Sex and Relationships Policy

Tredworth Junior School

Relationships, Health & Sex Education Policy

 

Approved by: Full Governing Body
Last reviewed on: 22 February 2021
Next review due by: February 2022

 

1. Aims

The aims of relationships and sex education (RSE) at our school are to:

  • 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
  • Create a positive culture around issues of sexuality and relationships
  • Teach pupils the correct vocabulary to describe themselves and their bodies
  • Reinforce the school values of respect

 

2. Statutory requirements

As a maintained primary school we must provide relationships education to all pupils as per section 34 of the Children and Social work act 2017.

However, we are not required to provide sex education but we do need to teach the elements of sex education contained in the science curriculum.

In teaching RSE, we must have regard to guidance issued by the secretary of state as outlined in section 403 of the Education Act 1996.

At Tredworth Junior School we teach RSE as set out in this policy.

 

 

3. Policy development

This policy has been developed in consultation with staff, pupils and parents.

  1. Review – a working group pulled together all relevant information including relevant national and local guidance

 

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

 

  1. Parent/stakeholder consultation -

 

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

 

  1. Ratification – once amendments were made, the policy was shared with governors and ratified

 

4. Definition

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.

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; taking into account 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.

Primary sex education will focus on:

  • Preparing boys and girls 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.

 

6. Delivery of RSE

RSE is mainly taught within the school’s safety week as part of their personal, social, health and economic (PSHE) education curriculum. However, RSE themes such as respect and kindness are drawn on regularly within class during most lessons. During each year group’s learning journey aspects of RSE are also delivered with links made to other learning. In Year 3, the focus of Learning Journey RSE is around families and friendships.  In Year 4, the focus of Learning Journey RSE is around friendships, relationships and anti-bullying. In Year 5, the focus of Learning Journey RSE is around relationships including online relationships and changing bodies. In Year 6, the focus of Learning Journey RSE is around relationships, families and changing bodies.

Biological aspects of RSE, such as, lifecycles are taught within the science curriculum, and other aspects, such as, aspects of families and relationships are included in religious education (RE). Aspects may also be delivered through the school’s health and well-being sessions delivered by the health and wellbeing team. (each year group receives 6 sessions)

Year 6 pupils also receive stand-alone sex education sessions during safety week delivered by the Year 6 staff or a member of SMT.

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
  • Changing Bodies

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).

 

 

7. Roles and responsibilities

 

7.1 The governing board

The governing board will approve the RSE policy, and hold the headteacher to account for its implementation.

 

7.2 The headteacher

The headteacher is responsible for ensuring that RSE is taught consistently across the school, and for managing requests to withdraw pupils from non-statutory components of RSE (see section 8).

 

7.3 Staff

Staff are responsible for:

  • Delivering RSE in a sensitive way
  • 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 components of RSE

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 Emma Green or Chanice Williams.

Each class teacher is responsible for delivering the relevant RSE. Emma Green and Chanice Williams are the RSE/PHSCE leads and will check RSE has been delivered.

 

7.4 Pupils

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

 

8. Parents’ right to withdraw

Parents do not have the right to withdraw their children from relationships education.

Parents have the right to withdraw their children from the non-statutory components of sex education within RSE.

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.

 

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 Emma Green and Chanice Williams (PHSCE/RSE Champions and Curriculum Co-Ordinators) through:

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

This policy will be reviewed by Emma Green, annually. At every review, the policy will be approved the headteacher.

 

 

 

 

 

Appendix 1: Curriculum map and I can Statements

 

PHSCE Association Content area covered

(By the end of Y6 Pupils should know…)

Year 3

Year 4

Year 5

Year 6

Other Opportunities for Coverage

Emotional Literacy/Development 

Links to H19. a varied vocabulary to use when talking about feelings; about how to express feelings in different ways;

I can label and describe feelings (happy, angry, sad, scared, surprised and disgusted)

 

I can explain how I and others can show feelings

 

I can find ways (with help) to calm down when I am upset/cross

 

I can name some of the triggers that may cause emotions to change (basic e.g. losing toy)

 

I understand that my emotions impact other people

 

I can describe what I am good at

I can describe a wider range of emotions (e.g. content, bitter, anxious)

 

I can name some of the ‘life event’ triggers that may cause emotions to change (e.g. divorce)

 

I have a way to self-regulate my emotions and feelings

 

I can describe good social skills such as turn taking and eye contact

 

 

 

 

I can describe a wider range of emotions (e.g. dismay, empathy)

 

I understand that many factors can affect mood such as responsibilities, personal preferences and exercise. I also understand that this will be different for each of us.

 

I can describe how to show empathy with others emotions

 

I can describe how I keep motivated even when I find things hard (links to resilience)

I can describe how I and others may show emotions including showing one emotion but displaying another (e.g. crying when angry) and false emotions (e.g. pretending to love a present)

Daily well being

CLP

 

Circle Time/Discussion Skills

Links to R32, R33 and R34

I talk when it is my turn

 

I can respond to a question or sentence stem 

 

I listen respectfully to others share their ideas

 

I know I can pass my turn to speak

I can respond to questions explaining my ideas clearly

 

I listen to and consider the views of others and understand that they may not share my own views.

