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Year 7-8
Lesson 1
To learn about the characteristics of healthy and unhealthy relationships.
Lesson 2
To learn how to manage relationship conflict.
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Healthy, positive relationships
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to develop a healthy relationship with themself, ways to develop self-worth, self- respect, personal interests and independence; to clarify personal values in relation to friendships and intimate relationships
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about different types of relationships, including friendships, family, peer, romantic and intimate relationships, and the features of positive, healthy relationships, e.g. care, equality, honesty, respect and trust; how to recognise when they are being treated with respect by others
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that sexual attraction and sexuality are diverse
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how to form, maintain, manage and end relationships safely and responsibly, including online; how to manage emotions when relationships end or change
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the skills of active listening, clear communication, negotiation, compromise and how to reconcile after disagreements, including within families
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the services available to support healthy relationships and manage unhealthy relationships, and how to access them
Boundaries and consent
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about influences on people’s decision to engage in sexual activity, e.g. values, faith, law; that everyone has the choice to delay sex, or to enjoy intimacy without sex
- how to recognise and respond to pressure to engage in sexual activity, and the importance of not pressuring others
Sex education
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to gauge readiness for sexual intimacy and that sexual, intimate relationships should be pleasurable and positive
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how choices about sex can impact physical health, relationships and mental wellbeing
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the law relating to sexual consent
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about the purpose and efficacy of different contraceptives; how and where to access contraception and medically accurate advice
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the communication skills to effectively discuss contraceptive use (including condoms) with a partner
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the risks related to unprotected sex, including sexually transmitted infections (STIs) and unintended pregnancy
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about STIs, how they are spread and how they can be prevented and treated; the importance of regular testing for sexually active people
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how to access confidential advice and treatment regarding sexual health
Keeping well, health services and first aid
- where to find reliable health information; the different health services available (pharmacists, GPs, A&E, sexual health clinics); how, when and why to access them
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Respectful relationships
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(1) The characteristics of positive relationships of all kinds, online and offline, including romantic relationships. For example, pupils should understand the role of consent, trust, mutual respect, honesty, kindness, loyalty, shared interests and outlooks, generosity, boundaries, tolerance, privacy, and the management of conflict, reconciliation and ending relationships.
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(3) The importance of self-esteem, independence and having a positive relationship with oneself, and how these characteristics support healthy relationships with others. This includes developing one’s own interests, hobbies, friendship groups, and skills. Pupils should understand what it means to be treated with respect by others.
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(5) The practical steps pupils can take and skills they can develop to support respectful and kind relationships. This includes skills for communicating respectfully within relationships and with strangers, including in situations of conflict.
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(7) Skills for ending relationships or friendships with kindness and managing the difficult feelings that endings might bring, including disappointment, hurt or frustration.
Being safe
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(1) How to recognise, respect and communicate consent and boundaries in relationships, including in early romantic relationships (in all contexts, including online) and early sexual relationships that might involve kissing or touching. That kindness and care for others requires more than just consent.
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(2) That there are a range of strategies for identifying, resisting and understanding pressure in relationships from peers or others, including sexual pressure, and how to avoid putting pressure on others.
Intimate and sexual relationships, including sexual health
- (1) That sex, for people who feel ready and are over the age of consent, can and should be enjoyable and positive.
- (2) The law about the age of consent, that they have a choice about whether to have sex, that many young people wait until they are older, and that people of all ages can enjoy intimate and romantic relationships without sex.
- (3) Sexual consent and their capacity to give, withhold or remove consent at any time, even if initially given, as well as the considerations that people might take into account prior to sexual activity, e.g. the law, faith and family values. That kindness and care for others require more than just consent.
- (4) That all aspects of health can be affected by choices they make in sex and relationships, positively or negatively, e.g. physical, emotional, mental, sexual and reproductive health and wellbeing.
- (5) That some sexual behaviours can be harmful.
- (6) The facts about the full range of contraceptive choices, efficacy and options available, including male and female condoms, and signposting towards medically accurate online information about sexual and reproductive health to support contraceptive decision making.
