RSE Policy
Contents
1. Aims
2. Statutory requirements
3. Policy development
4. Definition
5. Curriculum
6. Delivery of RSE
7. Roles and responsibilities
8. Parents’ right to withdraw
9. Training
10. Monitoring arrangements
Appendix 1: Progression of Skills and Curriculum map
Appendix 2: By the end of primary school pupils should know
Appendix 3: Parent form: withdrawal from sex education within RSE
The aims of Relationships and Sex Education (RSE) at Warren Park Primary School are to:
- Promote the spiritual, moral, cultural, mental and physical development of pupils.
- Provide a safe, inclusive and respectful framework in which sensitive discussions can take place.
- Prepare pupils for the physical and emotional changes of puberty, including an understanding of sexual development, health and hygiene.
- Support pupils to form healthy, respectful relationships, both offline and online.
- Develop pupils’ self-respect, confidence, resilience and empathy.
- Ensure pupils understand the importance of consent, personal boundaries and mutual respect.
- Equip pupils with the knowledge and skills to recognise, respond to and report abuse, including emotional, physical, sexual and online abuse.
- Teach pupils the correct and medically accurate vocabulary to describe their bodies.
- Reflect and promote the school’s values of inclusion, equality and respect for difference.
RSE is part of our National Curriculum Science programme. Other aspects are taught through COSMIC and some areas of relationships through lessons in Literacy and RE. In science we will also use the correct vocabulary. Occasionally, where appropriate experienced visitors may be invited.
2. Statutory requirements
This policy is informed by the Department for Education (DfE) statutory guidance: Relationships Education, Relationships and Sex Education (RSE) and Health Education (July 2025).
- Relationships Education is compulsory for all primary pupils.
- Health Education is compulsory for all pupils in state-funded schools.
- Sex Education is not compulsory in primary schools, beyond the statutory National Curriculum for Science; however, schools may choose to include age-appropriate content.
This policy also has regards to:
- The Education Act 1996
- The Equality Act 2010
- Keeping Children Safe in Education (current version)
- Working Together to Safeguard Children
3. Policy Development
This policy was developed through:
- Review of the updated DfE statutory guidance (2025)
- Consultation with teaching staff and senior leaders (Progress Team)
- Consideration of pupil needs, safeguarding priorities and community context
- Engagement with parents and carers
The policy will be reviewed annually or sooner if national guidance changes.
4. Definition
Relationships and Sex Education (RSE) is lifelong learning about physical, moral and emotional development. It is about understanding healthy relationships, respect, love and care, and developing the skills needed to keep safe.
At primary level, RSE focuses on:
- Families and people who care for us
- Friendships and respectful relationships
- Online relationships and media literacy
- Growing and changing (including puberty)
- Personal safety and safeguarding
RSE involves a combination of sharing information and exploring issues and values.
RSE is not about the promotion of sexual activity.
5. Curriculum
Our 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, pupils and staff, considering the age, needs and feelings of pupils. If pupils ask questions outside the scope of this policy, teachers will respond in an appropriate manner so they are fully informed and don’t seek answers online.
RSE is taught through a carefully sequenced, age-appropriate curriculum that builds knowledge progressively from Year 1 to Year 6.
Key themes include:
- Families and relationships: diversity of families, friendship, respect, conflict resolution
- Respectful behaviour: kindness, honesty, inclusion, challenging stereotypes
- Online safety: digital boundaries, respectful online behaviour, recognising harmful content, reporting concerns
- Growing and changing: human life cycle, puberty, emotional changes
- Health and wellbeing: personal hygiene, emotional wellbeing, seeking help
- Safeguarding: recognising unsafe situations, trusted adults, consent and bodily autonomy
The curriculum reflects the guidance’s emphasis on:
- Age-appropriate teaching
- Inclusivity, including protected characteristics
- Safeguarding and pupil vulnerability
- Online and offline contexts
- Preparing children for the changes that adolescence brings
- How a baby is conceived and born
For more information about our curriculum, see our curriculum map in Appendix 1.
