The Scottish Government

A Curriculum Framework for Children 3 to 5,Scottish CCC, 1999
This document provides advice and guidance on the learning and development needs of children as young as three. It describes the scope of children's learning between the ages of three and five, placing particular emphasis on their emotional, personal and social development.
Health Education: 5-14 National Guidelines,LT Scotland, revised 2000
Environmental Studies - Society, Science andTechnology: 5-14 National Guidelines, LT Scotland, revised 2000
The Structure and Balance of the Curriculum:5-14 National Guidelines, LT Scotland, revised 2000
Personal and Social Development: 5-14 National Guidelines, Scottish CCC, 1993
Religious and Moral Education: 5-14 NationalGuidelines, Scottish CCC, 1992
Religious Education 5-14: Roman Catholic Schools,Scottish CCC, 1993
These guidelines provide a clear and coherent framework to support schools and teachers as they plan, teach and assess programmes of learning and teaching across the 5-14 age range.
Guide for Teachers and Managers: Health Education 5-14, LT Scotland, 2000
Guide for Teachers and Managers: Science 5-14, LT Scotland, 2000

Guide for Teachers and Managers: The Structure and Balance of the Curriculum 5-14, LT Scotland, 2000
Guide for Teachers and Managers: Information and Communications Technology 5-14, LT Scotland, 2000
Guides for Teachers and Managers accompany the revised guidelines in health education, environmental studies, the structure and balance of the curriculum, and information and communications technology (ICT). They are working documents, provided by Learning and Teaching Scotland, offering advice on how to address various aspects of the different guidelines. While the guidelines provide the 'what' of the curriculum, the guides offer advice on the 'how'.
Personal and Social Development: 5-14 National Guidelines - Exemplification, Scottish CCC, 1995
Religious and Moral Education: 5-14 NationalGuidelines - Exemplification, Scottish CCC, 1995
In both cases exemplification, provided by Scottish CCC, takes the form of staff development materials designed to help teachers plan programmes and organise learning.
Relationships and Moral Education,
Catholic Education Commission, 2000
This document, presently under consultation, is designed to accompany the guidelines on religious education 5-14 in Roman Catholic schools, and provides targets under the headings 'Self', 'Relationships', 'Making the right choices' and 'Sexual awareness

Health Education in Scottish Schools: Meeting Special Educational Needs, SO, 1994
This document provides curriculum audit processes, guidelines, a curriculum framework and menus, illustrative case studies, advice on parental involvement in health education and the contribution of other professionals to health education, as well as a list of health education resources. It is designed to assist staff, parents and other professionals to promote health education for pupils with special educational needs.
Helping Hands: Guidelines for Staff who Provide Intimate Care for Young People with Disabilities, SOEID, 1999
The purpose of these guidelines is to set out a framework within which staff who provide intimate care to children with special needs can offer a service and an approach that acknowledges the responsibilities and protect the rights of everyone involved. The children's special needs might arise for a variety of reasons including learning disabilities, physical, visual, hearing or speech and communication impairments. These children will be found in all settings: pre-5 centres, primary, secondary and special schools.
Curriculum Design for the Secondary Stages:Guidelines for Schools, Scottish CCC, 1999
The Rationale points up one of the major purposes of education as providing young people with the knowledge and skills, and with opportunities, to think through major issues, to form opinions and to work out values on which they will base their lifestyles. Experiences should help young people to develop into healthy, responsible human beings leading personally rewarding lives. Standard Grade Religious Studies,
Scottish Examination Board, 1991

Standard Grade Biology,
Scottish Examination Board, 1997
Elements of sex education are located in the Arrangements for Standard Grade Biology and Standard Grade Religious Studies.
Higher Still Personal and Social Education (CD-ROM),
Scottish Qualifications Authority, 1999
In all Higher Still Personal and Social Education (PSE) courses there are two principal contexts Personal Awareness and Development and Social Awareness and Development that relate to the development of self awareness and interpersonal skills and encourage the development in young people of interpersonal and group skills, including relationships, and of self-awareness, self-reliance and self-confidence, including rights and responsibilities.
Higher Still Religious, Moral and Philosophical Studies(CD-ROM), SQA, 1999
There are units at various levels that encourage young people to investigate the nature and scope of morality and to develop the skills involved in recognising moral stances and in making moral decisions within the context of both religious and other stances for living. These include:

