ABSTRACT
Relationships and Sex Education (RSE) is now a statutory part of the curriculum in England. The statutory guidance for schools makes clear that all schools may teach faith perspectives and that RSE can be taught in religious education. This chapter explores the explicit and implicit value judgments that are made within RSE discourse, including around when and whether the subject should be taught, what should be taught, for what end, and whose values and ideals should be taught. It will identify, in particular, underlying assumptions around childhood and sexuality, and adolescent sexual behaviour. In taking account of the place of moral and spiritual development in RSE, consideration is given to the perspective that frames the content of what is taught, recognising that there is no ‘neutral’ understanding of human identity or sexuality. Religious commitments can provide moral content and moral vocabulary to understand sexual desires and inform sexual decision-making.
