Activities

The optimal use of this programme, and whether viewed in entirety or parts, will depend on the context in which the programme is shown, work undertaken previously in the area, group size, and time constraints. Facilitators using this material should familiarise themselves with relevant guidelines and policy in relation to sex and relationships education in the UK, background information on the rates of teenage pregnancy and STIs, with particular emphasis on local statistics and knowledge of similar statistics for other countries such as the Netherlands.

Before viewing
In Let's Talk Sex, Programme 2, the challenges of delivering good sex education are explored in interviews with two head teachers from a British primary and secondary school. A group of four young people and three teachers travel to the Netherlands to explore the Dutch system for delivering sex and relationships education. Ask the group to discuss:

How they deliver SRE within their own settings currently. For example, when is it delivered and by whom?

This can be done as a group exercise with one person taking group notes on flip-chart paper.

Explore the challenges of delivering SRE within their own settings. This should take account of all challenges both internal and external that the institution has to deal with, eg legislation, lack of resources, pressure from parents and staff concerns of feeling inadequately equipped to teach SRE. These challenges should be clearly listed.

If time permits this exercise can be completed in small groups of no more than five. Allow discussion within these smaller groups then ask each group to feed back to the main group and record the common themes that emerge from the group discussions. The results of these discussions will be helpful in informing policy and practice in SRE within your institution, providing information on the key challenges which need to be addressed before SRE begins.

After viewing
Discuss the Dutch approach to sex and relationships education and in particular:

1. What do they see as the key elements to the success of the Dutch programme?

2. What aspects of the Dutch system could be incorporated into their own SRE programme, current or future?

3. How could they use the Dutch success to win support for SRE within their own organisation?

Time permitting all of the above should be discussed in small groups of no more than five. Allow discussion within these smaller groups then ask each group to feed back to the main group noting the key points that emerge across the groups. The results of these discussions will be helpful in informing policy and practice in SRE within your institution.

Key questions
What would be the key elements in a good sex and relationships education programme for our target groups?

This is best tackled in small discussion groups. Allow discussion within these smaller groups then ask each group to feed back to the main group and record the common themes that emerge from the group discussions.

Section 02.54–04.38 of the programme provides a useful overview of government legislation governing the delivery of SRE in UK schools. This section is useful for guiding discussions on what should be taught.

Section 04.38–07.15 provides an opportunity to hear first-hand about the challenges of delivering SRE in secondary schools and we see part of the legally required biology lesson on reproduction. It would be useful to use this clip to guide discussions on challenges (see before viewing task above).

Section 11.17–18.35 provides an insight into SRE provision in primary schools and would be useful in highlighting that SRE is more than just reproduction. The interview with SRE expert Anna Martinez would also be useful in providing background information on why SRE is required and what makes an effective SRE programme.

Section 18.35–25.00 provides an insight into SRE in the Netherlands for secondary age school children. This would be helpful to show those responsible for developing the SRE curriculum and those involved in developing policy.

In section 25.00–37.00 there is a visit to a Dutch youth club where young people can go for information on sex and relationships from specially trained youth workers. This section is ideal for those who are delivering SRE outside the formal school setting.

In this section there are also interviews with Dutch parents to discuss the SRE that their children receive. This section would be useful for any group wanting to deliver SRE to highlight the fact that parents may be extremely supportive of SRE initiatives. This section would be good to show to parents to prompt discussion and have in-depth discussions of their real fears of SRE.

Section 37.00–41.17 and section 41.17–48.03 are useful for those involved in education of primary aged children in developing SRE lessons and deciding on policy.