 

I respect others by not naming or putting anyone on the spot

I can identify questions

 

I can confidently justify my own view and opinion and consider thoughtfully those that are different to my own

 

I draw on other areas of learning e.g. British Values to support my views

I can confidently justify my own view and opinion and consider thoughtfully those that are different to my own

 

I investigate topical issues and raise my concerns with my class

 

I can debate and use evidence to support my opinions

Daily well being

CLP

 

RELATIONSHIPS

Families and close positive relationships

 

R1. to recognise that there are different types of relationships (e.g. friendships, family relationships, romantic relationships, online relationships)

(CLP – T1)

(Safety Week)

I can describe my friends and family

 

(Safety Week)

I can describe the different relationships I have with people

(Safety Week)

I can explain how some of my relationships are different

(Safety Week)

 

Daily well being

 

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

 

 

 

(SRE)

I can respectfully describe different types of  relationships

 

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

 

 

 

(SRE)

I can discuss how and why people make a life-long commitment to each other

 

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

 

 

 

(SRE)

I can discuss how a relationship is reciprocal and forcing someone to marry is not right. I know there is help for those that need it

 

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

(CLP – T1)

I can describe the family from the story ‘Two homes’

 

 

(SRE)

I can discuss how different relationships and  marriages may be different

 

R6. that a feature of positive family life is caring relationships; about the different ways in which people care for one another

(CLP – T1)

I can describe my family and explain how we care for each other

 

 

(SRE)

I can describe the features of loving relationships/families

Daily well being

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

(CLP – T1)

I can listen respectfully as my friends describe their own families

 

 

(SRE)

I can explore how marriages may be different but still show love

Daily well being

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

(CLP – T1)

I can describe what my family do together that makes us happy and compare with my friends

 

 

(SRE)

I can describe the features of loving relationships/families

Daily well being

R9. how to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice

(CLP – T1)

I know I can speak to an adult at school if I am worried about my family

 

 

(SRE)

I can describe the features of loving relationships/families

 

RELATIONSHIPS

Friendships

 

R10. about the importance of friendships; strategies for building positive friendships; how positive friendships support wellbeing

(CLP – T1)

(Safety Week)

(Daily well being)

I can describe how a friendship makes me happy

(CLP – T4)

(SRE)

(Daily well being)

I can use strategies to make new friends and develop my current friendships

(Daily well being)

I can describe the friends who are in my ‘support network’

(Daily well being)

(Transition)

I can describe strategies for making new friendships

 

I can describe how my friends support my well being and how I support my friends well being

Welcome Back 2020

School Values

Assemblies

Whole School Kindness Project

 

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

(CLP – T1)

(Safety Week)

(Daily well being)

I can describe what makes a good friend (shared interests, kindness, respect) 

*online and offline

 

(CLP – T4)

(Daily well being)

I always try to demonstrate how to be a good friend and try to be generous with my time to my friends

*online and offline

 

(Daily well being)

I can describe what it means to trust and be loyal to someone and why they are important in relationships

*online and offline

 

(Daily well being)

(Transition)

I can describe the characteristics of what makes a healthy friendship

 

School Values

Assemblies

Whole School Kindness Project

ICT sessions – internet legends

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

(Safety Week)

Be Internet Sharp

I can give an example of what private information I need to keep safe

 

I can describe how to safely respond to a stranger who speaks to me

*online and offline

 

(Safety Week)

Be Internet Alert – Who are you really lesson

I know people may not always be who they say they are online

 

 

(Safety Week)

Be Internet Alert – Who are you really lesson

I am confident in ways to verify who people are online

ICT sessions – internet legends

R13. the importance of seeking support if feeling lonely or excluded

(Daily well being)

(Safety Week)

I can describe how to find help if I am feeling lonely at playtimes

 

 

 

 

Kindness Committee

Welcome Back 2020

Lunchtime support/focus activities

Daily well being

R14. that healthy friendships make people feel included; recognise when others may feel lonely or excluded; strategies for how to include them

(CLP – T1)

I can describe how a friendship makes me feel happy

 

 

(SRE/Transition)

I can describe how friendships may change during the move to secondary school and have some ways to make sure others feel included

Anti-Bullying Week

Daily well being

Kindness Committee

Whole School Kindness Project

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

(CLP - T1)

(Daily well being)

I can describe what makes a good friend (shared interests, kindness, respect) 

 

I know it is important not to change myself for a friend

 

 

 

(Daily well being)

(Safety Week)

I can describe how peer pressure might cause someone to change how they behaves

 

Anti-Bullying Week

Kindness Committee

Whole School Kindness Project

Welcome Back 2020

Daily well being

R16. how friendships can change over time, about making new friends and the benefits of having different types of friends

 

 

CLP

I can describe how friendships may change (managing the ups and downs)

 

(Transition)

I can describe the positives about how friendships may change during the move to secondary school

Anti-Bullying Week

Kindness Committee

Whole School Kindness Project

Welcome Back 2020

Daily well being

R17. that friendships have ups and downs; strategies to resolve disputes and reconcile differences positively and safely

CLP

(Safety Week)

I can describe some of the ways friends may fall out and can describe some ways to resolve this positively

 

Conflict resolution

 

(Safety Week)

I can describe some of the ways friends may fall out, how it impacts on their feelings and can describe some ways to resolve this positively (incl. hurtful behaviour/bullying)

 *online and offline*

 

(Transition)

I can describe the how friendships may change during the move to secondary school and can manage these positively

Anti-Bullying Week

Kindness Committee

Whole School Kindness Project

Welcome Back 2020

Daily well being

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

(CLP – T2)

I can describe who I  would talk to about friendship problems

 

(Safety Week)

Be internet kind

(CLP –T4)

I can describe who I  would talk to about friendship problems

 

 

Anti-Bullying Week

Kindness Committee

Whole School Kindness Project

Welcome Back 2020

Daily well being

RELATIONSHIPS

Managing hurtful behaviour and bullying

 

R19. about the impact of bullying, including offline and online, and the consequences of hurtful behaviour

(Safety Week)

Be internet kind

 

I can name how bullying might make someone feel

(CLP – T4)

(Safety Week)

I can describe some of the ways friends may fall out, how it impacts on their feelings and can describe some ways to resolve this positively (incl. hurtful behaviour/bullying)

*online and offline*

(Safety Week)

Be internet kind

 

I can describe and  explain how bullying might  affect a victim

 

Anti-Bullying Week

Kindness Committee

Whole School Kindness Project

Welcome Back 2020

Daily well being

R20. strategies to respond to hurtful behaviour experienced or witnessed, offline and online (including teasing, name-calling, bullying, trolling, harassment or the deliberate excluding of others); how to report concerns and get support

(Safety Week)

Be internet kind

 

I can describe what would do if someone was showing hurtful behaviour to me or someone else.

