1. Introduction

Iqra High School understands its obligation to provide effective and up-to-date SRE for its pupils. The School recognises that RSE plays a vital part in meeting its safeguarding obligations.   This policy aims to define RSE and describe how it is provided and who is responsible for providing it. It includes information about parents’ right to withdraw their son/daughter from RSE. It will be reviewed regularly.

2. Definition and context

2.1 SRE is about the emotional, social and cultural development of pupils, and involves learning about relationships, sexual health, sexuality, healthy lifestyles, diversity and personal identity.

SRE involves a combination of sharing information and exploring issues and values.

SRE is not about the promotion of sexual activity.

 2.2 It has three main elements:

Knowledge and understanding

• Learning and understanding physical development at appropriate stages • Understanding human sexuality, sexual health, emotions and relationships • Learning about contraception and a range of local and national sexual health advice, contraception and support services • Learning the reasons for delaying sexual activity until an appropriate age and the benefits to be gained from doing so • The avoidance of unplanned pregnancy.

Attitudes and values

• Learning the importance of values and individual conscience and moral considerations • Learning the value of family life, marriage and stable and loving relationships for the nurture of children • Learning the value of respect, love and care • Learning about the harmful impact of pornography • Exploring, considering and understanding moral dilemmas • Developing critical thinking as part of decision-making. 

Personal and social skills

• Learning to manage emotions and relationships confidently and sensitively • Developing self-respect, and respect and empathy for others • Learning to make choices based on an understanding of difference and with an absence of prejudice • Developing an appreciation of the consequences of choices made • Managing conflict • Learning how to recognise and avoid exploitation and abuse.

3. Aims   

 3.1 RSE aims to help students to understand the facts about sex and sexuality, to develop self-esteem, respect for others and to build self-confidence in decision making.  The development of their self-esteem is central; young people who feel positive about themselves are more likely to develop happy and caring relationships.   Iqra High School aims to provide this

 3.2 RSE provision at Iqra Highshool aims to: 

• Provide students with accurate and up-to-date information about RSE topics

• Develop their confidence in asking questions without embarrassment, communicating within discussion and reflecting on their feelings about RSE topics

• Develop knowledge and understanding about puberty, reproduction and sexuality

• Develop positive attitudes, strong moral values, self-respect and self-esteem

• Ensure students understand the law on sexual behaviour, consent and abuse

• Develop an understanding of the importance of respect, trust and love in relationships

• Encourage an understanding of the perspectives of different genders and sexualities

• Develop a sense of responsibility and an awareness of the consequences of one’s actions in relation to sexual activity

  • Provide students with information about different types of contraception, safe sex and how to access further advice and treatment

 • Give students a clear understanding of the arguments for delaying sexual activity and resisting pressure

 • Challenge discrimination based on sexual orientation and gender and equip pupils to address sexist or homophobic bullying

 • Correct misunderstandings and counteract myths drawn from the media and their peers

• Link RSE with issues of peer pressure and other risk-taking behaviour, such as drugs, smoking and alcohol

  • Develop an awareness of the dangers of sexual exploitation on the internet

• Seek information and advice when they need help.

3.3 The School aims to provide RSE which is inclusive and meets the needs of all students.  

 Special Educational Needs and Disability (SEND): Some students may have learning, emotional or behavioural difficulties or physical disabilities which result in particular RSE needs.  Delivery of RSE will be differentiated where necessary to address the needs of these students, to enable them to access the content of RSE and ensure inclusivity.

 Sexuality: Some students may define themselves as LGBT (gay, lesbian, bisexual or transgender) or may have LGBT family members or friends. The School’s approach to RSE will include sensitive, honest and balanced consideration of sexuality.  Students will be encouraged to be understanding of others’ sexual identity. Pastoral, medical and counselling support will always take account of the needs of LGBT students. 

 Cultural background: The School recognises that students from some minority ethnic or religious backgrounds cannot rely on their parents to talk to them about sex and relationships, and therefore rely upon school as their main (or only) source of sex education. The School will strive to deliver RSE in a culturally appropriate and sensitive way.

4. Roles and Responsibilities

A whole school approach will be adopted to RSE that actively involves the whole school community. All groups who make up the school community have rights and responsibilities regarding RSE. In particular:

The senior leadership team (SLT) will endeavour to support the provision and development of RSE in line with this policy by providing leadership and adequate resourcing.

The Islamic/SMSC Coordinator will maintain an over view of RSE provision and have overall responsibility for its development. This will include keeping up to date with developments and good Islamic practice, developing the provision to meet pupils’ needs, providing support and resources for staff, arranging staff training, liaison with outside agencies and monitoring and evaluation.

