Human Relationships and Sex Education. Policy Guidance for Governing Bodies.

Page 1 Human Relationships and Sex Education. 1 Policy Guidance for Governing Bodies. 1 Introduction. 3 Why is teaching and learning about human relationships and sexuality important?4 The Statutory Framework in Education. 5 Legal Roles and Responsibilities. 5 Non-statutory guidance 7 The Legal Rights of Parents. 7 The Wider Legal Context. 7 Consent 9 Roles and Responsibilities. 11 The Role of Parents. 11 The Role of Governors. 11 The Role of the Headteacher. 12 The Role of Staff. 13 The Role of the Diocese and the Parish. 14 Developing a School Policy for Human Relationships and Sex Education. 15 The process. 15 Policy framework. 16

Page 2 Introduction.

This document aims to guide Governing Bodies in the production of a policy to support their schools as they, in turn, support the formation of the children and young adults they serve.

The document is intended to underpin the process of policy formation and should be read in conjunction with the Diocese’s guidance on teaching and learning about human relationships and sex education. It outlines:

• The Legal Context • Roles and responsibilities • A policy framework

It is recognised that this is a challenging area for schools as they are at the meeting point of Church and the wider world where the values of the Catholic faith may appear distant from lived experience. Human relationships and sex education offers more scope for deepening understanding about the nature of human love, than sex and relationships education. This is because in the Christ centred vision of life, human dignity informs all our actions and interactions with others. Understanding the Catholic vision of human sexual relationships can only be achieved and celebrated as part of the wider context of Christ’s love and his unique revelation of humankind’s relationship with God, the Creator.

Dear Friends, let us love one another because love comes from God. Everyone who loves has been born of God and knows God. 1 John 4:7

PLEASE NOTE: This document is issued in partnership with ‘Human Relationships and Sex Education: An overview of the Church’s teaching for educators’. It is expected that Governing Bodies will use both these documents to guide them in overseeing high quality provision.

Page 3 Why is teaching and learning about human relationships and sexuality important?

The defining belief of Christianity is that God took on human form. This endows the human form with with an extraordinary dignity that goes beyond that of all other forms of life and shows that humanity alone can embrace this relationship with the Divine. Therefore, our relationship with our own bodies is not casual but infused with the Holy Spirit. Any teaching about love and sexual relationships in school must be rooted in this belief which is expressed in the Church’s teaching about relationships, marriage, sex and family life. The Church offers education to young people as it is part of complete human formation. Education about human love is no less a part of a Catholic schools responsibility that teaching about mathematics or English.

“A true ‘formation’, is not limited to the informing of the intellect, but must pay particular attention to the will, to feelings and emotions. In fact, in order to move to maturation in affective-sexual life, self control is necessary, which presupposes such virtues as modesty, temperance, respect for self and for others, openness to one's neighbour…All this is not possible if not in the power of the salvation which comes from Jesus Christ.” Sacred Congregation for Catholic Education. Educational Guidance in Human Love n35

Schools play a vital part in teaching young people about how to form relationships, including loving relationships. It is recognised that in many schools, teachers are evangelising the young people who attend. That the Church’s view of married, family life is not mirrored in the experience of the communities we serve and the role of parents in teaching their children about loving relationships and the place of sex within marriage is frequently diminished. This makes the need for a strong policy and curriculum in human relationships and sex education (HRSE) more urgent.

The Department for Education (2000) suggests that sex and relationship education should build on the children’s own experiences, be sensitive to the specific domestic contexts the children come from, form attitudes and values towards relationships, develop personal and social skills and increase the knowledge and understanding of each young person as they grow about their relationships and well being, including sexual health. The Diocese of Lancaster supports all these aims in educating about relationships and sex education though recognises that the Church’s objectives in this are about complete human formation.

Page 4 The Statutory Framework in Education.