• Access 3 Questioning Morality(mandatory)

• Intermediate 1 Making Moral Decisions
  (mandatory unit)

• Intermediate 2 Making Moral decisions
  (optional unit)

• Higher Ethics; Religious Perspectives
  in a secular context

• Advanced Higher Bio-Ethics (optional)

Circular No. 10, Protection of Children from Abuse -The Role of Education Authorities, Schools and Teachers, SOEID, May 1990
Circular 4/96, Children and Young People with Special Educational Needs (Assessment and Recording), SOEID
The Health Education for Living Project (HELP),SOEID/ Strathclyde Region, 1995
These materials were made available to all schools. They provide detailed advice on health education, including sex education, from pre-school to S6. They cover suggested content and give advice on learning and teaching activities and resources.

Personal Relationships and Developing Sexuality
University of Strathclyde, 1994
This staff development resource for teachers was made available to all local authorities for distribution to schools in 1994. The pack contains advice for teachers on sex education, gives a suggested curriculum framework for sex education and provides materials to be used as part of teachers' in-service training. Publication was followed in many local authorities by in-service training.
A Route to Health Promotion: Self-evaluationUsing Performance Indicators, SEED, 1999
This document, published in 1999, is designed to help schools to evaluate the quality of health promotion,including aspects of health education such as sex
education. Issued by the HMI Audit Unit, it provides a framework for undertaking a structured audit and builds directly on the national approach to self evaluation set out in How Good is our School? Self-Evaluation using Performance Indicators.
Issues in Health Education: A Study of Good Practice in a Sample of Primary and Secondary Schools,
SOEID, February 1996
SOEID, February 1996
This document offers examples of good practice in schools providing health education.
Scottish Virtual Teachers' Centre:www.svtc.org.uk
Scottish Schools Ethos Network:www.ethosnet.co.uk
The Anti-Bullying Network:www.antibullying.net
Research Unit into Health Behavioural Change:
www.ruhbc.ed.ac.uk

Additional Resources
(piloted at time of compiling guidance, now available for use)
Respect Resource Pack,
Zero Tolerance Charitable Trust, 2001
This pack was piloted in two schools (primary and secondary) and two youth work settings, encourages boys and girls to develop healthy relationships based on respect and equality and to be active citizens in creating communities that do not tolerate violence against women.
The Respect Initiative comprises :

• educational CD-ROM

• primary curriculum

• secondary curriculum

• informal educational intervention (youth clubs)

• training programme for adults delivering the Respect Initiative

The evaluation of the project is available from:
Sexual Health and Relationships Education: Safe, Happy and Responsible(SHARE) ,
The Health Education Board for Scotland (HEBS)
,
The Health Education Board for Scotland (HEBS)
SHARE is a resource for secondary schools S2-S4 comprising a series of lessons over 20 periods. HEBS developed a classroom resource to support its application: training for trainers is also available via HEBs (now Health Scotland). Both are being updated and should be available from 2004.
Websites
Scottish Executive website:www.scotland.gov.uk
HM Inspectors of Schools:
www.scotland.gov.uk/structure/hmi/default.htm
Health Scotland (formerly HEBS/PHIS):www.healthscotland.com
Learning and Teaching Scotland:www.LTScotland.com
Higher Still:www.higher-still.org.uk
Scottish Health Promoting Schools Unit
www.healthpromotingschools.org (live as of Spring 2004)(live as of Spring 2004)

A Curriculum Framework for Children 3 to 5,Scottish CCC, 1999This document describes the scope of children's learning between the ages of three and five, under five main areas of learning. It places particular emphasis on their emotional, personal and social development, which includes:

• developing confidence and a sense of worth

• making friends and getting on with other children

• learning to look after yourself - making choices,

• for example knowing who to ask for help

• caring for other people and your surroundings

• telling others how you feel and what you like best.

