SRE stands for Sex and Relationship Education. It looks at many concepts including growing, changing and respectful relationships. The content follows curriculum guidance and is part of a whole scheme of work that is taught in Term 6. The resources used and content of the learning are clearly defined and age appropriate. Below is an overview of what we teach in SRE for year 2 to year 6.
SRE – Foundation Stage
Myself and others – To recognise their feelings and how their behaviour can affect other people.
Family networks – To know who they can talk to at home and at school and that family and friends care for each other.
Body awareness and hygiene – To appreciate and value their body, its capabilities and uniqueness and understand why hygiene is important.
SRE – Year 1
Myself and others – To realise everyone is different and to value oneself, to understand what friendship is and to recognise that children can make choices.
Family networks – To know that there are different types of families.
Body parts – To begin to recognise the proper names for the external parts of the body and recognise their bodies’ capabilities and uniqueness.
SRE – Year 2
Introducing children to lifecycles, exploring differences and similarities between themselves and their peers – not just the physical differences (this includes correct names for parts of the body i.e. penis, vagina), living things and non- living things, animals and their young.
Where we come from and how we grow
Making a connection between themselves being babies and growing; how they’ve changed physically and emotionally, animals and their young – basic understanding that animals/humans need a male and female to reproduce and knowing that a baby/young animal grows inside its mother. To learn why it is important to keep clean.
Safety and secrets – To know the difference between a good secret and a bad secret and to consider personal space, touch and my body.
SRE – Year 3
Introducing children to lifecycles, exploring differences and similarities between themselves and their peers – not just the physical differences (this includes correct names for parts of the body i.e. penis, vagina).
Decision making and Safety: – To know there are consequences for every action and to demonstrate simple decision making strategies. To be able to use basic techniques to resist pressure.
Building upon how we have changed from birth they think about social and behavioural changes – likes, dislikes and how this may change again as they grow and tasks and activities that are suitable for various ages of children, considering identity and self-esteem and how we are all special and what we might like to achieve as we grow up.
SRE – Year 4
Emotions: – To be able to communicate both positive and negative emotions in different situations.
Safety: – To understand and be able to use assertiveness skills.
A basic idea of puberty is taught in the context of how we might change as we grow (physically and emotionally) and the choices we can make about things we like or dislike and the importance of valuing and liking yourself.
SRE – Year 5
How babies are made?
Revisit lifecycles and the importance of living things reproducing, explore the ideas of friendships and relationships and the qualities of good friends and what makes them a good friend, stages of conception – this does introduce the term ‘sexual intercourse’.
How babies are born?
Recap on how the baby grows in the womb and birth.
What happens to girls?
Physical and emotional changes as girls go through puberty, talking about worries or concerns, for boys to be aware of the changes for girls.
What happens to boys?
Physical and emotional changes as boys go through puberty, talking about worries or concerns, for girls to be aware of the changes for boys.
SRE – Year 6
How babies are made
Recaps on year 5 work and explores relationships and address any misconceptions.
How sex is portrayed and presented in the media; the positive and negative images and how to deal with those, what do our children watch, read and listen to?
People I know and people I trust
Considering the different groups of people in our lives, how do we discriminate between people we can trust and those we are unsure about, and how easily we are influenced by them, recognise when we are being pressurised and how to respond safely to different situations. To stand by our choices and resolve conflict and differences through negotiation.
Changes – girls and boys
The physical and emotional changes that take place for boys and girls, addressing worries and misconceptions, relationships, respect for our self and others