The majority of the RSE is taught within our regular COSMIC sessions. The children will have worked with the team over many years and will have built up trust within those sessions as well as the expectations we have around sharing and contributing to lessons. Biological aspects of RSE are taught within the science curriculum, and other aspects are included in religious education (RE). Throughout the school we support the RSE and PSHE curriculum through our school values. Our School Council and our Pupil Values Committee have worked very hard to link our school values with the Fundamental British Values, our curriculum and The Six Strands curriculum.
Ground rules:
Teachers and pupils will mutually agree ground rules to create a safe environment where all concerned do not feel embarrassed or anxious.
RSE is delivered by trained teaching staff in a safe and supportive environment.
- Ground rules are established to promote respect and confidentiality.
- Teaching is factual, balanced and inclusive.
- Sensitive questions are answered honestly, using age-appropriate language.
- Where a question is deemed inappropriate for the whole class, it may be addressed individually or referred to parents.
- No one pupil or teacher will have to answer a personal question
- No one will be forced to take part in a discussion
- Only the correct names for body parts will be used
- Meanings of words will be explained in a sensible and factual way.
External visitors may be invited to support delivery where appropriate; all visitors are vetted and work alongside staff.
These may include
Dealing with questions:
Questions arising from RSE teaching will be answered in accordance with the ground rules established by the school. Questions which are deemed too explicit, too old or inappropriate for the whole class or raise questions of abuse should be dealt with later by the teacher having sought guidance from the PSHE manager if appropriate. If abuse is suspected the teacher will follow the school’s child protection guidelines. As a school we take report child on child abuse from children seriously and follow school protocol.
Parents:
The school recognises that parents are key in:
- Teaching their children about sex and relationships;
- Maintaining the culture and ethos of the family;
- Helping their children cope with the emotional and physical aspects of growing up; and
- Preparing them for the challenges and responsibilities that sexual maturity brings.
However, the school is also aware the parents may need support in:
- Helping their children learn the correct names of the body;
- Talking to their children about feelings and relationships; and
- Answering questions about growing up, having babies and relationships.
Additional Support / SEND / Wellbeing:
We consider all the needs of our children and we may choose to provide children with additional support. This may include:
- Additional aids to help explain lessons
- Working with One to Ones, to form a team approach / lesson plan
- Working with parents and careers to support and issues raised by them
- Working with outside agencies to help deliver the curriculum
- Work with one to ones and families to develop the best approach to delivering the curriculum
- Reduced groups sizes and pre and post teaching sessions
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 relationships
- Online relationships
- Being safe
- Preparing children for the changes that adolescence brings
- How a baby is conceived and born
- In response to the Review of sexual abuse in schools and colleges (Published 10 June 2021), we acknowledge and teach that girls (and those who identify as girls) are more likely to experience harassment (this includes child on child, sexual, online, emotional and physical)
For more information about our RSE curriculum, see Appendices 1 and 2.
These areas of learning are taught within the context of family life taking care to ensure that there is no stigmatisation of children based on their home circumstances (families can include single parent families, LGBT parents, families headed by grandparents, adoptive parents, foster parents/carers amongst other structures) along with reflecting sensitively that some children may have a different structure of support around them (for example: looked after children or young carers).
- Ensures the policy complies with statutory guidance
- Monitors implementation and effectiveness
- Ensures RSE is taught effectively and safely
- Supports staff training and safeguarding procedures
- Deliver RSE in line with the policy and curriculum
- Respond appropriately to pupil questions and disclosures
- Modelling positive attitudes to RSE
- Monitoring progress
- Responding to the needs of individual pupils
- Responding appropriately to pupils whose parents wish them to be withdrawn from the [non-statutory/non-science] components of RSE
- Responding to reports or concerns of abuse (this includes child on child, sexual, online, emotional and physical)
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.
Although all staff are responsible for implementing RSE and this policy within the school. Mat Jones and Jo Tester are responsible managers for teaching RSE in your school.
Parents and Carers
- Are primary educators in matters of relationships and values
- Are encouraged to engage with the school’s RSE provision
Pupils
Pupils are expected to engage fully in RSE and, when discussing issues related to RSE, treat others with respect and sensitivity.
