SRE content in the new curriculum

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The first draft of The Children, Schools and Families Bill has been launched by ED Balls in Parliament. The Bill will provide the legislative basis for several changes, one of which is the statutory requirement for PSHE. Below is an indication of what the sex and relationship content of this new curriculum will be subject to Parliamentary approval.

 Key Stage 1 (Age 5-7) 

Understanding Physical Development, Health & Well-being

Children should learn:

  • about the simple physical changes to their bodies they have experienced since birth and the similarities and differences between people
  • to identify different relationships that they have and why these are important
  • how to keep safe and know how and where to get help


Key Stage 2 (Age 7-11)


Understanding Physical Development, Health & Well-being

Pupils should be taught:

  • about the physical and emotional changes that take place as they grow and approach puberty (this includes the changes to their bodies; emotions, feelings and attitudes and naming main external parts of the body
  • how to form and maintain relationships with a range of different people (this includes valuing relationships within their families and carers and with people different from themselves. This also includes changing relationships, marriage, civil partnerships, separation, loss and bereavement).
  • about the physical changes that take place in the human body as they grow and how these relate to human reproduction
  • to listen to, reflect on and respect other people’s views and feelings
  • to recognise and respect similarities and differences between people
  • strategies for understanding, managing and controlling strong feelings and emotions and dealing with negative pressures.

 Key Stage 3 (Age 11-14)


Personal Well-being

The range and content that teachers should draw on when teaching include:

  • examples of diverse values encountered in society and the clarification of personal values;
  • physical and emotional change and puberty;
  • sexual activity, human reproduction, contraception, pregnancy, and sexually transmitted infections and HIV and how high-risk behaviours affect the health and wellbeing of individuals, families and communities;
  • the features of positive and stable relationships, how to deal with a breakdown in a relationship and the effects of loss and bereavement;
  • different types of relationships, including those within families and between older and young people, boys and girls, and people of the same sex, including civil partnerships;
  • the nature and importance of marriage and of stable relationships for family life and bringing up children;
  • the similarities, differences and diversity among people of different race, culture, ability, disability, gender, age and sexual orientation and the impact of prejudice, bullying, discrimination and racism on individuals and communities;


Key Stage 4 (Age 14-16)

Personal Well-being

The range and content that teachers should draw on when teaching the key concepts and processes include:

  • the effect of diverse and conflicting values on individuals, families and communities and ways of responding to them;
  • how the media portrays young people, body image and health issues;
  • the benefits and risks of health and lifestyle choices, including choices relating to sexual activity and substance use and misuse, and the short and long-term consequences for the health and mental and emotional wellbeing of individuals, families and communities;
  • where and how to obtain health information, how to recognise and follow health and safety procedures, ways of reducing risk and minimising harm in risky situations, how to find sources of emergency help and how to use basic and emergency first aid;
  • characteristics of positive relationships, and awareness of exploitation in relationships and of statutory and voluntary organisations that support relationships in crisis;
  • parenting skills and qualities and their central importance to family life;
  • the impact of separation, divorce and bereavement on families and the need to adapt to changing circumstances;
  • the diversity of ethnic and cultural groups, the power of prejudice, bullying, discrimination and racism, and the need to take the initiative in challenging this and other offensive behaviours and in giving support to victims of abuse.