SRE is lifelong learning about ourselves. It includes learning about emotions, self-esteem, relationships, rights and responsibilities, sexual behaviour, sexuality and sexual health. It takes place at home, at school and other places in the community. SRE is an entitlement for all young people. Difference and diversity must be taken into account when delivering SRE, and teachers must carefully consider learning needs, family circumstances, race, culture, religion, gender and sexuality. SRE is most effective when provided in a wider context of social and emotional development.
In school, successful SRE is firmly rooted in PSHE. SRE must enable children to gain information, develop and transfer skills and explore attitudes and values, in order to make informed choices. In order to ensure that SRE is delivered in a supportive and positive environment, schools should take great care to develop and review their SRE policy involving the views of children, young people, staff, parents and governors. Before teaching any unit of SRE, teachers should check they are familiar with the school’s SRE policy. There are also links with the policies regarding Safeguarding, Inclusion, Behaviour Management and Anti-bullying.
While there are obvious science curriculum links to be exploited, Sex and Relationships Education is embedded within the PSHE framework, reflecting the importance of the personal and social aspects of this work
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Supplementary advice to the Sex and Relationships Education Guidance
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