Relationships and Sex Education for Secondary Schools (2020). Samuel Stones

alt=""/> CHAPTER 1

       FAMILIES

      CHAPTER OBJECTIVES

       After reading this chapter you will understand:

      the need to teach students about different types of relationships and families;

      what to teach students in relation to marriage and the rights and protections it offers;

      the characteristics of successful parenting and the responsibility of schools to support children to understand these;

      that students must be taught to recognise and evaluate relationships and be able to report concerns they may have in relation to these.

      

      INTRODUCTION

      This chapter outlines the importance of teaching students to recognise and understand different types of families and relationships. It also outlines your roles and responsibilities in relation to supporting students to recognise that their peers may have different experiences in relation to the family structures that they are part of. The chapter offers guidance in relation to each of these to develop your understanding and it provides examples to support your teaching of these topics. The chapter also emphasises the importance of students understanding how relationships can contribute to mental well-being, and the common characteristics of healthy families are outlined. Guidance is provided on the teaching of marriage and some key facts are highlighted to support your planning and delivery of this topic. The requirements of the statutory guidance to teach students to understand the roles and responsibilities of parents are then discussed. Within this discussion the characteristics of successful parenting are outlined to support your teaching. Finally, the chapter argues that students must be taught to evaluate relationships and that they should understand how to seek help and share concerns should they need to.

      TYPES OF RELATIONSHIPS

      The statutory guidance (DfE, 2019a) states that students should know that there are different types of committed, stable relationships. Students should therefore be taught about heterosexual relationships, same-sex relationships, marriage, civil partnership, co-habiting and other types of relationships. Essentially, regardless of the type of relationship, it is important that students understand how relationships can contribute to mental well-being. Students should be taught to understand that there are different types of families, including families with same-sex parents, foster or adoptive parents and those with single parents. Some children may be raised by siblings or other members of the extended family. Students need to understand that regardless of family structure, there are things that healthy families share in common. These include valuing time together, caring for one another, supporting each other emotionally and/or financially, respect for each family member and demonstrating love and commitment.

      CRITICAL QUESTIONS

      How have views on relationships changed over recent decades?

      To what extent are commitment and stability important in relationships?

      Why do you think the government wants students to learn about the importance of committed, stable relationships?

      MARRIAGE

      Students need to understand that marriage constitutes a legally binding agreement and therefore carries legal rights and protections that are not available to couples who have chosen not to marry or to those who have married in an unregistered religious ceremony (DfE, 2019a). In addition, students need to understand that marriage is an important relationship choice and that it must be freely entered into (DfE, 2019a).

      Important facts that students need to know about marriage are stated below.

      Within marriage each person has a legal duty to financially support the other person.

      Upon death, the surviving partner automatically inherits their partner’s assets.

      Both people have a legal right to live in the matrimonial home, regardless of who bought it.

      Marriage must be conferred through a civil or religious ceremony. If it is conferred through a religious ceremony, the service will be conducted by a minister of the religion. If it is conferred through a civil ceremony, the service will be conducted by a registrar.

      The legal age for marriage is 16 in England and Wales, although parental consent is required for those aged 16 or 17.

      The 2013 Marriage (Same-Sex Couples) Act legalised same-sex marriage in England and Wales. Prior to this legislation, from 2005 same-sex couples were allowed to enter into a civil partnership, which carried similar rights and protections to marriage.

      Same-sex couples can marry in a civil ceremony, although they may marry in a religious ceremony if they secure agreement to marry from a religious organisation.

      

      Some relatives are not legally allowed to marry.

      Engagements show intent to marry but have limited status and there is no legal obligation to marry.

      Marriage can take place in various places including a registered religious building, a registry office, approved premises, at home, a hospital or prison.

      Bigamy is a criminal offence in England and Wales.

      Polygamous marriages may not be performed in the United Kingdom.

      Remarriage is allowed in a civil ceremony providing that the previous marriage has been dissolved.

      CRITICAL QUESTIONS

      How important is marriage within contemporary British society?

      How do perspectives on marriage vary across cultures and societies?

      To what extent does the RSE guidance promote marriage as an ideal?

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