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Sex and Relationships Education (SRE)
SRE CORE CURRICULUM FOR LONDON: A PRACTICAL RESOURCE
4. Good practice in the delivery of SRE
6. Information, resources and support
7. Examples of good practice – case studies
The full report is also available to Download as a pdf HERE
1. Introduction
The Context
On the 23rd October 2008 the Government published it’s response to the Report by the Sex and Relationships Education (SRE) Review Steering Group in which it announced its intention to make PSHE statutory. This includes aspects of education concerning emotional and social development, sex and relationships, safety, drugs, alcohol, general health, careers and finance. PSHE will be underpinned by a statutory programme of study that sets out a common core of knowledge and skills that all young people should be taught.
In response to the new statutory curriculum for PSHE, Senior Managers in schools will need to make provision for sufficient curriculum time; planning, evaluation, continuing professional development and investment in resources. This resource recognises the pressures placed on schools and offers a comprehensive, realistic SRE programme that will support schools to equip children and young people with the knowledge, understanding and skills they need.
The Sex Education Review report stated that action to drive up the quality of SRE in schools should be focussed on the following broad areas:
• improving the skills and confidence of those who deliver SRE;
• clarification of the role of external contributors in supporting schools’ delivery of SRE;
• the need for further guidance and support for schools;
• involving young people in the design of SRE programmes;
• clarification of how best to maximise the impact of wider programmes and initiatives; and
• improving school leadership on SRE.
The SRE Core Curriculum for London endorses these recommendations and provides an overview of national legislation and guidance, which illustrates how SRE contributes to the Every Child Matters Agenda and how it links with the National Curriculum Framework and other current initiatives.
The Teenage Pregnancy National Support Team and Government Office for London commissioned this resource to support the delivery of consistent, high quality SRE to all children and young people, particularly those who are geographically mobile. A consultation event was held in July 2008 which was attended by representatives from all 33 London boroughs. Key providers across the capital were invited to share ideas, including curriculum and resources, and to identify gaps in provision.
Why do we need to provide SRE in schools?
• SRE has a role in enabling young people to take responsibility for their own and others’ sexual health and supports parents in giving their children the knowledge, skills and attitudes to make safe and responsible choices about relationships and sex.
• Draft guidance from the DCSF, Delivering the Children’s Plan: Schools' Role in Promoting Pupil Well-being, explains what is meant by the new statutory duty to “promote well-being”, which includes the delivery of effective health education through well-planned PSHE and the provision of on-site health services
• School-based SRE contributes to meeting the five Every Child Matters outcomes, such as achieving a reduction in teenage conception rates and prevalence of sexually transmitted infections including HIV, increasing attendance and achievement, particularly of identified vulnerable and/or at risk young people; and encouraging the development of relationship and communication skills which can be applied to all areas of the curriculum
• The Review of SRE in Schools examined the evidence base for effective SRE and found that:
The combination of comprehensive SRE programmes in schools, alongside accessible contraceptive services in the local community, are effective in reducing teenage pregnancies;
Effective approaches promote age appropriate messages about delaying having sex until young people feel ready, include content that is specific to reducing risk (help to resist pressure, negotiation skills etc) and involve interactive and participatory techniques;
SRE is more effective if begun before the onset of sexual activity; and
SRE that incorporates small group work, and is focused on skills and attitudes (rather than knowledge) is effective in reducing sexual risk behaviour.1
Purpose of this resource
This resource will enable schools, teachers and governors across London to be prepared in advance of PSHE and SRE becoming statutory. It provides London with:
• A consistent, evidence-based approach to the delivery of SRE, supporting schools to build on what they already deliver in line with best practice;
• The means to provide good quality SRE to all children and young people, particularly those who are geographically mobile;
• A programme of study that is cohesive and spirals from Foundation Stage to Key Stage 4.
