Implementation
Subject content
The curriculum programme is developed by Sheffield Primary RSHE Curriculum. In Intake Primary we will meet the learning objectives and content outlined as set out in the Relationships Education, Relationship & Sex Education and Health Education Guidance. All content will be delivered in a timely way that is age and developmentally appropriate to meet the needs of our pupils, including those pupils with SEND.
Our scheme of work will be:
Foundation Stage & KS1
- Relationships –
What makes a family?
Keeping friendships healthy
Community
Respect, consent, diversity, identity
Online
Being Safe
The Law
- Health and Wellbeing
Mental Wellbeing
Physical Health – Staying healthy, Active Lifestyles, diet, Sleep, teeth, germs, personal hygiene, Dangers, Sun Safety, Growing
Seeking Support
Personal Responsibility & Self Respect
In LKS2 we discuss;
- Relationships –
What makes a family? –
Do families always stay the same? - Family Breakdown, Bereavement, Are all families like mine? Are boys and girls the same?
Keeping friendships healthy –What makes a good friend? Are all friends the same? Are friendships always fun?
Community
Respect, consent, diversity, identity
Online
Being Safe
The Law
- Health and Wellbeing
Mental Wellbeing – Managing feelings,
Physical Health – Staying healthy, Diet, Sleep, Spreading Germs and preventing illness, Oral Hygiene, Sun safety
Seeking Support
Personal Responsibility & Self Respect
In UKS2 we discuss;
- Relationships –
What makes a family? –Why do some people get married? Are families ever perfect? Is there such a thing as a ‘normal’ family?
Keeping friendships healthy – What makes a close friend? Can we be different and still be friends? Should friends tell us what to do? Why are some people unkind? What are stereotypes? How do I accept my friends for who they are?
Community –prejudice, being a great citizen, money, Belonging, What it means to be British
Respect, consent, diversity, identity
Online
Being Safe
The Law
- Health and Wellbeing
Mental Wellbeing –
Does everyone have the same feelings?
Should we be happy all the time?
Why do we argue?
Who am I?
Physical Health –
Is there such a thing as the perfect body?
How to stay fit and health - Exercise, Healthy diet,
Can I avoid getting ill? – Teeth, sugar, Drugs, Alcohol, Tobacco
Where should I get my health information?
How do I save a life?
Identifying Hazards – Burns, Rail, Roads, Sun Damage, Water, Fireworks, First Aid, When to call 999?
Puberty – How will my body change as I get older? How will my feelings change as I get older? How do I stay clean as I get older? What is Menstruation?
Sexual reproduction – How do plants and animals reproduce?
Seeking Support
Personal Responsibility & Self Respect
We will use the resources/materials in the Sheffield Primary RSHE Curriculum on Google drive to deliver Relationships Education.
Impact
Monitoring and Evaluation
We regularly monitor our Relationships Education scheme of work to ensure that
the quality of teaching is consistent, that the curriculum is meeting the new national
requirements under the Relationships, RSE and Health Education guidance, and that learning outcomes are reflective of pupil need.
This policy will be reviewed by the school’s leadership team in conjunction with Mrs Owen and Mrs Birley and Governors on a regular basis. If changes are needed, members of staff, parents/carers and pupils will be consulted and any subsequent changes made clearly communicated.
The School’s Leadership Team monitors the implementation of the programme through:
- Planning scrutiny
- Looking at samples of pupils’ work
Evaluation of our scheme of work is crucial to ensure that we can continue to improve provision and teaching effectiveness. The evaluation process involves structured and informal pupil and staff feedback including:
- Teacher evaluations of lessons and overall Relationship Education programme.
- Feedback and evaluations by pupils, e.g. pupil interviews, questionnaires or surveys
- Looking at samples of pupils’ work
Pupil Assessment
We use a range of assessment methods to get regular feedback on pupil progress in
Relationships Education. We also use pupil assessment to identify where pupils need extra support or intervention. Lessons are planned to ensure that pupils of differing abilities, including the most-able, are suitably challenged.
Assessment methods used include:
- Project work
- Written assignments
- Pupils’ pre and post unit self-evaluation
- Reflective work in Learning logs
Pupils’ voice
Pupil voice is central to the culture and ethos of Intake Primary School. We use pupil voice to evaluate how relevant and engaging Relationships Education is to children’s lives.
Throughout our Relationships Education curriculum we embed pupil voice practices to enable students to express their views on the range of topics that Relationships Education covers and to ensure that they listen to other opinions and evidence, reflect on their own perspectives and take a broader view.
We want to ensure that all pupil voices are heard but that those views that are hurtful, offensive or exclusionary do not dominate and are addressed. We want to ensure a culture where human rights, social justice, inclusion and diversity are promoted.
Answering pupil questions
Relationships Education explores a range of issues that may provoke questions from pupils. We view questions as a positive sign that pupils are engaged with what is being taught and feel able to explore natural curiosities about themselves, their bodies and relationships with others.
As much as possible, where a question is relevant to the whole class, we will answer it to the whole group. There may occasionally be the need to deal with a question outside of the classroom if it is not suitable for the entire class.
We recognise that some pupil questions may go beyond the statutory Relationships Education curriculum and could include questions about sex and sexuality–topics that are covered in our sex education curriculum. In such cases, the teacher may choose to delay answering the question in front of the whole class until the appropriate sex education lesson.
Questions will always be answered in an age and developmentally appropriate way and take into account whether a parent/carer has requested their child to be removed from sex education lessons. School staff will not be expected to answer
personal questions about themselves or to ask direct personal questions of their students that could make either party vulnerable.
We believe that an open approach to answering questions prevents pupils from learning inaccurate or harmful information online or from peers and older students. We believe exploring issues with the whole class helps to reduce the stigma and shame that can surround some of the issues explored in our Relationships Education
curriculum. Importantly, we believe that children are better protected from harm and abuse when they are able to discuss issues openly with trained professionals and in a safe environment.