RSE - CViE Briefing Resources - Christian Values in Education

On this page can be found the briefing resources put together by CViE for parents on the topic of RSE. The briefing document is included below in full and can also be downloaded here.

CViE – RSE Briefing – What will your children be taught?

Supporting Material – March 2020

Introduction
Consultation with parents on the development of Relationship Education and RSE Policies
Religion and Belief
Right to be excused from sex education (the right to withdraw)
Delivery and content of the curriculum (including LGBT and gender identity)
Concluding Remarks
Bibliography
Annex 1 Possible Questions to ask regarding Relationship Education or RSE
Annex 2 Relationship Education and RSE content
Annex 3 Useful sources on Relationship Education and RSE and related issues

Introduction

This guide is designed to help parents understand what is required of schools when the new Relationships and Sex Education (RSE) and Health Education Statutory guidance (the guidance) comes into force in September 2020. (Although some schools may have started teaching this in September 2019)

Relationships Education is compulsory and will be taught in all schools providing primary education, including all-through schools and middle schools

Relationships and Sex Education is compulsory and will be taught in all schools providing secondary education, including all-through schools and middle schools

The guidance is a combination of the government’s desire to provide Relationship Education and RSE that is commensurate with society today.

CViE was very active in contributing to the various consultations relating to the development of the guidance and, in summary, the concerns we identified can be expressed as:

The use of vague terminology such as ‘age-appropriate’ and how this is determined.
The inclusion and emphasis on the LGBT lifestyles and sex outside marriage.
The unbiblical way that marriage and families are portrayed.
The erosion of the parental right to withdraw children from sex and relationship education.

These concerns remain. Although the guidance does recognise the importance of parents; the challenge for Christian parents is how schools will interpret the requirements placed on them

The Relationships Education, Relationships and Sex Education and Health Education (England) Regulations 2019 (Statutory Instrument 2019 No. 924) set out the need for the Secretary of State (for Education) to provide guidance for Relationships Education, Relationships and Sex Education and Health Education.

Guidance about relationships, sex and health education

The Statutory Instrument States:

“the guidance must be given with a view to ensuring that—
(a)the pupils learn about—
(i)the nature of marriage and civil partnership and their importance for family life and the bringing up of children,
(ii)safety in forming and maintaining relationships,
(iii)the characteristics of healthy relationships, and
(iv)how relationships may affect physical and mental health and wellbeing, and
(b)the education is appropriate having regard to the age and the religious background of the pupils”.

Resulting from these regulations was the publishing, by the Department for Education, of The Relationships Education, Relationships and Sex Education (RSE) and Health Education Statutory guidance (the guidance) in 2019.

Although within the guidelines there is a statement “Schools are free to determine how to deliver the content set out in this guidance, in the context of a broad and balanced curriculum”. (Paragraph 5) The challenge will be how schools and governing bodies interpret these for their own setting.

Perhaps more importantly is the need for parents to be aware of what is contained in the guidelines so that they can contribute from an informed position to the development of policies within their children’s school and/or express concerns to the school regarding the curriculum the children will be taught.

There are perhaps four areas that need consideration, these are:

Consultation with parents on the development of Relationship Education and RSE Policies
Religion and beliefs
Right to be excused from sex education (the right to withdraw)
Delivery and content of the curriculum (including LGBT and gender identity)

Consultation with parents on the development of Relationship Education and RSE Policies

In the forward to the guidelines, the Secretary of State makes the following point:

“We are clear that parents and carers are the prime educators for children on many of these matters. Schools complement and reinforce this role and have told us that they see building on what pupils learn at home as an important part of delivering a good education. We agree with this principle and congratulate the many schools delivering outstanding provision to support the personal development and pastoral needs of their pupils. We are determined that the subjects must be deliverable and give schools flexibility to shape their curriculum according to the needs of their pupils and communities”. (Page 4)

Some encouragement might be drawn from the words “We are clear that parents and carers are the prime educators for children on many of these matters. Schools complement and reinforce this role and have told us that they see building on what pupils learn at home as an important part of delivering a good education”.

However, it will be important for parents to ensure the school is shaping the curriculum according to the needs of their children and beliefs. One way that parents can influence the school is by being involved in responding to consultations on their children’s school written policy on Relationship Education or RSE. (It will also be incumbent on parents to be involved in the subsequent review of these policies.)

The guidance states:

13. All schools must have in place a written policy for Relationships Education and RSE. Schools must consult parents in developing and reviewing their policy. Schools should ensure that the policy meets the needs of pupils and parents and reflects the community they serve.

Typical policies are likely to include sections covering:

details of content/scheme of work and when each topic is taught, taking account of the age of pupils
who delivers either Relationships Education or RSE
how the policy has been produced, and how it will be kept under review, in both cases working with parents
how delivery of the content will be made accessible to all pupils, including those with SEND (Special Educational Needs & Disabilities)
explanation of the right to withdraw
requirements on schools in law e.g. the Equality Act (please see The Equality Act 2010 and schools: Departmental advice)
how often the policy is updated
who approves the policy

Policies should be available free of charge and published on the school website

Other paragraphs that underpin the importance of parental involvement are found elsewhere in the guidance, these are:

23. There are a lot of excellent resources available, free-of-charge, which schools can draw on when delivering these subjects. Schools should assess each resource that they propose to use to ensure that it is appropriate for the age and maturity of pupils, and sensitive to their needs.

