Relationships, Sex and Health Education (RSHE)
The RSHE programme of study has three strands— health and well being, relationships and living in the wider world. Schools are expected to cover all three but it will be mandatory for all schools to deliver health education and relationships and sex education from September 2020.
‘Today’s children and young people are growing up in an increasingly complex world and living their lives seamlessly on and offline. This presents many positive and exciting opportunities, but also challenges and risks. In this environment, children and young people need to know how to be safe and healthy, and how to manage their academic, personal and social lives in a positive way.’ (Secretary of State Forward from Relationships Education, Relationships and Sex Education (RSE) and Health Education guidance 2019)
As a school, we have incorporated our existing PSHE curriculum with the new compulsory RSE aspects, using a modern scheme to ensure all the objectives are covered clearly: becoming the newly founded RSHE lessons.
What are the new strands and what do the cover?
The new compulsory curriculum covers many areas with a strong focus on relationships. The focus of this is on teaching the fundamental building blocks and characteristics of positive relationships, with particular reference to friendships, family relationships, and relationships with other children and with adults.
This starts with pupils being taught about what a relationship is, what friendship is, what family means and who the people are who can support them. From the beginning of primary school, building on early education, pupils should be taught how to take turns, how to treat each other with kindness, consideration and respect, the importance of honesty and truthfulness, permission seeking and giving, and the concept of personal privacy. Establishing personal space and boundaries, showing respect and understanding the differences between appropriate and inappropriate or unsafe physical, and other, contact – these are the forerunners of teaching about consent, which takes place at secondary.
The curriculum has also put a renewed focus on children physical health and mental wellbeing. The aim of teaching pupils about physical health and mental wellbeing is to give them the information that they need to make good decisions about their own health and wellbeing. It should enable them to recognise what is normal and what is an issue in themselves and others and, when issues arise, know how to seek support as early as possible from appropriate sources.
Physical health and mental wellbeing are interlinked, and it is important that pupils understand that good physical health contributes to good mental wellbeing, and vice versa. We aim to promote pupils’ self-control and ability to self-regulate, and strategies for doing so. This will enable them to become confident in their ability to achieve well and persevere even when they encounter setbacks or when their goals are distant, and to respond calmly and rationally to setbacks and challenges. This integrated, whole-school approach to the teaching and promotion of health and wellbeing has a potential positive impact on behaviour and attainment.
Relationships Education, RSE and Health Education (RSHE) compliment several national curriculum subjects. We will explore links with other subjects and the content being covered and integrate teaching where possible.
For a full list of the RSHE objectives and how we intend to cover them using our new Scheme Jigsaw, please see the PDF coverage map.
What is PSHE Education?
PSHE Education (Personal, Social, Health and Economic Education) is a planned programme of learning through which children and young people acquire the knowledge, understanding and skills they need to successfully manage their lives – now and in the future. As part of a whole-school approach, PSHE Education develops the qualities and attributes pupils need to thrive as individuals, family members and members of society.
What do schools have to teach in PSHE Education?
According to the National Curriculum, every school needs to have a broad and balanced curriculum that:
• promotes the spiritual, moral, social, cultural, mental and physical development of pupils at the school;
• prepares pupils at the school for the opportunities, responsibilities and experiences of later life;
• promotes British values.
From September 2020, primary schools in England also need to teach Relationships and Health Education as compulsory subjects and the Department for Education strongly recommends this should also include age-appropriate Sex Education.
Schools also have statutory responsibilities to safeguard their pupils (Keeping Children Safe in Education, DfE, 2020) and to uphold the Equality Act (2010).
The Jigsaw Programme supports this.
What is Jigsaw, the mindful approach to PSHE, and how does it work?
We have introduced a whole school PSHE scheme called Jigsaw. Jigsaw combines PSHE, emotional literacy, mindfulness, social skills and spiritual development.
Jigsaw is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. This enables each Puzzle to start with an introductory assembly, generating a whole school focus for adults and children alike.
Jigsaw aims to help children know and value who they really are and how they relate to other people in this ever-changing world.
There are six Puzzles (half-term units of work) each with six Pieces (lessons). Every year group studies the same Puzzle at the same time (sequentially ordered from September to July), allowing for whole school themes and the end of Puzzle product, for example, a display or exhibition (like the Garden of Dreams and Goals) to be shared and celebrated by the whole school. Each year group is taught one lesson per week and all lessons are delivered in an age- and stage-appropriate way so that they meet children’s needs.
The different puzzle pieces are:
|Autumn 1||Being Me in My World||Includes understanding my own identity and how I fit well in class, school and global community. Jigsaw Charter established|
|Autumn 2||Celebrating Difference||Includes anti-bullying (cyber and homophobic bullying included) and understanding|
|Spring 1||Dreams and Goals||Includes goal-setting, aspirations, who do I want to become and what would I like to do for work and to contribute to society|
|Sprig 2||Healthy Me||Includes drugs and alcohol education, self-esteem and confidence as well as healthy lifestyle choices, sleep, nutrition, rest and exercise.|
|Summer 1||Relationships||Includes understanding friendships, family and other relationships, conflict resolution and communication skills, bereavement and loss.|
|Summer 2||Changing Me||Includes Relationships and Sex Education in the context of coping positively with change.|
Relationships & Sex Education
An important part of the Jigsaw PSHE programme is delivered through the ‘Relationships’ and ‘Changing Me’ puzzle pieces which are covered in the summer term.
There are four main aims of teaching RSE:
- To enable children to understand and respect their bodies
• To help children develop positive and healthy relationships appropriate to their age and development
• To support children to have positive self-esteem and body image
• To empower them to be safe and safeguarded.
Each year group will be taught appropriate to their age and developmental stage. At no point will a child be taught something that is inappropriate; and if a question from a child arises and the teacher feels it would be inappropriate to answer, (for example, because of its mature or explicit nature), this information with be shared with you by your child’s class teacher. The question will not be answered to the child or class if it is outside the remit of that year group’s programme.
Below is a summary of RSE coverage within the Jigsaw scheme for each year group:
- Foundation - Growing up: how we have changed since we were babies
- Year 1 - Boys’ and girls’ bodies; naming body parts
- Year 2 - Boys’ and girls’ bodies; body parts and respecting privacy (which parts of the body are private and why this is)
- Year 3 – How babies grow and how boys’ and girls’ bodies change as they grow older
- Year 4 – Internal and external reproductive body parts, body changes in girls and menstruation
- Year 5 – Puberty for boys and girls, and conception
- Year 6 – Puberty for boys and girls and understanding conception to birth of a baby