Exploring the power of Object Based Learning for Relationships and Sex Education


On Friday I had the honour of being invited to speak at University of Exeter about my experiences as a practitioner working on the Sex & History Project. (N.B. I co-wrote the FREE RSE lesson pack here and and lessons exploring gender and sexual diversity here for LGBT history month and beyond!)  Unfortunately due to the snow I had to Skype in and not be there in person to run a workshop, so I also wanted to summarise my thoughts in a blog post.

The topic I chose to talk about was The Power of ‘Object-Based Learning’ for Relationships and Sex Education.  For those of you who don’t know Object Based Learning is using an object (historical object/ 3D printed model or any physical solid 3D thing!) to spark a conversation and learn something new. (Or a more academic description: “Object-Based Learning (OBL) is a student-centred learning approach that uses objects to facilitate deep learning. Objects may take many forms, small or large, but the method typically involves students handling or working at close quarters with and interrogating physical artefacts.”. I first heard of it as a concept in a meeting with Melany Rose Education Manager at the British Museum. Then seeing the Ain Sakhri lovers on display there really bought it home to me the difference in learning between seeing the actual physical object is compared to learning from photo of the object (both have value but for some objects seeing them for yourselves gives a extra layer of understanding)

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3D Printed Uterus model

In Sex & History, we often have to use photographs of the objects rather than actual handling materials because these are rare museum pieces that are valuable and can’t be handled by a class of teenagers in case they are damaged! However, last year I was lucky enough to lead a teacher training workshop at Brighton and Hove Museum where they had a 3D printed Venus of Willendorf to handle alongside looking at actual objects from the museum’s collection. It was fascinating to watch the teachers engage with the piece in new and unexpected ways when physically able to handle the object rather than just look at it behind glass or in a photograph or image on a screen.  At Sex and History we are gathering a small collection of handling objects (such as examples similar to these erotic fruits)  and actively exploring 3D printing of replica objects in order to further utilise the opportunities and benefits of OBL.

For my workshop with practitioners and academics from UK and Germany I had been planning to provide a huge range of objects covered with a sheet and ask individuals to choose an object they were most interested in learning more about asking the questions: “what is it?” “how could it be used for relationships and sex education?” (whilst also making it very clear that any object chosen did not reflect anything personal about the participant choosing it!). Experiencing the value of object based learning for yourself is a powerful lesson in its value for sex education.

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Venus of Willendorf

Although this concept may seem foreign to many teachers of RSE I think that many RSE teachers are doing OBL all the time anyway without realising. Condoms demonstrations and passing around different methods of contraception to have a much closer look at all count as OBL! Being able to see, touch, feel, handle, move and rotate an object relating to relationships and sex education can create discussions and questions that you would never get without the physical object being present.

The benefits of object based learning (as well as possible objects to use) can be set out as follows:

  • Icebreakers– can help defuse tensions and create safer spaces by using certain objects like knitted uteruses/vulvas/penises/or cuddly STI toys.  Crocheted body parts have been used with particular success in Brighton and Hove with an RSE project for young unaccompanied asylum seekers in single sex groups (that I have been supporting in the background), as a way of kick starting safe fun conversations about their bodies.  These young people may come from cultures where such knowledge about their own bodies is sometimes seen as taboo and often not talked about, and cultural understandings of consent can be very different.  The benign fun nature of knitted or crocheted objects provide such a safe space to start having conversations which can then over time lead into trickier conversations such as Female Genital Mutilation (FGM). 

     

