St Joseph's Catholic Primary School

 Relationships and Sex Education

 

 

Rationale and Context for Education in Sex and Relationships

Following the Guiding Principles, the Catholic character of the school requires that, in the specific area of Education in  Relationships and Sex, the leadership and management of St Joseph’s Catholic Primary School, A Voluntary Academy, working with foundation governors, will:

 

▪           ensure that the school seeks to remain faithful to Catholic belief and teaching on matters of faith and morality.

 

▪           promote Catholic belief and teaching concerning human dignity and relationships and, in particular, encourage an understanding of and respect for the sanctity of human life, the virtue of chastity, and the sacrament of marriage.

 

▪           oversee the delivery of education in  relationships and sex to guarantee its faithfulness to the belief and teaching of the Catholic Church (this includes the content of teaching and resources) so that it excludes anything which risks reducing the understanding of sexuality to the level of a mere bodily function, biological process or recreational activity.

 

▪           recognise the primary role of parents in the education of their children and, ‘in particular, sex education is a basic right of the parents and must always be carried out under their close supervision.’ The school recognises that education in  relationships and sex is done in the name of parents, with their consent and with their authorisation. Consequently, any school based education in  relationships and sex must always be carried out in direct consultation with parents.

 

▪           demonstrate pastoral sensitivity for the cultural, personal and family circumstances of children and young people while maintaining the integrity of Catholic belief and teaching.

 

▪           enable the formation of children and young people through a consistent application of Catholic belief and teaching on matters of faith and morality across the whole curriculum and from all staff.

 

▪           monitor the involvement and teaching of external agencies/visiting speakers, and the distribution of resources within school provided by them – in order that all presentations and content are in accordance with the belief and teachings of the Catholic Church.

 

[1] The following rationale is informed by the Bishops’ Conference Low Week statement from 1987 and the policy statement of the Diocese of Lancaster on education in personal relationships from 2010.

 

 

‘In the Beginning’ -  Relationships and Sex Education (RSE) programme

 

This term we will be teaching our RSE ( Relationships and Sex Education) programme, ‘In The Beginning’, to the children. It is intended to help children to understand more fully the world they live in and their responsibilities as human beings. 

 

The scheme forms a celebration of life, and seeks to develop in the children an understanding of the complexities of human relationships. Our own relationship with God sits at the heart of the scheme throughout, and the teachings of Christ underpin the way good relationships form.

 

The scheme does not confront children with inappropriate material but it does contain opportunities for parents (and teachers) to open- up discussion on sensitive and challenging topics.  Subjects which may be difficult to broach through normal conversation. Our advice is to use the worksheets as an opportunity to talk to your child and make the discussions as wide as you feel appropriate.

 

A Summary of the ‘In the Beginning’ Scheme

 

 Year 1

  • Creation
  • All living things are divided into families and into MALE and FEMALE. The word 'Sex' is introduced as a division of gender
  • Families with adults and young (including Humans).
  • God wants us to live together .. in friendship, in love, and in Him.

 

Year 2

  • The child in the context of their own family, surrounded by LOVE and CARE
  • The individuality of the child and recognizes their VALUE
  • The human body, naming parts (including penis and vagina)
  • Acknowledges our imperfections and encourages pride in being who we are (developing self esteem)
  • Actions, consequences and responsibility including Citizenship

 

 

Year 3 - GOD-THE MASTER DESIGNER uses FLOWERS as its main focus and develops

  • Male and female parts and functions
  • Pollination and fertilization, reproduction and life cycle
  • Our relationship with God through the Mass, Prayer and the Gospels
  • The importance of communication
  • Good Citizenship and an “active” response to our Faith in support of the needy.

 

 Year 4 - GOD-THE CARING PROTECTOR  uses FISH as its main focus and develops

  • Male and female identification (naming parts)
  • Homebuilding and courtship
  • Mating, laying of eggs (female) and fertilizing with sperm (male)
  • Aftercare, protection of young and life cycle
  • Life-dangers and protective help
  • Parental responsibility
  • Stewardship and the care of a world given to us by God.

 

Year 5 - GOD-THE GREAT PROVIDER uses BIRDS as its main focus and develops

  • Male and female identification (naming parts)
  • Courtship, homebuilding and life cycle
  • Mating, passing of sperm, fertilization of eggs inside the female
  • Shared responsibility of parenthood - incubation, feeding hatching, aftercare
  • Partnerships for life
  • Good friendships and bad peer pressure
  • Christ in our lives ; living our Faith.

 

 Year 5 - GOD-THE FRIEND AND NEIGHBOUR uses RABBITS as its main focus and develops

  • Male and female identification ( naming parts)
  • Courtship, mating, homebuilding, life cycle
  • Mating, internal fertilization via penis and vagina
  • Birth, feeding (suckling), aftercare of young, parental responsibility
  • Knowing yourself and how others might see you
  • Understanding true friendship and love,
  • Respect for others and care for those in need
  • Living the Gospels.

 

Year 6 - GOD-THE IMAGE MAKER (Pt. 1) uses HUMANS as its focus and develops

  • Friendships and relationships via (late-teens) boy meets girl relationship

which steadily develops - attraction, friendship, falling in love, engagement,

planning a future, marriage, setting up home, having a family

  • Male and female parts and functions
  • The act of making love (producing new life)
  • Life from the moment sperm meets egg
  • The developing embryo / things donʼt always go to plan
  • Pregnancy ; associated care of both mother and child ; role of the father
  • The joy of birth
  • Human life cycle.

 

 GOD-THE IMAGE MAKER (Pt. 2) continues from the point of birth and develops

  • Helplessness of a new born baby / need for support
  • Physical growth, support and decision making ( inc. problem solving)
  • Spiritual growth and the importance of the Sacraments
  • The uniqueness of the individual through genes, family characteristics, outward appearances, inner feelings, attitudes towards others …. with Christ as our example (our role model)
  • Personal hygiene, resisting peer pressure
  • Drugs, smoking and alcohol
  • Personal timelines - past, present and future
  • Age-appropriate relationships and activities
  • A review of life / a time for making good decisions
  • A call for God / Christ to enter our lives and help us to become as He intended us to be

 

Parents have the right to withdraw their child from RSE lessons.  We ask that this request is made in writing as soon as possible.  Please contact your child’s class teacher, in first instance, if you wish to discuss any aspect of the programme.

 

Thank you for your continued support and co-operation.

 

Year 5-All that I am is the resource for primary and secondary school teachers focusing on personal, social and spiritual education now in use in schools across the UK.

There are 5 sessions to the programme covering all primary and secondary teachers as detailed below. 

 

Using 5 episodes (Individual, Physical, Social, Emotional and Spiritual), this Year 5 session aims to both augment pupil's understanding of their physical and emotional development and promote ways in which young people can examine stereotypes of masculine and feminine behaviour.

 

For further details about the 'All That I Am' programme, aimed at year 5, go to;

and look at the stages directed at key stage 2.