ensure that senior leaders and governing bodies, (and parents/carers, if appropriate) are aware of what you are doing
To gain the support of senior leaders, governing bodies, and parents/carers,
use this section to signpost where they can find out more about why and how the resource can support whole school approaches to sexuality and relationships education.
have clear safeguarding and support strategies, including for yourself
Refresh your knowledge on all your school’s safe-guarding and child protection protocols and procedures. Get in touch with relevant external agencies for additional support and advice. Consider building an activityinto and/or following a specific lessonor programme of work (e.g. seeCrafting Equality).
ensure children knowwhere to go for support
Raising awareness on sensitiveissues can be empowering butmight also bring up personal issuesthat children and young peopleneed additional support with from specialist agencies and organisations, many of which are included in this section. Use or adapt the ‘supportcloud’ activity over the page.
know the law (e.g. equalities duty, violence against girls and women, sexual violence and domestic abuse, hate crime etc)
Knowledge of relevant legislation is important in being able to respond to children’s questions with up to date and accurate information. However, recognise that the law does not help children and young people dealwith the social injustices and violence they see around them.
create a safe, inclusive and confidential environment in whicha wide range of views and feelings can be shared and explored
Many of the starter activities in this resource can be modified according to context, and are well-suited to exploring sensitive issues. Using creative methods can support you to create safe, ethical and inclusive environments where all children and young people are listened to (See Agenda In-formation to find out more).
Consider creating a set of rights-respecting ‘ground-rules’ with children and young people before you begin an activity or awareness raising campaign on what makes a safe, welcoming and confidential environment for all. Children and young people will also have the best ideas for what might make a good ‘time-out’ reflection space or activity, or how to use an anonymous comments box or 'ask-it baskets' for those tricky or embarrassing questions without being identified.
use your professional judgement on how to use and adapt the activities in your setting
Most of the activities in this resource are suitable or can be adapted for primary school age children age 7-11. Some of the activities are suitable to adapt with young people with additional learning needs. See the AGENDA In-Formation section for how creative methods support child-centered, developmentally appropriate practice.
localize issues that are raised by children and young people
Reflect on how the issues raised in this resource relate to children and young people’s local context - now and in the past. Doing this might help put some of the big issues into context and support their meaning-making and understanding.
believe in children and young people
Children and young people will value an environment in which they can negotiate, discuss and come to their own understandings. Very often this involves learning to unlearn what we think we know, so that we can be curious about ‘what matters’ to children and young people. This requires an openness to listen to what children and young people tell us, and being able to adapt activities to their interests and needs.
The Sex Education Forum has many resources for educational practitioners on Relationships and Sexuality Education, "underpinned by evidence, a rights-based approach and the expressed needs of children and young people"