Education Bill

88: After Clause 29, insert the following new Clause— ““Personal, social, health and economic education in maintained schools (1) In section 84 of EA 2002 (curriculum requirement for first, second and third key stages), in subsection (3), at the end insert ““, and (i) personal, social, health and economic education.”” (2) In section 85 of EA 2002 (curriculum requirements for the fourth key stage), in subsection (4), at the end insert ““, and (d) personal, social, health and economic education.”” (3) In section 74(1) of EIA 2006 (curriculum requirements for the fourth key stage) in subsection (4) of the new section 85 to EA 2002, at the end insert ““, and (d) personal, social, health and economic education.”” (4) Before section 86 of EA 2002 (power to alter or remove requirements for fourth key stage) insert— ““85B Personal, social, health and economic education (1) For the purposes of this Part, personal, social, health and economic education (““PSHE””) shall comprise— (a) education about alcohol, tobacco and other drugs, (b) education about emotional health and well-being, (c) sex and relationships education, (d) education about nutrition and physical activity, (e) education about personal finance, (f) education about individual safety, and (g) careers, business and economic education. (2) The Secretary of State may by order amend subsection (1). (3) The National Curriculum for England is not required to specify attainment targets or assessment arrangements for PSHE (and section 84(1) has effect accordingly). (4) It is the duty of the governing body and head teacher of any school in which PSHE is provided in pursuance of this Part to secure that the principles set out in subsections (5) to (7) are complied with. (5) The first principle is that information presented in the course of providing PSHE should be accurate and balanced. (6) The second principle is that PSHE should be taught in a way that— (a) is appropriate to the ages of the pupils concerned and to their religious and cultural backgrounds, and (b) reflects a reasonable range of religious, cultural and other perspectives. (7) The third principle is that PSHE should be taught in a way that— (a) endeavours to promote equality, (b) encourages acceptance of diversity, and (c) emphasises the importance of both rights and responsibilities. (8) Subsections (4) to (7) are not to be read as preventing the governing body or head teacher of a school within subsection (9) from causing or allowing PSHE to be taught in a way that reflects the school’s religious character. (9) A school is within this subsection if it is designated as a school having a religious character by an order made by the Secretary of State under section 69(3) of the School Standards and Framework Act 1998 (duty to secure due provision of religious education). (10) This section is not to be read as requiring the PSHE curriculum for pupils in the first key stage to include paragraphs (a), (c), (e) and (g) of subsection (1). (11) In exercising their functions under this Part so far as relating to PSHE, a local authority, governing body or head teacher shall have regard to any guidance issued from time to time by the Secretary of State.””