24. Schools should also ensure that, when they consult with parents, they provide examples of the resources that they plan to use as this can be reassuring for parents and enables them to continue the conversations started in class at home.

Finding out what materials are being used after the session has been delivered is too late. Consequently, parents need to be proactive in fulfilling their role as being responsible for the education of their children. This means taking the opportunity to attend consultations, contributing to briefing/curriculum evenings and, where necessary, meeting with the head teacher and/or appropriate member of staff to express concerns in a measured and controlled way

The following paragraphs also re-emphasise importance of the involvement of parents:

40. The role of parents in the development of their children’s understanding about relationships is vital. Parents are the first teachers of their children. They have the most significant influence in enabling their children to grow and mature and to form healthy relationships.

41. All schools should work closely with parents when planning and delivering these subjects. Schools should ensure that parents know what will be taught and when, and clearly communicate the fact that parents have the right to request that their child be withdrawn from some or all of sex education delivered as part of statutory RSE.

42. Parents should be given every opportunity to understand the purpose and content of Relationships Education and RSE. Good communication and opportunities for parents to understand and ask questions about the school’s approach help increase confidence in the curriculum.

Annex 1 provides some possible questions that can be used by parents to find out more about what will be taught in Relationship Education and RSE and how this will be delivered.

Following the publication of the guidance, the DfE published for primary schools a document “Parental engagement on relationships education”. (This document was published at the same time as the guidance for local authorities “Managing issues with LGBT teaching: advice for local authorities”) The document states:

Schools should in particular consider whether aspects of their curriculum may be sensitive to the pupils or to the parents of their particular cohort and, if so, should ensure they have properly engaged them on this content. Schools have been given the responsibility to educate, however, and ultimately it is for schools to decide what is taught and how.

What is sensitive may vary according to the context of the school. In all schools, when teaching Relationships Education, the age and religious background of all pupils must be taken into account when planning teaching.

This doesn’t mean not teaching some content, but may mean particular care is taken over how such content is covered, a different conclusion is reached about when to teach some issues, or additional time is taken to ensure parents are clear about how the teaching is to be done and what resources are to be used.

For such statements to mean anything, then the onus is on the school to be aware of religious belief of parents and ensure the curriculum is age-appropriate.

Religion and Belief

The guidance clearly states:

19. A good understanding of pupils’ faith backgrounds and positive relationships between the school and local faith communities help to create a constructive context for the teaching of these subjects.

20. In all schools, when teaching these subjects, the religious background of all pupils must be taken into account when planning teaching, so that the topics that are included in the core content in this guidance are appropriately handled. Schools must ensure they comply with the relevant provisions of the Equality Act 2010, under which religion or belief are amongst the protected characteristics.

21. All schools may teach about faith perspectives. In particular, schools with a religious character may teach the distinctive faith perspective on relationships, and balanced debate may take place about issues that are seen as contentious. For example, the school may wish to reflect on faith teachings about certain topics as well as how their faith institutions may support people in matters of relationships and sex.

Unless, however, schools are aware of the needs of parents and their children then assumptions will be made as to what is appropriate – hence the need to be involved.

Right to be excused from sex education (the right to withdraw)

The right to withdraw was a contentious issue, during the consultation stage prior to the publication of the guidance, as it was seen as an erosion of parental responsibility and choice. The following is an extract from response made by CViE to one of the consultation and the concerns expressed still remain.

“CViE is also concerned that the right to withdraw children from sex and relationship education within the draft statutory guidance (2019) are an erosion of the fundamental rights of parental responsibility for the education of their children. At primary level, parents will have the right to withdraw their children from sex education however this will not apply to relationship education. Our concern is that there are elements relationship education, for example different lifestyles and behaviours within these lifestyles that Christian parents may be concerned about and yet no right of withdrawal.

At secondary level, the right to withdraw is now a right to request that their children be withdrawn from some or all of sex education delivered as part of statutory RSE. This will involve meeting and discussing the parent’s request with the headteacher. The draft statutory guidance (2019) states “once these discussions have taken place, except in exceptional circumstances, the school should respect the parents’ request to withdraw the child, to and until three terms before the child turns 16. CViE are concerned about the erosion of the parental right to withdraw together with the invidious position that headteachers will be placed in and the lack of any definition of what constitutes ‘exceptional circumstances’”.

The guidance states:

45. Parents have the right to request that their child be withdrawn from some or all of sex education delivered as part of statutory RSE. Before granting any such request it would be good practice for the head teacher to discuss the request with parents and, as appropriate, with the child to ensure that their wishes are understood and to clarify the nature and purpose of the curriculum. Schools will want to document this process to ensure a record is kept.

