PSHE AND RSE

PERSONAL, SOCIAL, HEALTH, ECONOMIC (PSHE) AND CITIZENSHIP

The PSHE curriculum helps children develop confidence and responsibility, a healthy lifestyle, good relationships and to reflect upon spiritual and moral matters.

Citizenship helps children develop as members of the school and local communities and to be concerned with such issues as right, wrong, responsibilities, equality and difference. Our School Council and Eco Reps consist of elected pupil representatives from each year group. They meet regularly to organise actions to improve the school and its environment.

Relationship and Sex Education (RSE)

Relationship and sex education is part of our Personal, Social, Health, Economic and Citizenship curriculum.  At Michaelchurch  we provide a programme of education about human development, relationships, sexuality and family life.  Pupils are taught RSE within the moral and values framework which already exists within the school.

Generally, RSE is taught through a range of experiences, including circle time, assembly and everyday classroom activity.  It is not until Years 5 and 6 that potentially sensitive issues will be covered as a whole class activity. When children are in upper KS2, parents will be informed when RSE is being taught.

Throughout the programme, pupils will be encouraged to ask questions and these will be answered in an appropriate and relevant way according to the child’s age and development.

RSHE Intent

Relationship, sex and health education is lifelong learning about physical, moral and emotional development. Our aim is to enable our pupils to respect themselves and others, so that they can move confidently from childhood through adolescence and into adulthood. At Michaelchurch we aim to stress the values of loving relationships, mutual respect, and care.

The aims of RSHE at our school are to:

  • Provide a framework in which sensitive discussions can take place
  • To be able to name parts of the body and describe how their bodies work
  • To 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
  • To have the confidence and self-esteem to value themselves and others
  • To understand about the range of relationships, including the importance of family for the care and support of children
  • To develop confidence in talking, listening and thinking about feelings and relationships
  • To understand the consequences of their actions and behave responsibly within relationships
  • To be able to recognise unsafe situations, be able to protect themselves and ask for help and support
  • To understand the role the media plays in forming attitudes
  • To understand how safe routines can reduce the spread of viruses

 

 

RSHE Implementation

RSHE is taught within the personal, social, health and economic (PSHE) education curriculum. Biological aspects of RSHE are taught within the science curriculum e.g. family compositions and the birth of babies, reproduction in plants and the production of seeds and reproduction in animals including humans. Aspects of RSHE relating to beliefs and ceremonies are included in religious education (RE).

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

 

As with all subjects teachers plan to deliver topics on a two year rolling cycle to ensure comprehensive and complete coverage of the objectives.

 

All RSHE classes are taught with both boys and girls present.  We strongly believe it is beneficial for children to learn about topics of relationships, sex and health in mixed classes so they can develop an understanding of the view of children of the opposite sex.

 

Foundation Stage

Our pupils begin their Relationship and Sex Education as soon as they enter our school. Children are encouraged to form good relationships with adults and their peers. In addition, they develop an awareness of their own views and feelings and are encouraged to be sensitive to the feelings of others. As part of their Understanding of the World curriculum the children learn about similarities and differences between themselves and others, and among families, communities and traditions.

In addition, the routines of good hygiene are reinforced on a daily basis.

 

Key Stages 1 and 2

Relationship, Sex and Health Education contributes to the foundation of PSHE by enabling all pupils to:

  • develop confidence in talking, listening and thinking about feelings and relationships
  • name body parts and describe how their bodies work
  • protect themselves and ask for help and support
  • be prepared for puberty

 

Acorn Class

Topics taught in years 1 and 2 children include:

  • about growing and changing, growing from young to old
  • correct names for the main parts of the body, including penis, breasts, nipples, anus, vagina
  • similarities and differences between boys and girls
  • what makes them unique
  • change and loss e.g. starting school, a new baby brother/sister, moving to a new class
  • feelings associated with change or loss
  • keeping safe including in different situations
  • make real and informed choices; what influences our choices; choices influence the way we look and feel
  • different kinds of feelings that are good and not so good and the vocabulary we can use to describe feelings
  • how we can use simple strategies to manage feelings
  • importance of taking care of personal hygiene and their own health

 

Sapling Class

Objectives taught in years 3 and 4 children include:

  • to name body parts rectum, testicles, vulva, in addition to those learnt in Acorn Class
  • the importance of keeping good hygiene
  • describing intensity of feelings to others and managing complex emotions
  • different types of relationships and what makes a healthy relationship (friendship)
  • maintaining positive relationships
  • who is responsible for their health and wellbeing, and who to ask for advice
  • recognise a wider range of feelings in others, responding to feelings
  • using strategies to resolve disputes (negotiation and compromise), resolving differences
  • different types of relationships
  • jealousy, love and loss; memories of loved ones
  • conflicting feelings experiences at the same time

 

Oak Class

Objectives taught in years 5 and 6 children include:

  • to name body parts such as urethra, scrotum, fore skin, uterus, cervix, labia, in addition to those learnt in Sapling Class
  • to know how male and female bodies change during puberty
  • human reproduction, to know how sex happens and when it forms part of a happy and healthy relationship
  • importance of good hygiene
  • describing intensity of feelings to others and managing complex emotions
  • different types of relationships; what makes a healthy relationship and maintaining positive relationships
  • who is responsible for their health and wellbeing; to ask for advice
  • what makes a healthy and happy relationship?
  • different relationships; what makes positive; healthy relationships
  • recognise when relationships are unhealthy
  • committed; loving relationships (including marriage, civil partnership)

 

RSHE Impact

 

The impact of RSHE teaching in monitored in two ways, firstly the delivery of RSHE is overseen by the PSHE/RSHE lead through:

  • lesson observations
  • monitoring of planning and curriculum coverage
  • collection of representative pieces of work
  • interviews with pupils

 

While pupils’ development in RSHE is monitored by class teachers in the following ways:

 

  • Early Years and Foundation Stage (EYFS) pupils are monitored and assessed using our internal assessment system Tapestry
  • Evidence of progress for all age groups is gathered from class discussions, including small group and one-to-one discussions
  • Evidence of progress for EYFS, KS1 and KS2 is gathered from written and illustrated work, which is then teacher assessed. This evidence can be found on Tapestry for EYFS, whole class PSHE/RSHE purple books for Acorn and Sapling Classes and in individual pupil PSHE/RSHE books in Oak Class.
  • No testing or formal assessment of RSHE takes place, including in Year 6