Health Education 5-14: National Guidelines, LT Scotland, 2000

The revised guidelines for health education 5-14 point up the close connection with personal and social development and the concept of the health promoting school. The guidelines are based on the three interconnected strands of physical health, comprising sexual health, emotional health and social health. Physical health explores physical factors in relation to our health and looking after ourselves. Emotional health explores emotions, feelings and mental health and how these affect us and our relationships. Social health explores the interactions of the individual, the community and the environment in relation to health and safety.
The guidelines aim to help teachers to:

• increase the knowledge and understanding of a range of health issues that may play a part in the decisions young people make about health

• enable young people to explore and clarify their beliefs, attitudes and values

• develop young people's personal and interpersonal skills

• provide opportunities for young people to explore their feelings and emotions, to share experiences and to discuss issues that are relevant to them in a secure and comfortable environment

• develop in young people the skills and knowledge to take responsibility for their own health at an individual level, and as participating citizens.

The guidelines provide a clear framework within which individual schools and teachers can develop programmes responding to the health education needs of young people. They enable teachers to plan, teach and assess coherent health education programmes. They provide a flexible means by which schools can choose to integrate into personal and social development programmes and other curriculum areas those aspects of health education they consider best covered in such settings.

Health education within the curriculum should aim to provide opportunities for young people to value themselves, gain in confidence and develop skills and

knowledge to take responsibility for their own health at an individual level and as participating citizens.

Health Education: 5-14 National Guidelines , LT Scotland, 2000, p. 4

Environmental Studies - Society, Science and Technology:

5-14 National Guidelines, LT Scotland, 2000

The Rationale emphasises an important aim of environmental studies as developing in

young people the disposition to respect and care for self and others. This involves reflection on the need to take increasing

responsibility for their own and others' wellbeing, safety and needs. It encourages pupils to think how they as individuals contribute to their environment and culture when they make choices, decisions and courses of action related to society and the environment. In this way they develop the awareness that people hold diverse views and opinions about social and environmental concerns and of the need for such diversity. Each of the components provides opportunities for pupils to examine a range of issues that might impact on the wellbeing of themselves and others.

The science section of the environmental studies guidelines, in the outcome 'Living things and the processes of life', examines the human life. Pupils are encouraged to observe features of growth in themselves and others. At the later stages of 5-14 pupils move to a broad study of the human body systems and related life processes.

The Structure and Balance of the Curriculum: 5-14 National Guidelines, LT Scotland, 2000

This document sets out the rationale and principles of the 5-14 curriculum. The aims state that children should acquire and develop 'the capacity to take responsibility for their health and safe living'. The document consolidates the importance of developing respect and care for self and others and a sense of social responsibility. An allocation of a minimum 15 per cent of time is given to personal and social development and within it to health education. A detailed explanation of personal and social development as a cross-curricular aspect is provided.

Personal and Social Development: 5-14 NationalGuidelines, SOED, 1993

Personal and social development is both the process of development through which children grow and mature as individuals in society and the contribution to this process that schools can make. This can be done through specific programmes, through a cross-curricular approach and, importantly, through establishing a positive and supportive whole-school ethos. Successful health education locates within all three approaches.

The school is only one factor in the personal and social development of young people. All aspects of a child's experience at home and outwith school also contribute.

For this reason, it is essential to establish positive partnerships between school, home and the wider community.

The aims of PSD are to help pupils to:

• have appropriate positive regard for self, and for others and their needs

• develop life skills to enable them to participate effectively and safely in society

• dentify, review and evaluate the values they and society hold and recognise that these affect thoughts and actions

• take increasing responsibility for their own lives.

Personal and social development is particularly concerned with helping young people to develop:

• self-awareness and self-esteem

• interpersonal relationships

• independence and interdependence.

