ADAPT THIS FOR YOUR OWN PRESENTATION Training module Teaching about

ADAPT THIS FOR YOUR OWN PRESENTATION Training module Teaching about families and people who care for me (primary), families (secondary) Part of: Relationships education (primary) Relationships and sex education (secondary) [YOUR NAME, YOUR SCHOOL] Primary Secondary December 2020

Contents 3 About this training module 5 Teaching the new curriculum 16 Safeguarding 19 Ground rules 22 Primary curriculum 38 Secondary curriculum 61 Examples of good practice 66 Activities and templates for trainers 2

About this training module Subject leads can use the adaptable slides and ‘activities and templates for trainers’ section at the end of this module to help shape training sessions for teachers. This non-statutory training module supplements the statutory guidance on teaching about families and people who care for me (primary) and families (secondary), which schools should read in full. Schools can choose whether and how to follow or adapt this training module and should refer to the Early Career Framework for pedagogical guidance. 3

What you get out of today By the end of this training you should: know what is included in the statutory guidance know some key knowledge and facts to cover as part of this topic have strategies to deal with questions that come up in class feel more confident teaching about families 4

Teaching the new curriculum 5

Related topics This module on families is closely related to the following topics: being safe respectful relationships caring friendships online relationships Therefore, you should: consider thematic links across key topics and the whole school when planning and delivering lessons find ways to link knowledge and vocabulary across topics 6

Related guidance Schools may also want to refer to the following related guidance when planning to teach this subject: guidance for schools on preventing and responding to bullying (inc luding cyberbullying) keeping children safe in education 7

Support at [school name] Our leads [Names, contact details - e.g. safeguarding lead] Our policies [Add details - e.g. school policy on PSHE, training opportunities] Specialist support [Add details - e.g. providers school already works with] Other information [Add resources - e.g. support from designated teachers for lookedafter children at the school] 8

Teaching about families at [school name] Ways in which we already teach about families at our school: [add details] [add details] [add details] 9

Primary and secondary teaching Some slides in this training have a Primary or Secondary label to indicate that the material is usually first introduced in that phase. STATUTORY GUIDANCE Schools have flexibility to design and plan age-appropriate subject content. (p31) Using your knowledge of your pupils and school community you can: introduce secondary content in primary with pupils who need it and are ready (with parental engagement where required) teach the primary content in early secondary lessons to pupils who need to build knowledge before secondary content is taught 10

LGBT needs and inclusion Primary schools are enabled and encouraged to cover LGBT (lesbian, gay, bisexual and transgender) content if they consider it age appropriate to do so. Secondary schools should include LGBT content. When doing so, schools should ensure: LGBT-relevant knowledge and examples are included throughout programmes of study (not one-off teaching) inclusive language is used, considering how individual pupils may relate to particular topics 11

Faith backgrounds All schools must ensure the faith/religious background of pupils are taken into account when planning teaching, so that topics are appropriately handled. STATUTORY GUIDANCE In all schools, when teaching these subjects, the religious background of all pupils must be taken into account when planning teaching, so that the topics that are included in the core content in this guidance [the statutory guidance] are appropriately handled. (p12) 12

Pupils with SEND You will need to plan lessons to allow all pupils to access and practise the core knowledge, using your expertise as you normally would. You might want to link lesson outcomes with statutory ‘preparing for adulthood’ outcomes for those with an education, health and care (EHC) plan. (See SEND code of practice, section 8.) STATUTORY GUIDANCE In special schools and for some SEND pupils in mainstream schools there may be a need to tailor content and teaching to meet the specific needs of pupils at different developmental stages. As with all teaching for these subjects, schools should ensure that their teaching is sensitive, age-appropriate, developmentally appropriate and delivered with reference to the law. (p15) 13

Teacher wellbeing The new curriculum covers a wide range of topics, some of which individual teachers might find personally challenging in different ways. It is important to feel you can ask for support or raise questions if: you have personal experience of a topic which makes teaching that content particularly challenging for you you have personal views on a topic that mean you need to discuss how you can ensure the teaching is delivered objectively Talk to your line manager, in the first instance, if you do need support. 14

