RELATIONSHIPS AND SEX Education (RSE)
We are one of only 14 schools (Primary and Secondary Schools) in Leeds that are an Early Adopter of RSE - this is something we are very proud of!
*Please note that we are currently updating our policy and the way we approach RSE in school ready to roll out the changes in September 2020*
Sex and Relationship Education (RSE) is not statutory until Key Stage Three (secondary school). However, RSE is taught at Morley Victoria Primary School and is done so sensitively and respectfully. We have an open door policy in school, Mrs Bentley and Mrs Maybank are the curriculum leaders in this area, so therefore are the staff to contact for any advice and support.
Children in Reception will naturally talk about different relationships; this might include:
- relationships with family members compared with relationships with people at school.
- developing friendships and the need to get on with everyone, and ways to cope if relationships are hard.
- different families, some with a Mum and Dad, but others with a different make-up.
We discuss what a healthy relationship is at an age appropriate level throughout school. We have introduced a resource called CHIPS (Challenging Homophobia in Primary Schools) into school which will help to encourage the children to look at how families are different and unique as the children get older the resource allows them to have mature discussions about issues such as stereotyping. Alongside this resource some of our staff have attended STONEWALL training and have distributed the resources to staff. This resource complements the CHIPS materials and books which are shared with the children. Character Education is a key strand to our SRE curriculum and is in fact weaved throughout life at Morley Victoria.
Regarding sex education, elements of the statutory Science curriculum act as the starting point for what children learn, specifically at Year 5:
Pupils should be taught to describe the changes as humans develop to old age.
Non-statutory notes and guidance:
Pupils should draw a timeline to indicate stages in the growth and development of humans. They should learn about the changes experienced in puberty.
Pupils could work scientifically by researching the gestation periods of other animals and comparing them with humans; by finding out and recording the length and mass of a baby as it grows.
Children can become aware of sexual matters from an early age: they receive information (either explicitly or implicitly) from family, peers, the media and the general values and attitudes they encounter in society. This approach can lead to misconceptions. There are many advantages of school-based RSE. It provides a structured programme matched to the ages and development stages of pupils. It can combat ignorance and fear and clarify existing knowledge by providing accurate information. It can provide opportunities to discuss feelings, emotions and attitudes in a safe, non-threatening situation. It can also help to create a natural, positive attitude towards sexuality and to develop the skills needed to manage relationships. By providing opportunities to exchange ideas, it can promote tolerance and understanding of others. The sharing of ideas can contribute to the development of values and a personal sense of morality.
We are fully aware of the moral, legal, cultural and ethnic dimensions of the subject. Equally, we understand the importance of parents’/carers’ views in relation to RSE. Information regarding the structure of sex education lessons, the materials available and the school’s policy is always available for any parent to view. Before we deliver the RSE sessions to our children a letter is issued to parents with an invitation to view the materials and have a discussion with the class teacher about any worries or concerns.
Parents/carers have the choice of withdrawing their children from sex education lessons if considered necessary. However, parents should be aware that we will sometimes discuss issues around relationships (eg same-sex couples, use and misuse of terms such as ‘gay’) as and when appropriate. We believe this is the right and proper thing to do. It is not always possible to withdraw children from such discussions if they arise, and it is not considered appropriate to do so by the Department for Education. All children will also be part of the Science curriculum where we learn about the human life cycle.
Please refer to the policy section for the Relationships and Sex Education Policy.