“I am created to do or be something for which no one else is created. I have a place in God’s counsels, in God’s world which no one else has.” John Henry Newman 1801-1890

The statutory framework that surrounds education about human relationships largely falls within three key areas. • The National Curriculum (2014) • Statutory Guidance: ‘Sex and Relationships Education Guidance’ (2000) • The Children’s Act (2004) Additionally, non statutory guidance directs policy and guides the work of OFSTED as it seeks to promote what is perceived as best practice, which may go beyond the limits of statute. For example, in 2013 OFSTED produced a report on Sex and Relationships Education in schools entitled, ‘Not Yet Good Enough’ and the Department for Health recognised the role of schools in its ‘Sexual Health Improvement Framework’ (2013). Whilst non statutory documents may not have powers to enforce education around certain issues, they do form the basis upon which judgements about school performance are based.

Legal Roles and Responsibilities.

It is the responsibility of the Governing Body of a maintained school to ensure that a Sex and Relationships Policy is in place, produced in consultation with parents. In academies and free schools a policy for Sex and Relationships Education (SRE) is advisable, but not a statutory requirement. Academies and free schools are required to have due regard for the statutory guidance. However, the Diocese of Lancaster Education Service requires that all schools within the Diocese have a policy in line with Section 48 inspection requirements. (The term sex and relationships should be replaced in polices with human relationships and sex education. However, the term sex and relationships education, SRE, is used in some statutory and non-statutory guidance.) The key points within this guidance are as follows: 1. All schools must have an up-to-date relationship and sex education policy, drawn up by the governing body, and available to parents and for inspection. 2. This should be developed in consultation with parents and the wider community.

Page 5 3. Primary schools should have clear parameters on what children will be taught in the transition year before moving to secondary school, and that parents be consulted. 4. Secondary schools’ policies must include how they will teach the relevant National Curriculum Science topics and how they will provide sex and relationship education as part of Personal, Social, Health and Economic Education (PSHE). 5. Policies should be inclusive of all pupils. 6. Having a policy in line with this guidance will be a key part of meeting the criteria for sex and relationship education outlined in the National Healthy School Standard. 7. State funded maintained schools must also comply with the requirements of the National Curriculum. The science curriculum, Key Stages 1-3, covers aspects of reproduction in plants and animals, including humans. Parents do not have the right to withdraw children from these lessons, though they retain the right to withdraw children from Sex and Relationships education.

The Children’s Act (2004) outlined that part of the inspection framework for schools would look at the contribution schools make to pupil well-being. Though this has remained, no model for measuring ‘well-being’ has been devised. It remains a matter for school self evaluation and inspector judgement. The report of the Education Select Committee ‘Life Lessons’ (2015) suggests that well-being is a huge part of relationships and sex education.

State Funded Maintained Schools Academies and Free Schools

Whole Curriculum Every state-funded school must offer a curriculum which is balanced and broadly based* and which: -promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society; -prepares pupils at the school for the opportunities, responsibilities and experiences of later life. Personal, Social, Health & Department for Education: All schools should make provision for Economic Education PSHE, drawing on best practice. Schools are free to develop their own PSHE programme to reflect the needs of their pupils. Sex and Relationships Education Statutory for secondary aged children to have sex educations that includes HIV, Aids and other sexually transmitted infections

Sex and Relationships Education Any school that provides SRE has a statutory duty to have due regard Guidance to Sex and Relationships Education Guidance DfEE 2000 National Curriculum Statutory sex education forms part of the science programmes of study across Key Stages 1-3.

Page 6 State Funded Maintained Schools Academies and Free Schools

Sex and Relationships Education DfEE Guidance (2000) states that SRE policy is advisable but not Policy all schools should have an up to compulsory date SRE policy available for inspections and on request for parents or carers.

*See Section 78 of the 2002 Education Act which applies to all maintained schools. Academies are also required to offer a broad and balanced curriculum in accordance with Section 1 of the 2010 Academies Act.Non-statutory guidance.

Non-statutory guidance Non-statutory guidance is still significant in developing approaches to education in human relationships because it informs the inspection process and judgements about best practice in schools. It often also contains much sound advice, ideas and resources which are not part of a statutory document. The non-statutory guidance and the report of the Education Select Committee, ‘Life lessons’, suggests that sex and relationships education should form part of personal, social, health and economic education. As such, aspects of human relationships education will be inspected by OFSTED and as part of Section 48 inspections as it forms part of the Catholic life of the school.