  • Starters- Start the conversation off by passing round an object “what is this” “what might it be used for” “how is it used?” “why does it exist” can create fascinating conversations. You could use things like wedding rings, engagement rings (non-valuable ones!!) to start conversations about marriage and relationships, gender, power and control (who wears the engagement ring- why?) and extend the conversation to explore the use of rings used for chastity (silver ring thing) or fidelity pledges or use of neck rings in marriage or sign of beauty. Something so simple as a small silver or gold band can start a conversation that could go on for a whole lesson if you plan it right and are skilled in your questioning and how you manage discussions.
  • Investigators and Interrogators  Supplying a range of objects can be used to explore and interrogate patterns and assumptions in society. For example , menstrual products, intimate washes, soaps, razors, make up. hair straighteners, Protein shakes, Pilates balls, gendered clothing or shoes. What objects make us feel good about ourselves, what make us feel bad, which are designed for men/women? what are essential? which are cultural? etc.                                                                          Or you could do the fab The Sensual Star activity (from Jo Adams who developed the RU Ready? Program) where you supply a wide range of objects that can be used to stimulate the five senses: touch, taste, sight, sound and smell. eg. perfumes/scented candles/sound bowl/musical instruments for sound; chocolate/fruits/ massagers or objects with rough or smooth textures eg. silk scarves and have a conversation about sensuality and what are our favorite objects against each of the five senses. This can be drawn and decorated on a “Sensual Star” (a 5 pointed star with each sense allocated to a point).
  • Confidence building Adolescence can be a tricky time with lots of new things to master that people often don’t talk in detail to you about. For example you can also use a range of disposable and reusable menstrual products or range of antiperspirants and deodorants to kick start conversations about puberty, hygiene and menstruation. Familiarity with some of the products they may need to use in their lives can build confidence about talking about, purchasing and using them.
  • Reassurance about whats ‘normal’– exploring the range of variation in bodies by passing around objects of different sizes analogous to human bodies (E.g. as well as using knitted objects with some inner labia longer than outer labia etc, I also have a range of different sized condom demonstrators (and TheyFit is a great site to share). It also encourages young people to feel more comfortable talking about their bodies when I get out Lady Penelope it is fascinating (and really sad) to realise how many girls do not have any real understanding of how their own bodies work. 

  • Visualising how things work Until you have seen an actual IUD/IUS in the flesh and seen on a diagram or model of female reproductive tract how it works, then it can be quite hard to conceptualise. Likewise seeing the actual size of an implant (a matchstick can work here or small matchstick sized piece of ultra fine tubing), the contraceptive ring (the inner ring of an internal condom (femidom) works) then it can be hard to understanding or visualise how such methods work.  Also Object based learning is also vital for visually impaired students if you can’t see then being able to handle and be talked through anatomy or using methods of contraception is very important.
  • New directions for discussions Talking about STI testing can be a little dry sometimes but passing round a chlamydia testing kit and allowing a look at a urine testing pot, a swab kit, or passing round a speculum can help make the conversation more interesting. I’m also very interested in exploring how every day objects like a wire coat hanger could open up discussions on abortion, or egg white or flour paste or cottage cheese in petri dishes could open up conversations about normal vaginal discharge! A small Venus of Willendorf (I now have one of my own) could open up conversations about body image, breasts, weight, sexiness, fertility!
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Speculum, swab and urine testing kits.

  • Exploring new frontiers (knowledge, learning and technology!)- the 3D printed clitoris is my FAVE object for getting a conversation going about sexual pleasure and anatomy (and I still think it is outrageous that this wasn’t mapped until 1998). I now have a 3D printed uterus and I am hoping to get a vulva too. 3D printing for sex ed could be incredible!

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    Range of 3D printed clitorises

  • Consolidating learning. In youth group settings we sometimes use a “talking stick” or other object as a tool to signify who can talk and who needs to listen. We also sometimes pass an object round to close a session with each person holding the object says one thing they have learned about the session before passing it on to the next person. While I can see their might be potential for silliness if certain objects were used (!) I can also see there is potential in having a particular object close a session quite powerfully.  I am thinking something like a small squishy heart stress toy to pass round and feedback on notions of romantic love and why the heart is seen as a symbol for love and how that can make people feel. The level of SQUEEZE could indicate how much the session was enjoyed or not!

 

How would you use object based learning in your setting and what do you think are the benefits? Please comment below!

 

This post is bought to you with thanks to Sex & History Project for funding me to do this work. Rhian Drinkwater for her expert knitting skills (the uteri were knitted by a sexual health campaign up north and to my horror I can’t remember who to thank them- if it was you please shout!), Lovehoney for supplying me with loads of kit.  Ben O’Steen for 3D printing  this file designed by Odile Filod for me and putting me in touch with Valeria Vitale from  Institute of Classical Studies, Senate House who has also indulged my 3D printing whims and needs using the Odile Filod file and the Vulvacademy files (with thanks to @Gareth Cheeseman for sharing the link to Vulvacademy files)!

 

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Sex and Relationships Education- A political hot potato game of piggy in the middle.