46. Good practice is also likely to include the head teacher discussing with parents the benefits of receiving this important education and any detrimental effects that withdrawal might have on the child. This could include any social and emotional effects of being excluded, as well as the likelihood of the child hearing their peers’ version of what was said in the classes, rather than what was directly said by the teacher (although the detrimental effects may be mitigated if the parents propose to deliver sex education to their child at home instead).

47. Once those discussions have taken place, except in exceptional circumstances, the school should respect the parents’ request to withdraw the child, up to and until three terms before the child turns 16. After that point, if the child wishes to receive sex education rather than be withdrawn, the school should make arrangements to provide the child with sex education during one of those terms.

49. Head teachers will automatically grant a request to withdraw a pupil from any sex education delivered in primary schools, other than as part of the science curriculum.

50. If a pupil is excused from sex education, it is the school’s responsibility to ensure that the pupil receives appropriate, purposeful education during the period of withdrawal. There is no right to withdraw from Relationships Education or Health Education.

Another challenge for parents who may wish to withdraw their children from the sex education element of RSE (or if taught as a separate subject at primary school) is identifying the sex education element in view of the position set out in the guidance regarding integrated delivery:

17. In secondary schools, RSE will often address aspects of relationships and sex education in an integrated way within a single topic. Schools should develop programmes of teaching which prioritise effective delivery of the content, and do not need artificially to separate sex education and Relationships Education.

Delivery and content of the curriculum (including LGBT and gender identity)

On the surface, the topics within Relationship Education (Primary) appear to be reasonable ones and these are: families and people who care for me; caring friendship; respectful relationship; online relationships; and being safe.

No one would condone bullying of any sort and argue with the need for caring friendships however the challenge comes with how the content will be identified and delivered. Also what external scheme might be used and what organisations involved in the delivery of the content are key questions. Concern has been expressed about the following schemes and organisations:

No Outsiders
All about Me (Warwickshire County Council)
Respect yourself (Shropshire County Council)
Educate and Celebrate
Mermaids
Stonewall – working with Twinkl – widely used school resources in primary schools

[Where primary schools choose to teach sex education, it is vital parents are aware of what is being taught and also their right of withdraw from some or all of the classes.]

The Values Foundation have identified in their document – Retain Values in RSE: a Guide for schools, the following:

There is no obligation for any school to “teach” the Equality Act 2010

Nick Gibb, Minister for School standards, explained during the Parliamentary Question Period on 25 June 2019, that primary schools are not required to teach LGBT elements.

At secondary level, then the RSE content includes: families; respectful relationships, including friendships; online media; being safe; and intimate and sexual relationships, including sexual health.

The following paragraphs from the guidance are of concern especially paragraph 75 that introduces ideologies and practices that are not God honouring or Biblical, and are harmful:

69. The aim of RSE is to give young people the information they need to help them develop healthy, nurturing relationships of all kinds, not just intimate relationships. It should enable them to know what a healthy relationship looks like and what makes a good friend, a good colleague and a successful marriage or other type of committed relationship. It should also cover contraception, developing intimate relationships and resisting pressure to have sex (and not applying pressure). It should teach what is acceptable and unacceptable behaviour in relationships. This will help pupils understand the positive effects that good relationships have on their mental wellbeing, identify when relationships are not right and understand how such situations can be managed.

75. Pupils should be taught the facts and the law about sex, sexuality, sexual health and gender identity in an age-appropriate and inclusive way. All pupils should feel that the content is relevant to them and their developing sexuality. Sexual orientation and gender identity should be explored at a timely point and in a clear, sensitive and respectful manner. When teaching about these topics, it must be recognised that young people may be discovering or understanding their sexual orientation or gender identity. There should be an equal opportunity to explore the features of stable and healthy same-sex relationships. This should be integrated appropriately into the RSE programme, rather than addressed separately or in only one lesson.

On the issue of LGBT, the guidance states:

36. In teaching Relationships Education and RSE, 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 that they comply with the relevant provisions of the Equality Act 2010, (please see The Equality Act 2010 and schools: Departmental advice), under which sexual orientation and gender reassignment are amongst the protected characteristics.

37. Schools should ensure that all of their teaching is sensitive and age appropriate in approach and content. At the point at which schools consider it appropriate to teach their pupils about LGBT, they should ensure that 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.

The sentence “Schools should ensure that all of their teaching is sensitive and age appropriate in approach and content”, and the phrase “free to determine” are interesting ones, together with the statement “we expect all pupils to have been taught LGBT content at a timely point as part of this area of the curriculum”. There is a continuum between ‘knowing of’ and ‘knowing in detail’; as there is between teaching and indoctrination. Hence it is important for parents to know where the school lies on the ‘knowing’ continuum and to ensure that our children are not ‘indoctrinated’ (It is appreciated that teachers are professional individuals however there is a concern that they may be pressured into positions they are not comfortable with.)

One increasing concern within the guidelines (seen by some as the ‘Trojan Horse’)is the promotion of the transgender/gender identity agenda. The issue of gender confusion is a real one, and perhaps highlighted by the following statistics:

Referrals to Gender Identity Development Service (GIDS)

Year	09/10	10/11	11/12	12/13	13/14	14/15	15/16	16/17	17/18	18/19
Total	96	137	206	309	466	678	1361	1919	2444	2590

(Note Figures best available from GIDS sources)

The confusion over gender identity and sexuality is ruining young minds and it is important for Christian parents to both teach them Bible foundation truths and support their children at school together with being aware of what is happening in the wider society.