PSD aims to help pupils to realise that just as they grow and change physically, so too they grow and change emotionally and that this is important at all stages, but is particularly so when pupils are attempting to cope with puberty and the development

of their sexuality. It also aims to help them understand that increased independence means increased responsibility and to see that while they have freedom to change what they want to do, they have to accept responsibility for that choice and the ensuing consequences.

In recognising areas of potential conflict and reviewing commonly held values in a pluralistic, democratic society, pupils should be helped to clarify their own personal values and determine their own position in relation to that held by other people, groups or society at large.

Maintaining a close partnership with parents is a key aspect of this process.

Personal and Social Development: 5-14 National

Guidelines, SOED, 1993, p. 2

Religious and Moral Education: 5-14 National Guidelines,

SOED, 1992

Education is about the development of the whole person. Religious and moral education deals with this development in relation to self-awareness, relationships with others, and the realms of beliefs, values and practices that go to make up a religious outlook on life. The 'personal search' strand, in particular, encourages pupils to begin to reflect upon their own stance as they search for answers to important human questions.

In an atmosphere of open discussion of religious and moral issues, pupils are encouraged to express their own views and feelings, and to listen with respect to the views and feelings of others. Additionally they are encouraged to develop responsible attitudes towards others and skills of moral judgement about what is considered right and wrong.

Religious Education 5-14: Roman Catholic Schools, Scottish CCC, 1993

These guidelines provide a coherent and progressive approach to religious education in Roman Catholic schools. Pupils are encouraged to:

• have values relating to family and community

• reflect on their ability to make choices and come to some understanding about the relationship between choices and consequence

• reflect on what it means to have respect for self and others

• reflect on their personal physical, emotional, spiritual and moral changes.

Guide for Teachers and Managers: Health Education 5-14, LT Scotland, 2000

The Guide for Teachers and Managers accompanies the guidelines. It offers practical advice on a range of issues such as meeting pupils' needs and the health promoting school.

While [young people] do need information about issues such as puberty, pregnancy, family roles and sexually transmitted infections, information alone will not be

enough. It is necessary to provide them with the skills to cope with pressure and conflicts and to manage their relationships. Young people can be helped to develop

specific skills that will enable them to establish, maintain or end relationships and make decisions that are important to them as individuals.

Guide for Teachers and Managers: Health Education 5-14 ,

Learning and Teaching Scotland, 2000, pp. 21-22

The section 'Planning for Health Education' suggests that health education programmes can include:

• a clear statement of whole-school expectations concerning health education and health promotion

• involvement of staff, pupils and parents in developing provision for health education

• planned coverage of issues such as the misuse of drugs and alcohol, smoking, healthy eating, sex education and coping with stress

• attention to specific links between health education, religious and moral education and education for personal and social development.

The planning section also provides specific advice on sexuality and relationships and offers examples of long- and short-term planning for health education. The guide also suggests means by which schools can evaluate good practice in health education, meet pupils' health education needs and review effective features of a health education programme. It gives helpful advice on the stages at which various topics, including 'my body', 'feelings about self and others' and 'relationships' may be introduced.

Guide for Teachers and Managers: Science 5-14, LT Scotland, 2000

Exemplification of levels D and E in the strand the processes of life looks at the process of human reproduction.

Guide for Teachers and Managers: The Structure and Balance of the Curriculum 5-14, LT Scotland, 2000

This material provides exemplification of how schools can turn the principles of the guidelines into effective practice.

It also provides advice on how learning can be managed effectively across the 5-14 stages as well as pointing up the benefits of the 5-14 principles of continuity, coherence and progression for teachers, pupils and parents.

Guide for Teachers and Managers: Information and Communications Technology 5-14, LT Scotland, 2000

An exemplar of a local authority leaflet for parents outlining aspects of safe use of the internet. It emphasises the duty of schools and local authorities to put suitable screening procedures in place in order to prevent young people from accessing inappropriate material. References are made to the Scottish Executive publication Click Thinking, which explores in depth the issue of safe internet access.