References to the law The references to the law in this module are given as a teacher resource if needed. They are not exhaustive. Teachers are not expected to be able to teach the details of the law or to be able to answer complex questions that may come up about the law. 15

Safeguarding 16

Safeguarding (1) Pupils may be affected by issues discussed in lessons. Let your designated safeguarding lead or deputy and any other relevant staff, such as pastoral leads, know what you are teaching. This will enable them to identify and speak to relevant pupils, especially those who they know may have been directly impacted by issues covered in the lessons and those with adverse childhood experiences. Teachers may need to deal with disclosures or concerns (e.g. of abuse or offending behaviour) in a way that safeguards pupils in line with school policies, especially the child protection policy. 17

Trusted adults Within this module we have used the term trusted adult. A trusted adult will generally be someone who children feel comfortable to turn to for help. Obvious examples include family members, teachers and doctors. It will be important when teaching this topic, and any other relevant topics, that teachers explore this concept. Pupils should be comfortable and capable of identifying who their trusted adults could be both within their families and wider circles. 18

Ground rules 19

Create class ground rules Clear class ground rules can help when teaching about sensitive topics. They also support confidentiality and safeguarding of pupils. Good practice is for ground rules to be: discussed and understood by all clear and practical modelled by the teacher followed consistently and enforced updated when needed visible in lessons (for example, posters) 20

Example ground rules Respect privacy. We can discuss examples but do not use names or descriptions that identify anyone, including ourselves. Listen to others. It is okay to disagree with each other, but we should listen properly before making assumptions or deciding how to respond. When disagreeing, challenge the statement not the person. No judgement. We can explore beliefs and misunderstandings about a topic without fear of being judged. Choose level of participation. Everyone has the right to choose not to answer a question or join discussion. We never put anyone ‘on the spot’ (no personal questions or pressure to answer). 21

Primary curriculum 22

Introducing the family 23

Introducing the family Schools will need to be sensitive to pupils’ individual circumstances when planning lessons and teaching about the different ways in which families are important to children as they grow up. STATUTORY GUIDANCE Know that families are important for children growing up because they can give love, security and stability. Teachers should ensure: descriptions of families are inclusive of pupils’ own experiences where needed, individual pupils are supported to identify their significant family members and wider support network (this may happen outside the classroom) Primary 24

Security, love and guidance Explain that human beings have a family to: meet our basic needs (e.g. food, clothing, shelter) keep us safe (e.g. healthcare, teaching road safety) provide security and stability, including during times of change (e.g. starting a new school) STATUTORY GUIDANCE Know that families are important for children growing up because they can give love, security and stability. Families also provide love and guidance. They: give us a sense of belonging and self-esteem (e.g. spending time together, celebrating achievements) give us love and emotional support (e.g. when we are unhappy or worried about things) help us learn new things (e.g. discover our talents or show us how to behave in different situations) Primary 25

Support when we need it most Teach that the love and security families provide can be particularly important when: things change in our lives (e.g. new siblings, loss of a family member, moving home) we have problems or worries (e.g. we are in trouble for something or someone has upset us) STATUTORY GUIDANCE Know that families are important for children growing up because they can give love, security and stability. Explain that children can themselves provide important love and support for other family members too, e.g. being patient and caring towards their parents or siblings. Primary 26

Different types of family Teach pupils that there are many types and sizes of families. For example: some children live with a parent or parents some children live with other family members such as grandparents or older siblings some children live with a foster family or in another type of home STATUTORY GUIDANCE Know that others’ families sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care. Some people are the only child in their family while others have siblings. Explain that all types of families can provide the love and care that children need. Primary 27

Respecting difference Teach that every family is different. It is important to respect different kinds of families and not expect other people's families to be the same as our own. For example, someone’s family member might look, sound or behave differently from ours, or do a different job. STATUTORY GUIDANCE Know that others’ families sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care. Explain that pupils have a right to expect people to treat their family with respect. If someone says something about our family that is hurtful or confusing we can speak to a teacher or parent/carer. Related module: respectful relationships Primary 28