Annex 2 contains the Relationship Education and RSE content extracted from the guidance. Prayerfully read through the Annex so you are aware of what ‘people should know’, note any concerns you may have and, as appropriate, find out how the content will be taught in your children’s school.

Concluding Remarks

This document has attempted to set out why parents must be prepared and equipped for the battle that is going on for the minds of children. A battle that is described in Ephesians 6 together with the need to be clad in the Christian’s armour.

Annex 3 is a list of sources that may be of help and one that CViE will endeavour to keep updated on its website.

The introduction of the guidance has highlighted the importance of the responsibility for the education of their children. This responsibility includes ensuring that children have a sound Bible based foundation for the position taken by Christian parents and the reason for the position taken. The may also be a need for parents to engage with their children to counter any teaching that they have received through Relationship Education and/or RSE. (This being not dissimilar to the need to ensure children have an understanding of creation from a Biblical perspective to counter evolutionary teaching.)

We trust, as born-again Christians, our hope and help is in the Lord God omnipotent Who reigneth over heaven and earth. Also, as we have been placed on this earth at this time, may the Lord grant us help (no matter how small we may feel to be) to stand in our day and generation.

We also have a powerful weapon, that is, prayer.

The Lord who delivered Peter from prison and answered those prayers that went up for his deliverance is the same yesterday, and to day, and for ever.

The Lord help us to PRAY:

P – Prepared and equipped
R -Raise and voice concerns with the school and make them known in a courteous way – trusting in the Lord for all needed strength
A – Able to answer – give an account graciously of what you believe to be right in the fear of the Lord
Y – Your children are too precious to leave unguarded.

Bibliography

HM Government

The Relationships Education, Relationships and Sex Education and Health Education (England) Regulations 2019 (Statutory Instrument 2019 No. 924) – http://www.legislation.gov.uk/uksi/2019/924/schedule/made

Department for Education

Relationships Education, Relationships and Sex Education (RSE) and Health Education: Statutory guidance for governing bodies, proprietors, head teachers, principals, senior leadership teams, teachers – https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/805781/Relationships_Education__Relationships_and_Sex_Education__RSE__and_Health_Education.pdf

Relationships, sex and health education: guides for parents – https://www.gov.uk/government/publications/relationships-sex-and-health-education-guides-for-schools

Engaging parents with relationships education policy – https://www.gov.uk/government/publications/engaging-parents-with-relationships-education-policy

Annex 1 Possible Questions to ask regarding Relationship Education or RSE

The following questions are intended to be a starting point to help parents when approaching their children’s school about the teaching of Religious Education or RSE. Depending on the circumstances, the questions can be used within the discussion and all written communication.

Within the Relationship Education or RSE programme:

How does the school determine what is age appropriate? How does the school ensure children are not “exposed to too much too soon”?
How will/has the school sensitively taken into account the background of pupils (from different faiths) in determining what will be taught within relationship education or RSE?

What scheme will be used to deliver Relationship Education or RSE?

What criteria are used to determine the content of Relationship Education or RSE?

What criteria are used to evaluate the appropriateness of resources used within Relationship Education or RSE? (How will parents be made aware and/or provided the opportunity to review the materials?)

What strategies/approaches does the school use to promote equality and diversity so they are sensitive to all the protected characteristics within the Equality Act 2010?

What is the school’s approach to gender identity both within and outside the classroom?

How will parents be able to identify the sex education elements in an integrated delivery model for RSE?

What external inputs/contributions will there be within Relationship Education or RSE? How will pupils benefit from this content? How will the school ensure that contributors do not use the opportunity to promote an ideological position?

Finally

In approaching your school to discuss either Relationship Education or RSE?

Do remember to be POLITE

Prepared – do your homework – planning prevents poor performance
Our approach/behaviour will determine the ‘tone’ of the interaction with the school and the way we are received and/or perceived
Look to the Lord for all needed help and strength – is there anything too hard for the Lord? (Genesis 18:14)
It’s not what we say but the way that we say it (our attitude) that will influence (set the tone with) the person we are communicating with
Timely – give reasonable notice of your need to speak with the school – don’t ambush the governors, head teacher or their staff
Example – the approach/attitude we adopt with the school, as a Christian, will be seen/judged by the school and/or others as the way that Christians behave

Annex 2 Relationship Education and RSE content

Relationships Education (Primary):

54. The focus in primary school should be on teaching the fundamental building blocks and characteristics of positive relationships, with particular reference to friendships, family relationships, and relationships with other children and with adults.

55. This starts with pupils being taught about what a relationship is, what friendship is, what family means and who the people are who can support them. From the beginning of primary school, building on early education, pupils should be taught how to take turns, how to treat each other with kindness, consideration and respect, the importance of honesty and truthfulness, permission seeking and giving, and the concept of personal privacy. Establishing personal space and boundaries, showing respect and understanding the differences between appropriate and inappropriate or unsafe physical, and other, contact – these are the forerunners of teaching about consent, which takes place at secondary.

