ABSTRACT
SRE in the secondary school builds on the foundations that are laid in the primary school. It is developmental and progressive. Often children and young people say that SRE in the secondary school covers ‘old ground’ and does not provide new learning. Effective partnership with feeder schools enables this to be avoided. Working to the learning outcomes as suggested by Ofsted for primary schools (2002: 37–40) and secondary schools (2002: 40–43) ensures that SRE is continuous and progressive.
