| 1.1 |
The purpose of sex education, whether formally or informally
undertaken, should be to encourage a positive and balanced perception
of sexuality, and to enable individuals to make and implement informed
choices about their sexuality and sexual behaviour. |
| 1.2 |
The role of sex education is to:
- enable students to develop an understanding of sex as a fact
of human existence and, as far as Christian beliefs are concerned,
as a gift of God in creation.
- promote the perspective that physical and emotional sexual
health is the right of every individual, and is an integral
part of the whole person.
- facilitate exploration and discussion of the processes of
change throughout life, and to help people to develop insight
into their relationships with others.
- provide impartial information about the diversity of human
sexuality, sexual behaviour and relationships.
- enable students to make choices and decisions about their
sexuality and their relationships with others.
- foster the skills and attributes necessary for successful
negotiation within relationships, including assertiveness and
empowerment effectively to reject unwanted, inappropriate or
damaging sexual attitudes and behaviour.
- educate students against the use of sex or gender to oppress,
control or abuse others.
- provide students with the confidence and resources to seek
further/different information as individual needs and circumstances
change.
|
| 1.3 |
In July 1992 the Government published its health strategy in
the White Paper "The Health of the Nation" which identifies
sexual health as one of the five key areas in which substantial
improvement in health could be achieved. The White Paper set a
number of relevant objectives and targets, including a reduction
in the rate of conceptions among the under 16s by 50% by the year
2000, and lessening the incidence of HIV, AIDS and other sexually
transmitted diseases. Education has a vital part to play in achieving
these and other Health of the Nation targets: sex education, given
within the framework described above, can make a substantial contribution.
The Governors believe that this school should be prepared to respond
to students' questions about HIV and be clear about the responsibility
to warn students of the health risks of casual and promiscuous
sexual behaviour whether homosexual or heterosexual. The Governors
expect that the school's policy on sex education will draw particular
attention to the forms of sexual and other behaviour which carry
risks of infection and about ways in which risks may be avoided
or lessened. |
| 1.4 |
The sex education programme is part of the whole school curriculum
policy and is being developed through a cross curricular approach.
The Governors acknowledge the importance of securing parental understanding
of an agreement to the school's policy on sex education. The Governors
believe that for this policy to be successful there must be a close
and working partnership between home and school and an awareness
of the need for sensitivity towards the different cultural values,
religious beliefs and morals present in school. |
| 1.5 |
The aims of sex education should be to help the students identify
specific areas of responsibilities, influence and control and to
present the facts in an objective and balanced manner so as to
enable students to comprehend the range of sexual attitudes and
behaviour in present day society. The objectives should be to emphasise
self control and how to remain in control: to know the appropriate
language to use both technical and domestic and to suggest appropriate
attitudes, behaviour and responses. Teaching about the physical
aspects of sexual behaviour should be set within a clear moral
framework in which students are encouraged to consider the importance
of self restraint, dignity and respect for themselves and others
and helped to recognise the physical, emotional and moral risks
of casual and promiscuous behaviour. Students should be helped
to appreciate the benefits of stable married and family life and
the responsibilities of parenthood. Students from both happy and
unhappy marriages and homes need to glipse something of the wonder
and security of family life as the proper context for sexual expression,
and to develop an understanding of the Christian values of acceptance,
forgiveness and loving another 'as yourself'. At all times there
should be opportunity for questions to be asked and answered. |
| 1.6 |
Governors recognise that at Westminster City School sex education
does not usually feature as a discrete subject on the timetable
but is combined within a broader programme of Personal and Social
Education; Sport, Health and Fitness; Religious Studies and Biology.
Opportunities for considering the broader emotional and ethical
dimensions of sexual attitudes may arise in other subjects and
through the programme of assemblies. |
| 1.7 |
The Governors believe that it is not the exclusive prerogative
of Christians to hold moral views and discussions need to embrace
the complementary role of home and school and the influences on
children in playgrounds as well as in classrooms; in the media
and in society. The Governors firmly believe that sex education,
developed as a partnership between home and school will help to
ensure that students are more likely to receive consistent messages.
In addition, the religious backgrounds of the students must be
taken into account when social and moral issues are taught as part
of the Religious Studies curriculum. |
| 1.8 |
The Governors agree that schools have a responsibility to ensure
that students are aware of those aspects of sexual activities which
are unlawful. |
| 1.9 |
The Governors would want to assure staff at Westminster City
School that, knowing the controversial nature of certain areas
of sex education, the teachers who deal with such issues have their
confidence and support. The Governors are confident that Westminster
City School can offer balanced and factual information and that
teachers are aware of stereotyping and prejudice. |
| 1.10 |
A teacher approached by an individual student for specific advice
on contraception or other aspects of sexual behaviour should, wherever
possible, encourage the student to seek advice from his or her
parents, and, if appropriate, from the relevant health service
professional (eg. the student's GP or the school doctor or nurse).
Where the circumstances are such as to lead the teacher to believe
that the student has embarked upon, or is contemplating, a course
of conduct which is likely to place him or her at moral or physical
risk or in breach of the law, the teacher has a general responsibility
to ensure that the student is aware of the implications and is
urged to seek advice as above. In such circumstances, the teacher
should discuss the matter with the school's Child Protection Co-ordinator,
assuring the anonymity of the student if appropriate. |
| 1.11 |
A Christian school has a responsible role to play in the education
of children about their sexual nature, and a programme of sex education
should be structured to emphasise the positive developing potential
of being fully human, while not minimising the risks and dangers
which growing up involves. It should make a distinctive contribution
to sex education by placing it within a Christian context of love,
faithfulness and forgiveness. In this way students will become
aware of their responsibility not only for themselves back for
those whom they love and the people with whom they live and work. |
| 1.12 |
Sex education resources and opportunities should form an integral
part of a lifelong learning process. Successful sex education is
developmental and progressive, relevant to, and appropriate for,
the age, understanding, needs and experience of its audience. |