- (8) How the different sexually transmitted infections (STIs), including HIV, are transmitted. How risk can be reduced through safer sex (including through condom use). The use and availability of the HIV prevention drugs Pre-Exposure Prophylaxis (PrEP) and Post-Exposure Prophylaxis (PEP) and how and where to access them. The importance of, and facts about, regular testing and the role of stigma.
- (9) The prevalence of STIs, the short and long term impact they can have on those who contract them and key facts about treatment
- (10) How the use of alcohol and drugs can lead people to take risks in their sexual behaviour
- (11) How and where to seek support for concerns around sexual relationships including sexual violence or harms.
- (12) How to counter misinformation, including signposting towards medically accurate information and further advice, and where to access confidential sexual and reproductive health advice and treatment.
Health protection and prevention, and understanding the healthcare system
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(8) How to navigate their local healthcare system: what a GP is; when to use A&E/minor injuries; accessing sexual health and family planning clinics; the role of local pharmacies; and how to seek help via local third sector partners which may have specialist services.
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(9) The concept of Gillick competence. That the legal age of medical consent is 16. That before this, a child’s parents will have responsibility for consenting to medical treatment on their behalf unless they are Gillick competent to take this decision for themselves. Pupils should understand the circumstances in which someone over 16 may not be deemed to have capacity to make decisions about medical treatment
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Year 10-11
Lesson 1
To learn how to identify appropriate and inappropriate relationship behaviours and manage breakups respectfully and safely.
Lesson 2
To learn how to make informed contraceptive choices.
Lesson 3
To learn how to reduce the risk of STI transmission and access sexual health services.
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Healthy, positive relationships
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that characteristics such as self-worth, independence and having a positive relationship with oneself support personal wellbeing, building and maintaining healthy, equal relationships with others
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the characteristics and benefits of healthy, positive relationships of all kinds, and the impact of ethical principles and values on relationships; how to assert and respect personal values and boundaries in relationships, including online
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about diversity in romantic and sexual attraction; when, where and how someone might access support and advice
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strategies to manage the strong emotions associated with the different stages of relationships; to develop skills to effectively communicate with others in relationships of all kinds
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to safely and responsibly manage changes in personal relationships, including conflict, reconciliation and the ending of relationships
- strategies to access reliable, accurate and appropriate services, advice and support with relationships, and how to help others access these when needed
Boundaries and consent
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to identify and clarify personal values and how these influence decisions and behaviours in sexual relationships; the skills to assess their readiness for sex as an individual and within a couple; that many young people wait to have sex until they are older
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to understand a variety of faith and cultural practices and beliefs concerning sexual activity and respect the role these might play in relationships
- about sexual pressure; internal and external expectations about sexual behaviours and how to manage these
Sex education
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about different types of intimacy; the importance of mutual pleasure in intimate, sexual relationships
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how to communicate sexual consent; their right to give, not give or withdraw consent at any point; the effects of alcohol and drug use on someone’s capacity to consent
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the potential social, emotional and physical consequences (including on sexual and reproductive health) of choices people make about sex; that some sexual behaviours can be harmful; how to seek support if concerned about a sexual relationship
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about STIs and their prevalence; the symptoms, long- and short-term impacts, transmission and treatment of STIs; the importance of regular testing
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how the risk of STI transmission can be reduced, and the availability of PrEP and PEP to prevent HIV infection, and where, when and how to access them
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how to respond if someone has, or may have, an STI, the effects of stigma and how to overcome barriers, such as embarrassment and misconceptions, to accessing sexual health services
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where to find medically accurate information about contraception; how to choose and access appropriate contraception, including emergency contraception
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the skills to discuss contraception use with a partner, and when necessary, assert their right to use it
- to be a critical consumer of sexual health information; how to identify and counter misinformation and disinformation in relation to sexual health advice and treatment
Keeping well, health services and first aid
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About Gillick competence and medical consent, strategies to become a confident user of the healthcare system (NHS, dentists, pharmacists, sexual health clinics, specialist services); to overcome potential concerns or barriers to seeking help
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