The government on the one hand says “we have full confidence in our teachers to teach their students what will be best for their education” but on the other hand says “the guidance note on reproduction is included to make sure pupils are not introduced to age inappropriate material”, and thus it lobs the hot potato of SRE into the hands of the teachers.

The teachers whom without statutory status of PSHE, without proper guidance, training and support are just not able to teach SRE to the standard it needs to currently needs to be so they either quietly drop the potato and hope no-one notices or they lob it back to the government demanding change from on high.

Meanwhile the children and young people continue to miss out on their entitlement to high quality age appropriate SRE. Another generation of poor piggys in the middle. IT IS STILL NOT GOOD ENOUGH.

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Sex and Relationships Education should be an entitlement for all children and young people


We are still waiting on the outcomes of the PSHE review where both the Sex Education Forum (SEF) and the PSHE Association submitted that:

 “SRE should be an entitlement for all children and young people.”

I think sometimes we get so bogged down in the “parental right of withdrawal from SRE” argument that we actually forget about the rights of the child to learn about their body, to learn how to protect themselves, to stay safe and to have happy and fulfilling relationships.  Absolutely these things can and should be taught by both home and school.  Yes parents have rights, but so too do their offspring. Young People are consistently complaining their SRE was “too little, too latetoo biological” so there is a clear demand from young people to have their needs met with an entitlement to high quality age appropriate sex and relationships education written into the statute.

I often think those that are against the idea of sex and relationship education often confuse innocence with ignorance.  Not telling my children about how their body works (in an age and stage appropriate way) would be remiss of me, in fact neglectful of me, as a parent.  Children and young people are desperate to learn more about relationships, about their bodies about how babies are made and about things that are going to be coming up for them before they happen so they are prepared for them.   We cannot deny them this right to knowledge and support their development into adulthood.

Currently all parents have a right of withdrawal from Sex Education apart from those aspects in the Science National Curriculum.  I would argue that any parent withdrawing a child from SRE in schools (Less than 1% of parents) should be able to provide evidence that they are covering the necessary knowledge, skills & understanding at home.

It will be very interesting to see how the governments responds to this when the PSHE Review is published hopefully by the Autumn.  I do hope they will listen and enshrine the entitlement for comprehensive SRE  for our children and young people in law.  Anything less is to do our young people another great disservice (like when PSHE failed to be made statutory in 2010).

What do you think?

An open letter to Matthew Offord MP re. same sex marriage, teachers and schools


Dear Matthew Offord,

I was genuinely shocked to read your response to Nick Lansley’s partner about same sex marriage, as it seems you are suffering from some very basic misconceptions about how schools and how sex and relationships education should work. As I am not one of your constituents I thought I would write an open response to you on my blog.

Before I go into your problematic response about schools I need to ask you about your statements:

“It is my strong personal, moral and religious belief that the institution of marriage is to provide the foundation of a stable relationship in which those two people of the opposite sex procreate and raise a child. That is physically not possible for same-sex couples so I don’t see the point of introducing a law to allow this”

Can I just ask you where you stand on opposite sex couples who are infertile? Who don’t ever want children? Who marry past the age of menopause? Should they still have the legal right to marry? Based on your statements I would assume you would be campaigning for an end to marriage in these cases, or do they get an exemption because they are heterosexual?

In your letter you stated:

“In regard to education, Section 403 of the Education Act 1996 places a legal requirement on schools to teach children about “the importance of marriage”. If marriage is redefined, schools will have no choice but to give children equivalent teaching on same sex marriage, even those children of a very young age, including those at primary school.”

Can I ask you exactly what you think is wrong about that? The 1996 law is sixteen years old and needs updating as does the whole of the legislation and guidance relating to Sex and Relationships Education. We currently only have the 2000 DfE SRE guidance (twelve years out of date) and we are still waiting on the outcomes from the PSHE review. Both the law and guidance pre-dates the Section 28 Legislation (which only actually ever applied to local authorities not schools directly) and also needs to be updated in light of that. There is no mention of civil partnerships in the guidance for example. I absolutely agree with you that teaching about marriage is very important, but I would argue that teaching about equality, tolerance and respect is even more so.

