This book outlines approaches and strategies for developing effective sex and relationships education policy and practice in a multi-faith and multi-cultural society.Faith, Values, and Sex & Relationships Education is the result of extensive consultation with religious communities, professionals working in, and supporting, schools and young people. It is aimed at teachers and all those who support teachers, including LEA Advisory Teachers and Local Healthy School Coordinators. The resource will also be useful for educators in other settings, including the youth service and pupil referral units.

The intersection between religion or faith and relationships and sex education (RSE) is understudied. Yet, worldwide, levels of religiosity remain high, and in parts of inner-city Britain are increasing, even though much of Britain is seeing a decline in religious observance. Using student voices to inform the design of data collection methods and the direction for the study, I investigate the views, wishes and struggles that young people, including young people of faith, face when forming their relationships and sexual identity on their journey through adolescence. I also examine how high-quality relationships and sex education can support that journey. A pragmatic, constructivist, grounded theory methodology was developed and a total of around 460 year ten students from three very different inner-city schools in areas of high religious observance and one rural school in an area of low religious observance were involved in the research. The findings reveal the wish of students to receive effective, relevant, age appropriate, faith- and student-sensitive relationships and sex education. This was seen, by all groups of students, not only those from religious backgrounds, as important for enabling the provision of high quality, equality-based teaching. Student views as to the content and age at which topics should be taught in RSE varied, often, but not always, dependent on the religious or cultural background of students. On average students of high religiosity felt that most topics should be introduced a year later than students of no religious faith. Responding to these findings requires flexibility, understanding and sensitivity on behalf of schools when formulating policy and planning the curriculum concerning relationships and sex education. Overall, this area of education was found to be fraught and contested, so, following a review of the literature and data analysis, models to support those teaching RSE were developed.

Celebrating Sex and Relationships Education resents a review of the changes in sex and relationships education [SRE] in England over the past 21 years, discusses the current policy context, and sets out a vision for the future. Based on the 21st Birthday conference of the Sex Education Forum, it features conference papers which cover a broad range of SRE issues, including: a history of SRE campaigning; what works - international evidence; characteristics of effective SRE; a normative approach to SRE; young people and pornography; exploring SRE in a multi-faith society; building bridges between parents and schools; involving young people in SRE; and working creatively with vulnerable young people.

Sex education is rarely out of the news. Despite this, there exist surprisingly few studies of the principles, policies and practice of sex education. This book provides such an examination, focusing on the values to which children are exposed in sex education. Sex education inevitably involves the transmission of values, regardless of whether this is intended by teachers. Throughout the book, academic and professional literature on both values and sex education is reviewed and discussed. The authors look at the implicit liberal values, which underpin programmes of sex education, and at the challenges presented by the diversity of values in contemporary society. The book also considers: * Why values are central to sex education * Children's voices and children's values * Religious and family values * Achievable aims for school sex education * How to help young people to reflect critically on the influences to which they are exposed and on their own developing sexual values * How to build values into practical approaches to sex education at both primary and secondary levels. This timely book will help all those involved in sex education to steer a path between controversial and often opposing views and will be essential reading for students on PGCE and BEd courses. It will also be a valuable resource for teachers and professionals involved in teaching sex education such as teachers of personal and social education, form tutors, heads of year, school nurses, health workers and academics.

Developed following extensive consultation with children, young people, teachers and managers, this book explains how pupil referral units can develop SRE that support pupils' emotional and social development. It offers those who work with children and young people in PRUs guidance on developing effective partnerships with pupils, parents, carers and the wider community; developing and implementing an SRE policy; planning, organising and delivering SRE; and professional development. It includes activities that can be used for training teachers and workers in PRUs, a sample sex and relationships education policy, and suggested learning outcomes for SRE in Key Stages 1 to 4.

This book will enable and assist teachers responsible for organizing and delivering Sex and Relationships Education. It draws together the best available practice to support teachers in developing policy and classroom practice. It begins by looking at general principles and then focuses on primary, secondary and special schools as well as pupil referral units. These chapters will provide a toolkit of ideas and approaches that teachers can use in the classroom. Included are practical exercises that can be done alone or in staff meetings to prepare yourself or a colleague to deliver SRE, a glossary of terms that will support you in answering children's and young people's questions, advice on choosing, developing and using resources, and a list of useful organizations and websites. The book will be particularly helpful to PSHE coordinators, Health Promotion Units, National Healthy School Standard coordinators and SRE teachers in schools. LEA Advisors and Inspectors, and anyone involved in training and supporting teachers, will also find this a useful guide.