Appreciating diversity Teaching about families can provide an opportunity for pupils to appreciate diversity within their school and wider community. For example, schools may want to build pupils’ awareness and understanding of disability by selecting resources that feature children and other family members with a range of visible and invisible disabilities. STATUTORY GUIDANCE Know that others’ families sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care. Primary 29

Healthy family life 30

Healthy family life Explain that healthy and caring family life includes: a safe and encouraging environment for children time spent together respect and support for each other, including in difficult times dealing with problems in a caring and supportive way STATUTORY GUIDANCE Know the characteristics of healthy family life. Know that stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children’s security as they grow up. Explain that these things make a family feel safe and can help to shape how we relate to other people. Primary 31

Difficult times in families Teach that many healthy families experience problems and disagreements. Explain that it is normal to be upset with family members occasionally. Sometimes problems make people feel emotions such as unhappiness or anger, and it can help to: communicate how we feel listen to each other STATUTORY GUIDANCE Know the characteristics of healthy family life. Know that stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children’s security as they grow up. Explain that if a child is worried about their emotions or mental wellbeing they can ask for help from a family member or another trusted adult. Primary 32

Feeling unhappy or unsafe 33

Unhappy or unsafe relationships While most children will experience a happy and safe family life, schools should teach pupils to recognise feelings of being unsafe with or bad about another person, including a family member. STATUTORY GUIDANCE Know how to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed. Explore with sensitivity, experiences that can make us feel unsafe, such as being: bullied or shouted at a lot with hurtful words physically attacked touched in a way that makes them uncomfortable asked to keep secrets that make them feel bad witness to harmful behaviour (e.g. alcoholism) Primary 34

How to ask for help or advice Teach that pupils can ask a trusted adult (e.g. a teacher or family member) if anyone, including someone in their family, makes them feel unsafe. Teach that adults should listen to and take children’s feelings and experiences seriously. STATUTORY GUIDANCE Know how to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed. If a pupil feels they are not being heard, or they want to speak anonymously about anything they can call Childline on 0800 1111. Remind pupils of the people within the school that they can speak to if they need support. Related module: being safe Primary 35

Marriage 36

Marriage Teach that in England marriage is when 2 people make a legal commitment to be partners for life. People choose to make this commitment for different reasons: STATUTORY GUIDANCE Know that marriage represents a formal and legally recognised commitment of 2 people to each other which is intended to be lifelong. for a sense of security, or wish to permanently join their life and build a family with a particular person to make a religious commitment as well as a legal one With sensitivity to pupils’ own experiences, explain that while marriage is intended to be lifelong, sometimes marriages end. Primary 37

Secondary curriculum STATUTORY GUIDANCE Schools should continue to develop knowledge on topics specified for primary as required and in addition cover the following content by the end of secondary. (p36) 38

Committed relationships 39

Types of committed relationship Explain that a committed relationship is when 2 people agree to be in a long-term relationship. STATUTORY GUIDANCE Know that there are different types of committed, stable relationships. Examples can include: being committed partners but living apart cohabiting in a committed relationship marriage or civil partnership Give examples of a range of stable, committed relationships. Explain that people are free to make relationship choices that are right for them. Secondary 40

Diverse relationships and families STATUTORY GUIDANCE Know that there are different Teachers can expand on primary teaching by giving furthertypes of committed, stable relationships. examples of diversity in relationships and families. Examples may include: LGBT partners/parents single parents/carers step-families foster and adoptive families intergenerational families (e.g. families that include grandparents) Resources used to depict family groups should also be inclusive of wider diversity (e.g. disability, race, religion). Secondary 41

Happiness and bringing up children Explain that healthy, committed relationships can contribute to people’s happiness by providing: love and intimacy enjoyment of time spent together an opportunity to share everyday experiences and significant moments in life a sense of support in facing life’s challenges STATUTORY GUIDANCE Know how [committed] relationships might contribute to human happiness and their importance for bringing up children. Explain that a family where people love and are committed to each other provides a good environment for bringing up children. Secondary 42

