Provide a framework in which sensitive discussions can take place
Prepare pupils for puberty, and give them an understanding of sexual development and the importance of health and hygiene
Help pupils develop feelings of self-respect, confidence and empathy, and cultivate positive characteristics such as kindness and integrity, rooted in the Co-op Ways of Being
Create a positive culture around issues of sexuality and relationships
Teach pupils the correct vocabulary to describe themselves and their bodies

2. Statutory requirements

As a primary academy, we must provide relationships education to all pupils under section 34 of the Children and Social Work Act 2017.

We don’t have to follow the National Curriculum, but we are expected to offer all pupils a curriculum that is similar to the National Curriculum including requirements to teach science. This would include the elements of sex education contained in the science curriculum.

In teaching RSE, we’re required by our funding agreements to have regard to guidance issued by the secretary of state, as outlined in section 403 of the Education Act 1996, which is applicable to mainstream and special schools.

We also have regard to legal duties set out in:

Sections 404 to 407 of the Education Act 1996
Part 6, chapter 1 of the Equality Act 2010
The Public Sector Equality Duty (PSED) (as set out in section 149 of the Equality Act 2010). This duty requires public bodies to have due regard to the need to eliminate discrimination, advance equality of opportunity and foster good relations between different people when carrying out their activities

At Co-op Academy Hamilton, we teach RSE as set out in this policy.

3. Policy development

This policy has been developed in consultation with staff, pupils and parents/carers. The consultation and policy development process involved the following steps:

Review – a central trust working group reviewed all relevant information including relevant national and local guidance

Approval – the template policy was approved by the trustees

Staff consultation – all school staff were given the opportunity to look at the policy and make recommendations

Parent/stakeholder consultation – parents/carers and any interested parties were invited to attend a meeting about the policy

Pupil consultation – we investigated what exactly pupils want from their RSE

4. Definition

For the purpose of this policy:

RSE is about the emotional, social and cultural development of pupils, and involves learning about relationships, sexual health, sexuality, healthy lifestyles, diversity and personal identity.

RSE involves a combination of sharing information, and exploring issues and values.

5. Curriculum

Our RSE curriculum is set out as per Appendix 1, but we may need to adapt it as and when necessary.

We have developed the curriculum in consultation with parents and carers, pupils and staff, and taking into account the age, developmental stage, needs (such as cultural and religious needs) and feelings of our pupils. If pupils ask questions outside the scope of this policy, teachers will respond in an appropriate manner so that pupils are fully informed and don’t seek answers online.

We will share all curriculum materials with parents and carers on request.

Aspects of the curriculum underpinned by law:

It is important for secondary pupils to know what the law says about certain topics covered in RSE, particularly in relation to the law and young people. This will help pupils identify what is right and wrong, and can provide a foundation of knowledge for deeper discussion. These topics include, but are not limited to:

Marriage, including forced marriage and civil partnerships
Consent, including the age of consent
Domestic abuse, stalking, rape, sexual offences, female genital mutilation (FGM), ‘virginity testing’ and hymenoplasty
Sexual abuse, harassment and exploitation, including public sexual harassment and harmful sexual behaviour
Online behaviours including image and information sharing (including sexual imagery, youth-produced sexual imagery and including AI-generated sexual imagery and deepfakes). Pupils should understand the law about online sexual harassment and online sexual abuse, including grooming and sextortion
Pornography
Abortion
The protected characteristics
The age of criminal responsibility

For more information about our RSE curriculum, see Appendix 1

We may amend our curriculum content to respond to the needs and context of our pupils, to discuss issues affecting them in an age-appropriate manner. We will inform parents and carers of any deviation from our published policy in advance, and share any relevant materials on request.

These areas of learning are taught within the context of family life, taking care to make sure that there is no stigmatisation of children based on their home circumstances (i.e. families can include single-parent families, same-sex parents, families headed by grandparents, adoptive parents and foster parents among other structures), along with reflecting sensitively that some children may have a different structure of support around them (for example, looked-after children, young carers or kinship carers).

Across our school, we will also be mindful of the law and legal requirements, taking care not to condone or encourage illegal activity, such as violent action against people, criminal damage to property or hate crime.

6. Delivery of RSE

RSE is taught within the personal, social, health and economic (PSHE) education curriculum. Biological aspects of RSE are taught within the science curriculum, and other aspects are included in religious education (RE).

The PSHE (Personal, Social, Health and Economic) education scheme of work for SRE (Sex and Relationships Education) can be found in Appendix 1. This is taught by classroom teachers, teaching assistants if appropriate, outside visitors, such as the school nurse. A range of teaching methods include use of video, discussion, looking at case studies, drama and role play. This is generally delivered in mixed gender groups; however, there will be occasions where single gender groups are more appropriate and relevant.

The school will make sure that:

Core knowledge is sectioned into units of manageable size
The required content is communicated to pupils clearly, in a carefully sequenced way and within a planned scheme of work; key content is repeated to deepen understanding and support pupils to remember important knowledge
Teaching includes sufficient and well-chosen opportunities and contexts for pupils to embed new knowledge, so that it can be used confidently in real-life situations

Relationships education focuses on teaching the fundamental building blocks and characteristics of positive relationships including:

Families and people who care for me
Caring friendships
Respectful, kind relationships
Online safety and awareness
Being safe

Throughout each year group we will use appropriate material to assist learning, such as:

Diagrams
Videos
Books
Games
Discussions and practical activities

Teachers will make sure that all pupils’ views are listened to, and will encourage them to ask questions and engage in discussion. Teachers will answer questions sensitively, honestly and appropriately for the age of the pupils.

