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

to the ceiling. The Year 7 curriculum was modified to ensure that all subject areas addressed LGBT identities and experiences. The history curriculum was modified to include a unit of work on LGBT history. Homophobic, biphobic and transphobic bullying was addressed through drama, and in art students used a range of media to explore the links between mental health and LGBT identities. In science, students were introduced to the work of famous LGBT scientists. In geography, the unit of work on geographical migration explored the migration of LGBT people from rural areas to cities. In maths, students analysed data on the experiences of LGBT people in a unit of work on statistics and data handling. In English, texts were carefully chosen to address specific LGBT themes. In physical education, the department supported the rainbow laces campaign and also developed a broader range of physical activities that had greater appeal to LGBT students. The school library was enhanced and texts that explored LGBT identities were purchased. Notices were placed on noticeboards to communicate the school’s zero tolerance policy in relation to homophobic, biphobic and transphobic bullying. In Relationships and Sex Education, students were introduced to same-sex relationships and same-sex marriage. An LGBT student group was introduced to influence whole-school change.

      Before any of this work took place, parents were consulted and invited to attend a briefing event at the school. The leadership team ensured that governors were present at this meeting so that parents knew that the governors were in support of the developments. Several of the parents raised objections on the grounds of religion. These parents were invited into school to meet with school leaders who provided them individually with an opportunity to share their concerns. The leaders listened to their views but explained that the school was meeting its legal obligations to students, citing the Equality Act (2010) and the Relationships and Sex Education statutory guidance (DfE, 2019a). Some of these parents chose to remove their children from the school. Curriculum plans, including unit plans and lesson plans, were made available to any parents who requested to view them.

      SUMMARY

      This chapter has considered the importance of teaching students to understand that different types of families and relationships exist. Specifically, it has outlined the importance of schools and school staff, recognising that students within the school community will themselves have different experiences in relation to their family structure. It is essential that teachers consider this in their planning and delivery so that there is a sense of inclusion among all students and so that they are supported to recognise the different experiences of their peers. It is important to understand whether students are currently taught to recognise the different types of families and relationships that exist so that any gaps in current provision can be identified and prioritised. The chapter has also provided guidance to support you to teach students about marriage. Again, it is important to recognise that students will have different experiences of marriage in their own families. Some students may not understand that same-sex couples are able to marry, and it is essential that students recognise that their peers may live with same-sex parents.

      

      FURTHER READING OR SOURCES OF FURTHER INFORMATION

      Public Health England has published learning resources and teacher guidance to support your teaching in relation to the nature of friendships. The materials also guide teachers through the delivery of learning activities that focus on the challenges that may arise in social relationships and the role of peer support in overcoming these. The resource pack includes lesson plans, written guidance and a presentation as well as links to case study videos. The pack, called Forming Positive Relationships Lesson Plan Pack, can be found at https://campaignresources.phe.gov.uk/schools/resources/relationships-lesson-plan-pack (accessed 6 February 2020).

      In addition to Public Health England, the PSHE Association has also published a wide selection of teacher resources to support the teaching of issues relating to friendships and relationships. These include:

      

      PSHE Association (2016) Railway Children Resources: Lesson Plans on the Risks of Children Running Away. [online] Available at: www.pshe-association.org.uk/curriculum-and-resources/resources/railway-children-resources-lesson-plans-risks (accessed 6 February 2020).

      PSHE Association (2018) NSPCC ‘Making Sense of Relationships’ Lesson Plans and Guidance. [online] Available at: www.pshe-association.org.uk/curriculum-and-resources/resources/nspcc-%E2%80%98making-sense-relationships%E2%80%99-lesson-plans (accessed 6 February 2020).

      

CHAPTER 2

       CHARACTER

      CHAPTER OBJECTIVES

       After reading this chapter you will understand:

      the aims of character education;

      the importance of adopting a whole-school approach to character education;

      key considerations in relation to the planning and delivery of character education;

      the importance of culture, behaviour, resilience and confidence;

      how co-curriculum and volunteering opportunities can contribute to character education;

      how to promote equality of opportunity within the delivery of character education.

      

      INTRODUCTION

      This chapter introduces the concept of character education and emphasises the importance of values, attitudes, skills and behaviours. It also considers the implications of character education within the context of school responsibilities. Additionally, the chapter provides guidance in relation to the key challenges that schools are likely to experience with their planning and delivery of character education. There is some discussion on the importance of character education and this is situated within the requirements of the statutory guidance. The chapter also considers character education in relation to positive school culture and the role of the leadership team is outlined. Some guidance is provided to support schools to develop learners’ resilience and confidence and we emphasise the importance of co-curriculum and volunteering opportunities. Finally, the chapter emphasises the role that schools play in promoting equality of opportunity and some guidance is provided to support teachers and school staff.

      WHAT IS CHARACTER EDUCATION?

      Character education aims to develop a set of values, attitudes, skills and behaviours that support personal development and contribute to positive long-term outcomes (Walker et al, 2017). Specifically, character education aims to support students to develop moral and civic values. This enables them to understand the difference between right and wrong and to understand their responsibilities as citizens to the local and global communities in which they live.

      There is no correct approach to delivering character education in schools. However, it is important that school leadership teams view the development of character as being central to the culture, values and vision of the school (Walker et al, 2017). It is also important