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Working with Students

When we engage with students, we always have the following key outcomes in mind. These steer us in all conversations and in the detailed programme planning.

The aims of Comprehensive Sexuality Education

When we work with students we have four aims in mind at all times:


  • To enable students to better understand the nature of human relationships

  • To enable students to see the importance of a stable loving relationships for the bringing up of children

  • To prepare students for the changes that occur to their bodies, minds and emotions as a consequence of growth from childhood to adulthood 

  • To enable students to make good, informed choices concerning relationships and healthy lifestyles. 


Attitudes and values

As we progress with a school and their cohorts we want to instil and develop their thinking around five areas of perception and judgement:

  • Appreciating the importance of values, individual conscience and moral considerations

  • Learning the value of family life within a stable and loving relationships for the nurture of children

  • Learning the value of respect, love and care

  • Exploring, considering and understanding moral dilemmas

  • Developing critical thinking as part of decision-making


Personal and social skills

Using different exercises, we help them develop confidence in responding to specific situations.

  • Learning to manage emotions and relationships confidently and sensitively

  • Developing self-respect and empathy for others

  • Learning to make choices based on an understanding of difference and with an absence of prejudice

  • Developing an appreciation of the consequences of choices made

  • Managing conflict

  • Learning how to recognise healthy and unhealthy relationships and effective response to exploitation and abuse


Knowledge and understanding

In an age and developmentally appropriate manner, we build their knowledge base in the things they will need to steer themselves through to adulthood.

  • Learning and understanding Physical, emotional and social development at developmentally appropriate stages

  • Understanding human sexuality, reproduction, sexual health, emotions and relationships

  • Learning about contraception and the prevention of unintended pregnancy and sexually transmitted infections

  • Be informed of local, national and international sexual health services and support agencies 

  • Learning the reasons for delaying sexual activity, and the benefits to be gained from such delay


New technologies

We also believe that the impact technology can be a topic in itself. So, we work with a diverse group of agencies and individuals to ensure our information is up to date and relevant.


  • Empowering students to become critical thinkers and safe users of existing and emerging social media


Programme planning

As detailed in the table below, taken from UNESCO’s International technical guidance on sexuality education, 2018, we recommend developing the key programme concepts using a spiral-curriculum. This means, rather than isolated sessions, we facilitate to develop integrated curriculum, content resource and schemes of work.

8 levels of UNESCO.png

In addition, we recommend schools select topics for formal learning programmes from those adopted by international school accreditation agencies, such as CIS’s “New Standards for Child Protection”.


Our experienced consultants are able to cover a broad range of topics in a developmentally appropriate manner. Based on our experience, we help faculty to best integrate the programmes into the school’s busy timetable.

The programmes will be complemented by information events, offered to parents and interested teachers and other staff.


Seeking student input in the planning

Our whole school approach considers matters such as the immediate or long-term needs of the school, cultural parameters, teacher confidence or policy development, but what is paramount is whether the target audience – the students – considers the content relevant.

In consultation with school's management and head of PSHE & Wellness, we select for consideration a range of CSE topic areas. Whilst there are several non-negotiable topics, that must be thoroughly covered, the prioritisation and weighting of others can be influenced by the students themselves.

With student participation, we work through a student-needs assessment and finally, with all the relevant input from the other stakeholders, the programme of session topics is agreed upon.

At all times, we refer back to the key outcomes.

key CSE outcomes
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