The school will make sure that all teaching and materials are appropriate for the ages and needs of the pupils including any additional needs, such as special educational needs and disabilities (SEND).

For more information about our RSE curriculum, see Appendices 1 and 2.

Inclusivity

We will teach about these topics in a manner that:

Considers how a diverse range of pupils will relate to them
Is sensitive to all pupils’ experiences
During lessons, makes pupils feel:

Safe and supported
Able to engage with the key messages

We will also:

Make sure that pupils learn about these topics in an environment that’s appropriate for them, for example in:

A whole-class setting
Small groups or targeted sessions
1-to-1 discussions
Digital formats

Give careful consideration to the level of adaptation needed

Use of resources

We will consider whether any resources we plan to use:

Are aligned with the teaching requirements set out in the statutory RSE guidance
Would support pupils in applying their knowledge in different contexts and settings
Are age-appropriate, given the age and maturity of the pupils
Are evidence-based and contain robust facts and statistics
Fit into our curriculum plan
Are from credible sources
Are compatible with effective teaching approaches
Are sensitive to pupils’ experiences and won’t provoke distress

We will make sure that when we consult parents/carers we provide examples of the resources that the school plans to use.

7. Use of external organisations and materials

We will make sure that an agency and any materials used are accurate, age and stage appropriate and unbiased and in line with our legal duties around political impartiality.

We will:

Make appropriate checks and engage with external agencies to make sure that their approach to teaching about RSE is balanced, and it and the resources they intend to use:

Are age-appropriate
Are in line with pupils’ developmental stage
Comply with:

Only work with external agencies where we have full confidence in the agency, its approach and the resources it uses
Make sure that any speakers and resources meet the intended outcome of the relevant part of the curriculum
Review any case-study materials and look for feedback from other people the agency has worked with
Be clear on:

What they’re going to say
Their position on the issues to be discussed

Ask to see in advance any materials that the agency may use
Know the named individuals who will be there, and follow our usual safeguarding procedures for these people
Conduct a basic online search and address anything that may be of concern to us, or to parents and carers
Check the agency’s protocol for taking pictures or using any personal data they might get from a session
Remind teachers that they can say “no” or, in extreme cases, stop a session
Make sure that the teacher is in the room during any sessions with external speakers
Inform all external organisations that the school is legally obliged to share all content with parents and carers
Make available all external materials with parents and carers

We won’t, under any circumstances:

Work with external agencies that take or promote extreme political positions
Use materials produced by such agencies, even if the material itself is not extreme
Work with agencies who don’t allow their material to be shared with parents and carers

8. Roles and responsibilities

8.1 The Trust Board

The Trust Board will approve the RSE policy, and will delegate the responsibility for holding the headteacher to account for its implementation to the relevant Regional Director and CEO.

8.2 The headteacher

The headteacher is responsible for making sure that RSE is taught consistently across the school, for making all resources and materials available to parents and carers, and for managing requests to withdraw pupils from non-statutory components of RSE (see section 9).

8.3 Staff

Staff are responsible for:

Delivering RSE in a way that is sensitive, high-quality and appropriate for each year group
Modelling positive attitudes to RSE
Monitoring progress by checking on and assessing pupils’ understanding of the intended curriculum
Responding to the needs of individual pupils
Responding appropriately to pupils whose parents/carers wish them to be withdrawn from the non-statutory components of RSE
Modelling positive behaviour and avoiding language that might perpetuate harmful stereotypes, and being conscious of everyday sexism, misogyny, homophobia and stereotypes
Reporting any safeguarding concerns or disclosures that pupils may make as a result of the subject content to the school’s designated safeguarding lead (DSL - Mrs Brandrick).

Staff do not have the right to opt out of teaching RSE. Staff who have concerns about teaching RSE are encouraged to discuss this with the headteacher.

Names of staff responsible for leading RSE are Mrs Willis and Mrs Brandick.

8.4 Pupils

Pupils are expected to engage fully in RSE and, when discussing issues related to RSE, treat others with respect and sensitivity.

9. Parents’ right to withdraw

Parents/carers do not have the right to withdraw their child from relationships education, however, they do have the right to withdraw their children from SRE (Sex and Relationship Education) lessons that fall outside those aspects covered in the National Curriculum Science lessons. Parents do not have to give their reasons for withdrawing their children, but will be made aware of the implications of removing children. Any requests for children to be withdrawn from SRE (Sex and Relationships Education) should be made to the Academy Head Teacher in writing.

The minimum statutory requirement for SRE is that schools must deliver the National Curriculum for Science to all children in their schools.

Key Stage 1

Animals, Including, humans, move, feed, grow, use their senses and reproduce
Children should name and recognise the main external parts of the human body
That humans can produce offspring and that these grow into adults
Children should recognise similarities

Key Stage 2

That life processes common to humans and other animals include nutrition, growth and reproduction
Puberty
Human reproduction and birth

10. Training

Staff are trained on the delivery of RSE as part of their induction and it is included in our continuing professional development calendar.

The headteacher will also invite visitors from outside the school to provide support and training to staff teaching RSE.

11. Monitoring arrangements

The delivery of RSE is monitored by Mrs Willis/Mrs Brandrick through routine monitoring arrangements throughout the year. This included medium term planning scrutinies, floor book monitoring, pupil voice, learning walk etc.

Pupils’ development and knowledge in RSE is monitored by class teachers as part of our internal assessment systems.

