Curriculum Design

What to include in SRE

To support you in designing your SRE curriculum this section helps you consider what to include in SRE and how to structure your programme. View the sample scheme of work and resource lists to support lesson planning.

We have developed a set of questions to help parents, carers, schools and other educators understand what children and young people want to learn about in relation to growing up, relationships and sex from ages 3-19 organised by age:

     Ages 3-6

     Ages 7-8

     Ages 9-10

     Ages 11-13

     Ages 14-16

     Age 16 and above

We also recommend consulting pupils to ensure the curriculum meets their particular needs. Pupils can help to prioritise which questions they want to explore in curriculum time. Prioritising will help if there is insufficient time to cover everything and may be particularly helpful in planning for SRE with young people aged 16 and above.

Schemes of work and lesson outlines

A 'scheme of work' for SRE provides an overview of what will be covered over the course of each year. It is often organised into individual lessons or sessions. The scheme of work can help present the 'big picture' of what concepts and topics will be introduced year by year.

A sample scheme of work is available as an example from our web-portal. To gain access you will need to become a member

Resource lists

Well chosen resources can enrich the teaching and learning of SRE. To help you find out what resources are available we have produced a series of downloadable resource lists, organised in four categories:

    Primary  [PDF 286KB]

    Secondary [PDF 324KB]

    Further education [PDF 349KB]

    Special needs & Disability [PDF 270KB]

    Parents and carers [PDF 227KB]

The Sex Education Forum advises professionals, parents and carers to make their own choices about which resources to use. The questions below provide some guidance on choosing and using a resource that will contribute to good quality sex and relationships education.

Choosing a resource

  • Is the resource consistent with the values set out in the school SRE policy?

  • Is it factually correct and up-to-date? 

  • Does it encourage active and participatory learning?

  • Is the resource contemporary in terms of the realities of children and young people's lives?

  • Does the resource portray positive images of a range of children and young people?

  • Does the resource show positive role models for girls and boys / women and men and avoid stereotypes relating to gender and sexual orientation?

  • Is the resource inclusive on the basis of home and family circumstance, gender, sexuality, race, faith, culture and disability?

  • Is it appropriate for the age, ability and maturity of the children and young people?

  • Have resources been evaluated by children and young people and feedback acted upon?

  • Have parents and carers been consulted about resources? 

  • Are teachers confident about using the resource?

Using a resource

  • Will the resource be used in its entirety or will it be more appropriate to adapt it and select from it?

  • Does use of the resource fit into a planned and developmental programme of SRE?

  • Is there a range of types of resource being used across the SRE programme including a variety of formats such as video, audio, visual, games, and models?


More information on planning and delivering SRE