The resource includes the following:
• An overview of national legislation and guidance
• Rationale and support for SRE in schools
• An illustration of the ways in which SRE contributes to the Every Child Matters Agenda and the National Curriculum Framework
• Suggested schemes of work from Foundation stage to Year 11 with signposts to detailed lesson plans
• Suggestions for improvements to assessment, monitoring and evaluation of SRE
• Links organisations and resources that support the delivery of SRE in schools
• A number of case studies illustrating a range of approaches to SRE across London
Definition of SRE 
Sex and relationships education (SRE) is learning about sex, sexuality, emotions, relationships, sexual health and ourselves. The Sex Education Forum believes that learning about sex and relationships should be:
• an integral part of the lifelong learning process, beginning in early childhood and continuing throughout adult life
• an entitlement for all boys as well as girls; those who are heterosexual, lesbian, gay or bisexual; those with physical, learning or emotional difficulties; and those with a religious or faith tradition – everyone whatever their background, community or circumstance
• provided within a holistic context of emotional and social development across all settings.
There are three key elements to SRE, acquiring information; developing skills; and exploring attitudes and values. Information about sex alone can never be enough..2
What children and young people say
Children and young people tell us:
• That in many instances SRE is ‘too little, too late and too biological’ and does not address broader emotional, moral or social issues
• They would like opportunities to learn about and discuss the emotional and practical aspects of relationships, puberty, growing up, sexuality, what to expect and how to cope, and not simply the biological and reproductive information
• They are often ill-prepared for relationships and would like opportunities to think about peer pressure, how it can lead to unwanted sex, and its consequences
• They need opportunities to have their questions answered, to correct misinformation, allay fears and to learn about aspects of development before they happen, not after.
One of the most recent and comprehensive surveys into young people’s views of SRE was a report published in 2007 by the UK Youth Parliament which based its conclusions on questionnaire responses by 20,000 young people. 40% reported that their SRE was poor or very poor. A further 33% said that it was only average. ( SRE: Are you getting it?” London: UK Youth Parliament )
The Sex Education Forum undertook a survey for the 2008 Review of Sex and Relationship Education in Schools which had similar findings. The main criticisms of current SRE delivery were that: it was not relevant to young people’s real lives; it was not given sufficient curriculum time; it was delivered by untrained teachers; and it was not inclusive of Lesbian, Gay, Bisexual and Transgender (LGBT) young people and young people with disabilities.3
What parents/carers say
The vast majority of parents/carers want their children to receive school-based SRE (FPA/Mori 2000, SEF 2006). Although there is a parental right to withdraw children from the non-statutory aspects of SRE, the numbers who do so are extremely low (under 1 per cent, Ofsted 2002).
For some parents/carers, school-based SRE reinforces the messages at home, but many others say they lack the skills, confidence and knowledge to talk to their children about sex and relationships and therefore look to professionals for support. Schools which work in partnership with parents/carers in developing SRE policy and programmes, have found this to be effective in allaying parental fears about the content of SRE. When parents have been encouraged to find out more about what is taught in their children’s school, they are generally surprised about how little of SRE is statutory.4
What teachers say
An on-line survey was set up as part of the SRE Review 2008. Almost 600 self selected SRE teachers took part, reflecting the broad sweep of primary, secondary and faith schools. A number of important messages stand out from the survey findings:
• The majority thought the SRE makes an important contribution to the duty of schools to promote well-being and that PSHE is as important as other curriculum subjects,
• More training was considered to be most important intervention to improve SRE in schools
• Most teachers felt that the factual aspects of SRE – human reproduction, STIs and contraception – were taught well. But that teaching on the relationships aspects – sexuality, feelings and emotions, skills for coping with relationships and making decisions about sexual activity –was weak; and
• The majority of respondents felt that further guidance for schools would be welcome, on issues such as how to teach sensitive topics; and on involving young people in the design of SRE programmes.5
What faith and community leaders say
Work in Waltham Forest and Tower Hamlets (see case studies), demonstrates the importance of working with faith and community leaders to develop a consensus on the delivery of SRE. Both boroughs worked collaboratively with faith and community leaders with several positive outcomes:
• Increased understanding of the content and need for SRE amongst faith leaders
• Increased support for SRE, based on a shared values framework
• Increased understanding across faith groups of the different and similar faith perspectives relating to sex and relationships
SRE and the law
In October 2008 the Government announced its intention to make PSHE a statutory subject across all key stages, underpinned by a statutory Programme of Study. This means that over the next few years significant legislative changes will occur which will impact on SRE. The following outlines the current legal situation at the end of 2008, which will be subject to change.
