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Interview Questions

The document discusses questions and responses related to the Relationships and Sex Education (RSE) curriculum at a school. Key points: - The broad aims of RSE are to ensure students have the information needed now and in the future to make important life decisions. Inclusion of LGBTQ+ topics is addressed across year groups and lessons. - Effectiveness of RSE is assessed through discussions, presentations, exit passes, and anonymous surveys to gather student feedback. - Being an all-girls school affects RSE by sometimes making girls-only topics easier but students don't receive the same mixed-gender perspectives. - Teachers receive annual training from the PSHE Association. Emotional well-being of

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Interview Questions

Uploaded by

bechandavies

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PSHE

HOD questions

1. What are the broad aims of the RSE curriculum within PSHE?

Ensuring that pupils have the info they need both now and in the future. So that theyre able to make
the big decisions – the crunch decisions – that will help them in the future.

2. How does the school make sure inclusion is present in all RSE lessons? – how are you making
sure that RSE discussions around LGBT etc are being had, what has reception been like from
parents?

Hollistic approach – has to be in every lesson. The aims are to ensure students are set up for life in
the 21st century. E.g. equality act protects these people – this is discussed and children have time to
consider why this is important

Y8 unit on human rights – UN UDHR – includes freedom of speech, rights to a family

Y7 unit on types of family and types of relationship.

Not just about what youre directly saying – BUT what children are seeing, diverse people

Y9 units start to talk about relationships – using careful language such as partner. Healthy
relationships in every type of relationship, aromantic pupils, asexuality. Language remains open.
Take own personal viewpoints out.

Y11 fertility – not only how to not get pregnant, IVF etc, same sex families and how to have one if
you are wlw

Positive reception from parents – in lesson pshce garnered more questions. Parents get in touch if
they have concerns, which can be from sensationalism in the media. Everything is checked by pshce
assoc. more recently there has been more contact with parents who want to see resources after
new govt. guidelines. Everything politically balanced. If the viewpoint is contentious or political in
nature – clear about laws and that people have different views.

School is running more parent sessions as there is more interest in the materials. ItHappens are
coming to do a webinar to introduce them to parents. There is an introduction meeting for parents
to see all resources and go through slides.

3. How is the effectiveness of RSE assessed? Presentations review sheets etc.

Probably most challenging aspect of pshce. Children are very interested in this. Main way is through
discussion. But want written work. Isi is changing the way it assesses, so it has focus groups with
children to gain insight in how effective it is. Written outcomes can be checked but not formally
marked. Discussions are had with small groups in class. Presentations on UDHR.

Ask it basket/exit pass.

Give 3 things that you have learnt/found useful.

Spider diagram in different colours to show learning.

Continuum – how do you feel now, how do you feel at the end.

Survey asking how pupils feel at the end of the year, their usefulness, feedback. Apathy this year.
4. How does being an all-girls school affect the teaching of RSE?

Sometimes it is easier to teach girls in a same sex setting. It could be said that it is good to get a
mixed perspective. Talk about both female and male anatomy, male stereotypes and pressure.
Feminism and toxic masculinity is discussed.

Maybe focus is, understandably, on girls but they don’t get the same teaching as a mixed school.

5. How do teachers feel

Reminders about good practice every year. Half termly meetings as a dept where govt updates are
passed on. Emails are sent out regularly. All resources are provided. There is a teacher guidance doc
in each one.

A lot of changeover in staff within a year – means that if someone is promoted, someone else has to
fill in so meeting with staff is sometimes difficult. As staff come from different depts, meeting times
are hard to correlate.

Open door policy for HOD.

Teacher questions

1. How strictly do you have to adhere to teaching guidelines e.g. powerpoints when teaching
RSE?

Resources are provided, but it isn’t clear if you need to follow them. The interpretation is that they
are there to be used as a jumping off point. In practice not many people do. Certain topics more
resistant to tweaking such as contraception, as apposed to FGM.

2. What training is in place to support teachers delivering lessons on RSE in particular?

Coming from RE, feels more confident in teaching.

Having conversations in class go in with caution as there isn’t much support if something is said that
is concerning/breaks boundaries for staff.

Training by PSHE association, teaching advice given in some of the lesson folders. Annually.

3. How is the emotional wellbeing of both staff and students supported in delivering RSE
content?

Students are very much supported e.g. students told in advance on teams. They also get an
overview at the beginning of term. Triangulation of support by tutor, HOD, parents. Studetns can
withdraw, case by case, to make sure they are really supported. E.g. going to the library and
doing other work.

Not aware of anyone who needed support but confident that support will be provided.

4. Do you feel confident in teaching inclusive RSE, for example teaching perspectives of LGBT+
people?
Yes but not because of JAGS. Nothing that has happened here that would make her be includsive
other than being an re teacher – moreso with ethnic minorities. LGBT+. Other staff may have a
harder time.

Students are relatively apathetic towards inclusive perspectives. When teaching about the
equality act they were fairly interested. Year 11 so they are at an age where they have a lot of
other academic pressures and lessons have increased form 30 mins to 50. Their time is beter
spent elsewhere in their opinion.

Have been requests for more teaching about neurodiversity.

Differentiation for send students has just included reminders to stay on task or 1:1 work.

Assessment – Ask it basket, post it notes. More any further questions rather than their progress.
Verbal engagement. Mind maps where they fill in different boxes wehre they fill in what they
have learnt. More reflective.

Easier when theyre younger – biological facts.

5. How often do safeguarding issues arise from teaching RSE? What is the process of dealing
with this?

CPOMS, escalation and awareness.

Before lesson, children will flag that theyre at risk and don’t want to be in lesson. Eg students who
have had experience with breast cancer.

More involved in the process of flagging concern, based on removal.

Student focus group questions

1. Do you think the RSE curriculum addresses topics that are relevant to you and your life?
2. In PSHE over all, what topic do you think has been most relevant to you? What is the least?
3. Do you feel comfortable discussing RSE topics within class, is this encouraged?
4. Are there any topics you wish were discussed earlier or in more depth?

Y10 p5 Tuesday