This policy will be reviewed by the Trust central team on an annual basis, or when relevant guidance changes . At every review, the policy will be approved by the Trust Board.

Appendix 1: Curriculum map

Relationships, sex and health education curriculum map

Identified local contextual issues:

Obesity; Theft; vaping; being safe with pharmaceutical drugs at home; park safety; stranger danger; road safety; drug paraphernalia; left weapons; NSPCC Pants; water safety (lakes, canals and rivers); anti social dirt bike usage in local parks; gambling

If this content has been highlighted yellow, it is covered through the 3D curriculum.
If the content is highlighted blue, it is covered through curriculum enhancement content taught in classes.
If it is highlighted in green, it is covered through whole school assemblies.

Autumn One:

Whole School Safety week focus: E safety and My body

E- safety: Project Evolve - Copyright and Ownership and Project Evolve - Health, Well-being and Lifestyle
Safety Lesson: NSPCC – PANTS

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Nursery

Building relationships - Lesson 1 Let’s play shops

Self-Regulation – Lesson 8 Where do I live?

RHE: Families and people who care about me

Reception

Managing self. Lesson 5 ‘What a problem’.

Self-regulation. Lesson 2 ‘Nan’s House’.

Building relationships. Lesson 4 ‘It’s your turn’. Lesson 19 ‘ Busy Body’

RHE: Families and people who care about me

Core Theme 1

Health and Wellbeing - Unit 1

Healthy Lifestyles

RSE: Online relationships respectful relationships, being safe

Lesson 1 and 2: Healthy Eating 1 and 2

• To learn about where vegetables and fruit grow

• To learn to make simple choices that improve their health and well-being e.g. healthy eating

To understand the need for protein as part of a balanced diet

• To recognise which types of food are healthy

Lesson 3: Healthy eating 3

• To apply their knowledge of healthy eating to plan a menu for a themed party

• To make positive real-life choices

Lesson 4: Physical activity 1

• To understand the need for physical activity to keep healthy

• To recognise the benefits of regular exercise and understand the particular benefits of different

physical activities for promoting health

Lesson 5: Physical activity 2

• To understand how muscles work

• To make positive real-life choices

Lesson 6: exercise

• To understand the importance of physical activity and rest as part of a balanced, healthy lifestyle

• To make positive real-life choices

Enhancement curriculum: stranger danger (being safe while out and about)

Space for reactive content

Y2 Core Theme 1

Health and Wellbeing - Unit 3

Changing and Growing

RSE: Online relationships Families and people who care about me

Lesson 1: similarities and differences

• To identify and respect similarities and differences between boys and girls

• To learn about the process of growing from young to old

Lesson 2: The Human Body

• To learn the names for different parts of the body

• To recognise similarities and differences based on gender

• To recognise and respect similarities and differences between people

Lesson 3: Growing Up

• To learn about the physical changes in their bodies as we grow

• To understand emotional changes as they grow up

Lesson 4: Changing Needs

• To learn about how our needs change and grow as we develop

• To recognise the simple physical changes to their bodies experienced since birth

Lesson 6: Emotions

• To learn about a range of different feelings and emotions

• To recognise, name and manage their feelings in a positive way

Space for reactive content

Y3 Core Theme 1

Health and Wellbeing: Physical, emotional and mental health; Healthy lifestyles

Lesson 1 and 2: physical, emotional and mental 1 and 2

• To know and understand the difference between the terms physical,

emotional and mental

• To become more self-aware

Lesson 3: Physical, emotional and mental 3

• To understand why setting goals is important

Lesson 1: A balanced approach

• To understand the meaning of the word ‘healthy’

Lesson 2: Physical Exercise

• To know the recommended guidelines for physical activity and

understand the reasons for these

Lesson 3: Lifestyle choices

• To recognise the need to take responsibility for actions

• To explore the relationship and balance between physical activity and

nutrition in achieving a physically and mentally healthy lifestyle

Enhancement content: dangers of vaping (use KS2 powerpoint)

Space for reactive content

Year 4: Health and wellbeing: Aspirations; First Aid

L1: Who to call

We are learning to behave safely and responsibly in different situations.

We are learning to make decisions, giving consideration to the impact they may have on others.

L2: Calling 999

We are learning to know when and how to make an emergency call.

We are learning to recognise and manage risk in everyday activities.

L3: Ambulance, Now!

We are learning to recognise the importance of local organisations in providing for the needs of the local community.

We are learning to take responsibility for their own safety and the safety of others and be able to seek help in an emergency.

L1: I’m Good at That

We are learning to understand that everyone has different strengths and weaknesses.

We are learning to identify and talk about their own and others’ strengths and weaknesses and how to improve.

L2: Future Me

We are learning to set realistic targets.

We are learning to self assess, understanding how this will help their future actions.

L3: That’s My Goal!

We are learning to understand how to break down the steps needed to achieve a goal.

We are learning to reflect on the range of skills needed in different jobs..