A nurturing environment Teach that there are many things that affect how a child will grow up, but the environment provided by parents and carers plays a crucial role. Explain that a commitment to providing a loving and safe environment for a child is important. For example, through positive interactions with parents and carers, a child will learn they are valued, and they will value themselves. This will help to shape how they interact with others, inside and outside of the family. STATUTORY GUIDANCE Know how [committed] relationships might contribute to human happiness and their importance for bringing up children. Remind pupils that all kinds of families can provide this nurturing environment, including care settings. Secondary 43

Responsibilities of parents/carers Explain that parents and carers have responsibility for a child’s needs, safety and development, e.g.: supporting physical, social and emotional development and wellbeing supporting education creating security and a sense of home meeting basic needs (e.g. food, drink and clothing) providing a loving environment supporting them to understand right and wrong seeking to provide guidance as they progress through life STATUTORY GUIDANCE Know the roles and responsibilities of parents with respect to raising of children, including the characteristics of successful parenting. Secondary 44

Marriage, civil partnerships and cohabitation 45

Introducing marriage Teach that marriage in England is a formal and legally binding long-term union of 2 people as partners. Couples marry for many reasons, including because: they have chosen to remain committed they believe marriage provides stability for a family they want additional legal rights and protections marriage is important in their religion, culture or tradition Teachers may explain the process of marriage (e.g. witnesses, giving notice) and explore some of the ways in which marriage is celebrated in different cultures. STATUTORY GUIDANCE Know what marriage is, including its legal status e.g. that marriage carries legal rights and protections not available to couples who are cohabiting or who have married, for example, in an unregistered religious ceremony. Know why marriage is an important relationship choice for many couples. Secondary 46

Who can marry Explain that in England people can get married at: 16 (with parental permission or permission of court) 18 without parental permission Teach that in England, 2 people of either sex can legally marry (e.g. same-sex couples). Teachers may also want to give examples of people who cannot marry, such as: STATUTORY GUIDANCE Know what marriage is, including its legal status e.g. that marriage carries legal rights and protections not available to couples who are cohabiting or who have married, for example, in an unregistered religious ceremony. people who are already currently married people who are related in certain ways, e.g. siblings Secondary 47

Marriage rights and protections (1) Teach that married couples have certain legal rights and protections. For example, married couples: have automatic parental rights over their child have a legal duty to financially support each other and their children both have a right to live in the matrimonial home can claim tax allowances aimed at married couples STATUTORY GUIDANCE Know what marriage is, including its legal status e.g. that marriage carries legal rights and protections not available to couples who are cohabiting or who have married, for example, in an unregistered religious ceremony. Secondary 48

Marriage rights and protections (2) Married couples and civil partners usually: have a right to their own assets (e.g. property), but these may be taken into consideration if you choose to divorce have the right to a partner’s assets when they die, without paying inheritance tax, provided anything over the inheritance tax threshold has been left to the partner in a will inherit at least part of their partner’s estate if the person who died doesn’t leave a will, under the rules of intestacy STATUTORY GUIDANCE Know what marriage is, including its legal status e.g. that marriage carries legal rights and protections not available to couples who are cohabiting or who have married, for example, in an unregistered religious ceremony. Secondary 49

Freedom to consent to marriage Teach that marriage must always be freely entered into with the consent of both people. This means each person has the right to: STATUTORY GUIDANCE Know why marriage must be freely entered into. choose if, when and who they marry withdraw their consent if they change their mind about getting married Forced marriage, where people do not freely consent, is against the law. The being safe module provides more information on both consent and forced marriage. Secondary 50

Civil partnership Teach that a civil partnership is an alternative legal arrangement to marriage. It is an option for anyone who is in a couple relationship, regardless of their sex or sexual orientation. STATUTORY GUIDANCE Know the characteristics and legal status of other types of long-term relationships. Explain that rules for age, notifying the Register Office, and registering the partnership are the same as for marriage. The legal protections for civil partnerships are very similar to those for marriages. Secondary 51