(CLP – T4)

(Safety Week)

I can describe some of the ways friends may fall out, how it impacts on their feelings and can describe some ways to resolve this positively (incl. hurtful behaviour/bullying)

*online and offline*

(Safety Week)

Be internet kind

 

I always try to set a good example and understand how to be a good upstander (help to stop negative behaviour/bullying)

 

 

Anti-Bullying Week

Kindness Committee

Whole School Kindness Project

Welcome Back 2020

Daily well being

R21. about discrimination: what it means and how to challenge it

(CLP – T1)

(Safety Week)

I explore how we are all different but similar

(Safety Week)

GHLL Y4 Lesson 4 – challenging stereotypes

I can describe how and why people may be discriminated against

 

 

 

(SRE)

I can respectfully describe different relationships

Anti-Bullying Week

Kindness Committee

Whole School Kindness Project

Welcome Back 2020

Daily well being

Aspiration Week

School Values

RELATIONSHIPS

Safe Relationships

R22. about privacy and personal boundaries; what is appropriate in friendships and wider relationships (including online);

 

(Safety Week)

I can explain how we all have different personal boundaries and know how to respect peoples personal space

 

(SRE)

I understand that all relationships are reciprocal and that you shouldn’t be made to feel uncomfortable in a relationship

Kindness Committee

Whole School Kindness Project

Welcome Back 2020

Daily well being

 

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

 

(Safety Week)

Be internet brave

I can describe how to report concerns I have online

(Safety Week)

Be Internet Alert – Who are you really lesson

I know people may not always be who they say they are online

 

(Safety Week)

Be Internet Alert – Who are you really lesson

I am confident in ways to verify who people are online

Internet lessons

Assembly https://www.childnet.com/resources/the-adventures-of-kara-winston-and-the-smart-crew

R24. how to respond safely and appropriately to adults they may encounter (in all contexts including online) whom they do not know

(Safety Week)

I can describe how to safely respond to a stranger who speaks to me

*online and offline

 

(Safety Week)

I can describe ways to keep myself safe whilst out and about in the community (skillzone – alley, bus, rail crossing etc)

 

Assembly

 

R25. recognise different types of physical contact; what is acceptable and unacceptable; strategies to respond to unwanted physical contact

 

(Safety Week)

I can explain how we all have different personal boundaries and know how to respect peoples personal space  - Positive touch activities

 

(SRE)

I can describe how couples respectfully may show their love physically

 

I understand that all relationships are reciprocal and that you shouldn’t be made to feel uncomfortable in a relationship

Anti-Bullying

Whole School Kindness Project

 

R26. about seeking and giving permission (consent) in different situations

 

(Safety Week)

I can explain how we all have different personal boundaries and know how to respect peoples personal space  - Positive touch activities

 

(SRE)

I understand that all relationships are reciprocal and that you shouldn’t be made to feel uncomfortable in a relationship

 

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

 

 

 

 

Assembly

R28. how to recognise pressure from others to do something unsafe or that makes them feel uncomfortable and strategies for managing this

 

 

 

(Safety week)

(SRE)

I can describe how peer pressure might cause someone to change how they behaves

 

I can describe ways of managing this

 

R29. where to get advice and report concerns if worried about their own or someone else’s personal safety (including online)

 

 

(Safety Week)

Visit to Skillzone?

(Safety week)

(SRE)

I understand who I can speak to if I am concerned about my own or someone else’s safety

 

RELATIONSHIPS

Respecting self and others

R30. that personal behaviour can affect other people; to recognise and model respectful behaviour online

I always try to follow the class rules and treat others with respect

I treat everyone as I would like to be treated

I always try to set a good example and understand how to be a good upstander (help to stop negative behaviour/bullying)

 

I always try to set a good example and understand how to be a good upstander (help to stop negative behaviour/bullying)

 

Anti-Bullying Week

Daily well being

Kindness Committee

Whole School Kindness Project

Welcome Back 2020

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

I can describe what I like about myself

I can describe ways I can show myself self-respect

I understand the impact of low self-respect and how I can avoid it??

 

Anti-Bullying Week

Daily well being

Kindness Committee

Whole School Kindness Project

Welcome Back 2020

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

I can describe how we are all different but have lots of similarities too

I show others respect by trying to understand how we are different and similar

I show others respect by accepting their similarities and differences

 

Anti-Bullying Week

Daily well being

Kindness Committee

Whole School Kindness Project

Welcome Back 2020

Assembly

R33. to listen and respond respectfully to a wide range of people, including those whose traditions, beliefs and lifestyle are different to their own

I listen respectfully to others share their ideas

 

I listen to and consider the views of others and understand that they may not share my own views.