Status of PSHE and SRE. ‘Life Lessons’ recognises that there is confusion about this aspect of the curriculum at the highest level. The DfE states that SRE (RSE) is statutory in maintained secondary schools on the basis that some parts are covered in the science curriculum. OFSTED suggests that this is not the case. Sex education is compulsory in maintained schools that includes HIV/AIDS/STI information as part of the statutory science curriculum. This is not HRSE as no education about relationships is involved.

The Legal Rights of Parents. Parents do not have the right to withdraw children from the science curriculum. But under Section 405 of the 1996 Education Act, parents do have the right to withdraw their child from HRSE. This aligns with Article 2 of the European Convention of Human Rights.

The Wider Legal Context. In addition to the statutory framework that surrounds education, there are wider aspects of legislation which must be borne in mind. These have considerable

Page 7 implications in Catholic education which must remain faithful to the teachings of the Church. The Marriage (Same Sex Couples) Act 2013, extended civil marriage to same sex couples. This is a change to civil law and has not altered the definition of marriage within the Church. However, as a result, certain legal duties now fall on schools whenever they teach about marriage. The Equality and Human Right Commission (EHRC) published guidance for schools in the light of this change in the law about civil marriage, ‘The Equality and Human Rights Implications for the Provision of School Education’(2014). The key points from this guidance are: 1. Schools have a duty to teach about the nature of marriage and to present the facts about marriage, including legal provision for same sex civil marriage, in a way that is appropriate to the age, religious and cultural backgrounds of the students. 2. No school or individual member of staff is under a duty to promote or express supports or endorsements regarding same sex marriage. 3. Schools retain the right to continue teaching about marriage according to their religious ethos. It is appropriate, therefore, for Catholic schools to make a clear distinction between the civil definition of marriage and the Church’s definition of marriage, drawn from the Gospels. “Governors, teachers and non-teaching staff in schools, parents and pupils, are free to hold their own religious or philosophical beliefs about marriage of same sex couples. These rights are not limited by anything in the Act, education law, or equality and human rights law. Pre-existing parental opt- out rights in respect of sex and relationship education remain unaffected by the Act.” (The Equality and Human Rights Implications for the Provision of School Education. P. 3)

The Cowper Temple Clause from the 1870 Education Act offers historical precedent about the rights of teachers, parents and students to retain freedom of conscience, thought and religious expression. This right is maintained within the current legal framework.

“Teachers, other school staff, governors, parents and pupils are all free to hold whatever personal views they choose on marriage of same sex couples, including a view that marriage should only be between a man and a woman. The Government recognises that the belief that marriage can only be between a man and a woman is a belief worthy of respect in a democratic society. Individuals are free to express positive or negative views about marriage of same sex couples, depending on the form of words used and

Page 8 the particular context in which they are used. This applies to all forms of communication in public and in the workplace. Individuals who express support for, or opposition to, marriage of same sex couples, in public or in work, should do so in reasonable and moderate terms, to ensure they are mindful of and do not breach the rights and freedoms of others.” (The Equality and Human Rights Implications for the Provision of School Education.P. 7.)

However, teachers must teach the accurate facts of the law, regardless of their beliefs about the provisions of the law. As work places, schools must comply with equality legislation.

“As employers and service providers, schools must not unlawfully discriminate and must not harass or victimise job applicants, employees, ex- employees and service users based on protected characteristics. For the purpose of this guidance, the most relevant protected characteristics are religion or belief, gender reassignment and sexual orientation.” (The Equality and Human Rights Implications for the Provision of School Education.P. 8.)

Nevertheless, the general exceptions in the Equality Act (2010) which enable schools with a religious character and other religious organisations to act in line with their religious doctrines and ethos are unchanged by the Act.