Parents do not have the right to withdraw their child from:
- Relationships Education
- Health Education
- National Curriculum Science
Parents may request to withdraw their child from any non-statutory sex education content. Such requests should be made in writing to the Headteacher and will be discussed sensitively.
- Preparing children for the changes that adolescence brings
- How a baby is conceived and born
Requests for withdrawal should be put in writing using the form found in Appendix 3 of this policy and addressed to the headteacher.
Alternative work will be given to pupils who are withdrawn from sex education.
The COSMIC team make a note of withdraws and review this annually.
9.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, such as school nurses or sexual health professionals, to provide support and training to staff teaching RSE.
10. Monitoring Arrangements
The delivery of RSE is monitored by GB, SLT and Mat Jones through:
- Lesson observations
- Pupil voice
- Staff feedback
- Parental feedback
.
This policy will be reviewed by Mat Jones and Jo Tester. At every review, the policy will be approved by GB and Head Teacher.
APPENDIX 1 PSHE PROGRESSION OF SKILL / CURRICULUM MAPS
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KS1 |
KS2 |
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Healthy lifestyles (physical wellbeing)
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H1. about what keeping healthy means; different ways to keep healthy |
H1. how to make informed decisions about health
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H2. about foods that support good health and the risks of eating too much sugar |
H2. about the elements of a balanced, healthy lifestyle
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H3. about how physical activity helps us to stay healthy; and ways to be physically active everyday |
H3. about choices that support a healthy lifestyle, and recognise what might influence these
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H4. about why sleep is important and different ways to rest and relax |
H4. how to recognise that habits can have both positive and negative effects on a healthy lifestyle |
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H5. simple hygiene routines that can stop germs from spreading |
H5. about what good physical health means; how to recognise early signs of physical illness |
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H6. that medicines (including vaccinations and immunisations and those that support allergic reactions) can help people to stay healthy |
H6. about what constitutes a healthy diet; how to plan healthy meals; benefits to health and wellbeing of eating nutritionally rich foods; risks associated with not eating a healthy diet including obesity and tooth decay. |
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H7. about dental care and visiting the dentist; how to brush teeth correctly; food and drink that support dental health |
H7. how regular (daily/weekly) exercise benefits mental and physical health (e.g. walking or cycling to school, daily active mile); recognise opportunities to be physically active and some of the risks associated with an inactive lifestyle |
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H8. how to keep safe in the sun and protect skin from sun damage |
H8. about how sleep contributes to a healthy lifestyle; routines that support good quality sleep; the effects of lack of sleep on the body, feelings, behavior and ability to learn |
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H9. about different ways to learn and play; recognising the importance of knowing when to take a break from time online or TV |
H9. that bacteria and viruses can affect health; how everyday hygiene routines can limit the spread of infection; the wider importance of personal hygiene and how to maintain it |
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H10. about the people who help us to stay physically healthy |
H10. how medicines, when used responsibly, contribute to health; that some diseases can be prevented by vaccinations and immunisations; how allergies can be managed |
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H11. how to maintain good oral hygiene (including correct brushing and flossing); why regular visits to the dentist are essential; the impact of lifestyle choices on dental care (e.g. sugar consumption/acidic drinks such as fruit juices, smoothies and fruit teas; the effects of smoking) |
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H12. about the benefits of sun exposure and risks of overexposure; how to keep safe from sun damage and sun/heat stroke and reduce the risk of skin cancer |
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H13. about the benefits of the internet; the importance of balancing time online with other activities; strategies for managing time online |
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H14. how and when to seek support, including which adults to speak to in and outside school, if they are worried about their health |
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KS1 |
KS2 |
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Ourselves, growing and changing
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H21. to recognise what makes them special |
H25. about personal identity; what contributes to who we are (e.g. ethnicity, family, gender, faith, culture, hobbies, likes/dislikes) |
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H22. to recognise the ways in which we are all unique |
H26. that for some people gender identity does not correspond with their biological sex |
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H23. to identify what they are good at, what they like and dislike |
H27. to recognise their individuality and personal qualities
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H24. how to manage when finding things difficult |
H28. to identify personal strengths, skills, achievements and interests and how these contribute to a sense of self-worth |
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H25. to name the main parts of the body including external genitalia (e.g. vulva, vagina, penis, testicles) |
H29. about how to manage setbacks/perceived failures, including how to re-frame unhelpful thinking
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H26. about growing and changing from young to old and how people’s needs change |
H30. to identify the external genitalia and internal reproductive organs in males and females and how the process of puberty relates to human reproduction |