Parents should be engaged as partners in the development of ICT and there is scope for this partnership not only in the development of learning and teaching but also in safeguards in using ICT.

Guide for Teachers and Managers: Information and Communications Technology 5-14 LT Scotland, 2000

Personal and Social Development: 5-14 National Guidelines - Exemplification, Scottish CCC, 1995

Support material in the form of a staff development workshop for teachers. It focuses on a whole school approach to personal and social development and suggests approaches and addresses issues concerning attitudes, relationships and skills likely to aid the promotion and development of a positive and supportive school atmosphere which fosters the personal and social development of all.

The importance of religious education is not confined to appreciating the historical and social role of religion. There is also a personal dimension linked to the individual's search for answers to questions about meaning, value and purpose in life.

Religious and Moral Education: 5-14 National Guidelines, SOED, 1992

Religious and Moral Education: 5-14 National Guidelines -

Exemplification, Scottish CCC, 1995

Suggests ways in which teachers might explore issues such as caring for others and help pupils develop the skills for personal search including to:

• begin to think independently about ideas

• reflect on the implications

• begin to formulate opinions based on a degree of knowledge and understanding

• share ideas and feelings

• justify opinions

• recognise the validity of other viewpoints.

Relationships and Moral Education,

Catholic Education Commission, 2000

This document, designed to accompany Religious Education 5-14: Roman Catholic Schools, outlines a framework for a positive, competent and relevant primary through secondary moral/sex education programme. Under the four broad headings of 'Self', 'Relationships', 'Making right choices' and 'Sexual awareness', the document offers targets for various attainment levels and accompanying exemplification. Targets include:

• knowing ways of looking after their bodies and feelings

• being aware of the natural order - birth, growth, maturity, of plant, animal, human

• understanding that sexual development is a natural part of human growth

• expressing ways in which they value and care for themselves

• understanding the role of the family in their lives.

In the later stages of secondary, targets also include life matters and the concept of love. Pupils should be able to, for example:

• nderstand the principles of how life begins

• develop an awareness of the relationship between happiness and good relationships

• know that parents have certain duties to their offspring.

Health Education in Scottish Schools: Meeting Special Educational Needs, The Scottish Office, 1994

Pupils with learning difficulties have the same right to a broad and balanced curriculum and educational opportunities as their peers. This document is the

product of a project investigating issues arising from health education provision for young people with special educational needs.

The document contains practical advice for teachers and school managers and is organised in eight units, as follows.

1 Introduction and Rationale
2 Curriculum Auditing within the context of School Development Planning
3 The Curriculum Guidelines
4 The Curriculum Framework and Menus
5 The Case Studies
6 Parental Involvement in Health Education
7 The Contribution of other Professionals
8 Health Education Resources

Helping Hands: Guidelines for Staff who Provide Intimate Care for Young People with Disabilities, SOEID, 1999

All education authorities in Scotland have guidelines and procedures for child protection to ensure the safety and wellbeing of children and young people and to protect those adults working with them. This document provides particular guidance to staff working with pupils with special educational needs, most notably where intimate care is involved. It draws on good practice already in evidence across a wide number of schools.

The key aims are:

• to raise awareness and to make practical recommendations based on good practice

• to provide guidance and reassurance to staff in a climate of litigation and give information about the legal context of intimate care

• to provide ideas for appropriate staff development and training, induction programmes, consultation and involvement of parents

• to safeguard the rights of children and young people to be protected from exploitation and all forms of abuse - physical, emotional and sexual - and to safeguard adults required to operate in sensitive situations.

Curriculum Design for the Secondary Stages: Guidelines for Schools, Scottish CCC, 1999

Among the curricular goals identified by this document are:

• respect and care for self

• respect and care for others.

Along with others, they are identified as fundamental to moral life and a sound guide on which to base personal choice.

Skills identified include:

• personal and interpersonal skills

• working with others.

The document also identifies as goals for pupils the ability to:

• deal responsibly with their emotions

• take increasing responsibility for their own lives

• look after their personal needs, health and safety

• be sensitive and responsive to the needs of others

• make decisions based on informed judgements.

