Our shared vision for RSE
RSE is good in our school when…
|RSE is taught through explicit lessons, using the Educator Solutions RSE scheme of work, and is also embedded in other areas of the curriculum and the day-to-day life of the school.||All pupils have access to effective, age-appropriate relationships and sex education (RSE) within an inclusive and supportive learning environment, using non-biased resources.||RSE is delivered as a spiral curriculum.||Our RSE curriculum covers many of the moral, social and cultural issues that are part of growing up.|
|Our school environment and curriculum enable our pupils to become healthy, safe, independent and responsible members of society.||All pupils have the opportunity to consider the information and develop their own values, attitudes and opinions.||Pupils can build on their prior learning by revisiting some themes to further develop knowledge, values and skills in an age and stage-appropriate manner.||Pupils understand how they are developing personally and socially.|
At Poringland Primary School and Nursery, we believe that relationships, sex and health education (RSE) enables our children to become healthy, safe, independent and responsible members of society. RSE aims to help them understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up.
RSE is taught as both explicit lessons, using the Educator Solutions RSE scheme of work, and is also embedded in other areas of the curriculum. This document identifies the progression of skills from the Educator Solutions RSE scheme of work.
Relationships, Sex and Health Education– Progression of Skills at Poringland Primary School and Nursery
|Key areas of RSE:||Reception||Year 1||Year 2||Year 3||Year 4||Year 5||Year 6|
|My feelings||Pupils can identify a range of feelings and how these are expressed, including words to describe them and simple strategies for managing feelings.||Pupils are able to communicate about feelings to recognise how others show feelings and how to respond.||Pupils can recognise and celebrate their strengths and achievements and set simple but challenging goals.||Pupils can identify their strengths and set aspirational goals for themselves, understanding how this contributes to high self-esteem.||Pupils can recognise and respond to a wide range of emotions in themselves and others, and ways to respond.||Pupils can anticipate how their emotions may change as they approach and move through puberty.||Pupils can recognise how images in the media, including online do not always reflect reality, and can affect how people feel about themselves.|
|My body||Pupils know the importance of basic personal hygiene and understand how to maintain basic personal hygiene.||Pupils can correctly name the main parts of the body, including external genitalia using scientific terms.||Pupils can recognise how they grow and will change as they become older.||Pupils know how their body may change as they grow and develop, how to care for their body and celebrate their uniqueness.||Pupils can reflect on how their body has changed and anticipate body changes, understanding that some are related to puberty.||Pupils can anticipate how their body may change as they approach and move through puberty.||Pupils can explain what sexual intercourse is and how this leads to reproduction, using the correct terms to describe the male and female organs.|
|My relationships||Pupils understand that there are similarities and differences between everyone and can celebrate this.||Pupils understand the importance of listening to other people, to play and work cooperatively including strategies to resolve simple arguments through negotiation.||Pupils can recognise different types of teasing and bullying, understanding that these are wrong and unacceptable.||Pupils can recognise a wide range of relationships, including the attributes of positive, healthy relationships.||Pupils are able to judge what kind of physical behaviours and contact are acceptable and unacceptable, and ways to respond.||Pupils can identify healthy relationships and recognise the skills to manage and maintain healthy relationships.||Pupils realise the nature and consequences of discrimination, including the use of prejudice based language.|
|My beliefs||Pupils can recognise what they like and dislike and feel empowered to make real, informed choices.||Pupils can identify and respect the differences and similarities between people.||Pupils can identify the ways in which people and families are unique, understanding there has never been and will never be another them.||Pupils can challenge gender stereotypes, understanding that there is not one way to be a boy, or one way to be a girl.||Pupils recognise differences and similarities between people arise from a number of factors, including family and personal identity.||Pupils know the correct terms associated with gender identity and sexual orientation, and the unacceptability of homophobic and transphobic bullying.|
|My rights and responsibilities||Pupils understand the concept of privacy, including the right to keep things private and the right another person has to privacy.||Pupils understand how some diseases are spread, including the right to be protected from diseases and the responsibility to protect others.||Pupils can judge what kind of physical contact is acceptable, comfortable and uncomfortable and how to respond.||Pupils understand the right to protect their body from unwanted touch.||Pupils know marriage is a commitment freely entered into by both people, and that no one should marry if they don’t absolutely want to or are not making the decision freely for themselves.||Pupils have strategies for keeping safe online; knowing personal information including images of themselves and others can be shared without their permission.|
|Asking for help||Pupils can identify the special people in their lives, what makes them special and how special people care for one another.||Pupils can identify the people who look after them, who to go to if they are worried and how to attract their attention.||Pupils know the difference between secrets and surprises and the importance of not keeping a secret that makes them feel uncomfortable, worried or afraid.||Pupils can identify the difference between secrets and surprise, knowing when it is right to break confidence and share a secret.||Pupils can recognise when they may need help to manage a situation and have developed the skills to ask for help.||Pupils have considered how to manage accidental exposure to explicit images, and upsetting online material, and know who to talk to about what they have seen.||Pupils develop the confidence and skills to know when, who and how to ask for help independently, or with support.|