SRE should be based on the actual needs of children and young people so that it is relevant to their lives. Children and young people can be consulted through focus groups, questionnaires, discussion in class and the school council.
Are pupils consulted about what is included in SRE and when topics are introduced?
Are pupils asked for their ideas about how SRE is taught (for example teaching methods and resources)?
Is the cultural and religious background of pupils reflected in the curriculum?
Is teaching inclusive in terms of gender, sexual orientation, disability, ethnicity, culture, age, religiou or belief or other life-experience particularly HIV status and pregnancy
Have the needs of pupils with special educational needs been met?
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Let's get it right: A toolkit for involving primary school children in reviewing their sex and relationships education Lucy Emmerson and Jane Lees (2013)
A pack of 13 practical class-room activities for consulting children at KS1 and KS2 about what they learn in SRE, how it is taught and how it could be improved. Includes teaching notes, photocopiable resources and curriculum design tool.
Download free samples:'How to involve young children' and Activity 1
£12.99 from the NCB web-shop (20% members discount)