RSE Charter Good Practice Network Catherine Kirk RSE Consultant @ckirkRSE @RSE_day #RSEday catherine.kirk@nottinghamcity.gov.uk

Aims Consider implications of new statutory guidance Share good practice Identify areas for development Review a range of resources

Group Agreement Join in (you can opt-out if you need to) Laugh with people not at them Talk about yourself and not others Listen to others Only one person talking at a time Think carefully about the language you use Ask questions (but not personal ones) A confidential space – share stories not people

Discuss the RSE provision in your school Discuss the RSE provision in your school. With reference to the RSE Charter consider: - What is working well for you? - What are your areas for development? Prepare to feedback 3 points from your discussions

What is RSE? Sex and relationships education is learning about the emotional, social and physical aspects of growing up, relationships, sex, human sexuality and sexual health. Some aspects are taught in science, and others are taught as part of personal, social, health and economic education (PSHE). A comprehensive programme of SRE provides accurate information about the body, reproduction, sex, and sexual health. It also gives children and young people essential skills for building positive, enjoyable, respectful and non-exploitative relationships and staying safe both on and offline. SRE for the 21st Century – Brook 2014

New RSE Guidance 3 new subjects (Relationships and Sex Education for secondary, Relationships Education for primary, Health Education for both) Applies to all schools Sits within basic school curriculum not National Curriculum Parents have the right to withdraw from Sex Education (Primary automatic agreement, secondary discussion with parent up to 3 terms before child turns 16) Implementation from September 2020 Guidance will be reviewed every 3 years Consultation closed on 7 November Final guidance produced Spring 2019

Legislation/guidance Children and Social Work Act (2017) SRE Guidance 2000 Equality Act 2010 National curriculum Ofsted (personal development, behaviour and welfare) Safeguarding Spiritual, Moral, Social and Cultural (SMSC) and British values

Basic principles Partnership with parents/carers Based on needs of students Progressive (core knowledge broken down) Reflect the law in relation to relationships LGBT inclusion integral through programme Sensitive, age appropriate and delivered within the law May need specific support/content for those with particular protected characteristics

Faith Religious background of pupils to be taken account of in all schools Faith perspectives may be taught in schools with a religious character and others Teaching must reflect the law as it applies to relationships in all schools

Primary content – Families Families are important for children growing up Characteristics of healthy family life Diversity in families Stable, caring relationships at the heart of family life Marriage and civil partnership are formal and legal commitments intended to be lifelong How to recognise if family relationships are making them feel unhappy or unsafe and how to seek help

Secondary content – Families Different types of committed stable relationships How relationships contribute to happiness and family life About marriage and civil partnerships Why marriage is an important relationship and must be entered into freely Characteristics of other types of long-term relationships Roles and responsibilities of parents What information is trustworthy, recognising unsafe relationships and seeking help

Primary content – Caring friendships How important friendships are Characteristics of friendships Healthy friendships are positive and welcoming to others Most friendships have ups and downs and these can be worked through How to recognise who to trust and who not to trust, when a friendship is making them unhappy and how to get help

Secondary content – Respectful relationships Characteristics of positive healthy friendships How stereotypes can cause damage How to treat someone with respect and expect respect in return Different types of bullying Some types of behavior in relationships are criminal What constitutes sexual harassment and sexual violence Legal rights and responsibilities regarding equality

Primary content – Respectful relationships The importance of respecting others Conventions of courtesy and manners Importance of self-respect and how this relates to their own happiness They should expect to be treated with respect and give that to others Different types of bullying and how to get help What a stereotype is and how they can be destructive Importance of permission seeking and giving in relationships

Primary content – Online relationships People sometimes behave differently online The same principles apply to online relationships as offline ones The rules and principles for keeping safe online How to critically consider their online friendships and sources of information How information and data is shared and used online

Secondary content – Online and media Rights, responsibilities and opportunities online Online risks including sharing compromising material Not to provide material they would not want sharing and to share personal material belonging to others Where to get support and report content Impact of viewing harmful content Sexually explicit material presents a distorted picture of sexual behaviour Sharing/viewing indecent images of children is against the law How data is used online