Standard Grade: Arrangements in Religious Studies, Scottish Examination Board, 1991

Unit 4, 'Issues of Morality' examines the nature of morality, general moral principles and values and specific moral issues and religious responses arising from the following areas.

• Sexual morality - freedom and responsibility in relationships between the sexes

• The taking of life - is it ever justifiable?, war, abortion and euthanasia

Standard Grade: Arrangements in Biology,Scot. Exam Board, 1997

• Topic 6, 'Inheritance', sub-topics (a) 'Variation', (b)

'What is Inheritance?' and (c) 'Genetics and Society'examine issues of inheritance, genetics and reproduction in human, animal and plant contexts.

• Topic 7, 'Biotechnology', sub-topic (c) 'Reprogramming Microbes' examines issues of genetic engineering

Higher Still Personal and Social Education, SQA 1999

At all levels principal contexts such as personal awareness and development, and social awareness and development focus on the key element of personal and social education relating to the development of self-awareness, self-reliance and self-confidence. Principal contexts offer the opportunity to develop group and interpersonal skills, including relationships. Various sub-contexts concerned with such issues as independent living, health-related issues, participating in community activity and using support services in the local community, provide opportunities to focus on improving personal wellbeing, to investigate some aspects of living independently and to examine the impact on their individual lives.

Higher Still Religious, Moral and Philosophical Studies, SQA, 1999

• Access 3: Questioning Morality (mandatory unit)

Students are invited to choose examples of moral issues from one of the following areas of study:

- Moral issues and Human relationships: marriage/alternatives to marriage, divorce, sexual behaviour
- Moral Issues and Human Rights: crime and punishment/racial sexual prejudice, rights of the child

• Intermediate 1: Making Moral Decisions (mandatory unit)

The 'human relationships' element of this unit looks at marriage/alternatives to marriage, divorce and sexual behaviour. Students are required to demonstrate an understanding of moral issues, analyse and evaluate them.

• Intermediate 2: Making Moral Decisions (optional unit)

As in Intermediate 1: Human Relationships. In addition

the 'gender' element of this unit looks at dependence and interdependence and violence against women.

• Higher: Ethics - Religious Perspectives in a Secular Context (mandatory unit)

The aim of this unit is to develop in young people an understanding and analysis of an ethical area of study and to evaluate its relevance in today's society.

• Advanced Higher: Bio-Ethics (optional unit)

This unit seeks to develop understanding and analysis of Christian and other perspectives on medical development in bio-ethics, evaluating related issues concerning the nature and quality of human life. Of particular relevance to sex education are the issues concerning artificial insemination, genetic engineering, the treatment of embryos and surrogacy in the area 'The Beginning of Life'.

Circular No. 10, Protection of Children from Abuse - The Role of Education Authorities, Schools and Teachers,

SOEID, May 1990

If a young person is at risk then the teacher and school must act to protect them. Such action may well involve disclosure to appropriate people or agencies and may

bear upon the issue of consulting with parents or carers. Schools should have child protection guidelines to refer to as well as guidance from their education authority in line with the documents listed above.

Circular 4/96, Children and Young People with Special Educational Needs (Assessment and Recording), SOEID

The purpose of this circular is to advise education authorities and others about the statutory arrangements in Scotland for providing for children and young people with special educational needs. Consultation with parents and carers is essential in drawing up Individual Education Programmes, and there may be issues concerning aspects of sex education programmes that will require particular discussion with parents and carers.

The Health Education for Living Project (HELP), SOEID/ Strathclyde Region, 1995

The principal aim of HELP is to enable pupils, staff and the school as a whole to take positive steps towards the promotion of health and wellbeing.

Specific aims are as follows:

• To help pupils to take appropriate responsibility for their own health and wellbeing through developing knowledge, understanding, attitudes and skills that enable them to:

- develop effective personal relationships
- look after themselves appropriately
- live actively and safely

• To help teachers plan and deliver effective studies in health education:

- as part of a planned programme of health education, taking account of national and local priorities
- as part of studies in other curriculum areas or in personal and social education
- as a result of cooperative activities among themselves,

with parents and with health-promoting agencies in the community.