 

 

 

Anti-Bullying Week

Daily well being

Kindness Committee

Whole School Kindness Project

Welcome Back 2020

Assembly

R34. how to discuss and debate topical issues, respect other people’s point of view and constructively challenge those they disagree with

 

 

(CLP – T2)

I can confidently justify my own view and opinion and consider thoughtfully those that are different to my own

 

(CLP – T)

I can confidently justify my own view and opinion and consider thoughtfully those that are different to my own

 

I investigate topical issues and raise my concerns with my class

 

I can debate and use evidence to support my opinions

 

LIVING IN THE WIDER WORLD

Shared Responsibilities

L1. to recognise reasons for rules and laws; consequences of not adhering to rules and laws

(CLP – T1)

I understand and follow the class rules

 

 

(CLP - T1)

I understand how laws keep us all safe and treat us equally

 

I can describe the consequences for not following the rules

Assembly

L2. to recognise there are human rights, that are there to protect everyone

 

 

(CLP – T6)

I can describe how things are not always fair across the whole world

 

I am beginning to understand what the basic human rights are

(CLP T1)

(Safety Week)

I can describe some of the human rights and what they mean for us all.

Assembly

L3. about the relationship between rights and responsibilities

 

 

(CLP – T2)

I can describe how we are responsible for caring for the planet

(CLP – T1)

(Transition)

I can describe the link between rights and responsibilities

Class responsibilities

School council elections

 

L4. the importance of having compassion towards others; shared responsibilities we all have for caring for other people and living things; how to show care and concern for others

(CLP – T6)

I can describe the impact of deforestation on the people, animals and plants of the rainforest.

 

I can explain how to prevent this from happening

 

(CLP – T2)

I can describe how we are responsible for caring for the planet

 

I am being a role model and showing how to care about the environment

 

Visits to local nursing home

Eco Comitee

L5. ways of carrying out shared responsibilities for protecting the environment in school and at home; how everyday choices can affect the environment (e.g. reducing, reusing, recycling; food choices

I can describe the impact of deforestation on the people, animals and plants of the rainforest.

 

I can explain how to prevent this from happening

 

(CLP – T2)

I can describe the impact of plastic in the oceans and how we can protect them

 

I am being a role model and showing how to care about the environment

 

Eco Committee

Welcome Back 2020

Assembly

Whole School Kindness Project

LIVING IN THE WIDER WORLD

Communities

L6. about the different groups that make up their community; what living in a community means

(CLP – T1)

I can describe some of the different groups in our local community

 

 

 

Visitor Assemblies?

L7. to value the different contributions that people and groups make to the community

(CLP – T1)

I listen carefully to other peoples points of view

 

 

 

Visitor Assemblies?

Whole School Kindness Project

Welcome Back 2020

Class reading book

L8. about diversity: what it means; the benefits of living in a diverse community; about valuing diversity within communities

(CLP – T1)

I can describe some of the different groups in our local community

 

I can describe why being part of a diverse community is a positive thing

 

 

(CLP – T2)

I can explore some of the ways Britain has become so diverse today

Visitor Assemblies?

Whole School Kindness Project

Welcome Back 2020

Class reading book

L9. about stereotypes; how they can negatively influence behaviours and attitudes towards others; strategies for challenging stereotypes

 

(Safety Week)

GHLL Y4 Lesson 4 – challenging stereotypes

I can describe how and why people may be discriminated against

 

(CLP – T2)

I can describe how stereotypes and prejudice has impacted on lives through history and today

Aspirations Week

Assembly

L10. about prejudice; how to recognise behaviours/actions which discriminate against others; ways of responding to it if witnessed or experienced

 

 

 

(CLP – T2)

I can describe how stereotypes and prejudice has impacted on lives through history and today

(SRE)

I can respectfully describe different relationships

Aspirations Week

Assembly

LIVING IN THE WIDER WORLD – TAUGHT AS PART OF ICT CURRIUCULUM (Please also see Google internet legends documentation)

Media Literacy and Digital Resilience

 

 

L11. recognise ways in which the internet and social media can be used both positively and negatively

 

 

 

Body image JF

 

ICT sessions

Internet Safety Day

L12. how to assess the reliability of sources of information online; and how to make safe, reliable choices from search results

 

I can search the internet effectively, knowing how the keywords I choose affect my search.

 

I can search the internet effectively, knowing how the keywords I choose affect my search.

 

I can search the internet effectively, knowing how the keywords I choose affect my search.

 

ICT sessions

 

L13. about some of the different ways information and data is shared and used online, including for commercial purposes

I understand how I can use email to communicate with others. I know how I can communicate safely with others (PurpleMash-2Connect).

I can use a tool to communicate with others (blogging, email or 2connect). I can communicate safely with others.

 

I can use a tool to communicate with others (blogging, email or 2connect). I can communicate safely with others.

 

I can use a tool to communicate with others (blogging, email or 2connect). I can communicate safely with others.

 

ICT sessions

Internet Safety Day

L14. about how information on the internet is ranked, selected and targeted at specific individuals and groups; that connected devices can share information

 

 

I can search the internet effectively, knowing how the keywords I choose affect my search.

I can describe how search engines may rank results

I can search the internet effectively, knowing how the keywords I choose affect my search.