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H27. about preparing to move to a new class/year group |
H31. about the physical and emotional changes that happen when approaching and during puberty (including menstruation, key facts about the menstrual cycle and menstrual wellbeing, erections and wet dreams) |
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H32. about how hygiene routines change during the time of puberty, the importance of keeping clean and how to maintain personal hygiene |
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H33. about the processes of reproduction and birth as part of the human life cycle; how babies are conceived and born (and that there are ways to prevent a baby being made); how babies need to be cared for¹ |
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H34. about where to get more information, help and advice about growing and changing, especially about puberty |
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H35. about the new opportunities and responsibilities that increasing independence may bring |
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H36. strategies to manage transitions between classes and key stages |
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KS1 |
KS2 |
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Keeping safe
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H28. about rules and age restrictions that keep us safe |
H37. reasons for following and complying with regulations and restrictions (including age restrictions); how they promote personal safety and wellbeing with reference to social media, television programmes, films, games and online gaming |
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H29. to recognise risk in simple everyday situations and what action to take to minimise harm |
H38. how to predict, assess and manage risk in different situations
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H30. about how to keep safe at home (including around electrical appliances) and fire safety (e.g. not playing with matches and lighters) |
H39. about hazards (including fire risks) that may cause harm, injury or risk in the home and what they can do reduce risks and keep safe
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H31. that household products (including medicines) can be harmful if not used correctly |
H40. about the importance of taking medicines correctly and using household products safely, (e.g. following instructions carefully)
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H32. ways to keep safe in familiar and unfamiliar environments (e.g. beach, shopping centre, park, swimming pool, on the street) and how to cross the road safely |
H41. strategies for keeping safe in the local environment or unfamiliar places (rail, water, road) and firework safety; safe use of digital devices when out and about
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H33. about the people whose job it is to help keep us safe |
H42. about the importance of keeping personal information private; strategies for keeping safe online, including how to manage requests for personal information or images of themselves and others; what to do if frightened or worried by something seen or read online and how to report concerns, inappropriate content and contact |
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H34. basic rules to keep safe online, including what is meant by personal information and what should be kept private; the importance of telling a trusted adult if they come across something that scares them |
H43. about what is meant by first aid; basic techniques for dealing with common injuries²
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H35. about what to do if there is an accident and someone is hurt |
H44. how to respond and react in an emergency situation; how to identify situations that may require the emergency services; know how to contact them and what to say |
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H36. how to get help in an emergency (how to dial 999 and what to say) |
H45. that female genital mutilation (FGM) is against British law, what to do and whom to tell if they think they or someone they know might be at risk³
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3 Teaching about FGM could be included in units on health, keeping safe, safe relationships, privacy, body parts (including external genitalia). 2 Common injuries might include bruises, scalds, burns, bleeds (cuts or nose bleeds). Schools might also choose to teach about how to manage asthma attacks, allergic reactions, a person who is choking or unresponsive. For head injuries, pupils should be taught to seek adult help immediately but not to attempt to move the person. |
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KS1 |
KS2 |
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Families and close positive relationships
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R1. about the roles different people (e.g. acquaintances, friends and relatives) play in our lives |
R1. to recognise that there are different types of relationships (e.g. friendships, family relationships, romantic relationships, online relationships) |
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R2. to identify the people who love and care for them and what they do to help them feel cared for |
R2. that people may be attracted to someone emotionally, romantically and sexually; that people may be attracted to someone of the same sex or different sex to them; that gender identity and sexual orientation are different |
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R3. about different types of families including those that may be different to their own |
R3. about marriage and civil partnership as a legal declaration of commitment made by two adults who love and care for each other, which is intended to be lifelong |
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R4. to identify common features of family life |
R4. that forcing anyone to marry against their will is a crime; that help and support is available to people who are worried about this for themselves or others |
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R5. that it is important to tell someone (such as their teacher) if something about their family makes them unhappy or worried |
R5. that people who love and care for each other can be in a committed relationship (e.g. marriage), living together, but may also live apart
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R6. that a feature of positive family life is caring relationships; about the different ways in which people care for one another |