Consent The legal age of consent to sexual activity is sixteen, regardless of age, gender or orientation. Though still minors in the eyes of the law, at sixteen, every young person has the same rights to confidential health advice, including advice about sex and sexual health services. Children under the age of sixteen are also entitled to information about contraception, abortion and sexual health issues if they are assessed as Gillick competent. Sex with a person under sixteen years of age is a criminal offence and is only NOT treated as such if both parties are under the age of sixteen and consenting or if the person could not reasonably have known that the young person was under sixteen. The NSPCC offers advice to professionals working with children under sixteen about balancing children’s wishes and legal rights with the adult’s duty of care, they also advise that underaged sexual activity should always be seen as a possible indicator of sexual exploitation. Sexual activity in children younger than thirteen is always a criminal offence and should be regarded as a child protection issue.

Page 9 The Equality Act (2010) replaced a number of different laws that sought to rule against discrimination, it mirrored EU law. The far ranging nature of this act means that schools must be aware of discrimination whether, institutional, unintentional or intentional. Catholic schools have limited exemptions under the Act.

“This paragraph allows schools which have a religious character or ethos (often referred to as faith schools) to discriminate because of religion or belief in relation to admissions and in access to any benefit, facility or service. It means that faith schools may have admissions criteria which give preference to members of their own religion and it allows them to conduct themselves in a way which is compatible with their religious character or ethos. It does not allow faith schools to discriminate because of any other of the protected characteristics, such as sex, race or sexual orientation. Nor does it allow them to discriminate because of religion in other respects, such as by excluding a pupil or subjecting him to any other detriment.” (The Equality Act Para.868)

It is still expected that young people should know about gender orientation and sexual orientation. In fact, to not know about them would be ill preparing young people for making their own considered judgements on these matters. However, to know the values of modern society is not to endorse these values. Catholic schools are able to challenge the modern world from the moral standpoint of the Church and should always seek to be faithful to the teachings of the Catechism. Catholic educators may need support and faith formation themselves to be able to equip young people to make decisions about how to live their lives.

The task of a teacher is not simply to impart information or to provide training in skills intended to deliver some economic benefit to society; education is not and must never be considered as purely utilitarian. It is about forming the human person, equipping him or her to live life to the full – in short it is about imparting wisdom. And true wisdom is inseparable from knowledge of the Creator, for “both we and our words are in his hand, as are all understanding and skill in crafts” (Wis 7:16). Pope Benedict XVI to teachers, London September 2010

Page 10 Happiness is something we all want, but one of the great tragedies in this world is that so many people never find it, because they look for it in the wrong places. The key to it is very simple – true happiness is to be found in God. We need to have the courage to place our deepest hopes in God alone, not in money, in a career, in worldly success, or in our relationships with others, but in God. Only he can satisfy the deepest needs of our hearts. Pope Benedict XVI to students, London September 2010

Roles and Responsibilities.

The Role of Parents. The rôle of the school should be that of assisting and completing the work of parents, or those who stand in place of parents, furnishing children and adolescents with an evaluation of "sexuality as value and task of the whole person, created male and female in the image of God” (Educational Guidance in Human Love 1983 n69). The Church has always seen its work in schools as being part of a partnership in formation. Legally, parents also have the right to be consulted about the content of the relationships and sex education and governing bodies must consult parents as they form a relationships and sex education policy and subsequent curriculum content. Parents should also be informed when HRSE lessons are taking place so that they can exercise their right to withdraw their child.

The Church recognises that this can have unique challenges for schools.“Educators and parents are often aware of not being sufficiently prepared to impart adequate sex education.” (Educational Guidance in Human Love 1983 n9) However, this work can be most effective when parents and schools work together for common aims. This is why the Diocese is providing extensive documentation to support the production of the policy and is committed to providing training for governors and staff. Parenting adolescents has its challenges and schools should always seek to work in partnership, in a spirit of openness and dialogue with families.

As is all areas of relationships and sex education, the Church offers Christ’s teaching as an invitation to build the Kingdom of God. It is important that school policies reflect this invitation to parents and their children and never appear as judgemental and controlling.

The Role of Governors. The 1996 Education Act makes Governing Bodies responsible for the school’s policy and subsequent provision of HRSE. Governors are responsible for ensuring the school is fulfilling its statutory obligations, inspected by OFSTED and any requirements that fall under the Section 48 denominational inspection. The headteacher and staff are Page 11 responsible for high quality educational provision, the governors are responsible for monitoring this provision and ensuring parents are informed and involved.