What exactly is your issue with primary school children talking about same sex marriage? Are you falling for the classic ignorant assumption that discussing sexual orientation means you also have to talk about sexuality and sexual activity? You really can separate the two out you know- talking about gay marriage to primary school children does not mean you have to talk about “gay sex” at all. (By the way the concept of “gay sex” is erroneous anyway. Being a sex and relationships educator I do feel I have to point out that the spectrum of sexual activity is NOT confined to one particular sexual orientation. Any sexual activity you can think of can be carried out whether you are in a same sex or opposite sex relationship.)

Alternatively are your worries that talking about same sex marriage to primary school children might make them gay? I have worked with young people for 12 years now, let me tell you that talking to young people about different sexual orientations DOES NOT MAKE THEM GAY. What it absolutely does do is make them more tolerant, respectful and understanding of people’s differences. Can I ask you if you think it is acceptable for a young person to be bullied because of their perceived sexual orientation? To live in constant fear of persecution by people who don’t understand them? One of my proudest teaching and learning moments was covering a lesson on homophobia with a class, a boy with strong faith views shouted out “I WANT TO KILL ALL GAYS” he was angry and convinced this was a course of action they deserved. By the end of the lessons he came to me and said “Miss, I still don’t like it and neither does my faith, but I get what you mean now about not being mean to someone because of it.” For him that was the most monumental shift, and he was a violent angry young man, I have absolutely no doubt that he would be the type to beat someone up for acting “gay” whether or not they actually were. I strongly believe widespread teaching of such lessons would go a huge way in reducing incidences of homophobic bullying and violence. Surely you agree that a reduction in hate crime is a good thing?

Your letter makes it clear you are a man of faith however all major religions teach tolerance and respect and you absolutely can teach about different sexual orientations in a way that does not conflict with faith views. What you seemed to be advocating was that schools be absolutely silent on the issue of sexual orientation, which can only lead to more bullying and violence against individuals who may or may not turn out to be gay but they are perceived to be “different”.

Thanks to addressing issues of homophobia within my previous school, a girl who had previously contemplating drastic steps because of her sexual orientation, had the confidence to confide in me she was a lesbian and from there was able to come out to her mum. Her mum later said to me “I’m glad that she could talk to someone when she couldn’t face me with it, and I’m grateful and relieved that the school were there to support her, without the support who knows what she could have done.” I made a difference to that girl’s life and since then I have devoted my teaching career to supporting young people and the people that work with them around issues in Sex & Relationships Education. It is not over the top to say it really can save lives. Thankfully schools now have a moral and legal duty (see Equality Act 2010) to support all students regardless of ability, gender, sexual orientation, race or religion, and when given the opportunities they do this very well indeed.

You asked “So what will happen to parents who because of religious, or philosophical beliefs take their children out of lessons? ” I also would very much like an answer to that. Parents currently have the right to opt out of Sex and relationships education lessons (but less than 1% do). I would argue that young people should all have an entitlement to sex and relationships education lessons- and if it is not provided by the school then I would expect parents to provide it including teaching about different sexual orientations. Lesbian, Gay, Bisexual (LGB) people EXIST, parents simply cannot deny that. They have existed for more than the 2000 years you are glad that “homophobia” has been enshrined for. Well you actually called your homophobic beliefs “views” you stated:-

“Discriminated against and persecuted because they hold views that have been enshrined in our laws and have been the cornerstone of our society for two thousand years.”.

Can you please give me a “for instance” where someone with “views” such as yours has been “persecuted or discriminated against” to the same level as someone who is LGB (or Transgender). Has your stance in life ever led to Verbal abuse? Violent assaults? Being disowned? Murder? Suicide? No? Then please do not be so insulting as to be speaking from a position of privilege and claiming the same level of victimisation. Because it simply IS NOT TRUE.

Your letter asked:

And what of the teachers who object to teaching about same sex marriage. Will they face disciplinary action? How will it affect their careers?

Currently all teachers are expected to have the ability to teach Sex & Relationships Education. It is enshrined in QTS 21 of the Qualified Teacher Standards (although this is likely to change following the current review of teacher skills requirements). However thankfully many schools only ask for teachers willing to cover such topics to cover them, usually they will get additional training for this. This is important. I strongly believe no teacher should ever be forced to teach a subject they are not comfortable or trained in. All teachers are expected to uphold the law and school policies. This includes the Equality Act which “makes discrimination against someone for their real or perceived sexual orientation illegal in the provision of goods, services and facilities. Section 13 of the Sexual Orientation Regulations says that all students have an equal right to education, regardless of their real or perceived sexual orientation.” Therefore I would argue that teachers absolutely should teach about same sex marriage as part of sex and relationships lessons, but I absolutely agree it needs clarifying in law for those teachers in schools expecting all teachers to provide sex and relationships education. Having an ignorant homophobic bigot deliver lessons about homophobia could be incredibly damaging for the young people in those lessons and they are my priority. Not the tiny minority of teachers who may have views that conflict with their duties and responsibilities as teachers and who damage their own careers accordingly. Thankfully the vast vast majority of teachers I know are very supportive of challenging homophobia in schools when given sufficient support and training to do so. They know the damage homophobia can do to our young people.