• The puberty, reproduction and infection related elements to SRE are contained in the National Curriculum (NC) 2000 Science orders and are mandatory for all pupils of primary and secondary age
• All schools must provide an up to date policy that describes the content and organisation of SRE provided outside NC science. It is the school governors’ responsibility to ensure that the policy is developed and made available to parents/carers for inspection
• Primary schools should have a policy statement that describes the SRE provided or gives a statement of the decision not to provide SRE other than that provided within NC science
• Secondary schools are required to provide an SRE programme which includes (as a minimum) information about sexually transmitted infections and HIV/AIDS
• Special schools and middle schools may need to make separate arrangements for primary school aged children and secondary school aged children
• Parents have the right to withdraw their children from the SRE provided outside NC Science. They cannot withdraw their children from NC subjects
• The October 2006 Amendment to the Education and Inspections Act places a statutory duty on schools to promote children’s wellbeing, as well as their academic achievement. The amendment uses the definition of ‘wellbeing’ as outlined in the Children Act 2004 which includes the promotion of: physical and mental health, and emotional wellbeing; protection from harm and neglect; education, training and recreation; the contribution made by (a child) to society; and social and economic wellbeing. One of the Wellbeing indicators will require schools to deliver SRE. All indicators will be used by Ofsted to inspect schools to ascertain their effectiveness in promoting well being of all the children and young people in the school.
For further information see:
- Sex and Relationship Education Guidance, 0016/2000 (DfES 2000)
- Every Child Matters: Change for Children (DfES 2003)
- National Service Framework for Children, Young People and Maternity Services (DH 2004)
- Sex and Relationships Education Framework. 2005 Sex Education Forum, NCB
- Sex and relationships education: support for school governors, Sex Education Forum, Spotlight Series, 2004
- Sex and Relationships Education in schools, HMI 433 (Ofsted 2002)
- Time for change? Personal, Social and Health Education, HMI 070049 (Ofsted 2007)
The National Curriculum
Primary – Non-statutory framework for PSHE and Citizenship (2000)
This document has four main elements through which sex and relationships education can be developed and organised. These are
- Developing confidence and responsibility and making the most of abilities
- Preparing to play an active role as citizens
- Developing a healthy, safer lifestyle
- Developing good relationships and respecting the differences between people
In the context of the independent review of the primary curriculum led by Sir Jim Rose,
an interim report has been released which recommends that the curriculum comprises six areas of learning building upon those of the Early Years Foundation Stage and thus easing transition into Key Stage 1. Within the six areas outlined two of the proposed areas of learning will be of significant interest to PSHE, that of human, social and environmental understanding which includes history, geography, RE and citizenship; and that of understanding physical health and well-being which includes physical education and PSHE.
Secondary: Non-statutory programmes of study for PSHE Education
PSHE Education is currently organised into two new non-statutory programmes of study:
- Personal wellbeing
- Economic wellbeing and financial capability.
The non-statutory programme of study for PSHE Education is intended to support schools in developing coherent whole-school approaches to personal, social, health and economic wellbeing. It provides a context for schools to fulfil their legal responsibilities to promote the well being of pupils and provide sex and relationships and drugs education. It also provides schools with an opportunity to focus on delivery of the skills identified in the framework for SEAL (Social and Emotional Aspects of Learning).
For further information see:
• The QCA Website for information on all subjects
• PSHE: Personal Wellbeing, Programme of study (non-statutory): Key Stage 3 (QCA 2007)
• PSHE: Personal Wellbeing, Programme of study (non-statutory): Key Stage 4 (QCA 2007)
Social Emotional Aspect of Learning (SEAL). SEAL is a comprehensive approach to promoting the social and emotional skills that underpin effective learning, positive behaviour and emotional health and well-being in schools. SEAL aims complement the delivery of effective SRE. See the Website HERE
The National Healthy Schools Programme
The National Healthy Schools Programme (NHSP) plays a key role in helping schools to deliver good quality PSHE and sex and relationships education. Nationally more than 95% of schools are involved with the programme, and over 60% have achieved healthy schools status. If schools are to achieve Healthy Schools status they are expected to have SRE programmes of study and schemes of work in place that are in line with national guidance. See the Website HERE
Policy Development
School governing bodies have an overall statutory responsibility for SRE policy development. They should also ensure that SRE is part of PSHE and is included in the schools’ planning to secure adequate funding. Governing bodies are expected to involve parents, children and young people, and health and other professionals in SRE policy development.