We are learning to recognise how their behaviour and that of others may influence people both positively and negatively

Space for reactive content

Autumn Two:

Whole School Safety Focus: E safety; Firework Safety and Anti-bullying week
E-Safety: Project Evolve - Managing Online Information and Project Evolve - Online Bullying
Safety lesson: Firework Safety; Anti-bullying week (use unit 2 lesson 1 for resources)

	Week 1	Week 2	Week 3	Week 4	Week 5	Week 6	Week 7
Nursery	Self-regulation – Lesson 7 Chatterbox. Self-regulation - lesson 14 The Pantomime Self-regulation – Lesson 5 Make your choice. RHE: Online relationships
Reception	Managing self. Lesson 15 ‘One Gold Star’ Self-regulation. Lesson 13 ‘Bully Boy’ Building relationships: Lesson 7 ‘An old friend’ and Lesson 9 ‘Stick to the rules. RHE: Online relationships
Y1 Core Theme 3 Living in the Wider World – Unit 1 Rules and Responsibilities RSE: Being Safe, Respectful relationships Families and people who care about me Unit	Lesson 1: rules and expectations • To understand the reason why we have rules • To learn about rules as expectations • To understand to agree and follow rules for their group and classroom	Lesson 2: rules and expectations 2 • To understand the why we have rules / expectations • To understand to agree and follow rules for their group and classroom • To learn about how they can contribute to the life of the class • To suggest rules that would improve things for the common good	Lesson 3: taking turns • To understand why it is important to be able to take turns • To agree and follow rules for a collaborative game • To take turns and share as appropriate	Lesson 4 and 5: lending, borrowing and sharing • To understand the concept of ‘borrowing • To show responsibility to others • To understand the concept of ‘borrowing • To show responsibility to others	Lesson 6: caring • To understand that people and other living things have needs and that they have responsibilities to meet them • To learn about responsibility to others • To consider ways of looking after the school or community and how to care for the local environment		Space for reactive content
Y2 Core Theme 1 Health and Wellbeing - Unit 5 Keeping Safe RSE: Online relationships Respectful relationships	Lesson 1: sun safety • To understand the importance of sun safety • To know how to keep safe in the sun • To recognise and manage risk in everyday activities	Lesson 3: drug safety • To learn about the importance of medicine safety • To recognise that some substances can help or harm the body	Lesson 4: personal safety • To learn about the difference between secrets and surprises • To understand when not to keep adults’ secrets • To seek help from an appropriate adult when necessary	Lesson 5: emotional safety • To learn about who to go to for help and advice • To recognise that there are people who care for and look after them • To know how to keep safe and how and where to get help • To recognise and respond to issues of safety relating to themselves and others and how to get help	Lesson 7: staying safe • To know how to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know	Enhancement content: dangers of vaping (use KS1 powerpoint)	Space for reactive content
Y3 Core Theme 1 Health and Wellbeing: Safety	Lesson 2, 3 and 4: Online privacy 1, 2 and 3 (this should be a consolidation of content taught through e-safety assembles and through the Computing curriculum) • To begin to make responsible choices and consider consequences • To use ICT safely including keeping electronic data secure • To use ICT safely including using software features and settings	Lesson 2, 3 and 4: Online privacy 1, 2 and 3 (this should be a consolidation of content taught through e-safety assembles and through the Computing curriculum) • To begin to make responsible choices and consider consequences • To use ICT safely including keeping electronic data secure • To use ICT safely including using software features and settings	Enhancement curriculum: dangers of gambling			Space for reactive content	Space for reactive content
Y4 Core Theme 2: relationships: Communication and unit 5: similarities and differences

Spring 1:

Whole School Safety Focus: E-Safety and my body
E-Safety: Project Evolve - Online Relationships
Safety Lesson: NSPCC – Speak Out, Stay Safe

	Week 1	Week 2	Week 3	Week 4	Week 5	Week 6
Nursery	Self-regulation - Lesson 11 A New Baby Managing Self - Lesson 2 Who’s playing Managing Self - Lesson 15 You Smell. RHE: Being safe
Reception	Managing self. Lesson 3 ‘ I like…’ and Lesson 25 ‘Litter Bug.’ Self-regulation: Lesson 18 ‘A piece of cake’ Managing self: Lesson 6 ‘Taking the plunge’ RHE: Being safe
Y1 Core Theme 2 Relationships- Unit 2 Bullying RSE: Caring friendships Respectful relationships	Lesson 2: unkindness • To understand that name-calling is hurtful and avoidable • To recognise how their behaviour affects other people	Lesson 3: Behaviour 1 • To understand what is and what is not bullying behaviour • To understand the difference between impulsive and considered behaviour • To recognise the difference between good and bad choices	Lesson 4: Behaviour 2 • To recognise how their behaviour affects other people • To recognise how their behaviour affects other people • To recognise how attitude and behaviour, including bullying, may affect others • To recognise how their behaviour and that of others may influence people both positively and negatively	Lesson 5: Behaviour 3 • To understand who can help if someone is affected by bullying • To recognise that there are people who care for and look after them • To consider different types of teasing and bullying, understand that bullying is wrong and know how to get help to deal with bullying • To seek help from an appropriate adult when necessary		Space for reactive content
Y2 Core Theme 3 Living in the Wider world – Unit 2 Communities RSE: Online relationships Being safe	Lesson 1 and Lesson 2: our school and belonging 1 • To understand their role in the class community • To know how to contribute to the life of the classroom To understand that they belong to various groups and communities • To work independently and in groups, taking on different roles and collaborating towards common goals	Lesson 3: Belonging 2 • To develop a sense of belonging in the wider community	Lesson 4: Local Citizenship 1 • To understand the role of the local community • To consider ways of looking after the school or community and how to care for the local environment • To suggest rules that would improve things for the common good	Lesson 5: Local Citizenship 2 • To develop a strong relationship with the local community • To understand the importance of shared responsibility within all communities	Enhancement curriculum: park safety (see resources as part of the staying safe outside resources)	Space for reactive content
Y3 Core Theme 2: relationships Similarities and differences (unit 4)	Lesson 1: connections • To understand how we are all connected by our similarities • To recognise and respect similarities and differences between people	Lesson 2: family links • To know and understand how the make-up of family units can differ • To empathise with another viewpoint	Lesson 3: religious views 1 • To understand and appreciate the range of different cultures and religions represented within school • To learn about the need for tolerance for those of different faiths and beliefs	Lesson 4: religious views 2 • To understand the term ’diversity’ and appreciate diversity within school • To recognise and challenge stereotyping and discrimination		Space for reactive content
Y4 Core Theme: Living in the wider world Discrimination	Lesson 1: Gender Stereotypes