I can describe how search engines may rank results

ICT sessions

L15. recognise things appropriate to share and things that should not be shared on social media; rules surrounding distribution of images

(Safety Week)

I can ‘Be Internet Sharp’

 

I can give an example what private information I need to keep safe

 

 

(Safety Week)

I can ‘Be Internet Sharp’

 

I can explain what a digital footprint is and how to keep it positive

 

I can describe where to go for help if I regret posting something online

(Google Resource)

 

ICT sessions

Internet Safety Day

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

 

 

Body image JF

 

ICT sessions

Internet Safety Day

LIVING IN THE WIDER WORLD

Economic Well Being : Money

L17. about the different ways to pay for things and the choices people have about this

 

 

(CLP – T5)

I can describe how people pay for things

https://natwest.mymoneysense.com/teachers/resources-8-12s/

 

(introduction of House points shop 2020)

Maths

Aspirations Week (T1 in Y5/6)

L18. to recognise that people have different attitudes towards saving and spending money; what influences people’s decisions; what makes something ‘good value for money’

 

 

(CLP – T5)

I can describe why people may choose to spend or save their money

 

Maths

Aspirations Week (T1 in Y5/6)

L19. that people’s spending decisions can affect others and the environment (e.g. Fair trade, buying single-use plastics, or giving to charity)

 

 

(CLP – T2/5)

I can explore how peoples spending can affect the environment e.g. single use plastic/charity

 

Maths

Aspirations Week (T1 in Y5/6)

L20. to recognise that people make spending decisions based on priorities, needs and wants

 

 

(CLP – T5)

I can describe why people may choose to spend or save their money

 

Maths

Aspirations Week (T1 in Y5/6)

L21. different ways to keep track of money

 

 

(CLP – T5)

I can describe ways people may use a budget or bank account

 

Maths

Aspirations Week (T1 in Y5/6)

L22. about risks associated with money (e.g. money can be won, lost or stolen) and ways of keeping money safe

 

 

(CLP – T5)

I understand there are risks with money and running a business and know how to try and keep my money safe

 

Maths

Aspirations Week (T1 in Y5/6)

L24. to identify the ways that money can impact on people’s feelings and emotions

 

 

(CLP – T5)

(Daily wellbeing)

I understand how money can impact our emoutions

 

Daily well being

LIVING IN THE WIDER WORLD

Economic Well Being : Aspirations , work and careers

L25. to recognise positive things about themselves and their achievements; set goals to help achieve personal outcomes

I can describe what I enjoy and am good at.

I can work towards a goal

 

(Y5/6 Aspiration week – Biennial 2021,2023…)

I can describe what skills I have

I can describe how I have achieved a goal

Assembly

Daily well being

L2L skills

L26. that there is a broad range of different jobs/careers that people can have; that people often have more than one career/type of job during their life

 

 

(Y5/6 Aspiration week – Biennial 2021,2023…)

I can name some different jobs/careers and can organise them into categories

Assembly

L27. about stereotypes in the workplace and that a person’s career aspirations should not be limited by them

 

 

(Y5/6 Aspiration week – Biennial 2021,2023…)

I can explain what gender stereotyping might look like and why I should not be limited by them

 

L28. about what might influence people’s decisions about a job or career (e.g. personal interests and values, family connections to certain trades or businesses, strengths and qualities, ways in which stereotypical assumptions can deter people from aspiring to certain jobs)

 

 

(Y5/6 Aspiration week – Biennial 2021,2023…)

I can describe what might affect someone’s career choice

Assembly

L29. that some jobs are paid more than others and money is one factor which may influence a person’s job or career choice; that people may choose to do voluntary work which is unpaid

 

 

(Y5/6 Aspiration week – Biennial 2021,2023…)

I can describe what might affect someone’s career choice

 

L30. about some of the skills that will help them in their future careers e.g. teamwork, communication and negotiation

 

 

(Y5/6 Aspiration week – Biennial 2021,2023…)

I can describe some of the skills that employers are looking for

L2L skills

PE

Daily well being

Assembly

L31. to identify the kind of job that they might like to do when they are older

 

 

(Y5/6 Aspiration week – Biennial 2021,2023…)

I can describe what job I would like to have in the future and explain why

Daily well being

Assembly

L32. to recognise a variety of routes into careers (e.g. college, apprenticeship, university

 

 

(Y5/6 Aspiration week – Biennial 2021,2023…)

I can describe my career path

Assembly

LIVING IN THE WIDER WORLD

 

Citizenship: British Values, Democracy and Rule of Law

I can describe the school/class rules

 

 

(CLP)

I understand how laws are made

I can describe what a democracy is and why it is important

School Council elections,

Assembly

LIVING IN THE WIDER WORLD

 

Citizenship: Children’s Rights and Responsibilities

 

 

 

(CLP)

(Transition)

I can describe what my responsibilities are and how they might chage as I move to secondary school.

 

I know what rights I have as a child

Assembly

LIVING IN THE WIDER WORLD

 

Citizenship: The local/global community and personal identity

 

 

(CLP – T6)

I am trying to play an active role in the global community

 

 

 

Assembly

Daily well being

School values

 

LIVING IN THE WIDER WORLD

 

Citizenship: Looking after the environment

 

(CLP)

I can describe ways to keep the rainforest safe and why this is important

 

(CLP)

I can describe ways of keeping my local and wider environment safe and why this is important.

