The Relationships, Health and Sex Education Curriculum
At Spinney Hill we know that our children are growing up in a diverse, complex and constantly changing world which presents many positive opportunities to embrace, but also many challenges and risks. We know that the purpose of Relationships and Sex Education must be to enable children to embrace both the challenges of creating a happy and successful adult life whilst also contributing to the lives of those with whom, for example, they may study or work alongside. It is therefore essential to prepare children for the future by developing an RSHE curriculum through which our children acquire the knowledge and skills which enable them to deal with both personal and wider challenges and issues sensitively, intelligently and knowledgably. Our curriculum enables children to form positive beliefs, values and attitudes about both themselves and others, to understand how to keep themselves both physically and mentally healthy, and, alongside these, the ability to think critically about situations and to practically employ the skills and knowledge they have. Critical thinking is key to RSHE curriculum as affords children the opportunity to make strong connections with other areas of learning and to apply and deepen the knowledge they have across all aspects of our broader curriculum, particularly within science, computing and PE. We also recognise that there are specific issues linked to our local community; therefore, our curriculum is tailored to our school’s specific needs, taking into account the diversity of our school community and the challenges which arise and with which our community are faced.
Our RSHE curriculum is led by teachers who have the knowledge, confidence and appropriate teaching strategies to develop children’s understanding of our RSHE themes at an age appropriate level in order that they can make informed decisions about relationships, health and wellbeing and the wider world from the very earliest stages. We understand that everyone faces difficulties and challenges in their lives, and we aspire to develop emotionally resilient pupils whose self-efficacy enables them to use their voice, share their opinion, think critically about situations and events, and accept others. Children also learn and understand that sharing information and asking for help is not a weakness but a strength, and the channels and means by which they can do this. We know that good relationships are fundamental to our ethos and success in being a happy, caring and safe school. Our RESPECT school values are embedded within our school culture and are at the heart of everything we do, preparing children for a better future.
At Spinney Hill Primary school we have created a scheme of work which is in line with statutory guidance, the National Curriculum and which meets the specific needs of our pupils. Importantly, it is also central to our safeguarding culture and the scope of study connects themes and issue with other areas of the curriculum. It is, therefore, at the forefront of our whole curriculum and a core driver behind all learning.
Our Curriculum is organised around three key themes: relationships, health and mental well-being, and the wider world. Within these themes, the following areas are covered.
The themes are revisited as children move through the school. In years 5 and 6, strong links are made with our science curriculum to ensure that children have a secure knowledge and understanding of puberty and reproduction. In all areas of learning, parents are kept updated and informed on what their children will be studying and the precise content of lessons and supporting resources
Lessons are designed from school planned units of work which take into account the key themes and concepts from the DfE framework, alongside which objectives have been matched, related areas identified and resources, including reading, mapped out. Each unit is led by an over-arching enquiry question against which the component lessons are planned.
Weekly lessons are taught in a classroom environment where children feel safe, confident and valued, and teachers understand that PSHE must be taught within the following contexts:
There is no specified or recommended structure to RSHE lessons, but all teachers take the following into consideration.
Central to the teaching of RSHE lessons is our oracy curriculum and the talk-strategies which are used where appropriate to structure talk and debate, and ensure learning is inclusive and all children have the scaffolds which allow them to express their thoughts, opinions and ideas. Similarly, discussion and talk rules are integral to the teaching of RSHE and teachers understand these should be used constructively to allow all children to have a voice and express themselves with increasing confidence and clarity.
Teachers understand the importance of tackling issues which may arise - classroom, school, local and global - and adapting teaching were necessary in order to support and facilitate discussion around these. Within all RSHE lessons, teachers actively encourage critical thinking and link talk and discussion to wider issues and current affairs and, through these, make strong and tangible links to SMSC and British Values.
The impact of our RSHE curriculum is closely monitored across all aspects of the curriculum and through all pupil/pupil and staff/pupil interaction. Across the day-to-day life of the school, it is our expectation that children use the skills and knowledge they have developed to interact positively with others, build relationships, treat others with respect and deal with issues and problems appropriately when they arise. It is also the expectation of teachers that children can relate their learning to wider events and make connections at an age appropriate level. It is when problems do occur or disclosures are made, that gaps in understanding can often be identified and the appropriate support or intervention put in place. Key tools employed are the CPOMs system and weekly safeguarding meetings which flag-up concerns and identify children with whom targeted work and support is required. Where this is necessary, the school has robust systems of support, including the use of our family welfare officer and a range of external agencies. Key events and themed days also promote the wider application of skills and knowledge, such as the Year 6 enterprise day, and well-being across the school is promoted and assessed by the school’s, cross-phase ‘well-being champions’ who feed back to SLT at regular meetings. Links developed by the school by key providers, such as the Reveal Theatre Group, allow children to work independently and facilitate opportunities for children’s understanding to be assessed.
Follow the link below to our RSHE policy, school RSHE curriculum map and the units of work for Nursery to Year 6.