Cohabitation Explain that cohabitation is when couples live together. Cohabiting couples’ rights differ from those of married or civil partners. Cohabiting people do not get: STATUTORY GUIDANCE Know the characteristics and legal status of other types of long-term relationships. the same legal duty to financially support each other as people in a marriage, for example an automatic right to inherit their partner’s assets tax allowances that married couples get Teach that cohabiting couples can set up a legal ‘cohabitation agreement’, which covers issues such as how a couple shares their assets and what should happen if the relationship ends. Secondary 52

Unregistered marriages If a marriage takes place at an unregistered building or is conducted by someone who is not authorised and without a registrar, the marriage will not be recognised by law. The couple will need to have an additional civil ceremony to for their union to be legally recognised. Teach that unregistered marriages that are not accompanied by a civil ceremony are treated as cohabitation. The couple will not have all the rights of couples who are in a registered marriage. STATUTORY GUIDANCE Know what marriage is, including its legal status e.g. that marriage carries legal rights and protections not available to couples who are cohabiting or who have married, for example, in an unregistered religious ceremony. Secondary 53

Difficulties in relationships Teach that it is usual for relationships to go through difficult periods and for people to disagree about some things. STATUTORY GUIDANCE Know the characteristics and legal status of other types of long-term relationships. Explain some of the ways that people might work to restore a struggling relationship. Related module: respectful relationships Secondary 54

Ending committed relationships Teach that sometimes one or both people choose to end a relationship. Teach that nobody has the right to harass or harm someone else because they end a relationship. STATUTORY GUIDANCE Know the characteristics and legal status of other types of long-term relationships. Explain that it is important to consider safety at the end of a relationship (e.g. if one partner has a history of being abusive). Teachers should refer to related module being safe for more information about seeking support if someone is making you feel unsafe. Secondary 55

Divorce and dissolution Teach that English law allows either partner to apply for a divorce (marriage) or dissolution (civil partnership) if they have been married or civil partnered for at least a year and their relationship has irretrievably broken down. Explain that you need to give reasons (‘grounds’) for a divorce or dissolution and that the legal process can take time. STATUTORY GUIDANCE Know the characteristics and legal status of other types of long-term relationships. Teachers may want to note that divorce law is set to change soon. Secondary 56

Unsafe relationships 57

Knowing when to trust people Teach pupils that they should feel safe with adults and children inside and outside of their family. It is important to feel that we can trust others. Signs we can trust people include being: treated with respect listened to treated fairly Explain that information can also be more trustworthy if it comes from a reputable source, e.g. from someone or an organisation that we trust. Related modules: internet safety and harms, being safe STATUTORY GUIDANCE Know how to determine whether other children, adults or sources of information are trustworthy; judge when a family, friend, intimate or other relationship is unsafe (and to recognise this in others’ relationships); and, how to seek help or advice, including reporting concerns about others, if needed. Secondary 58

Unsafe relationships (1) Teach signs that a person may not be trustworthy, e.g.: coercive, aggressive or threatening behaviour touching without consent making someone keep secrets not offering assistance when it is needed Signs that someone else (e.g. a sibling) is unsafe can include them: not seeming like their normal self seeming scared or cautious around certain people If it is safe to, we can ask the person if there is anything they need to speak about and talk to a trusted adult. STATUTORY GUIDANCE Know how to determine whether other children, adults or sources of information are trustworthy; judge when a family, friend, intimate or other relationship is unsafe (and to recognise this in others’ relationships); and, how to seek help or advice, including reporting concerns about others, if needed. Secondary 59

Getting help and support Explain that it can be hard to ask for help if we feel unsafe with someone in our family, e.g. because: we care about the family member we are worried what other people will think or say Teach that we have a right to help and should trust our judgement if we believe we or anyone else is at risk. Teach that people can speak to: trusted adults (e.g. in their family, teacher, GP) Childline anonymously police at 999 if someone is in immediate danger STATUTORY GUIDANCE Know how to determine whether other children, adults or sources of information are trustworthy; judge when a family, friend, intimate or other relationship is unsafe (and to recognise this in others’ relationships); and, how to seek help or advice, including reporting concerns about others, if needed. Secondary 60