 

I am working on ways to reduce my impact on the environment

 

Assembly

Eco Committee

 

HEALTH AND WELLBEING

Health and Illness

 

H1. how to make informed decisions about health

 

CLP

(Safety Week)

I can make choices about my health

CLP

(Safety Week)

I can make choices about my health

(CLP – T6)

(Safety Week)

I can make considered choices about my health

(Safety Week)

I can make considered choices about my health

Daily well being

Assembly

PE sessions/DPA

H2. about the elements of a balanced, healthy lifestyle

CLP

(Safety Week)

I can name some things I need to keep healthy

 

CLP

(Safety Week)

I can name some things I need to keep healthy

(CLP – T6)

(Safety Week)

I can explain why lots of thing are needed to keep me healthy

(Safety Week)

I can explain why lots of thing are needed to keep me healthy

Daily well being

PE sessions/DPA

H3. about choices that support a healthy lifestyle, and recognise what might influence these

CLP

I can name some of the things I need to keep healthy

CLP

I can explain how food, exercise etc keep me healthy

(CLP – T6)

(Safety Week)

I can make considered choices about my health

(Safety Week)

I can explain how peer pressure might impact peoples

Daily well being

PE sessions/DPA

H4. how to recognise that habits can have both positive and negative effects on a healthy lifestyle

 

CLP

I can name some of the things I need to keep healthy

CLP

I can explain how food, exercise etc keep me healthy

(Safety Week)

I can explain why people explain that they have a smoking habit

 

Daily well being

PE sessions/DPA

H5. about what good physical health means; how to recognise early signs of physical illness

 

(Safety Week)

I can explain how keeping clean helps stop the spread of germs (GHLL Y3 lesson 3 and 4)

 

(Safety Week)

I can explain how illness may be caused and that immunisations and anti-biotics help treat illness

 

 

 

Welcome Back 2020

Daily well being

PE sessions/DPA

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.

 

CLP

I can describe how to keep my teeth clean and healthy

 

I can plan a healthy meal

CLP

I can explain how to keep my body working and healthy

 

I can describe what a balanced diet might look like

CLP

I can explain which nutrients my body needs and how it uses them to keep me healthy

 

Cooking Curriculum

Daily well being

PE sessions/DPA

 

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

(Daily well being)

 

CLP

I can explain how to keep my body working and healthy

 

(Daily well being)

 

(Daily well being)

 

(Daily well being)

 

Daily well being

PE sessions/DPA

 

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, behaviour and ability to learn

 

(Daily well being)

 

CLP

I can explain how to keep my body working and healthy

 

(Daily well being)

 

(Daily well being)

 

(Daily well being)

 

Daily well being

PE sessions/DPA

 

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

 

(Safety Week)

I can explain how keeping clean helps stop the spread of germs (GHLL Y3 lesson 3 and 4)

 

(Safety Week)

I can explain how illness may be caused and that immunisations and anti-biotics help treat illness (GHLL Y4 lesson 3)

 

 

 

Welcome Back 2020

 

H10. how medicines, when used responsibly, contribute to health; that some diseases can be prevented by vaccinations and immunisations; how allergies can be managed

 

(Safety Week)

I can describe the medicines we have at home and what they are used for

(Safety Week)

I can explain how illness may be caused and that immunisations and anti-biotics help treat illness

(GHLL Y4 lesson 3)

 

 

Cooking Curriculum – food intolerance and allergies

 

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)

CLP

I know how to look after my teeth.

(links to science – digestive system)

I know how to look after my teeth.

 

 

 

 

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

 

 

(Safety Week)

I can explain the benefits and risks of sun exposure

 

Assembly

 

H13. about the benefits of the internet; the importance of balancing time online with other activities; strategies for managing time online

 

 

(Daily well being)

 

(Daily well being)

 

ICT sessions

 

H14. how and when to seek support, including which adults to speak to in and outside school, if they are worried about their health

(Daily well being)

 

(Daily well being)

 

 

 

 

HEALTH AND WELLBEING

Mental well being

H15. that mental health, just like physical health, is part of daily life; the importance of taking care of mental health

(Daily well being)

I know it is important to look after how I am feeling

CLP

(Daily well being)

I can describe ways I keep my mind healthy as well as my body

 

(Daily well being)

 

(Daily well being)

I understand that mental health can affect anyone and can describe ways to find support

 

H16. about strategies and behaviours that support mental health — including how good quality sleep, physical exercise/time outdoors, being involved in community groups, doing things for others, clubs, and activities, hobbies and spending time with family and friends can support mental health and wellbeing

(Daily well being)

 

CLP

(Daily well being)

I can describe ways I keep my mind healthy as well as my body

 

 

(Daily well being)

 

(Daily well being)

 

 

H17. to recognise that feelings can change over time and range in intensity

(Daily well being)

I can describe an emotional trigger that will change how I feel

(Daily well being)

I can distinguish between small emotional triggers and larger life event triggers that have an impact on emotions

(Daily well being)

I understand that many factors can affect mood such as responsibilities, personal preferences and exercise. I also understand that this will be different for each of us.

 

(Daily well being)

 

Welcome Back 2020

H18. about everyday things that affect feelings and the importance of expressing feelings

(Daily well being)

 

(Daily well being)

 

(Daily well being)

 

(Daily well being)

 

Welcome Back 2020

H19. a varied vocabulary to use when talking about feelings; about how to express feelings in different ways;

(Daily well being)

I can label and describe feelings (happy, angry, sad, scared, surprised and disgusted)

 

(Daily well being)

I can describe a wider range of emotions (e.g. content, bitter, anxious)

 

I can describe a wider range of emotions (e.g. peaceful, powerful) and understand that you may feel more than one emotion at once

 

I can describe how to show empathy with others emotions

 

I can describe how I keep motivated even when I find things hard (links to resilience)

 

 

I can describe how I and others may show emotions including showing one emotion but displaying another (e.g. crying when angry) and false emotions (e.g. pretending to love a present)

Welcome Back 2020

H20. strategies to respond to feelings, including intense or conflicting feelings; how to manage and respond to feelings appropriately and proportionately in different situations

(Daily well being)

I can find ways (with help) to calm down when I am upset/cross

 

(Daily well being)

I have a way to self regulate my emotions and feelings

 

 

Welcome Back 2020

 

H21. to recognise warning signs about mental health and wellbeing and how to seek support for themselves and others

 

 

(Daily well being)

I recognise when someone may be having a tricky time and what I can do about it.