Governors will ensure that: • in consultation with parents and teaching staff, draw up a HRSE policy that conforms to legal requirements, including the National Curriculum, and ensures young people are invited to grow in understanding of the Church’s teaching about relationships and the joy of human sexuality. • the policy is in accordance with the school’s vision, mission and ethos. • the policy is in accordance with safeguarding policy and provision. • a policy is available to parents and they are aware of their rights to withdraw their children. • staff are offered opportunities to attend training in this area, including safeguarding training. • HRSE forms part of the annual review and improvement cycle undertaken by the school and any required changes are acted upon and implemented.

The Diocese of Lancaster advises that it is best practice to nominate a foundation governor to have particular responsibility for HRSE.

Foundation governors are reminded of their special responsibilities as ‘keepers of the faith’ in ‘Fit for Mission? Schools’. It is envisaged all work in developing HRSE is part of ensuring the school is ‘Fit for Mission’ and that the young people will grow through their education in an understanding of why the Church values Gospel virtues.

The Role of the Headteacher. The governing body delegates responsibility for the implementation of the HRSE policy and the curriculum that follows as part of the ethos of the school to the headteacher. In embedding high quality HRSE provision the headteacher will also liaise with those with parental responsibility, the Diocese of Lancaster and, as appropriate, Local Education Authorities or the Blessed Edward Bamber Catholic Multi Academy Trust.

The headteacher will ensure that:

• All discussion of sexuality in school life is consistent with Catholic teaching. • parents (or those in loco parentis) are aware of their right to withdraw children from HRSE under Section 405 of the 1996 Education Act. • Students who are withdrawn from HRSE have alternative support. • Offer support and advice to families to enable their children to grow in this area of learning, including families who are not from the Catholic tradition. • The school prospectus has a statements on HRSE and curriculum details are easily available to parents.

Page 12 • The mandatory duty to publish details of the HRSE programme on the school’s website is met. • An appropriately qualified HRSE co-ordinator is appointed, or takes this area of responsibility as part of their portfolio. • CPD in this area of school life is part on the ongoing school improvement cycle and deepens understanding of the Church’s teaching as well as informing participants about curriculum development. • All HRSE work is in accordance with safeguarding policies and that staff receive training in safeguarding in addition to HRSE training. • The designated HRSE co-ordinator, HRSE governor, safeguarding governor and designated member of staff for child protection, all work collaboratively to ensure consistency in provision. It is recognised that in some schools these roles may be held by more than one person, whilst in small schools one person may fulfil dual roles

The Role of Staff. Educating about human relationships involves the whole school. Effective HRSE education will only happen when a Catholic vision is lived out in the ethos of the school, where Christian virtues underpin the whole of school life. All staff need access to ongoing development in fostering relationships which reflect the Gospel virtues of the Beatitudes. All adult members of the school community are invited to be role models of a Gospel inspired life.

Within this community the teacher has a specialist role as identified in the Declaration on Christian Education.

“But let teachers recognise that the Catholic school depends upon them almost entirely for the accomplishment of its goals and programs.They should therefore be very carefully prepared so that both in secular and religious knowledge they are equipped with suitable qualifications and also with a pedagogical skill that is in keeping with the findings of the contemporary world. Intimately linked in charity to one another and to their students and endowed with an apostolic spirit, may teachers by their life as much as by their instruction bear witness to Christ, the unique Teacher. Let them work as partners with parents and together with them in every phase of education…The work of these teachers, this sacred synod declares, is in the real sense of the word an apostolate most suited to and necessary for our times and at once a true service offered to society.” (n26-7)

Teachers will ensure that they: • base their relationships with students on a recognition of innate human dignity. • take part in policy and curriculum development. • access CPD opportunities to deepen their knowledge about the Church’s teaching and about best practice in HRSE. • foster links between HRSE, RE, PSHEE and science when appropriate.

