultation does not provide a parental veto on curriculum content. We want schools to consult parents, listen to their views, and make reasonable decisions about how to proceed (including through consideration of school’s wider duties)—and we (the Dfe) will support schools in this. We trust school leaders and teachers to make the right professional choices….children should feel included and should grow up understanding the value and importance of kindness and respect for others and themselves…”
Rt Hon Damian Hinds, 10th April 2019