(Daily well being)

I understand that mental health can affect anyone and can describe ways to find support

 

H22. to recognise that anyone can experience mental ill health; that most difficulties can be resolved with help and support; and that it is important to discuss feelings with a trusted adult

 

 

(Daily well being)

I recognise when someone may be having a tricky time and what I can do about it.

(Daily well being)

I understand that mental health can affect anyone and can describe ways to find support

 

H23. about change and loss, including death, and how these can affect feelings; ways of expressing and managing grief and bereavement

I can name some life changes that may impact our emotions

 

I can describe one way to help manage these big emotions

I can describe how to be a good friend when someone is grieving

I understand how grief can affect our emotions and can describe some ways to help manage this

(Transition)

I understand how grief can affect our emotions and can describe some ways to help manage this

 

I can describe ways to manage emotions about transition to secondary school

Welcome Back 2020

Intervention with JF/MS

Daily well being

H24. problem-solving strategies for dealing with emotions, challenges and change, including the transition to new schools

 

 

 

(Transition)

I can describe ways to manage emotions about transition to secondary school

Welcome back 2020

Daily well being

Class assembly

 

HEALTH AND WELLBEING

Ourselves, growing and changing

H25. about personal identity; what contributes to who we are (e.g. ethnicity, family, gender, faith, culture, hobbies, likes/dislikes

CLP

(Daily well being)

I can describe what is special about me

 

(Daily well being)

I can describe the different attributes that make me special

(Daily well being)

I can explain my personal identity confidently and positively

(Daily well being)

I can explain my personal identity confidently and positively

 

H27. to recognise their individuality and personal qualities

(CLP – T1)

(Daily well being)

I can describe what is special about me

 

(Daily well being)

I can describe my personal qualities

(Daily well being)

I can explain how I am individual in a positive way

(Daily well being)

I can explain how I am individual in a positive way

Celebration assembly

Class displays e.g. work to be proud of display

 

H28. to identify personal strengths, skills, achievements and interests and how these contribute to a sense of self-worth

(CLP – T1)

(Daily well being)

I can describe what I enjoy and what I am good at and how these thing make me feel

 

(Daily well being)

I can describe my recent achievements and explain how they made me feel

 

(Daily well being)

I understand where my personal strengths lie and can discuss my self-image in a positive way

(Daily well being)

I understand where my personal strengths lie and can discuss my self-image in a positive way

Celebration assembly

Class displays e.g. work to be proud of display

 

H29. about how to manage setbacks/perceived failures, including how to re-frame unhelpful thinking

(Daily well being)

I can describe how I can learn from a mistake

 

(CLP – T4)

(Daily well being)

I can describe how positive and negative thinking impact our emotions

 

I can explain what resilience is

 

 

(Daily well being)

I show resilience when I find something challenging

(Daily well being)

I show resilience when I find something challenging

Assembly, Bounce back sessions in class

L2L Skills

H30. to identify the external genitalia and internal reproductive organs in males and females and how the process of puberty relates to human reproduction

 

CLP

I can label parts of a body (including genitalia)

(Safety week - SRE)

I can label parts of a body ad explain how they might change during puberty

(Y5 Science)

I can describe how a human develops including a foetus

(Safety week - SRE)

I can explain how a baby is made, carried and delivered.

(GHLL Y6 Lesson 3 and 5)

 

 

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)

 

 

(Safety week - SRE)

I can describe ways a body will change through puberty

(GHLL Y5 lesson 1 and 2)

(Safety week - SRE)

I can describe ways a body will change through puberty

(GHLL Y6 Lesson 1 and 2)

 

H32. about how hygiene routines change during the time of puberty, the importance of keeping clean and how to maintain personal hygiene

 

 

(Safety week - SRE)

I can describe ways I can keep my body clean as I enter puberty

(GHLL Y5 lesson 3)

(Safety week - SRE)

I can describe ways I can keep my body clean as I enter puberty

(GHLL Y6 Lesson 1)

 

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

 

 

 

(Safety week - SRE)

I can describe how a baby is made

I understand there are ways of preventing pregnancy

(GHLL Y6 lesson 3)

 

H34. about where to get more information, help and advice about growing and changing, especially about puberty

 

 

(Safety week - SRE)

I can describe how/where to get advice about puberty

(Safety week - SRE)

I can describe how/where to get advice about puberty

 

H35. about the new opportunities and responsibilities that increasing independence may bring

 

 

 

(Transition)

I can describe some of the good things about growing up

 

I can describe one way I show I am independent

I can explain one way I will be more independent as I move to secondary school

Class responsibilities

 

School Council, Eco Club members, School sports teams

H36. strategies to manage transitions between classes and key stages

 

 

 

(Transition)

I can explain how I am feeling about moving to secondary school

 

I can describe ways I am managing those emotions

Move up morning

 

*Transition work done before starting in Y3*

HEALTH AND WELLBEING

Keeping 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

TAUGHT AS PART OF ICT CURRIUCULUM (Please also see Google internet legends documentation)

I can explain what the school rules are and why they help keep us safe

 

(Safety Week)

I can explain why there are rules and age restrictions on films and TV shows

 

 

 

Assembly, ICT sessions on internet safety, Safety Week

H38. how to predict, assess and manage risk in different situations

(Safety week)

I can describe how to safely respond if a stranger speaks to me

*online and offline

(Safety week)

I can explain how to safely cross the road

(Safety week)

I can explain how to keep safe when out and about in public

Safety week)

I can describe how peer pressure might affect the risks someone is prepared to take and can suggest ways to manage this.