56. Respect for others should be taught in an age-appropriate way, in terms of understanding one’s own and others’ boundaries in play, in negotiations about space, toys, books, resources and so on.

57. From the beginning, teachers should talk explicitly about the features of healthy friendships, family relationships and other relationships which young children are likely to encounter. Drawing attention to these in a range of contexts should enable pupils to form a strong early understanding of the features of relationships that are likely to lead to happiness and security. This will also help them to recognise any less positive relationships when they encounter them.

58. The principles of positive relationships also apply online especially as, by the end of primary school, many children will already be using the internet. When teaching relationships content, teachers should address online safety and appropriate behaviour in a way that is relevant to pupils’ lives. Teachers should include content on how information and data is shared and used in all contexts, including online; for example, sharing pictures, understanding that many websites are businesses and how sites may use information provided by users in ways they might not expect.

59. Teaching about families requires sensitive and well-judged teaching based on knowledge of pupils and their circumstances. Families of many forms provide a nurturing environment for children. (Families can include for example, single parent families, LGBT parents, families headed by grandparents, adoptive parents, foster parents/carers amongst other structures.) Care needs to be taken to ensure that there is no stigmatisation of children based on their home circumstances and needs, to reflect sensitively that some children may have a different structure of support around them; e.g. looked after children or young carers.

60. A growing ability to form strong and positive relationships with others depends on the deliberate cultivation of character traits and positive personal attributes, (sometimes referred to as ‘virtues’) in the individual. In a school wide context which encourages the development and practice of resilience and other attributes, this includes character traits such as helping pupils to believe they can achieve, persevere with tasks, work towards long-term rewards and continue despite setbacks. Alongside understanding the importance of self-respect and self-worth, pupils should develop personal attributes including honesty, integrity, courage, humility, kindness, generosity, trustworthiness and a sense of justice. This can be achieved in a variety of ways including by providing planned opportunities for young people to undertake social action, active citizenship and voluntary service to others locally or more widely.

61. Relationships Education also creates an opportunity to enable pupils to be taught about positive emotional and mental wellbeing, including how friendships can support mental wellbeing.

62. Through Relationships Education (and RSE), schools should teach pupils the knowledge they need to recognise and to report abuse, including emotional, physical and sexual abuse. In primary schools, this can be delivered by focusing on boundaries and privacy, ensuring young people understand that they have rights over their own bodies. This should also include understanding boundaries in friendships with peers and also in families and with others, in all contexts, including online. Pupils should know how to report concerns and seek advice when they suspect or know that something is wrong. At all stages it will be important to balance teaching children about making sensible decisions to stay safe (including online) whilst being clear it is never the fault of a child who is abused and why victim blaming is always wrong. These subjects complement Health Education and as part of a comprehensive programme and whole school approach, this knowledge can support safeguarding of children.

By the end of primary school:

Families and people who care for me	Pupils should know 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 marriage¹³ 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	Pupils should know 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	Pupils should know 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
Online relationships	Pupils should know 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	Pupils should know 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.

Relationships and Sex Education (RSE): Secondary

70. Effective RSE does not encourage early sexual experimentation. It should teach young people to understand human sexuality and to respect themselves and others. It enables young people to mature, build their confidence and self-esteem and understand the reasons for delaying sexual activity. Effective RSE also supports people, throughout life, to develop safe, fulfilling and healthy sexual relationships, at the appropriate time.

71. RSE should provide clear progression from what is taught in primary school in Relationships Education. Teachers should build on the foundation of Relationships Education and, as pupils grow up, at the appropriate time extend teaching to include intimate relationships. Alongside being taught about intimate relationships, pupils should also be taught about family relationships, friendships and other kinds of relationships that are an equally important part of becoming a successful and happy adult. This teaching should enable pupils to distinguish between content and experiences that exemplify healthy relationships and those that are distorted or harmful.

72. Pupils should understand the benefits of healthy relationships to their mental wellbeing and self-respect. Through gaining the knowledge of what a healthy relationship is like, they can be empowered to identify when relationships are unhealthy. They should be taught that unhealthy relationships can have a lasting, negative impact on mental wellbeing.

73. As in primary, secondary Relationships Education can be underpinned by a wider, deliberate cultivation and practice of resilience and character in the individual. These should include character traits such as belief in achieving goals and persevering with tasks, as well as personal attributes such as honesty, integrity, courage, humility, kindness, generosity, trustworthiness and a sense of justice, underpinned by an understanding of the importance of self-respect and self-worth. There are many ways in which secondary schools should support the development of these attributes, for example by providing planned opportunities for young people to undertake social action, active citizenship and voluntary service to others locally or more widely.

76. It is recognised that there will be a range of opinions regarding RSE. The starting principle when teaching each of these must be that the applicable law should be taught in a factual way so that pupils are clear on their rights and responsibilities as citizens.

77. Schools may choose to explore faith, or other perspectives, on some of these issues in other subjects such as Religious Education.