National SRE Guidance (DfEE, 0116/2000) states that all schools must have an up to date SRE policy which:
• Defines SRE,
• Ensures that the needs of all pupils, whatever their developing sexuality, are met
• Describes how SRE is provided and who is responsible for providing it
• Explains that teachers should be able to deal honestly and sensitively with sexual orientation, answer appropriate questions and offer support.
• Says how SRE is monitored and evaluated
• Includes information about parents’ right to withdrawal
• Is reviewed regularly
• Is available for inspection and to parents/carers
For further information see:
• Sex and relationships education: support for school governors, Sex Education Forum, Spotlight Series, 2004
• Developing sex and relationships education in schools: guidance and training activities for school governors, Frances and Power, 2004.
Effective SRE policies should take into account the following issues:
Faith and culture
Children and young people from all faiths and cultures have an entitlement to SRE. SRE should be sensitive to the range of different values and beliefs within a multi-faith and multi-cultural society. To do this effectively SRE programmes must be developed in partnership with parents and the wider community. LGBT children and families are present in all schools, including faith schools. All schools also have a duty to prevent all forms of bullying including homophobic and transphobic bullying.
For further information see:
• Multifaith forum.
• Faith, values and sex and relationships education, sex education forum factsheet 30, 2004
Confidentiality
Schools need a confidentiality policy that is developed in partnership with young people and understood by them and their parents. Staff working in schools can never guarantee total confidentiality.
Teachers, schools nurses and outside visitors who are involved in the delivery of SRE need to set out clear boundaries which encourage discussion but make clear what will happen if a child or young person makes a disclosure that causes concern. There is no legal requirement for staff in schools to report knowledge of sexual activity amongst under-16s unless there are safeguarding concerns; where there are concerns the local safeguarding policy/protocols must be applied.
All staff involved in the delivery of SRE should provide information to young people about sources of 1:1 confidential sexual health advice, information and treatment, whether these are part of the school’s extended services or in another setting.
For further information see:
• Confidentiality: Promoting young people’s sexual health and well-being in secondary Schools (Sex Education Forum Factsheet 38, 2007)
• Sex and relationships education (fpa factsheet, 2008)
• Weblink Pan London Child Protection Procedures Weblink Supplementary procedures PDF Document London Child Protection Procedures 3rd Edition 2007
Sexuality, sexual orientation and sexual identity
National guidance is clear that SRE in schools should be relevant to, and inclusive of, all young people, regardless of their developing sexual identity. This fundamental principle applies to all schools whatever the phase, sector, culture or faith.
Lesbian, Gay, Bisexual and Transgender (LGBT) young people report that a continued focus on biological and reproductive aspects of SRE means that the content of SRE is not something that they can relate to. A broader focus on emotional aspects of sexuality, with positive discussion about the feelings we experience during relationships, skills for negotiating difficulties, pleasure and the range of sexual identities would have meaning for all young people. When staff sign-post young people to confidential sexual health advice, information and treatment, they need to be mindful of the need to include sources of support for LGBT young people. Schools can request the support and expertise of LGBT agencies.
In addition to taking an inclusive approach to the delivery of SRE, schools also need to address explicit and implicit homophobia in schools. The negative impact of this on the attendance and attainment of LGBT young people is well documented, and schools need to take a whole school approach to addressing prejudicial behaviour and attitudes.
For further information see:
- Sexual Orientation, sexual identities and homophobia in schools (SEF factsheet 32, 2005)
- The No Outsiders research project supports primary teachers to develop their work to tackle homophobic bullying and develop inclusive SRE
Ethnicity
A young person’s culture and ethnicity may have an impact on how likely they are to have talked about sex and relationships with their parents, whether they are likely to be sexually active at a young age, and what their beliefs are about sexuality. All young people have an entitlement to high quality, appropriate sex and relationships education. In a city as ethnically diverse as London, schools will need to engage with children and young people, parents and the wider community to ensure that the content of SRE is relevant to the young people attending the school.