Page 13 • work within the vision and ethos of the school in their pastoral care of students physical, moral and spiritual growth. • maintain their responsibility of care and training regarding safeguarding. • ensure any visitors or external agencies used to support the HRSE curriculum are advised of the school’s policy and work in a way which is consistent with the mission of the school and consistent with the Gospel values explored in the teachings of the Church.

The Role of the Diocese and the Parish. It is the role of the Bishop to ensure that all teaching in Catholic schools, including HRSE, is in accordance with Catholic principles and strives for excellence. Through the delegated authority of the Bishop, the Education Service will provide support and training for governors, staff and Section 48 inspectors to ensure HRSE is in accordance with Catholic principles.

Schools may choose to involve their local parish or parishes in their approach to HRSE. Parishioners may have particular expertise to share regarding Catholic Marriage Care, or other areas, such as members of the medical profession.

What God wants most of all for each one of you is that you should become holy. He loves you much more than you could ever begin to imagine, and he wants the very best for you. And by far the best thing for you is to grow in holiness. Perhaps some of you have never thought about this before. Perhaps some of you think being a saint is not for you. Let me explain what I mean. When we are young, we can usually think of people that we look up to, people we admire, people we want to be like. It could be someone we meet in our daily lives that we hold in great esteem. Or it could be someone famous. We live in a celebrity culture, and young people are often encouraged to model themselves on figures from the world of sport or entertainment. My question for you is this: what are the qualities you see in others that you would most like to have yourselves? What kind of person would you really like to be? Pope Benedict XVI to students, London September 2010

Page 14 Developing a School Policy for Human Relationships and Sex Education.

This section should not be used independently of the rest of the document. It should be used alongside the Department for Education’s non-statutory guidance on SRE ‘Sex and Relationship Education Guidance’(DfEE 0116/2000) and with an understanding of the Church’s teaching, as outlined in ‘Human Relationships and Sex Education. An overview of the Church’s teaching’.

The process. Some schools and colleges will already have robust policies and a well planned curriculum provision in this area. In this case the governing body will be reviewing the existing policy and making any necessary changes. Schools who have not reviewed their policy since 2010, when the Lancaster Diocese Education Service last issued a model policy, will need to make a thorough audit and review of policy and provision. Audit documents to assist with this policy are available on the Education Service website at http://www.lancaster-diocese-education.org.uk

The following table outlines seven steps to developing a policy for human relationships and sex education in the Diocese of Lancaster.

1 Understanding where we are now. - Consider whether existing policy and practice conform to the latest legal requirements, the mission statement of the school and the teachings of the Church. - Review existing documentation. - Review existing evidence of students work in this area. - Review present role of parents. - Review training needs of staff and governors.

2 Identify students’ needs. - Consider the views of students, their concerns, their religious identities, their existing skills and knowledge.

3 Identify staff, parents and community needs.

4 Draft a new policy.

5 Consultation

6 Sharing and implementation.

7 Embedded in school cycle of improvement.

Page 15 Policy framework.

Before writing a policy, schools need to develop a through understanding of the guidance about Church teaching provided by the Diocese, the Civil law and the non-statutory guidance provided by the Department for Education.

The Diocese of Lancaster Education Service chooses to use the term Human Relationships and Sex Education as it believes that relationships education is about all aspects of growing a fulfilled and happy life, sexual education is a dimension of this greater whole.

Love the Lord your God with all your heart and with all your soul and with all your mind. This is the first and greatest commandment. And the second is like it: ‘Love your neighbour as yourself.’ Matt. 22:36-40

• Mission. The school mission or vision statement should open the policy, along with the school’s aims and objectives where these fall outside the mission statement. • Basic information. - This policy covers… - It was produced by … in consultation with… . - It was adopted on… and will be reviewed in… . • Circulation. • Consider how parents, governors, teachers, members of school staff who are not teachers be informed about and have access to this policy. The school website alone is insufficient and schools should consider how they disseminate information in school prospectus’, newsletters etc. • Rationale. - The Education Service recognises that much of the work Catholic schools do in this area is evangelisation of students, their families and staff. Schools in the Diocese frequently serve diverse groups of students, for whom the notion of a nuclear family is less real than an episode of ‘Coronation Street’. Schools have to reveal the name of Jesus and his divine love for each one of us as the basis on which all dignified relationships are based. Relationships in all their contexts, friendships, family life, cultural and loving are based on a mutual respect and an understanding of human dignity as a celebration of God's creation. Schools need to celebrate where they do this well and make it an explicit part of school life based on Christian virtues that underpin human striving for a good life. The teachings of the Church regarding human relationships and how they are expressed in marriage need to be understood by staff as well as students. These are not prohibitions, rather an expression of how humanity can build the Kingdom of God. If the teaching is to have relevance in the modern lives