78. Pupils should be well informed about the full range of perspectives and, within the law, should be well equipped to make decisions for themselves about how to live their own lives, whilst respecting the right of others to make their own decisions and hold their own beliefs. Key aspects of the law relating to sex which should be taught include the age of consent, what consent is and is not, the definitions and recognition of rape, sexual assault and harassment, and choices permitted by the law around pregnancy.

79. Grooming, sexual exploitation and domestic abuse, including coercive and controlling behaviour, should also be addressed sensitively and clearly. Schools should address the physical and emotional damage caused by female genital mutilation (FGM). They should also be taught where to find support and that it is a criminal offence to perform or assist in the performance of FGM or fail to protect a person for whom you are responsible from FGM. As well as addressing this in the context of the law, pupils may also need support to recognise when relationships (including family relationships) are unhealthy or abusive (including the unacceptability of neglect, emotional, sexual and physical abuse and violence, including honour-based violence and forced marriage) and strategies to manage this or access support for oneself or others at risk. Schools should also be mindful that for pupils who are or have experienced unhealthy or unsafe relationships at home or socially, the school may have a particularly important role in being a place of consistency and safety where they can easily speak to trusted adults, report problems and find support.

80. Internet safety should also be addressed. Pupils should be taught the rules and principles for keeping safe online. This will include how to recognise risks, harmful content and contact, and how and to whom to report issues. Pupils should have a strong understanding of how data is generated, collected, shared and used online, for example, how personal data is captured on social media or understanding the way that businesses may exploit the data available to them.

81. Some pupils are also exposed to harmful behaviours online, and via other forms of media, which may normalise violent sexual behaviours. A focus on healthy relationships and broader Relationships Education can help young people understand acceptable behaviours in relationships.

By the end of secondary school

Schools should continue to develop knowledge on topics specified for primary as required and in addition cover the following content by the end of secondary:

Families	Pupils should know that there are different types of committed, stable relationships.how these relationships might contribute to human happiness and their importance for bringing up children.what marriage is, including their legal status e.g. that marriage carries legal rights and protections not available to couples who are cohabiting or who have married, for example, in an unregistered religious ceremony.why marriage is an important relationship choice for many couplesand why it must be freely entered into.the characteristics and legal status of other types of long-term relationships.the roles and responsibilities of parents with respect to raising of children, including the characteristics of successful parenting.how to: determine whether other children, adults or sources of information are trustworthy: judge when a family, friend, intimate or other relationship is unsafe (and to recognise this in others’ relationships); and, how to seek help or advice, including reporting concerns about others, if needed.
Respectful relationships, including friendships	Pupils should know • the characteristics of positive and healthy friendships (in all contexts, including online) including: trust, respect, honesty, kindness, generosity, boundaries, privacy, consent and the management of conflict, reconciliation and ending relationships. This includes different (non-sexual) types of relationship. • practical steps they can take in a range of different contexts to improve or support respectful relationships. • how stereotypes, in particular stereotypes based on sex, gender, race, religion, sexual orientation or disability, can cause damage (e.g. how they might normalise non-consensual behaviour or encourage prejudice). • 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 people in positions of authority and due tolerance of other people’s beliefs. • about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders to report bullying and how and where to get help. • that some types of behaviour within relationships are criminal, including violent behaviour and coercive control. • what constitutes sexual harassment and sexual violence and why these are always unacceptable. • the legal rights and responsibilities regarding equality (particularly with reference to the protected characteristics as defined in the Equality Act 2010) and that everyone is unique and equal.
Online and media	Pupils should know • their rights, responsibilities and opportunities online, including that the same expectations of behaviour apply in all contexts, including online. • about online risks, including that any material someone provides to another has the potential to be shared online and the difficulty of removing potentially compromising material placed online. • not to provide material to others that they would not want shared further and not to share personal material which is sent to them. • what to do and where to get support to report material or manage issues online. • the impact of viewing harmful content. • that specifically sexually explicit material e.g. pornography presents a distorted picture of sexual behaviours, can damage the way people see themselves in relation to others and negatively affect how they behave towards sexual partners. • that sharing and viewing indecent images of children (including those created by children) is a criminal offence which carries severe penalties including jail. • how information and data is generated, collected, shared and used online.
Being safe	Pupils should know • the concepts of, and laws relating to, sexual consent, sexual exploitation, abuse, grooming, coercion, harassment, rape, domestic abuse, forced marriage, honour-based violence and FGM, and how these can affect current and future relationships. • how people can actively communicate and recognise consent from others, including sexual consent, and how and when consent can be withdrawn (in all contexts, including online).
Intimate and sexual relationships, including sexual health	Pupils should know • how to recognise the characteristics and positive aspects of healthy one-to-one intimate relationships, which include mutual respect, consent, loyalty, trust, shared interests and outlook, sex and friendship. • that all aspects of health can be affected by choices they make in sex and relationships, positively or negatively, e.g. physical, emotional, mental, sexual and reproductive health and wellbeing. • the facts about reproductive health, including fertility, and the potential impact of lifestyle on fertility for men and women and menopause. • that there are a range of strategies for identifying and managing sexual pressure, including understanding peer pressure, resisting pressure and not pressurising others. • that they have a choice to delay sex or to enjoy intimacy without sex. • the facts about the full range of contraceptive choices, efficacy and options available. • the facts around pregnancy including miscarriage. • that there are choices in relation to pregnancy (with medically and legally accurate, impartial information on all options, including keeping the baby, adoption, abortion and where to get further help). • how the different sexually transmitted infections (STIs), including HIV/AIDs, are transmitted, how risk can be reduced through safer sex (including through condom use) and the importance of and facts about testing. • about the prevalence of some STIs, the impact they can have on those who contract them and key facts about treatment. • how the use of alcohol and drugs can lead to risky sexual behaviour. • how to get further advice, including how and where to access confidential sexual and reproductive health advice and treatment.