Values
Schools can sometimes be fearful of encountering resistance by parents to the planned programme of SRE. Equally parents can assume that SRE will promote a particular set of values that may be at polar opposites from their own, or that SRE is delivered in a values vacuum. Young people can sometimes feel torn between the values and behaviour they have learned at home and those they hear and see on the street. Some acknowledge that they are grateful schools provide them with SRE because their parents are unable to do so. SRE in schools creates the opportunity to safely explore and discuss differences in values and behaviour.
SRE is not values free. However it is important that SRE/PSHE is set within a values framework.
It is important that such a framework supports an approach the enables young people to explore issues, values and social and moral dilemmas. Learning about personal, social, health and economic issues requires all children and young people to explore and understand a range of different attitudes, values and social, cultural and religious perspectives. Religious views and moral issues on contraception, relationships and marriage need to be included.6
SRE allows learning to take place within a framework of a school’s core values of mutual respect, rights and responsibilities, including the promotion of equalities in regard to race, faith, gender, sexual orientation, disability and age. SRE needs to promote discussion of difference and promote positive and confident attitudes; to support young people to manage pressures to become sexually active until they are ready to enjoy and take full responsibility for a sexual relationship.
4. Good practice in the delivery of SRE
Improving the skills and confidence of those who deliver SRE
Teachers of SRE have themselves identified that the most important factor in improving the quality of SRE is to provide more training.7 In its response to the Review of SRE, the Government recognises that workforce development to enable high quality SRE delivery is the biggest delivery challenge.8 The Government has committed to developing opportunities for teachers to become PSHE specialist through initial teacher training, INSET and continued professional development (CPD). This represents a powerful acknowledgement from Government of the importance of young people receiving high quality sex and relationships education as part of schools’ duty to promote the well-being of pupils.
It will be some time before the Government has implemented the findings of the SRE review. In the meantime, schools can and should support staff involved in SRE delivery in a number of ways:
• Providing support for staff involved in the teaching of SRE to participate in the National PSHE CPD programme;
• Encouraging staff to participate in SRE INSET sessions run by the local education authority or other agencies.
Identifying needs
National surveys of children and young people consistently report their dissatisfaction with the content and delivery of SRE. In order to ensure the needs of young people are being met by the SRE provided in school it is important to regularly audit and review the programme of delivery. Consultation with pupils gives the school valuable information about current knowledge and attitudes, what skills young people would like to develop and how to provide appropriate, pupil-focussed content and delivery of SRE. See assessment and evaluation section for information about baseline assessment.
For further information and practical examples:
• Are you getting it right? A toolkit for consulting young people on sex and relationships education, NCB, KS 3 & 4, Martinez A and de Meza, L
• Assessment, Evaluation and Sex and Relationships Education: A practical toolkit for education, health and community settings, London NCB, Blake and Muttock,
• Positive Guidance on Personal Social and Health Education. Spotlight series (De Silva and Blake NCB 2006)
Establishing clear aims and learning outcomes
The schemes of work provided in this document have clear learning intentions or aims for each lesson and include pupil learning outcomes for SRE. These outcomes are taken from:
NC PSHE Personal wellbeing Programme of Study – Key Stages 3 and 4 (2007)
NC Science Programmes of Study, Key Stages 3 and 4 (2007)
NC Science requirements for Key Stage 1 & 2 (2000)
NC PSHE Framework for Key Stages 1, 2, 3 and 4 (2000)
Developing a safe and supportive learning environment for SRE
SRE includes learning about and exploring a range of issues including relationships, sexual attraction, feelings, menstruation, abortion, contraception, sexually transmitted infections and sexuality. Children and young people may have heard a lot or very little about these topics from their friends and family. They may already have strongly held beliefs on some issues. Teachers will need the skills to support exploration of these topics in a way that is safe, respectful, informed and considerate of the feelings of others.
A safe learning environment can be established using the following approaches:
• The setting of groundrules, including that no-one should be pressurised to answer personal questions or to share anything they do not want to, and that young people should treat each other with kindness and respect
• Establishing clear boundaries so that pupils know that any questions must be appropriate to the learning environment and within the groundrules. For example the teacher needs to make it clear that s/he will not answer questions of a personal nature. Although it may be tempting to illustrate the lesson with experiences from one’s own life, it is not good practice.