Page 16 of young people, they must first experience the call to being fully human through the love of Jesus Christ and accept the invitation to live their lives in Christ. - As a school in the Diocese of Lancaster Education Service, we use the term Human Relationships and Sex Education as it believes that relationships education is about all aspects of growing a fulfilled and happy life, sexual education is a dimension of this greater whole. - This statement should be followed by an expression of the schools about why teaching about human relationships is an essential part of developing young people holistically, and that sexuality is one aspect of this human growth. For example, “As a Catholic school we believe in Jesus Christ as the universal saviour. Catholic education proceeds from this explicit belief, which is made more concrete in the proclamation and the doctrine of the Catholic Church. Jesus’ teaches that the greatest commandment is to ‘Love the Lord your God with all your heart and with all your soul and with all your mind…And the second is like it: ‘Love your neighbour as yourself.’ (Matt. 22:36-40). At (name of school) we foster relationships based on self-respect, love of each other which stems from the love of God. Human sexuality is a special gift of loving and is taught within this context. We believe is is part of our obligation as a school to enable young people to grow in their relationship with God, with themselves and with others and understand how their sexuality forms part of this growth, in an age appropriate context.” • Legal framework - This needs to be followed by a statement about the legal requirement the school must fulfil, this is outlined earlier in this document. This may need additional explanation for parents. Academies are not bound by the same statutory framework, though they may well still follow the statutory framework for science as part of GCSE programme of study. - Virtue - The curriculum in HRSE should be part of the Church’s teaching on virtue. The policy should offer a statement on the importance of developing habits underpinned by Gospel virtues and values. For example, “Gospel virtues and values underpin the HRSE curriculum. The Christian tradition describes behaviours or habits that lead to happiness, human flourishing and a closer relationship with God as virtues. These virtues are described in the Catechism of the Catholic Church and fall into two groups. The theological virtues of faith, hope and charity (sometimes love is used instead) are about developing the habits of being open to the work of the Holy Spirit and developing a deeper relationship with God through living a balanced and happy, good life. The cardinal virtues of prudence, justice, fortitude and temperance help people develop habits of reason, fairness, emotional resilience and self mastery. They are human virtues and, as such, are part of the development of people of all faiths or none as they learn how to flourish, thrive and to have a life supported by strong and caring relationships. The cardinal virtues are drawn form the teachings of Plato and Aristotle and are held in common with people of many faiths or none. St. Thomas Aquinas attributes the theological virtues as having their foundation in God and are the way Page 17 people can reach “the abundant life” (John 10:10).” Consider how your school does this, how does it acknowledge the centrality of Gospel values and virtues. • Aims and objectives. - Consider what HRSE is aiming to achieve and how this relates to the wider mission of the school and the school’s duty to safeguard the young people in its care. HRSE should deepen the following areas of understanding, though this is not an exclusive list. - To develop self respect and love of self - To invite young people to develop and deepen a loving relationship with God. - To invite young people to develop and deepen relationships with each other based on mutual respect and care and to understand this can be an expression of God’s love. - To foster an understanding of the teachings of the Catholic Church about how to live a full life, a life of virtue, and the place of human sexuality in living a full life. - A strong awareness of their own safety and the nature of consent. - To have an understanding of the law in England about Equality and Marriage, appropriate to age and maturity. - The policy also needs to state how HRSE will develop attitudes, personal and social skills and knowledge and understanding. • Differentiation - The policy needs a statement about inclusion. This may be reference to existing policies or may be a few sentences, for example, “At (name of school) we identify that young people mature in different ways. Our teaching about relationships and sexuality is respectful of each child’s starting point, their faith, culture and sexual orientation. Lessons are framed by this understanding and young people encouraged to respect difference and develop an approach of dialogue.” - This may be followed by an outline of how the school either offers support, now, or would endeavour to offer support to young people who require or request additional