You also asked:

Will same sex marriage be covered under such subjects as citizenship forming part of the main curriculum taught to our children and tested through examination?”

PSHE (Personal, Social, Health and Economic Education) and Citizenship are two very distinct but complimentary subjects. The law and curriculum surrounding both of them could definitely do with clarifying and updating, but I think you will find that the current debate about changing the law around same sex marriage has already been covered in many citizenship lessons across the land already. It is relevant to the subject and topical. I suspect some students may end up doing coursework on it. It’s already happening. Is that a problem for you?

You stated you have a “strong personal, moral and religious belief” in “the institution of marriage”, As a happily married heterosexual woman I also have a strong personal moral and faith in marriage, I strongly believe it is an institution all couples in loving relationships should be able to enter. In fact Chief Justice Margaret Goodridge said it far better than me:

Marriage is a vital social institution. The exclusive commitment of two individuals to each other nurtures love and mutual support; it brings stability to our society. For those who choose to marry, and for their children, marriage provides an abundance of legal, financial, and social benefits. In return it imposes weighty legal, financial, and social obligations….Without question, civil marriage enhances the “welfare of the community.” It is a “social institution of the highest importance.”

Marriage also bestows enormous private and social advantages on those who choose to marry. Civil marriage is at once a deeply personal commitment to another human being and a highly public celebration of the ideals of mutuality, companionship, intimacy, fidelity, and family…. Because it fulfils yearnings for security, safe haven, and connection that express our common humanity, civil marriage is an esteemed institution, and the decision whether and whom to marry is among life’s momentous acts of self-definition. Tangible as well as intangible benefits flow from marriage. The benefits accessible only by way of a marriage license are enormous, touching nearly every aspect of life and death. It is undoubtedly for these concrete reasons, as well as for its intimately personal significance, that civil marriage has long been termed a civil right. “

It was my personal and professional values and attitudes that compelled me to respond to your letter. Finally you stated “I do not believe that same sex marriage would serve to enhance British society or its values.” Could you please explain to me how same sex marriage would affect “British Society and values” in any other way than show we are a tolerant and accepting nation that recognises and celebrates individual human rights?

Yours Sincerely

A Teacher of Equality, Compassion, Empathy and Respect.

Template letter for writing to your MP about Sex and Relationships Education and the Dorries Bill


This week I got all fired up and wrote a letter to my local MP and have even received a reply already (he is writing to Gove on my behalf and will be in touch when he replies….. I am holding my breath…)

Anyhow I figured since so many of you are uber busy creatures it maybe an idea for me to provide a template letter on my blog for you to tweak to your hearts content and email off to your own MP.  Me being an uber busy sausage myself this letter is actually one I adapted from the wonderful and lovely @sian_rowland (Website and blog) (Thanks for letting me share!).

After my edits it’s probably not the perfect letter (personally I am better at ranty blogposts than formal letters!) but its a step in the right direction and please do edit away from this starting point (and if you have any suggestions for improvements then feel free to share them 🙂 )

Please please do take the time to do this – it could make the difference we need.   You can find out who your MP is here.

<Insert your address and date etc>

Dear MP <Insert Name>

‘I’m writing to you about my concerns over Nadine Dorries MP, her ten minute abstinence bill and her comments in the media.  I am an <insert something about who you are and why you are concerned- eg. worried parent, teacher etc etc>

I recently read with disbelief Ms Dorries’ blog post in which she says,

‘The thrust was that girls as young as seven are taught about intercourse, safe sex, how to apply a condom on a banana, where to get condoms, how to detect an STI and that they don’t need to tell their parents anything.’