• Clarification of what is meant by confidentiality in the school setting - knowing that there is no absolute guarantee of confidentiality
• Developing and sharing an inclusive approach to SRE and sexuality so that all children and young people, regardless of faith, culture, sexual orientation or disability are able to feel that the SRE programme is relevant to them
• Negotiating the use of language so that pejorative language about sexual behaviour is understood to be unacceptable, and that body parts are described using scientific terms
• Responding positively to questions including welcoming input; inviting pupils to answer each other’s questions; using anonymous question boxes; or recognising that sometimes there is no right answer.
• Ensuring that learning is differentiated according to the age, ability and understanding of the children and young people
• Use of open questioning so that nobody feels as though they are under a spotlight
• Using distancing techniques including case studies, literature, characters from TV, continuums, role play, problem solving and theatre in education
• Using assessment and evaluation to reflect on learning
In order for pupils to feel that the classroom is a safe and supportive environment for them to learn about SRE they also need to feel confident that:
• While all answers are welcomed, inaccurate responses will be corrected
• They know where and how to access other sources of support such as a learning mentor, school counsellor, parent or carer, school nurse drop in sessions, local sexual health clinics, helplines, websites and national support agencies
• Prejudice will be consistently challenged. This is best done in a non-confrontational way by challenging the statement and not the individual making it. Helping the young person re-consider their views without putting them in an awkward position or forcing them into a position from which they cannot backtrack. Teachers can refer to the class ground rules, if necessary that are there to help everyone feel safe and valued. Young people may need reminding that certain forms of discrimination are a criminal offence.
If a question appears to be too explicit or too advanced for a young person, inappropriate for the whole group or raises concerns about sexual abuse, teachers can acknowledge it and promise to attend to it later on an individual basis. If abuse is suspected the teacher must talk to the member of staff responsible for safeguarding children.
For further information:
- Safe to Learn: Embedding Anti-Bullying Work in Schools - Preventing and Responding to Homophobic bullying in schools
Using effective teaching and learning strategies
“There are three elements to sex and relationships education: the acquisition of information, the development of essential life skills, and the opportunity to explore values and attitudes. The methods of delivering SRE are as important as the content.” (A. Martinez, 2005)
For information to become knowledge, which informs and influences behaviour, a particular type of learning has to take place. Learning which is based on active methods are key to successful outcomes. Research from the UK and the US provides evidence that SRE that leads to the clarification of attitudes and values and skills development is most effective when pupils are actively involved (Health Development Agency 2003Teenage Pregnancy and Parenthood: A Review of Reviews. Evidence briefing)
The lesson plans recommended as part of this resource describe and support the use of a broad range of active learning methods. For a useful breakdown of the most commonly used, see Sex Education Forum Factsheet 34
For further information:
Effective learning methods: Approaches to teaching about sex and relationships within PSHE and Citizenship, Martinez, A. Forum factsheet 34 (SEF 2005)
The role of external agencies
External input to a planned programme of SRE by community health professionals, peer educators, theatre-in-education companies and sexual health projects can add value by providing specialist information and/or offering exciting and stimulating approaches to the delivery of SRE. Some health professionals can give accurate up-to-date information on contraception, STIs, how to access services, appointment systems and what to expect on a visit. They help make local services visible to young people and making contact with specific groups who may be less likely to access their service, such as young men.
Whenever a school engages with an external agency the school should make clear its policies on SRE, confidentiality and other relevant school policies prior to the visit to ensure that the visitor is aware of the ethos the school and how incidents are dealt with should any occur. Sessions should be jointly planned, delivered and evaluated by the teacher and the visitor. This should include agreement on the content, learning outcomes, methods of evaluation, and any possible follow up work. The visitor’s contribution will be incorporated into the programme for PSHE and not used in isolation from it. See page X case study on kitemarking.
Assessment and evaluation
To be able to meet the needs of pupils and contribute effectively to their personal development it is essential to incorporate assessment and evaluation into SRE programmes. Assessment enables judgments to be made about an individual’s learning and development. Evaluation is a process through which judgements are made about the effectiveness of learning approaches, activities and materials.
Baseline assessment (assessment for learning) is carried out at the beginning of a piece of work to determine what pupils know already, what they need to learn, and how best they will learn. A baseline assessment will identify gaps in knowledge, young people’s attitudes and values on a given issue, existing skills and those that need to be developed, and any special educational needs. This knowledge will determine where work should start and how it should be developed, including what language and resources to use.