Spring Two:

Whole School Safety focus: E-Safety and Road Safety

E-safety: Project Evolve - Online Reputation
Safety lesson: Road Safety

Week 1

Week 2

Week 3

Week 4

Week 5

Nursery

Self -regulation Lesson 16 A Waiting Game.

Self-Regulation -Lesson 10 Well Done

Managing Self – Lesson 12 Deaf Girl

RHE: Caring friendships

Reception

Self-regulation. Lesson 10 ‘Rainy day’

Building relationships: Lesson 1 ‘Hide and Seek.’

Building relationships: Lesson 23 ‘Eid Mubarak’.

RHE: Being safe

Y1 Core Theme 2 Relationships –

Unit 3

Fairness

RSE: Online relationships

Lesson 1 and 4: fair and unfair/

• To recognise what is fair and unfair

• To learn to take part in discussions with the whole class

Lesson 3: behaviour

• To understand that family and friends should care for each other

• To recognise how their behaviour affects other people

• To recognise how their behaviour and that of others may influence people both positively and negatively

Lesson 4: right and wrong

• To understand the difference between right and wrong

• To recognise right and wrong, what is fair and unfair and explain why

Lesson 6: kindness

• To recognise what is kind and unkind behaviour

• To understand that family and friends should care for each other

• To recognise how their behaviour and that of others may influence people both positively and negatively

Space for reactive content

Y2 Core Theme 2 Relationships –

Unit 4

Family and Friends

RSE: Families and people who care about me Unit

Respectful relationships

Lesson 1 and 2: friendship 1 and 2

• To learn how to develop positive relationships with peers

• To identify different relationships that they have and why these are important

To understand the importance of making friends

• To identify and respect the differences and similarities between people

• To develop positive relationships through work and play

Lesson 3: friendship 3

• To learn about some similarities and differences between people from different countries and the

importance of cross-cultural friendships

Lesson 5: Family 1

• To learn about the importance of family

• To recognise that family and friends should care for each other

• To recognise that there are people who care for and look after them

Lesson 6: Family 2

• To identify their special people and what makes them special

• To identify different relationships that they have and why these are important

Space for reactive content

Y3 Core Theme 2: relationships

Bullying

Lesson 1: reactions

• To know how to recognise the difference between isolated hostile

incidents and bullying

• To recognise how attitude, behaviour and peer pressure can influence

choice and behaviour, including dealing with bullying

Lesson 2: self worth

• To understand what self-esteem is and why it is important

Lesson 3: persistence and resilience

• To understand the terms ‘resilience’ and ‘persistence’ and why these

character traits are important

• To face new challenges positively and know when to seek help

Lesson 4: negative persistence

• To know how to recognise bullying behaviour

• To recognise right and wrong, what is fair and unfair and explain why

• To understand the nature and consequences of negative behaviours

such as bullying, aggressiveness

Space for reactive content

Y4: Core theme 2: Relationships

Collaboration

Summer One:

Whole School Safety Focus: E-Safety and Water safety
E-safety: Project Evolve - Privacy and Security

Safety lesson: Water safety

	Week 1	Week 2	Week 3	Week 4	Week 5	Week 6
Nursery	Building relationships- Lesson 13 Fair Shares Self-Regulation – Lesson 3 It’s your turn. Managing Self – Lesson 9 Can you Help? RHE: Respectful relationships
Reception	Managing self. Lesson 12 ‘ Clean and Tidy’ Self-regulation. Lesson 20 ‘The new pet’ Building relationships: Lesson 24 ‘ Play time games and Lesson 11 ‘I feel poorly’ RHE: Respectful relationships
Y1 Core Theme 1 Health and Wellbeing - Unit 2 Hygiene RSE: Being safe Respectful relationships Families and people who care about me	Lesson 1 and 2: Dental hygiene 1 and 2 • To learn about the importance of effective teeth cleaning and good dental hygiene • To learn how to take care of teeth, in addition to brushing • To manage basic personal hygiene	Lesson 4: washing hands • To learn to eradicate germs and the spread of diseases by washing hands • To understand how germs spread infections and disease	Lesson 5: Keeping clean • To learn about the importance of and reasons for bathing and showering • To manage basic personal hygiene	Lesson 6: Skin • To learn about the importance of and reasons for bathing and showering • To understand the importance of maintaining personal hygiene		Space for reactive content
Y2 Core Theme 1 Health and Wellbeing Unit 4 - Emotions RSE: Online relationships	Lesson 1 and lesson 2: : Happiness and Anger • To learn about making positive choices and how they can lead to happiness • To recognise, name and manage their feelings in a positive way • To recognise how their behaviour affects other people • To recognise how their behaviour and that of others may influence people both positively and negatively	Lesson 3 and 4: love and sadness • To learn about the importance of love • To recognise, name and deal with their feelings in a positive way • To understand and be aware of the different ways to show sadness • To understand about coping with change and loss	Lesson 5: consequences • To understand that all actions have consequences • To learn to take responsibility for our actions • To recognise how their behaviour affects other people • To recognise how their behaviour and that of others may influence people both positively and negatively	Lesson 6: aspirations • To think about themselves, learn from experiences and recognise what they are good at • To recognise choices that they can make and value their achievements • To learn how to set simple goals and targets for themselves		Space for reactive content
Y3 Core Theme 3 Living in the World: Rules and Responsibilities	Lesson 1: rules • To understand why rules are needed in different situations • To recognise that rules may need to be changed	Lesson 2: thinking ahead • To understand why it is important to plan ahead and think of potential consequences as a result of their actions	Lesson 3: taking the lead • To understand why it is important to behave responsibly • To recognise that actions have consequences	Lesson 4: expressing opinions • To know how to communicate their opinions in a group • To listen to and show consideration for other people’s views	Enhancement curriculum: Drug Education LKS2 lesson 1	Space for reactive content
Y4 Core Theme 3 Living in the World: Economic Awareness

