Teaching suggestions for SRE.

1. Suggested plan for Sex and
Relationship Education
(SRE) in Primary Schools
Samuel Mallard – 13419759
Inspired by Fritton (2014) from the University of Northampton, and
work from the Sex Education Forum.

2. Key Stage 1 (KS1)
• This can be started from either Year 1 or Year 2. Personally I recommend
Year 1 because SRE is a subject which offers children an opportunity to
understand their body and identity, in addition to understanding relationships
that they have with other people (e.g. family and friends). Implementing any
SRE later on, such as in Year 6, has the potential to lead to anxiety and
rushed learning which in turn can lead to far less engagement and
understanding.
Image source: http://www.earlychildhoodeducation.co.uk/images/26813.jpg

3. KS1 Suggested Topics
• MALE AND FEMALE
• This topic involves children being able to identify different personalities and
characteristics on themselves and other people.
• Children should be able to understand the similarities and differences
between people and understand physical characteristics.
Please note, these are suggestions which you are free to edit to meet the needs of your children!

4. • 1. Start by
identifying
key body
parts. Use
the senses!
• 2. Get the
children to
draw
around
their body
and label
parts that
they know.
Image source: http://i.ytimg.com/vi/xwV-
OTH9O84/maxresdefault.jpg
Image source:
https://upload.wikimedia.org/wikipedia/en/0/0e/Outline-body.png
• 3. Begin to ask
the children
what is similar
and what is
different with
other people’s
work, then
compare using
a male and
female body
picture. What
makes them
male, and
what makes
them female?
• Explain that
these are what
define us as
male and
female.
Image source:
https://www.essex.ac.uk/torturehandbook/handbook/images/man
if
Image source:
https://www.essex.ac.uk/torturehandbook/handbook/images/woma
n.gif

5. • 5. Also explain to the children that they are built up of characteristics and
personality traits. Provide a list of adjectives that may describe them and ask the
children to select what they think describes them.
Image source:
http://www.scholastic.com/teachers/sites/default/files/posts/u133/
images/charactertraits.jpg
BUT REMEMBER:
- Any concerns speak to their parent or carer and other
members of staff IF APPROPRIATE.
- Reinforce the agreement that the class have agreed to (SEE
SLIDE 13).
- Let the children have freedom when describing themselves.
- PRAISE their efforts!

6. Other ideas
• GROWING AND CHANGING: Discuss with the children things that they
feel they are too young to do and adults by law should only do (e.g. drink
alcohol or smoke).
• FRIENDS: Understand the different types of friendships and what makes a
good friend. Ask a child to positively explain a person in their class and what
makes them a good friend!
• FAMILES: Understand how some people show that they care and love us –
which is a family! Explore with the class what a child enjoys in their family.

7. Pedagogies we can use to achieve these
• Discussion
• Role-play
• Debates
• Games
• Videos
• Diagrams
• Writing i.e. creative writing pieces
• Puppets
• Appropriate resources (i.e. is it up to date?
Have parents been consulted about it?)
BUT:
- Check your Sex Education Policy for what has
been agreed to be taught
- Discuss with parents and carers what they want
to be taught and remember they have the right to
withdraw!
- Follow the working agreement (Slide 13)

8. Key Stage 2 – Years 3 and 4
• Use similar headings but begin to add more depth.
• In addition, explore:
• Reproduction and life cycles – What is a life cycle? Look at the human life cycle. Explore the
notion of adults having babies (Fritton, 2014).
• Relationships and types of love – Start by asking children what they love and why i.e. toys,
sports etc. Then explore the emotion of ‘love’ and ask them to explore why they ‘love’ a
member of their family.
• Good and bad touches – It is argued that introducing SRE early on can prevent abuse (n.a.,
2015) as children receiving what are seen as ‘good’ touches (i.e. kisses and hugs from those
we love and trust) and what are ‘bad’ touches to prevent child abuse.

9. Other suggestions
• Using a diagram or model to explore the different male and female body
parts.
• Describe a member of your family and explore why they are important to
you. CROSS CURRICULAR OPPORTUNITY! e.g.
• “My mum is very important to me because she is the one who bought me up. My mum
spent a lot of time with me as a child, hugging me when I was sad or upset and dealt
with my problems. I feel comfortable talking to her about anything and she also makes
me my dinner!”

10. Year 5 and 6
• In Year 5 and 6, the subject of science in the primary national curriculum states that children must begin to study puberty
and the changes to their body as they grow up.
• Topics children can cover can include:
• Personal Hygiene – Bring in different health products such as deodorant and explore their purpose and how to use safely. We are
looking to teach children about the importance of keeping your body clean and healthy!
• Female puberty – Explore with females about menstruation, focusing on the changes their body is expected to make and the purpose.
Explore with models or diagrams to use as a visual resource to support their learning so they can visually see and understand the
changes.
• Male puberty – The changes males will make. Explore with models or diagrams to use as a visual resource to support their learning so
they can visually see and understand the changes.
• BOTH OF THESE CAN BE DONE AS SINGLE SEX GROUPS SO INVIDIUAL NEEDS ARE MET.
• ALSO EMPHASISE THAT PUBERTY IS A POSITIVE EXPERIENCE!
• Relationships – Explore and discuss the different types of relationships they have i.e. with family or with friends. Could use role play of
how a child may feel if they are being bullied. Use stories as a stimulus (next slide)

11. http://www.bbc.co.uk/education/clips/zy8r4wx
• How do you think the child is feeling?
• What would you do if you were in his shoes?

12. Working Agreement
• Fritton (2014) suggests using a written working agreement that act as rules
for the children to follow during SRE.
• Working agreements can help ensure a safe environment where anyone can
approach anyone with a question and have it addressed with. This can help
reduce anxiety or embarrassment and assists personal problems (Sex
Education Forum, n.d.).
• This is my suggestion:

13. MR MALLARD’S WORKING
AGREEMENT
All children in Mr Mallard’s lesson will read, follow and agree these rules during our lessons:
• When someone is speaking I shall not interrupt and I will listen to what they have to say.
• I will respect other people’s views and if I do not have something nice to see, I will not say it!
• I will not laugh at anybody
• I will always be nice and kind to everybody.
• If I have something to say, I will put my hand up.
• If I have a question or I want to talk to about something in private I can always ask the teacher or a member
of staff. I can also put a question in the private question box.
• I will not say or draw anything inappropriate.

14. References
• Fritton, A. (2014) Lecture Notes. [Teaching of PSHE and the sticky topics].
ITT2037. University of Northampton. 18th November 2014.
• n.a. (2015) Sex education for five year olds? It might be the best thing we ever do.
The Mirror [online]. Available from: http://www.mirror.co.uk/news/uk-news/sex-
education-five-year-olds-might-best-5104500 [Accessed 6th October 2015].
• Sex Education Forum (n.d.) Effective learning methods – Approaches to teaching
about sex and relationships in PSHE and Citizenship. Sex Education Forum [online].
Available from:
http://sexeducationforum.org.uk/media/2912/effective_learning.pdf [Accessed
6th October 2015].