Examples of good practice 61

Good practice The following are just some of the approaches you might consider when preparing to teach about families. You will need to adapt these approaches to ensure they are age appropriate and developmentally appropriate for your pupils. Good practice 62

Good practice approaches (1) Ensure information is taught at the right time so that pupils are not lacking the knowledge to make informed decisions in relationships with family members and other people outside of their family. Embed the school’s own policies on equality and behaviour, ensuring pupils and parents or carers are aware of the rules and consequences. Teach pupils about the diversity of families, e.g. single parents, step-families and care scenarios. By the end of secondary school pupils should also have been taught LGBT content. This should be integrated into the teaching programme as relevant. Good practice 63

Good practice approaches (2) Respond positively to children’s descriptions of who is in their family. For example, some children may think of their pets or close friends of their parents or carers as being part of their family. When teaching about the diversity of families, reflect that not all children will be biologically related to their family. Some may be adopted, in foster care, or in a children’s home. Also consider that some families use surrogacy or IVF to have a child. Consider the notion of kinship when talking about families. To some children, the concept of the extended family will be very important, and there will be opportunities to discuss people beyond parents or carers who have committed to providing a nurturing environment for children. Good practice 64

Good practice approaches (3) Bear in mind that some children may not recognise their family in descriptions of healthy family life. Stress that families care for each other in different ways and there are many ways for families to be happy together. Refer to your school’s safeguarding procedures and other training modules such as ‘being safe’ if you are concerned about a child’s situation at home. Consult your school's designated teacher to decide how to manage any concerns relating to looked-after children. Good practice 65

Activities and templates for trainers 66

About these activities and templates Subject leads can use the following templates and training activities to plan training on teaching the new curriculum topics. You can: move slides - e.g. ‘rate your confidence (before training)’ - to the point in the presentation where you want to carry out that activity delete slides if you are not covering those curriculum elements at this time 67

Training activity: Rate your confidence 68

Rate your confidence (trainer notes) Ask your colleagues to rate confidence before and after topic training using the slides in this deck. Before training Ask teachers to think about where they currently fit on the scale. After training Ask teachers to rate their confidence again and talk about changes. You might want to repeat this activity at later check ins. If teachers still rate confidence as low, discuss ways you can develop their subject knowledge, offer peer support etc. 69

Rate your confidence (before training) How do you feel about teaching this topic? Not confident at all 1 2 Very confident 3 4 5 6 7 8 9 10 70

Rate your confidence (after training) How do you feel now? What support/information could help? Not confident at all 1 2 Very confident 3 4 5 6 7 8 9 10 71

Training activity: Dealing with difficult questions 72

Dealing with difficult questions (trainer notes) Use the following slides in your training to help teachers: share concerns about questions they could be asked by pupils strategise ways to respond to such questions 73

Dealing with difficult questions (1) What would you say? What wouldn’t you say? [Prepare ‘difficult’ questions to discuss in training or give teachers a blank version to fill with their own questions] Follow up 74

Dealing with difficult questions (2) Pupils may well ask questions because they: want information are seeking permission - “Is it OK if I ?” are trying to shock or get attention have related personal beliefs Remember: don’t feel pressured or that you have to answer straight away don’t disclose personal information - use third-person examples, say ‘some people.’ seek advice if you need it 75

Training activity: How will I teach this? 76

How will I teach this? (trainer notes) Use the following slides in your training to help teachers: begin to plan and resource their lessons discuss and address any issues they anticipate in the delivery of lessons 77

How will I teach this? How will I prepare to teach this topic? - What do I need to do? - What resources do I need? - Do I need external support? How will I adapt to needs of pupils? - What are the challenges? - What language and concepts will pupils need support with? - Do I need additional support in the classroom? How will I assess pupil understanding and progress? 78

Additional slides for structuring training 79

ADAPT THIS FOR YOUR OWN PRESENTATION Any questions? Any concerns? What support do you need? 80

ADAPT THIS FOR YOUR OWN PRESENTATION XX% [Use this format to present your own key facts and statistics - e.g. from your local authority or own monitoring. Include the source.] 81