Annex 3 Useful sources on Relationship Education and RSE and related issues

The following is a collection of sources on RSE and related issues, it is by no means exhaustive but intended to be a help to parents, governors, teachers and other interested parties wishing to gain a deeper understanding of the issues involved with RSE.

This document is very much work in progress and the intention, if the Lord will, is to keep this information updated on the CViE website.

HM Government

The following are key source documents relating to Relationship Education and RSE

Department for Education

Relationships education, relationships and sex education (RSE) and health education: FAQs – https://www.gov.uk/government/news/relationships-education-relationships-and-sex-education-rse-and-health-education-faqs

Relationships, sex and health education: guides for parents – https://www.gov.uk/government/publications/relationships-sex-and-health-education-guides-for-schools

Engaging parents with relationships education policy – https://www.gov.uk/government/publications/engaging-parents-with-relationships-education-policy

Managing issues with LGBT teaching: advice for local authorities – https://www.gov.uk/government/publications/managing-issues-with-lgbt-teaching-advice-for-local-authorities

Christian and other websites

Christian Values in Education (CViE)

Christian Values in Education (CViE) was established to counter atheistic and amoral values in education today. This is achieved through equipping children, young people, parents and teachers with relevant and timely information that will help them to stand up for their beliefs in this very secular age. See: https://www.cvie.org.uk/

CViE aims to be a reliable and informed source of information either throughs theBlog posts (see: https://www.cvie.org.uk/blog/) or the resources available on its website (see: https://www.cvie.org.uk/resources/). The resources webpage includes links to its publications (that includes pamphlets on Relationships, Dealing with Peer Pressure, and Abortion); RSE – Resources to Help You Take Action website, the Screen Safety Hub; and copies of presentations made at its National Conferences that are linked to RSE issues.

Christian Institute

The Christian Institute (CI) exists for “the furtherance and promotion of the Christian religion in the United Kingdom” and “the advancement of education”. The Institute is a non-denominational Christian charity supported by individuals and churches throughout the UK that is committed to upholding the truths of the Bible which we believe is inerrant and the supreme authority for all of life. See: www.christian.org.uk

The Christian Institute have produced a helpful booklet covering what the law actually requires: https://www.christian.org.uk/resource/equipped-for-equality/. The Institute have also prepared a series of videos related to equality law and the impact on schools. These can be found at: https://www.christian.org.uk/resource/protect-not-promote/ and https://www.christian.org.uk/resource/respect-%e2%89%a0-agreement/

The CI Podcast: Relationships and Sex Education is a useful commentary on RSE and the surrounding issues. See: https://www.christian.org.uk/resource/ci-podcast-relationships-and-sex-education-2/

Christian Concern

Christian Concern states its purpose as “Equipping you to be an effective and compassionate ambassador for Jesus Christ in today’s culture”. Christian Concern are involved in a range of subjects impacting on our culture today as well as taking up the cases of those who have suffered injustice for their beliefs. See: https://christianconcern.com

The following are links to useful pages on their website that provide background to RSE and the issues arising from this teaching:

RSE: What parents and schools need to know – on this webpage Christian Legal Centre’s Roger Kiska provides an in-depth look at what is really required of schools and gives a Christian response. This is a very useful video and a starting point to understand the issues involved within the current RSE debate. See: https://christianconcern.com/resource/rse-what-parents-and-schools-need-to-know/

Christian Concern have published a letter that parents can use or modify when writing to a headteacher. See: https://christianconcern.com/wp-content/uploads/2019/09/CC-Resource-Example-letter-headteacher-RSE-190917.docx

New Relationships Education planner for primary schools: Christian Concern have created a helpful new resource, to helps schools, teachers and parents to plan Relationships Education lessons in primary schools that follows the guidance while remaining faithful to a Christian principles. See: https://christianconcern.com/resource/new-relationships-education-planner-for-primary-schools/

Stop children from being taught harmful RSE – this is a useful article on what concerned parents can do over RSE teaching. See: https://christianconcern.com/action/stop-children-from-being-taught-harmful-rse/

Five bad reasons for sex education and five things you can do about it – this article sets out five bad reasons to teach LGBT sex education and five things you can do to speak up. See: https://christianconcern.com/comment/five-bad-reasons-for-sex-education-and-five-things-you-can-do-about-it/

Lovewise

Lovewise is a charity which seeks to help parents, youth groups and schools by providing presentations on the subjects of marriage, sex and relationships from a Christian perspective. See: https://lovewise.org.uk/

Lovewise is a very valuable and rich source of material that can be used to teach sex and relationship education from a Christian perspective. In view of the teaching that children, depending on their school, may be exposed to then the material resources produced by Lovewise will be very important to parents countering for teaching in schools.