Summer Two:

Whole School Safety Focus: E-safety and Stranger Danger
E-safety: Project Evolve - Self-Image and Identity
Safety lesson: Stranger Danger

	Week 1	Week 2	Week 3	Week 4	Week 5	Week 6	Week 7
Nursery	Self-Regulation - Lesson 6 Odd Jobs Self-Regulation - Lesson 4 Good friends. RHE: Respectful relationships
Reception	Managing self.’ Lesson 21 ‘ Getting in knot’ Building relationships: Lesson 14 ‘Family Fun RHE: Caring friendships
Y1 Core Theme 2 Relationships – Unit 1 Communication RSE: Respectful relationships	Lesson 1 and 2: feelings and responses • To recognise and communicate feelings to others • To listen to, reflect on and respect other people’s views and feelings	Lesson 3: opinions • To understand that it is important to share their opinions and to be able to explain their views • To learn to listen to other people and play and work cooperatively	Lesson 5: Co-operation 2 • To understand the importance of being able to play and work cooperatively • To work independently and in groups, taking on different roles and collaborating towards common goals	Lesson 6: Co-operation 3 • To take part in a simple debate about topical issues • To share opinions and explain their views • To reflect on the similarities and differences between people	Lesson 7: good manners • To know the conventions of courtesy and manners		Space for reactive content
Y2 Core Theme 3 Living in the Wider world – Unit 3 Money and Finance RSE: Online relationships Caring friendships and Respectful friendships	Lesson 2: Money 2 • To understand the role of money in our society • To identify the different types of work people do and learn about different places of work • To recognise where money comes from and the choices people make to spend money on things they want and need	Lesson 3: Money 3 • To understand why it is important to keep money safe	Lesson 4: Money 4 • To understand the importance of managing money carefully • To understand that we cannot always afford the items we want to buy	Lesson 5: Choices • To understand the importance of choices and spending money wisely	Lesson 6: Enterprise • To gain a basic understanding of enterprise • To contribute to enterprise activities		Space for reactive content
Y3 Core Theme 3 Living in the Wider World: Collaboration	Lesson 1: working together 1 • To work cooperatively, showing fairness and consideration to others	Lesson 2: working together 2 • To understand why it is important to work collaboratively • To take the lead, prioritise actions and work independently and collaboratively towards goals	Lesson 3: shared goals • To know how to identify ways to improve the environment • To know how to spot problems and find ways of dealing with them	Enhancement curriculum: anti-social behaviour		Space for reactive content	Space for reactive content
Y4 Core theme: health and wellbeing: Emotions and Growing and changing