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R7. to recognise and respect that there are different types of family structure (including single parents, same-sex parents, step-parents, blended families, foster parents); that families of all types can give family members love, security and stability |
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R8. to recognise other shared characteristics of healthy family life, including commitment, care, spending time together; being there for each other in times of difficulty |
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R9. how to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice |
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KS1 |
KS2 |
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Friendships
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R6. about how people make friends and what makes a good friendship |
R10. about the importance of friendships; strategies for building positive friendships; how positive friendships support wellbeing |
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R7. about how to recognise when they or someone else feels lonely and what to do |
R11. what constitutes a positive healthy friendship (e.g. mutual respect, trust, truthfulness, loyalty, kindness, generosity, sharing interests and experiences, support with problems and difficulties); that the same principles apply to online friendships as to face-to-face relationships |
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R8. simple strategies to resolve arguments between friends positively |
R12. to recognise what it means to ‘know someone online’ and how this differs from knowing someone face-to-face; risks of communicating online with others not known face-to-face |
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R9. how to ask for help if a friendship is making them feel unhappy |
R13. the importance of seeking support if feeling lonely or excluded
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R14. that healthy friendships make people feel included; recognise when others may feel lonely or excluded; strategies for how to include them |
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R15. strategies for recognising and managing peer influence and a desire for peer approval in friendships; to recognise the effect of online actions on others |
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R16. how friendships can change over time, about making new friends and the benefits of having different types of friends |
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R17. that friendships have ups and downs; strategies to resolve disputes and reconcile differences positively and safely |
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R18. to recognise if a friendship (online or offline) is making them feel unsafe or uncomfortable; how to manage this and ask for support if necessary |
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KS1 |
KS2 |
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Safe relationships
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R13. to recognise that some things are private and the importance of respecting privacy; that parts of their body covered by underwear are private |
R22. about privacy and personal boundaries; what is appropriate in friendships and wider relationships (including online);
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R14. that sometimes people may behave differently online, including by pretending to be someone they are not |
R23. about why someone may behave differently online, including pretending to be someone they are not; strategies for recognising risks, harmful content and contact; how to report concerns
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R15. how to respond safely to adults they don’t know |
R24. how to respond safely and appropriately to adults they may encounter (in all contexts including online) whom they do not know |
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R16. about how to respond if physical contact makes them feel uncomfortable or unsafe |
R25. recognise different types of physical contact; what is acceptable and unacceptable; strategies to respond to unwanted physical contact |
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R17. about knowing there are situations when they should ask for permission and also when their permission should be sought |
R26. about seeking and giving permission (consent) in different situations
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R18. about the importance of not keeping adults’ secrets (only happy surprises that others will find out about eventually) |
R27. about keeping something confidential or secret, when this should (e.g. a birthday surprise that others will find out about) or should not be agreed to, and when it is right to break a confidence or share a secret |
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R19. basic techniques for resisting pressure to do something they don’t want to do and which may make them unsafe |
R28. how to recognise pressure from others to do something unsafe or that makes them feel uncomfortable and strategies for managing this
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R20. what to do if they feel unsafe or worried for themselves or others; who to ask for help and vocabulary to use when asking for help; importance of keeping trying until they are heard |
R29. where to get advice and report concerns if worried about their own or someone else’s personal safety (including online)
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KS1 |
KS2 |
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Respecting self and others
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R21. about what is kind and unkind behaviour, and how this can affect others |
R30. that personal behaviour can affect other people; to recognise and model respectful behaviour online |
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R22. about how to treat themselves and others with respect; how to be polite and courteous |
R31. to recognise the importance of self-respect and how this can affect their thoughts and feelings about themselves; that everyone, including them, should expect to be treated politely and with respect by others (including when online and/or anonymous) in school and in wider society; strategies to improve or support courteous, respectful relationships |
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R23. to recognise the ways in which they are the same and different to others |