Lovewise also have a linked website Lovewise Online which has been designed for young people for young people aged 13+ with Biblical teaching on relationships, marriage, sex and wise living. A range of subjects, that young people are faced with yet may be unable to discuss widely, are covered on this website in a very sensitive and balanced way. See: https://lovewiseonline.org/

SPUC: Safe at school campaign

Safe at School is a campaign run by the Society for the Protection of Unborn Children (SPUC). SPUC is committed to protecting families and defending the rights of parents to be the primary educators of their children in matters relating to personal relationships, marriage, family life and the dignity of human life. We defend the family because unborn children are statistically safer from abortion when their mother and father are married. Pro-life values are nurtured first and foremost in the family. See: https://www.spuc.org.uk/safe-at-school

The Values Foundation

The Values Foundation for Faith and Families in Education was formed in the UK in August 2018 to promote the views of faith and traditional family groups in the educational sector. They are an advocacy group that is informed by legislative and policy-making leaders representing the voice of faith and family. See: https://values.foundation/

The Values Foundation have published three useful briefing documents:

Retaining Values in RSE: a Guide for Schools – see: https://values.foundation/wp-content/uploads/2020/01/Retaining-Values-in-RSE-for-Schools-v1.5.pdf

Retaining Values in RSE: a Guide for Parents – see: https://values.foundation/wp-content/uploads/2020/01/Retaining-Values-in-RSE-for-Parents-v1.5.pdf

Retaining Values in RSE: a Guide for Local Authorities – https://values.foundation/wp-content/uploads/2020/01/Retaining-Values-in-RSE-for-Local-Authorities-v1.5.pdf

RSE Authentic: The Values Foundation has developed a linked website: RSE Authentic that provides links to RSE teaching and learning resources that reflect traditional values. The material provided comes from a range of sources and parents will need to determine those which are most helpful for their family situation. See: https://rseauthentic.uk/

Transgender Trend

This site is for everyone who is concerned about the social and medical ‘transition’ of children, the introduction of ‘gender identity’ teaching into schools and new policies and legislation based on subjective ideas of ‘gender’ rather than the biological reality of sex.

It is for parents or carers who are concerned about their teenager’s sudden identification as ‘transgender’ or worried about the new teaching of ideology as fact and the introduction of mixed-sex toilets and changing-rooms in their child’s school. See: https://www.transgendertrend.com/

The website has no religious affiliation however is a useful source of reasoned and informed information on transgender issues – as with any resource, discernment will be needed.

See useful briefing on teaching gender identity in RSE: https://www.transgendertrend.com/parliamentary-briefing-teaching-gender-identity-rse-curriculum/

Resources page: https://www.transgendertrend.com/schools-resources/

Safe Schools Alliance UK

The Safe Schools Alliance is a group of concerned parents, grandparents, teachers, governors, health professionals, education professionals, and carers from more than 30 local education authority areas in the UK. We are from a wide range of backgrounds and have no religious or political affiliation. The SSA campaign is focused on working with schools and educators to ensure that school policies meet the safeguarding needs of all students whilst taking into account the protected characteristics of the Equality Act 2010. We endeavour to provide clarity on the law and offer unbiased, evidence-based guidance and support where conflict between protected characteristics arises.

The physical, mental and emotional well-being of children is absolutely paramount. A collaborative approach with schools is essential to ensure a safe and supportive environment for children.

The website has, as stated above, no religious affiliation however it is a useful source of reasoned and informed information regarding the safeguarding of children in schools – as with any resource- discernment will be needed. See: https://www.transgendertrend.com/parliamentary-briefing-teaching-gender-identity-rse-curriculum/

Other useful sources

The following three links are included to illustrate some of the issues that been faced by Christians within the schools they are associated with in two cases parents, in another as a governor. The links are useful in highlighting why Christian parents need to know what is happening in their children’s school.

Video: A concerned Dad shares his concerns about the disturbing sex education being taught to primary children (October 12 2019) See: https://www.youtube.com/watch?v=ieaps89BUxY&feature=youtu.be

Thinking the unthinkable: Parents withdraw children from a week of school – an account of two Christian parents who took the decisive step to withdraw their children from sex and relationship education in their children’s school. See: https://www.evangelical-times.org/52204/thinking-the-unthinkable-parents-withdraw-children-from-a-week-of-school/

‘Why aren’t children taught about having a mum and dad?’ – A video surrounding the case of Maureen Griffith, a school governor for over 20 years who was suspended for questioning the introduction of LGBT themed books into the school library. See:https://christianconcern.com/comment/why-arent-children-taught-about-having-a-mum-and-dad/

RSE – CViE Briefing Resources