• To help the school become a:

- health-promoting establishment where care for young people is paramount
- safe and attractive environment where young people can develop in an atmosphere of trust and mutual respect
- focus for health promotion within the community.

Issues in Health Education: A Study of Good Practice in a Sample of Primary and Secondary Schools, SOEID, Feb 1996

Examples of good practice in schools providing health education on the key sensitive issues of drugs, alcohol, smoking, healthy eating, positive personal relationships and sex education.

Personal Relationships and Developing Sexuality, Univ of Strathclyde, 1994

Staff development resource for teachers that offers support to teachers in a number of ways. It provides the following:

• uidelines

Background information on a number of aspects, including differentiation and confidentiality, related to teaching about sexuality and relationships. It includes some details on Scots law and a directory of helpful resources and agencies.

• Staff development activities

These give teachers the opportunity to think through a range of sensitive aspects in relation to teaching about relationships and sexuality.

Curriculum framework

A curriculum framework for primary and secondary schools linked to the 5-14 guidelines. The framework has been organised into a number of stages in the primary and secondary school. Three broad themes form the core of the framework:

- looking after oneself
- relationships
- health and safety in the environment.

As the framework progresses beyond 14, the two main themes developed are: personal development and relationships. Key resources are identified and linked to specific topics,but the issues and topics identified at each stage are suggestions only. (Although these will refer in some cases to previous guidelines, the material is nevertheless still relevant and useful.) Depending on the differing needs and developmental stages of pupils, teachers may use 'Look back' or 'Look forward' to provide differentiated activities to address the needs of pupils at different stages of development within the same class.

A Route to Health Promotion: Self-Evaluation UsingPerformance Indicators, SEED, 1999

This document, published in 1999, is designed to help schools to evaluate the quality of health promotion,

including aspects of health education such as sex education. Issued by the HMI Audit Unit, it provides a framework for a structured audit and builds directly on the national approach to self evaluation set out in How Good is our School? Self-Evaluation Using Performance Indicators. While the entire document is concerned with health promotion in the widest sense elements of performance indicators '3.3 Meeting Pupils' Needs', '4.1 Pastoral Care' and '4.2 Personal and Social Development' touch on issues related to sex education.

Additional Resources:Respect Resource Pack, Zero Tolerance Charitable Trust, 2001Zero Tolerance Charitable Trust, 2001

Respect is an integrated prevention programme with an education focus, which specifically targets young people and adults working with young people.

It aims to:

• encourage young people to develop healthy relationships

• promote respect for self, respect for others and to respect difference

• challenge and decrease the tolerance of violence against women amongst young people

• encourage a sense of social responsibility.

The primary programme is designed for 10-12 year-olds to be delivered over eight sessions each lasting approximately 50 minutes. The secondary programme is designed for 14-16 year-olds to be delivered over seven sessions each lasting approximately 50 minutes.

Each session (primary and secondary) contains:

• teachers' notes that outline the aims of the lesson

• exercises plus variations

• materials needed

• supporting notes for teachers

• photocopiable resource sheets.

Sexual Health and Relationships Education (SHARE),

The Health Education Board for Scotland, 2001

This resource targets secondary schools with a focus on S2 to S4, and is a development of the SHARE materials evaluated in Lothian and Tayside. The pack is designed to be used with pupils S2-S4 and offers a series of lessons over 20 periods.

SHARE aims to:

• help young people develop healthy and positive sexual relationships

• help young people to develop the skills and dispositions with which to make healthy and positive choices

• develop communication and negotiation skills through the use of video material

• engage young people in focused and teacher-led discussion about issues arising from the video scenarios.

An initial intensive 'train the trainers' course over six days is available via Health Scotland. An associated classroom training resource is provided for trainers who in turn are available to develop more locally based training and staff development in sex education.