Teaching staff all teachers are involved in the school’s RSE provision. They teach RSE through the PSHE programme and some through science and other curriculum areas. All teachers play an important pastoral role by offering support to pupils. Teachers will be consulted about the school’s approach to RSE and aided in their work by provision of resources, background information, support and advice from experienced members of staff and access to appropriate training.

Directors have responsibilities for school policies. They will be consulted about the RSE provision and policy and have regular reports at Directors’ meetings.

Parents/carers have a legal right to view this policy and to have information about the school’s RSE provision. Workshops for parents/carers and support for parents/carers to provide RSE for their own children. The school’s approach to RSE will encourage dialogue between parents/carers and their daughters.

Outside agencies and speakers are involved in inputting to RSE lessons and as points of referral as support services to pupils should the need arise. 

Pupils have an entitlement to age and circumstance appropriate RSE and to pastoral support. They will be actively consulted about their RSE needs and their views will be central to developing the provision.  Pupils are expected to engage fully in SRE and, when discussing issues related to SRE, treat others with respect and sensitivity.

5.  Parent’s Right to Withdrawal

Parents have the right to withdraw their daughter from the non-statutory components of SRE.  Requests for withdrawal should be put in writing and addressed to the headteacher. A copy of withdrawal requests will be placed in the pupil’s educational record. The headteacher will discuss the request with parents and take appropriate action.

Alternative work will be given to pupils who are withdrawn from SRE.

6. How does the school use outside agencies

Occasionally, appropriate and suitably experienced and/or knowledgeable visitors from outside school may be invited to contribute to the delivery of RSE in the school. Our school has a code of practice for using visitors to support the delivery of PSHEE

Visitors are invited into school because of their expertise or contribution they can make

All input to PSHEE lessons are part of a planned programme and negotiated and agreed with staff in advance

All visitors are always supervised/supported by a member of staff

7.  Teacher Support

All teachers delivering aspects of the RSE programme are supported in doing so by the Head of Personal Development. The Head of Personal Development, working with the Headteacher, is responsible for ensuring the delivery of the curriculum outlined above, ensuring that relevant topics are included in the schemes of work and ensuring that appropriate and relevant issues relating to on-line safety are included. 

How should staff deal with sexually explicit questions?

  • Answer questions asked in terms of Islamic etiquette
  • Answer only those questions that relate directly to the agreed programme/ lesson
  • To make it clear, through ground rules, that no pupil should ask personal questions and that Islamic etiquettes and manner be upheld at all times, for example; pupils should be encouraged to use the appropriate terminology for parts of the body.
  • Be prepared to modify the programme if a certain question recurs (perhaps because of media coverage)
  • Make provision for questions about sex, reproduction and puberty to be answered individually, as they arise, outside the planned programme with appropriate members of staff such as Islamic Coordinator.
  • Tell pupils that their question will be answered in a later part of the RSE class depending on the appropriateness of the question.

What kind of language will be considered acceptable and appropriate for use in RSE lessons

All staff are expected to:                             

  • Use the correct terms for all body parts as this is deemed good practice.
  • Openly teach pupils what ‘slang’ words mean and that some are offensive.
  • Avoid the use of any slang.

8. Monitoring and evaluation

The programme will be regularly evaluated by the Islamic / PSHEE Coordinator. The views of pupils and teachers through questionnaire, who deliver the programme, will be used to make changes and improvements to the programme on an on-going basis.

9. Content

9.1 RSE is primarily delivered through the Personal Development programme, taught by specialist teachers, form tutors, and occasional visiting speakers.  Additionally, sex education is covered within the Biology schemes of work, and questions of moral and ethical codes are covered in the Religious Studies schemes of work.  It is expected that in other areas of the curriculum, particularly in Health and Social Care, Islamic Sciences and Humanities, Science and Religious Education there will be further opportunities to discuss and reflect on RSE themes.  

RSE/Citizenship Curriculum Organisation at KS3 & 4

Pupils learn how good relationships can promote mental well-being, how to manage their feelings positively and how to manage changing relationships in terms of Islamic maturity. They learn the law relating to sexual behaviour, how to develop skills of assertiveness in order to resist peer pressure and stereotyping. They learn the law relating to sexual consent, sexting and abuse.  They learn about online safety from exploitation and bullying.  They learn how to access sources of advice and support.