Swimming Lessons, Visits and trips, Cycling Proficiency etc

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

 

(Safety Week)

I can identify the hazards on the roads around school and home

(Safety week)

I can identify fire risks in the home and can suggest ways to reduce them

 

**Fire safety assembly – all classes to tie in with November 5th **

H40. about the importance of taking medicines correctly and using household products safely, (e.g. following instructions carefully)

(Safety week)

I can describe the medicines we have at home and what they are used for

 

 

 

 

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

(Safety week)

I can describe ways I keep myself around people I do not know

 

Firework safety assembly (Nov)

(Safety week)

I can describe ways to keep safe on and around roads.

 

Firework safety assembly (Nov)

(Safety week)

I can describe ways I keep myself safe whilst out and about in the community (Skillzone – alley, bus, rail crossing etc)

 

Firework safety assembly (Nov)

(Safety week)

I can describe how to keep safe around water (canal/river focus)

 

I can describe how to use my digital device safely when out and about

 

Firework safety assembly (Nov)

 

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

(Safety Week)

I can ‘Be Internet Sharp’

 

I can give an example what private information I need to keep safe

 

(Safety Week)

I can “Be Internet Sharp’

 

I can explain what a digital footprint is and how to keep it positive

 

I can describe where to go for help if I regret posting something online

 

 

H43. about what is meant by first aid; basic techniques for dealing with common injuries²

(Safety week)

I can describe how to help when someone has a head injury

(Safety week)

I can describe how I could help when someone is having an asthma attack

(Safety week)

I can describe how I could help when someone is bleeding

 

I can describe how I could help when someone has a bite or sting

(Safety week)

I can describe how I could help when someone is choking

 

I can explain how and why I would  put someone into the recover position

 

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

(Safety week)

I can describe what I should do in an emergency

 

(Safety week)

I can compete a primary survey after an emergency

 

(Safety week)

I can describe ways I keep myself safe whilst out and about in the community

 

 

 

HEALTH AND WELLBEING

Drugs, Alcohol and Tabacco

H46. about the risks and effects of legal drugs common to everyday life (e.g. cigarettes, e-cigarettes/vaping, alcohol and medicines) and their impact on health; recognise that drug use can become a habit which can be difficult to break

(Safety week)

I can describe the medicines we have at home and what they are used for

(Safety week)

I can describe the effects of smoking/vaping

(Safety week)

I can explain how caffeine and alcohol affect our body (positive and negative)

(Safety week)

I can describe how peer pressure may make someone feel around using drugs and can offer advise

 

H47. to recognise that there are laws surrounding the use of legal drugs and that some drugs are illegal to own, use and give to others

(Safety week)

I can describe the rules for using those medicines

(Safety week)

I can explain why there is an age limit on buying cigarettes and vape products

(Safety week)

I can debate why age limits for energy drinks are required

(Safety week)

I can describe why some drugs are legal and others are illegal to own, use or give to others

 

H48. about why people choose to use or not use drugs (including nicotine, alcohol and medicines);

 

(Safety week)

I can describe why people may smoke or vape

(Safety week)

I can explain how caffeine and alcohol affect our body (positive and negative)

(Safety week)

I can describe how peer pressure may make someone feel around using drugs and can offer advise

 

H49. about the mixed messages in the media about drugs, including alcohol and smoking/vaping

 

(Safety week)

I can show how smoking is shown in the media in positive and negative ways (sorting activity)

(Safety week)

I can describe how drinking is shown in the media (positive and negative)

(Safety week)

I can produce a short video presentation about drugs and peer pressure

 

 

H50. about the organisations that can support people concerning alcohol, tobacco and nicotine or other drug use; people they can talk to if they have concerns

 

 

 

(Safety week)

 

 

               

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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

Topic

Pupils should know

Families and people who care about me

  • That families are important for children growing up because they can give love, security and stability
  • The characteristics of healthy family life, 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 others’ families, 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
  • That stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children’s security as they grow up
  • That marriage represents 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

Caring friendships

  • How important friendships are in making us feel happy and secure, and how people choose and make friends
  • The characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties
  • That healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded
  • That most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right
  • How to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed

Respectful relationships

  • The importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs
  • Practical steps they can take in a range of different contexts to improve or support respectful relationships
  • The conventions of courtesy and manners
  • The importance of self-respect and how this links to their own happiness
  • That in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority
  • About different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help
  • What a stereotype is, and how stereotypes can be unfair, negative or destructive
  • The importance of permission-seeking and giving in relationships with friends, peers and adults

Online relationships

  • That people sometimes behave differently online, including by pretending to be someone they are not
  • That the same principles apply to online relationships as to face-to face relationships, including the importance of respect for others online including when we are anonymous
  • The rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them
  • How to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met
  • How information and data is shared and used online

Being safe

  • What sorts of boundaries are appropriate in friendships with peers and others (including in a digital context)
  • About the concept of privacy and the implications of it 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 physical, and other, contact
  • How to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know
  • How to recognise and report feelings of being unsafe or feeling bad about any adult
  • How to ask for advice or help for themselves or others, and to keep trying until they are heard
  • How to report concerns or abuse, and the vocabulary and confidence needed to do so
  • Where to get advice e.g. family, school and/or other sources

 

 

Appendix 3: Parent form: withdrawal from sex education within RSE

 

To be completed by parents

Name of child

 

Class

 

Name of parent

 

Date

 

Reason for withdrawing from sex education within relationships and sex education

 

 

 

 

 

 

 

 

 

Any other information you would like the school to consider

 

 

 

 

Parent signature

 

 

To be completed by the school

Agreed actions from discussion with parents