Primary content – Being safe What sort of boundaries are appropriate in friendships Concept of privacy including it is not always right to keep secrets That each person’s body belongs to them, and differences between appropriate and inappropriate physical contact How to respond safely and appropriately to adults they do not know How to ask for advice and help, including having the vocabulary to report abuse Where to get advice

Secondary content – Being safe Concepts and laws relating to consent, exploitation, abuse, grooming, coercion, harassment and domestic abuse How people can activity communicate and recognise consent and how and when consent can be withdrawn

Secondary content – Intimate and sexual relationships Characteristics and positive aspects of healthy one-to-one relationships All aspects in health can be impacted by choices they make in relationships and sex Facts about reproductive health including fertility Strategies for identifying and managing sexual pressure Choice to delay sex or enjoy intimacy without sex Facts about contraceptive choices Facts about pregnancy including miscarriage

Secondary content – Intimate and sexual relationships Choices in relation to pregnancy Transmission of STIs, reducing risks through safer sex and importance of testing Prevalence of STIs and treatment Impact of alcohol and drugs on risky sexual behaviour How to access further advice and treatment

Health Education 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

Sex Education The Department continues to recommend...that all primary schools should have a sex education programme tailored to the age and the physical and emotional maturity of the pupils. It should ensure that both boys and girls are prepared for the changes adolescence brings and how a baby is conceived and born.

Puberty Puberty should be covered in Health Education and should be addressed before onset so, as far as possible, pupils are prepared for changes they will experience. Schools will need to consider the needs of their cohort of pupils.

Science Maintained schools are also required to teach the national curriculum for science. At key stage 3 and 4 this includes teaching about reproduction in humans, for example the structure and function of the male and female reproductive systems, menstrual cycles, gametes, fertilisation, gestation, birth and HIV/AIDS. There continues to be no right of withdrawal from any part of the national curriculum.

Resources https://amaze.org/ http://the-classroom.org.uk/ https://learning.nspcc.org.uk/research-resources/schools/making-sense-relationships/?_ga=2.22055227.1029659349.1541582224-1037040519.1541582224 https://bettyforschools.co.uk/ www.truetube.co.uk Any others that colleagues recommend?

Resources In pairs look at the resource you have been given, how could you use this in an RSE activity?

Pledge RSE is…. Write a pledge to share on social media: Use hashtags #RSE #nottinghamschools #NST

Training over coming year Practice Sharing Networks (20 Nov/28 Feb/6 June) 4pm – 5.30pm Involving Parents in Primary RSE (12 March 4pm – 5pm) Delivering KS1 RSE with confidence (26 April) 9.30am to 4.30pm Delivering KS2 RSE with confidence (30 April/23 May) 9.30am to 4.30pm https://www.eventbrite.co.uk/o/catherine-kirk-rse-consultant-nottingham-city-council-17724425519

Training over coming year Delivering LGBT-inclusive RSE Secondary (18 Jan 9.30am – 4.30pm) Delivering Secondary RSE with confidence (6 February) 9.30am to 4.30pm https://www.eventbrite.co.uk/o/catherine-kirk-rse-consultant-nottingham-city-council-17724425519

PSHE CPD Accreditation of your skills through the University of Roehampton Raises quality of teaching Attendance at 3 direct learning (Jan, April, July) Reflective practice Observed lesson Assignment Cost = £750 plus VAT

PSHE CPD “This course has given me the confidence to lead effective PSHE through school. I enjoyed working with different people from other settings and am looking forward to moving forward with PSHE in my school.” “The PSHE accreditation course was truly brilliant to participate in. Not only were you able to evaluate and reconsider your thoughts around how you deliver and teach PSHE, but it was also a pleasure to meet other, like minded people who were able to come with a plethora of ideas to be discussed and developed.”

RSE Day 2019 Big thanks for last year! Thursday 27th June Will be celebrated nationally Materials from last year still available Start planning!

Evaluation