R32. about respecting the differences and similarities between people and recognising what they have in common with others e.g. physically, in personality or background |
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R24. how to listen to other people and play and work cooperatively |
R33. to listen and respond respectfully to a wide range of people, including those whose traditions, beliefs and lifestyle are different to their own |
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R25. how to talk about and share their opinions on things that matter to them |
R34. how to discuss and debate topical issues, respect other people’s point of view and constructively challenge those they disagree with |
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KS1 |
KS2 |
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Media literacy & digital resilience
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L7. about how the internet and digital devices can be used safely to find things out and to communicate with others |
L11. recognise ways in which the internet and social media can be used both positively and negatively
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L8. about the role of the internet in everyday life |
L12. how to assess the reliability of sources of information online; and how to make safe, reliable choices from search results |
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L9. that not all information seen online is true |
L13. about some of the different ways information and data is shared and used online, including for commercial purposes |
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L14. about how information on the internet is ranked, selected and targeted at specific individuals and groups; that connected devices can share information |
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L15. recognise things appropriate to share and things that should not be shared on social media; rules surrounding distribution of images |
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L16. about how text and images in the media and on social media can be manipulated or invented; strategies to evaluate the reliability of sources and identify misinformation |
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Year Groups |
PSHE Progression of Skills |
Lesson Content / Questions |
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YR |
H21. to recognise what makes them special H22. to recognise the ways in which we are all unique H23. to identify what they are good at, what they like and dislike H24. how to manage when finding things difficult H25. to name the main parts of the body including external genitalia (e.g. vulva, vagina, penis, testicles) H26. about growing and changing from young to old and how people’s needs change H27. about preparing to move to a new class/year group |
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Y1 |
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Y2 |
H21. to recognise what makes them special H22. to recognise the ways in which we are all unique H23. to identify what they are good at, what they like and dislike H24. how to manage when finding things difficult H25. to name the main parts of the body including external genitalia (e.g. vulva, vagina, penis, testicles) H26. about growing and changing from young to old and how people’s needs change H27. about preparing to move to a new class/year group |
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Y3 |
H25. about personal identity; what contributes to who we are (e.g. ethnicity, family, gender, faith, culture, hobbies, likes/dislikes) H26. that for some people gender identity does not correspond with their biological sex H27. to recognise their individuality and personal qualities H28. to identify personal strengths, skills, achievements and interests and how these contribute to a sense of self-worth H29. about how to manage setbacks/perceived failures, including how to re-frame unhelpful thinking H30. to identify the external genitalia and internal reproductive organs in males and females and how the process of puberty relates to human reproduction H31. about the physical and emotional changes that happen when approaching and during puberty (including menstruation, key facts about the menstrual cycle and menstrual wellbeing, erections and wet dreams) H32. about how hygiene routines change during the time of puberty, the importance of keeping clean and how to maintain personal hygiene H33. about the processes of reproduction and birth as part of the human life cycle; how babies are conceived and born (and that there are ways to prevent a baby being made); how babies need to be cared for¹ H34. about where to get more information, help and advice about growing and changing, especially about puberty H35. about the new opportunities and responsibilities that increasing independence may bring H36. strategies to manage transitions between classes and key stages |
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Y4 |
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Y5 |
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Y6 |
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APPENDIX 2 PSHE BY THE END OF PRIMARY SCHOOL PUPILS SHOULD KNOW
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Topic |
Pupils should know |
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Families and people who care about me |
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Caring friendships |
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Respectful relationships |
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Online relationships |
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Being safe |
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APPENDIX 3 PARENT FORM: WITHDRAWAL FROM SEX EDUCATION WITHIN RSE
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To be completed by parents |
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Name of child |
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Class |
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Name of parent |
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Date |
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Reason for withdrawing from sex education within relationships and sex education |
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Any other information you would like the school to consider |
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Parent signature |
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To be completed by the school |
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Agreed actions from discussion with parents |
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