Formative assessment (assessment for learning) happens when professionals and children and young people work together to make judgements about what progress is being made against agreed learning objectives. This is used to identify where the pupils have reached in their learning and what the next steps might be, and should be a collaborative process that enhances the learning experience.
Summative assessment (assessment of learning) summarises what has been learnt (in terms of both attainment and achievement) and is generally carried out at the end of a piece of work or period of time.
Both the Primary and Secondary National Strategies emphasise the need to allow enough time at the end of lessons to recap on the original learning objectives and to consolidate learning, otherwise pupils could go away having enjoyed the activities but not knowing what the point of the lesson was.
Evaluation
Evaluation methods are often similar to assessment methods, but the focus is more on the effectiveness of the teaching and learning process. Evaluation encourages those involved in SRE delivery to reflect on and if necessary amend their practice.
Recording and reporting learning and achievement
Recording of progress and achievement in PSHE, including SRE can be included in pupil log books, progress files, records of achievement or electronic portfolios. Pupils may also include target setting and records of their achievement in PSHE in their Individual Education Plans (IEPs) or Individual Behaviour Plans (IBPs). There are no specific requirements about what to include in a PSHE report, but reports should include comments on strengths and development needs, and confirm what pupils have achieved and what they hope to achieve in the future. Celebrate achievement in PSHE through school and community awards and certificates, progress files, qualifications, PSHE assemblies and events.
For further information:
- Assessment, Evaluation and Sex and Relationships Education – A practical toolkit for education, health and community settings (Blake, S. and Muttock, S. (2004) – for practical assessment activities
- QCA Guidance on assessment, reporting and recording which is designed to help you develop appropriate and manageable ways of assessing and reporting progress and achievement in PSHE
- Materials to exemplify standards and progression
5. The SRE Core Curriculum 
The following overviews for the foundation stage, primary and secondary curriculum illustrate the schemes, detailed lesson plans and suggested resources. Most detail has been provided in relation to those aspects that Ofsted has recommended need improving, such as the identification of clear learning outcomes and assessment processes.
This is a core curriculum that schools and local authority advisers can expand upon with additional, specialist activities to meet local need. Suggestions for resources to develop the curriculum further are provided in section 6.
The SRE Core Curriculum for London refers to a variety of recommended lesson plans and resources which enable the user to employ a degree of choice. Most of the lesson plans cited in the resources section of the schemes of work can be accessed through the hyperlinks. Resources that have not been hyperlinked will need to be purchased.
Click on the links below for the SRE Primary Curriculum and SRE Secondary Curriculum schemes, detailed lesson plans and suggested resources.
6. Information, resources and support
Click HERE to view the information, resources and support.
7. Examples of good practice – case studies
Click on the links below to view each Case Study
Croydon, Teenage Pregnancy Prevention Programme (TP3)
Hackney, The Christopher Winter Project
Richmond, Healthy Schools kite-marking
Tower Hamlets, faith considerations- writing SRE Guidelines
Tower Hamlets, Faith Considerations: Primary School Parents Meeting
Waltham Forest Primary School, No Outsiders Project
Waltham Forest, Values Framework for Sex & Relationship Education
Wandsworth, Little Fish Theatre Company
Click HERE to view the full Bibliography
End Notes
1 Trivedi, D., Bunn, F., Graham, M. and Wentz, R. (2007). Update on review of reviews on teenage pregnancy and parenthood; submitted as an addendum to the first evidence briefing 2003, (Hertfordshire: Centre for Research in Primary and Community Care, University of Hertfordshire, on behalf of NICE)
2 Sex and Relationships Education Framework. Sex Education Forum, Factsheet 30, 2005, London NCB. www.ncb.org.uk/sef
3 Unpublished findings from on-line survey of young people’s views on SRE. Sex Education Forum, 2008
4 Unpublished findings from parents participating in fpa’s ‘Speakeasy’ programme, fpa,
5 Unpublished findings from on-line survey of teachers views on SRE (2008), organised by PSHE Subject Association
6 PSHE Association briefing: The Independent Review of the Primary Curriculum: Interim Report, December 2008
7 Unpublished findings from on-line survey of teachers views on SRE (2008), organised by PSHE Subject Association
8 Government Response to the Report by the Sex and Relationships Education (SRE) Steering Group DCSF 2008