The International Handbook on Learning, Teaching and Leading in Faith Based Schools is international in scope. It is addressed to policy makers, academics, education professionals and members of the wider community. The book is divided into three sections. (1) The Educational, Historical, Social and Cultural Context, which aims to: Identify the educational, historical, social and cultural bases and contexts for the development of learning, teaching and leadership in faith-based schools across a range of international settings; Consider the current trends, issues and controversies facing the provision and nature of education in faith-based schools; Examine the challenges faced by faith-based schools and their role and responses to current debates concerning science and religion in society and its institutions. (2) The Nature, Aims and Values of Education in Faith-based Schools, which aims to: Identify and explore the distinctive philosophies, characteristics and guiding principles, values, concepts and concerns underpinning learning, teaching and leadership in faith-based schools; Identify and explore ways in which such distinctive philosophies of education challenge and expand different norms and conventions in their surrounding societies and cultures; Examine and explore some of the ways in which different conceptions within and among different religious and faith traditions guide practices in learning, teaching and leadership in various ways. (3) Current Practice and Future Possibilities, which aims to: Provide evidence of current educational practices that might help to inform and shape innovative and successful policies, initiatives and strategies for the development of quality learning, teaching and leadership in faith-based schools; Examine the ways in which the professional learning of teachers and educational leaders in faith- based settings might be articulated and developed; Consider the ways in which coherence and alignment might be achieved between key national priorities in education and the identity, beliefs, and the commitments of faith-based schools; Examine what international experience shows about the place of faith-based schools in culturally rich and diverse communities and the implications of faith-based schooling for societies of the future.

The Bloomsbury Handbook of Schools and Religion provides the first truly global scan of contemporary issues and debates around the world regarding the relationship(s) between the state, schools and religion. Organized around specific contested issues - from whether or not mindfulness should be practised in schools, to appropriate and inappropriate religious attire in schools, to long-term battles about evolution, sexuality, and race, to public funding - Fraser-Pearce and Fraser carefully curate chapters by leading experts exploring these matters and others in a diverse range of national settings. The Bloomsbury Handbook of Schools and Religion offers a refreshingly new international perspective.

'Where do babies come from?' The prospect of this age-old question is one that causes significant apprehension for many professionals working with children. Clear strategies to support children's questions about growing up, relationships and sex are essential so that they are enabled to stay safe and healthy, develop positive and confident views about themselves and those around them, and deal with peer and media pressures. This book provides a solid, research-informed background to these issues and considers the historical context of relationships and sex education. It explores how to help children deal with a wide range of relationship issues and suggests ways of helping children to begin to explore the social, emotional and physical changes that occur as they grow and mature. Case studies, research summaries, ideas for developing practice and signposts to key websites and resources make this a really engaging and user-friendly text. Essential reading for those new to teaching relationships and sex education in the primary sector.

This book is designed to support Teaching Assistants in the important and unique role they play in the education of children. This new edition includes a range of additional material and reflects developments in the recent UK context and legislation that relates to participation and diversity. It raises issues concerning values and professional practice for Teaching Assistants, emphasising inclusive approaches and the importance of understanding the perspectives of learners throughout. Each chapter contains an overview of topical debates, current research, a discussion of issues relating to values and professional practice. Every chapter raises questions and suggests reading for further reflection. This highly accessible resource includes contributions from leading researchers and experienced education practitioners. It introduces a range of issues, with a focus on inclusion and the key role of teaching assistants, such as: understanding inclusive education: school communities and participation Special educational needs and inclusive practice supporting Gypsy, Roma and Traveller (GRT) children ethnic diversity and attainment the influence of gender on the achievement of boys and girls working with teachers and parents religious diversity and inclusive practice including and supporting Lesbian, Gay, Bi-sexual, Transsexual (LGBT) students welcoming and understanding asylum seeking and refugee students disability, human rights and inclusion. This book will enable Teaching Assistants to develop a deeper understanding of the fundamental principles of inclusive education. It provides an essential resource for Teaching Assistants and all those working in Education.