9.2 Below outlines the topics covered in our Personal Development programme.  

 PSHE Programme of Study

1.  Developing confidence and responsibility and making the most of their abilities 

Pupils should be taught:

a) To reflect on and access their strengths in relation to personality, work and leisure.

b) To respect the differences between people as they develop their own sense of identity.

c) To recognise how others see them and be able to give and receive constructive feedback and praise.

d) To recognise the stages of emotions and how to deal with their feelings in different situations within an Islamic expectation.

e) To relate job opportunities to their personal qualifications and skills and understand how the choices they make at Key Stage 4 should be based not only on knowledge of their personal skills, strengths and aptitudes but also on the changing world of the work place.

f) To plan realistic targets for Key Stage 4, seeking out new information and asking for help with career plans.

g) What influences how we spend or save money and how to become competent at managing personal money

2. Developing a healthy, safer lifestyle

Pupils should be taught:

a) To recognise the physical and emotional changes that take place at puberty and how to manage changes in a positive way.

b) How to keep healthy and what influences health, including the media.

c) That good relationships and an appropriate balance between work, leisure and exercise can promote physical and mental health.

d) Basic facts and laws, including school rules, about alcohol and tobacco, illegal substances and the risk of misusing prescribed drugs.

e)  HIV and Islamic views on high risk behaviours such as sexual activity.

f) To recognise and manage risk and make safer choices about healthy lifestyles, different environments and travel. g) To recognise when pressure from others threatens their personal safety and wellbeing, and to develop effective ways of resolving pressures, including when and where to get help.

h) Basic emergency first aid procedures and where to get help and support.

3. Developing good relationships and respecting the difference between people

Pupils should be taught:

a) About the effects of all types of stereo- typing, prejudice, bullying, racism, and discrimination and how to challenge them assertively.

b) How to empathise with people different to themselves.

c) About the nature of friendship and how to make and keep friends.

d) To recognise some of the cultural norms in society, including the range of lifestyles and relationships.

e) The changing nature of, and pressure on, relationships.

f) About the role and importance of marriage in family relationships in Islam and understand and respect those who hold different views and beliefs from them.

g) About the role and feelings of parents and carers and the value of family life.

h) To recognise that goodwill is essential to positive and constructive relationships.

i) To resist pressure to do wrong, to recognise when others need help and how to support them.

j) To communicate confidently with their peers and adults.

k)  That it is unlawful to discriminate against a person by treating them less favourably because of their race, disability, religion or belief, sexual orientation, gender reassignment, pregnancy or maternity  (PROTECTED CHARACTARISTIS IN THE Equality Act 2010)

4. Knowledge, skills and understanding

Pupils should be taught about:

a) The legal and human rights and responsibilities underpinning society, basic aspects of the criminal justice system, and how both relate to young people.

b) The diversity of national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding

c) Central and local government, the public services they offer and how they are financed and the opportunities to contribute.

d) The key characteristics of parliamentary and other forms of government

e) The electoral system and the importance of voting

f) The work of community-based, national and international voluntary groups

g) The importance of resolving conflict fairly

h) The significance of media in society

i) The world as a global community, and the political, economic, environmental and social implications of this, and the role of the European Union, the Commonwealth and the United Nations.

5. Developing skills of enquiry and communication

Pupils should be taught to:

a) Think about topical political, spiritual, moral, social and cultural issues, problems and events by analysing information and its sources, including ICT based sources.

b) Justify orally and in writing a personal opinion about such issues, problems or events.

c) Contribute to group and exploratory class discussions and take part in debates.

6. Developing skills of participation and responsible action

Pupils should be taught to:

a) Use their imagination to consider other peoples’ views and experiences and be able to think about, express and explain views that are not their own.

b) Negotiate, decide and take part responsibly in both school and community-based activities

c) Reflect on the process of participating.

Science: programme of study

Pupils will be taught:

1a) Explanations, argument and decisions

1b) Applications, implications and cultural understanding, 

2a) Organisms, behaviour and health

2b) Behaviour

2c) Life processes: Reproduction

Reproduction Y7

Sexually transmitted Diseases Y7


Clone Therapy Y9/Y10

Responding to stimulus survival and reproduction Y7

Find a mate Y7/Y8/Y9

Responding to stimulus menstrual cycle Y7 & Y9/Y10 

Fertilisation, pregnancy and birth Y8

Contraception Y8/Yr 10 GCSE

Protection and nutrition of embryo Y8

Male and female reproductive systems Yr 10 GCSE

Roles of oestrogen and progesterone in the menstrual cycle

Hormones and secondary characteristics Yr 10 GCSE i++]