Appendix 2: By the end of primary school pupils should know

Relationships education: content to be covered by the end of primary

TOPIC	PUPILS SHOULD KNOW
Families and people who care for me	That families are important for children growing up safe and happy because they can provide love, security, stability and sense of belonging The characteristics of safe and happy family life, such as commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other’s lives. That the families of other children, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care. This will include reference to: same-sex, single parent, grandparent, kinship, young carers, adoptive and foster families. That stable, caring relationships are at the heart of safe and happy families and are important for children’s security as they grow up. Relationships require compromise. That marriage and civil partnerships represent a formal and legally recognised commitment of two people to each other which is intended to be lifelong. How to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed. Abuse in families can include physical, sexual, emotional abuse and neglect. Abuse in a family can be harmful to anyone who knows about it, not just the person being abused.
Caring friendships	How important friendships are in making us feel happy and secure, and how people choose and make friends. That healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded. Pupils should learn skills for developing caring, kind friendships. That not every child will have the friends they would like at all times, that most people feel lonely sometimes, and that there is no shame in feeling lonely or talking about it. The characteristics of friendships that lead to happiness and security, including mutual respect, honesty, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences, and support with problems and difficulties. That most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened. Relationships require compromise. How to manage conflict, and that resorting to violence or emotional manipulation/control is never right. How to recognise when a friendship is making them feel unhappy, unsafe or uncomfortable, how to get support when needed Skills for ending friendships with kindness and managing the difficult feelings that endings might bring, including disappointment, hurt or frustration.
Respectful, kind relationships	How to pay attention to the needs and preferences of others, including in families and friendships. Pupils should be encouraged to discuss how we balance the needs and wishes of different people in relationships and why this can be complicated. The importance of setting and respecting healthy boundaries in relationships with friends, family, peers and adults. How to communicate effectively and manage conflict with kindness and respect; how to be assertive and express needs and boundaries; how to manage feelings, including disappointment and frustration. This should include the principle of consent, how to ask for it and decision-making on whether to grant it. Pupils should have opportunities to discuss the difference between being assertive and being controlling, and conversely the difference between being kind to other people and neglecting your own needs. That they can expect to be treated with respect by others, and the importance of respecting others, including those who are different (for example, physically, in character, personality or backgrounds), or make different choices, or have different preferences or beliefs. Practical steps they can take and skills they can develop in a range of different contexts to improve or support their relationships. The conventions of courtesy and manners, respecting cultural differences The importance of self-respect and how this links to their own happiness. Pupils should have opportunities to think about how they foster their own self-esteem and build a strong sense of their own identity, including through developing skills and interests. The different types of bullying (including racist, sexist, homophobic, ableist and online bullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult), and how to get help. What a stereotype is, how stereotypes can be unfair, negative, destructive or lead to bullying and how to challenge a stereotype. This should include in relation to sex, race, age and disability. How to seek help when needed, including when they are concerned about violence, harm, or when they are unsure who to trust.
Online safety and awareness	That people should be respectful in online interactions, and that the same principles apply to online relationships as to face-to-face relationships, including where people are anonymous. For example, the importance of avoiding putting pressure on others to share information and images online, and strategies for resisting peer pressure. Abuse and derogatory language is never acceptable. How to critically evaluate their online relationships and sources of information, including awareness of the risks associated with people they have never met. For example, that people sometimes behave differently online, including pretending to be someone else, or pretending to be a child, and that this can lead to dangerous situations. How to recognise fake content (inc fake news and deep fakes) harmful content or harmful contact including grooming, and how to report this. That there is a minimum age for joining social media sites (currently 13), which aims to protect children from inappropriate content or unsafe contact with older social media users, who may be strangers, including other children and adults. That even sites and platforms designed for children expose them to risks from other users. The importance of exercising caution about sharing any information about themselves online. Understanding the importance of privacy and location settings to protect information online. Online risks, including that any material provided online might be circulated, and that once a picture or words has been circulated there is no way of deleting it everywhere and no control over where it ends up. Every person has a digital footprint, which shows all the content they’ve viewed, commented on and shared. That the internet contains a lot of content that can be inappropriate and upsetting for children (including exposure to physical, sexual, emotional abuse and serious violence), and where to go for advice and support when they feel worried or concerned about something they have seen or engaged with online. Social media platforms and online games are specifically designed to be addictive. Excessive screen time is detrimental to physical and mental health, and even reshapes a child’s brain. Sharing or threatening to share nude photos/images of a person of any age is illegal if consent is not given; creating, sharing or possessing indecent images of children (under the age of 18) is illegal.
Being safe	What sorts of boundaries are appropriate in friendships with peers and others (including online). This can include learning about boundaries in play and in negotiations about space, toys, books, resources etc. Relationships require compromise. This should include the principle of consent, how to ask for it and decision-making on whether to grant it. The concept of privacy and its implications for both children and adults; including that it is not always right to keep secrets if they relate to being safe. That each person’s body belongs to them, and the differences between appropriate and inappropriate or unsafe contact, including physical contact. This should include the principle of consent, how to ask for it and decision-making on whether to grant it. How to respond safely and appropriately to adults they may encounter (in all contexts, including online), including those they do and do not know. How to recognise when a relationship is harmful or dangerous, including skills for recognising who to trust and who not to trust. This should include specific reference to grooming (inc online) and exploitation. How to report abuse, concerns about something seen online or experienced in real life, or feelings of being unsafe or feeling bad about any adult and the vocabulary and confidence needed to do so. This should include reference to physical, sexual and emotional abuse. How to ask for advice or help for themselves or others, and to keep trying until they are heard. Where to get advice e.g. family, school and/or other sources. Children should know what Female Genital Mutilation is and which age/nationality groups are most at risk, and that it is illegal in the UK and for UK residents travelling overseas, viewed as child abuse.

Primary health and wellbeing: content to be covered by the end of primary

TOPIC

PUPILS SHOULD KNOW

General wellbeing

The benefits of physical activity, time outdoors, and helping others for health, wellbeing and happiness. Simple self-care techniques, including the importance of rest, time spent with friends and family, as well as hobbies, interests and community participation.
The importance of promoting general wellbeing and physical health.
The range and scale of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) that they might experience in different situations. Pupils should understand that worrying and feeling down are normal, affect everyone at different times, and are not in themselves a sign of a mental health condition. That challenges are a normal part of life and we need to develop resilience to keep going even when things don’t go the way we wanted them to.
How to recognise feelings and use varied vocabulary to talk about their own and others’ feelings. And that emotions are influenced by physiological factors (e.g. hormone production in the body).
How to judge whether what they are feeling and how they are behaving is appropriate and proportionate.
That isolation and loneliness can affect children, and the benefits of seeking support.
That bullying (including racist, homophobic, sexist, ableist and cyberbullying) has a negative and often lasting impact on mental wellbeing and how to seek help for themselves or others.
That bodies come in all different shapes and sizes, and we should never make someone feel bad about their body.
That change and loss, including bereavement, can provoke a range of feelings, that grief is a natural response to bereavement, and that everyone grieves differently.
Where and how to seek support (including recognising the triggers for seeking support), including who in school they should speak to if they are worried about their own or someone else’s mental wellbeing or ability to control their emotions (including issues arising online).
That it is common to experience mental health problems, and early support can help. This includes adults and adolescents.