She provides no evidence for these statements and as far as I am concerned  they are absolutely and categorically untrue and I’m horrified that parents might think this happens in class,  I have heard from several respected PSHE advisers* that this is just not something that would happen in schools.   SRE for seven year olds is about age appropriate emotions and positive relationships (which at this age is pretty much ‘my friends and my family.) She also only mentions girl which is very worrying, boys have rights and responsibilities in relation to sex and relationships education too.  Schools also understand their duty in informing and involving parents. If parents are unduly concerned, they may withdraw their children from SRE lessons (NB but not from the Science parts) although less than 1% actually choose to do so.

Abstinence is already a part of SRE for secondary schools but only a part. Abstinence-only teaching, as is popular in the States simply doesn’t work (You can read more here:  http://www.ncb.org.uk/pdf/sef_briefing_abonly_200405b.pdf ) . Young people need to be given the skills and attitudes as well as the knowledge in SRE. ‘Delay’ teaching in which young people explore waiting until they are ready and in a stable relationships (including marriage), works much better.

It really worries me that as the country with the highest teenage pregnancy rate in Europe, we’re looking toward the country with the highest teenage pregnancy rates in the world for inspiration. There is clear and rigorous evidence that Sex and Relationships Education when taught properly does work – you can read more here: http://www.ncb.org.uk/pdf/SEF_does_SRE_work_2010.pdf.

On the Vanessa show, Dorries also suggested that “if girls said no more often, there wouldn’t be so much sexual abuse”. This is an unforgivable thing to say and a horrific reflection to those who have ever suffered sexual abuse, both girls and boys.  “Saying No” in no way prevents abuse and to say that it does is despicable victim blaming.

SRE does need to be taught better in all schools but with people like Nadine Dorries and her interference and micromanaging of the topic will ensure that SRE is never well taught and that teenage pregnancy and sexual health problems (where support has been withdrawn in most areas because of funding) will soar.

What we actually need is clear legislation and guidance from the government about SRE and support for schools in training and delivery of SRE.  Issues such as  sexual bullying, sexualisation, homophobia, pornography are becoming challenging areas for schools to tackle, and teachers desperately need help, training and support in tackling this as well as covering basic SRE to a much higher standard than it is currently. Without adequate SRE, young people will seek information via the media including the internet and with fewer and fewer local authority advisers in post, and a lack of guidance and support from the government,  schools have no one to turn to.

I’m very much hoping that you will consider speaking out against this bill. Your fellow MPs need educating in this area as demonstrated by the 67 for (as opposed to 61 against)  vote of her ten minute bill.

I truly believe that we need better, age appropriate relationships education in this country that addresses the needs of all children regardless of sex, religion and background.

Many thanks for your support during these difficult times and please get in contact if you want to discuss any of these issues further.

Yours sincerely

<your name>

*By this I mean me and Sian 🙂 but you can add your own evidence here, if you have it!

A plea to parents who support school sex and relationships education- Updated


*Updated*- Please Follow @P4SRE on Twitter

 On Facebook http://www.facebook.com/pages/P4sre/251857084875239

and http://p4sre.com/ for more information about being SRE supporting parent

In my experience the vast vast majority of parents are supportive of schools delivering Sex and Relationship Education.  They may have some concerns about the material or how to support their child with it, but by engaging with the school about the content of the curriculum then many of these fears can be alleviated.  I have only ever had two students (out of the hundreds possibly thousands I have taught) who have been withdrawn from the lessons following discussions with the parents (and one of these students actually chose to withdraw himself although his parents didn’t mind as much! In the end  I decided he deserved this right to withdraw himself on this occasion although technically legally he probably didn’t!).  Other parents seeking to withdraw were reassured after meetings with me and viewing the materials etc.  Parents and schools have to work together on sex and relationships education, to ensure it is the best possible learning for their child.

Something I have always been aware of is that those who shout the loudest are getting heard.  The thing is in sex and relationships education those loud voices are often the very anti-sex education voices, these voices are in a minority but they sometimes have the power to sway the content and curriculum in their favour so that it no longer represents the majority view, and it’s the children and young people who miss out as a result (don’t forget young people often complain sex and relationships education is often “too little, too late, too biological“.)

So what I am asking is if you are a parent supportive of your child’s school delivering Sex and Relationships education- get involved. Champion it in your child’s school. Work with the school to develop it so it is the best it can possibly be for your child.  Get your voice heard too- Please for the sake of the children!