support, for example, transgender pupils. • Equality - The governing body needs to state its obligations under the Equalities Act 2010. The school must strive to do its best for all of the pupils, irrespective of ability (physical and mental), race, ethnicity, nationality, maternity, pregnancy, sex, gender identity or orientation or whether they are looked after children. - How does the school ensure equality? How is it assessed? Does this link with an equality policy or statement? • Programme of study - There should be a programme of study in place. The Education Service will provide a model programme of study in the Summer Term 2016, however, some schools may already feel that have robust provision and wish to outline it here. The programme of study should cover the whole of the pupil’s time at the school and employ a range of teaching strategies. - All HRSE lessons should adhere to the following guidelines from ‘Sex and Relationships Education Guidance, 0116/2000’ DfEE: Page 18 • establishing ground rules with their pupils; • using ‘distancing’ techniques; • knowing how to deal with unexpected questions or comments from pupils; • using discussion and project learning methods and appropriate materials; • encouraging reflection. - Whilst promoting Catholic teaching, the programme of study should be balanced, teach clear scientific information and cover all aspects of the law. It should be acknowledged that there are other points of view. In secondary and tertiary education, teaching about forced marriage, abortion female genital mutilation, the age of consent, same sex marriage and equality law should be taught. This is not the same as endorsing different values, young people can only develop their own ideas, beliefs and Catholic practice as part of understanding the wider world. Catholic teaching is about proclamation of Christ’s teaching and dialogue with the world. - Teaching about safeguarding must also be included. Pupils must know their rights and how to stay healthy and safe. - The programme should be taught through a wide range of strategies and differentiated as appropriate to ensure maximum participation. • Assessment - How will learning be assessed? This can be formally and informally and may fall within other subjects such as science and R.E. or PSHEE. • The role of parents. - The policy needs to be clear who the term parent refers to, in line with other school policies. The term ‘parents’ will be used throughout this document to refer to all people with parental responsibilities for students. - The Church recognises parents as the first educators of their children. The school should support parents in this task. The rôle of the school should be that of assisting and completing the work of parents, furnishing children and adolescents with an evaluation of "sexuality as value and task of the whole person, created male and female in the image of God”. (Educational Guidance in Human Love (1983) Sacred Congregation for Catholic Education n69) - Parents have the right to withdraw their children from HRSE, they do not have the right to withdraw their children from lessons that are required by National Curriculum orders. Academies may or may not follow the National Curriculum and as a result may not cover some of the content about sex education, particularly in Key Stage 3 and 4. (However, governors must remember that they are still accountable under inspection frameworks for teaching about equality and ensuring rigorous safeguarding procedures.) - The policy needs to identify how it will support parents who choose to withdraw their children to help their children with their HRSE learning. - The policy needs to state when it will notify parents that a sensitive aspect of HRSE is being taught.

Page 19 - How parents know about their right to withdraw their children also needs to be stated. • Responsibility for teaching the programme. - Identify who will be responsible for leadership, co-ordination and monitoring of the programme. It is advised that monitoring should include a named foundation governor. - Identify who will teach it, for example, class teachers? RE or science specialists? Other members of staff? - Which other agencies will be used to support? - Cross curricular dimensions should also be mentioned and noted that aspects of HRSE policy and provision will arise in other subjects, such as RE and ICT. • Supporting children and young people deemed to be at risk. - Sensitive subjects in HRSE always need to be framed so that the young people participant know that there is pastoral support if any of the issues discussed make them feel the need to talk further or share confidential information. This should always be done within the safeguarding framework of the school and it is paramount that all staff teaching HRSE have up to date safeguarding professional development. - Questions asked by students that are a cause for concern for the teacher, for example because of their explicit or graphic content, should be addressed in accordance with the school’s safeguarding policy and confidentiality procedures.

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