TOPIC

PUPILS SHOULD KNOW

Wellbeing online

That for almost everyone the internet is an integral part of life. Pupils should be supported to think about positive and negative aspects of the internet. This includes reference to the link between social media/gaming use and the decline in mental health.
Pupils should be supported to discuss how online relationships can complement and support meaningful in-person relationships, but also how they might be in tension, and the reasons why online relationships are not a good substitute for high quality in-person relationships, looking at the pros and cons of different ways of using online connection.
The benefits of limiting time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others’ mental and physical wellbeing (including the impact on sleep and time spent outdoors).
How to consider the impact of their online behaviour on others, and how to recognise and display respectful behaviour online.
Why social media, some apps, computer games and online gaming, including gambling sites, are age restricted. But also that these same platforms are enticing for children, are designed to be addictive, and are not well-managed to eradicate harmful content.
The risks relating to online gaming, video game monetisation, scams, fraud and other financial harms, and that gaming can become addictive.
How to take a critical approach to what they see and read online and make responsible decisions about which content, including content on social media and apps, is appropriate for them. This includes reference to deep fakes, conspiracy theories and fake news & that algorithms will affect the information that is presented to them .
That engaging in viral social media ‘challenges’ can have harmful impacts on health and wellbeing.
That abuse, bullying and harassment can take place online and that this can impact wellbeing. How to seek support from trusted adults.
How to understand the information they find online, including from search engines, and know how information is selected and targeted. That information and ‘evidence’ generated by AI is sometimes factually incorrect.
That they have rights in relation to sharing personal data, privacy and consent.
Where and how to report concerns and get support with issues online.
That AI bots are not a replacement for interactions with other humans, and the advice given by them can be inappropriate and/or harmful. There are cases of people developing AI psychosis.

TOPIC

PUPILS SHOULD KNOW

Physical health and fitness

The characteristics and mental and physical benefits of an active lifestyle.
The importance of building regular physical activity into daily and weekly routines and how to achieve this; for example, walking or cycling to school, a daily active mile or other forms of regular, moderate and/or vigorous physical activity.
The risks associated with an inactive lifestyle, including obesity.
How and when to seek support including which adults to speak to in school if they are worried about their health.

TOPIC

PUPILS SHOULD KNOW

Healthy eating

What constitutes a healthy balanced diet (including understanding calories and other nutritional content, as well as the importance of drinking water and staying hydrated).
Understanding the importance of a healthy relationship with food.
The principles of planning and preparing a range of healthy meals.
The characteristics of a poor diet and risks associated with unhealthy eating (including, for example, obesity and tooth decay) and other behaviours (e.g. the impact of alcohol on diet or health). This includes reference to ultra-processed foods, energy drinks and some bottled waters. Pupils should know that the long-term harm caused is not fully understood.

TOPIC

PUPILS SHOULD KNOW

Drugs, alcohol, tobacco and vaping

The facts about legal and illegal harmful substances and associated risks, including smoking, vaping, alcohol use and drug-taking, including so called ‘legal highs’. This should include the risks of nicotine addiction, which are also caused by other nicotine products such as nicotine pouches.
The addictive nature of drugs, alcohol, tobacco and vaping, and the harmful consequences of addiction, including physical and mental health, as well as criminalisation.

TOPIC

PUPILS SHOULD KNOW

Health protection and prevention

How to recognise early signs of physical illness, such as weight loss, or unexplained changes to the body.
About safe and unsafe exposure to the sun, and how to reduce the risk of sun damage, including skin cancer. Including skin, head and eye protection.
The importance of sufficient good quality sleep for health, the amount of sleep recommended for their age, and practical steps for improving sleep, such as not using screens in the bedroom. The impact of poor sleep on weight, mood and ability to learn.
About dental health and the benefits of good oral hygiene, including brushing teeth twice a day with fluoride toothpaste, cleaning between teeth, and regular checkups at the dentist.
About personal hygiene and germs including bacteria, viruses, how they are spread and treated, and the importance of handwashing.
The facts and scientific evidence relating to vaccination and immunisation. The introduction of topics relating to vaccination and immunisation should be aligned with when vaccinations are offered to pupils.

TOPIC	PUPILS SHOULD KNOW
Personal safety	About hazards (including fire risks) that may cause harm, injury or risk and ways to reduce risks. How to recognise risk and keep safe around roads, railways, including level crossings, tramways, e-bikes, e-scooters, and water, including the water safety code, and cycling proficiency.

TOPIC	PUPILS SHOULD KNOW
Basic first aid	How to make a clear and efficient call to emergency services if necessary, including the importance of reporting incidents rather than filming them. Concepts of basic first aid, for example dealing with common injuries and ailments, including head injuries.

TOPIC

PUPILS SHOULD KNOW

Developing bodies

About growth and other ways the body can change and develop, particularly during adolescence. This topic should include the human lifecycle, and puberty should be discussed as a stage in this process.
The correct names of body parts, including the penis, vulva, vagina, testicles, scrotum, nipples, anus and breasts. Pupils should understand that all of these parts of the body are private and have skills to understand and express their own boundaries around these body parts.
The facts about the menstrual cycle, including physical and emotional changes, whilst the average age of the onset of menstruation is twelve, periods can start at eight, so covering this topic before girls’ periods start will help them understand what to expect and avoid distress. This should include reference to: hair growth (boys and girls), breast development, wet dreams, masturbation. Schools should use appropriate language such as period pads and menstrual products instead of sanitary items or feminine hygiene products, as well as how pupils can access these products in school.