RSHE

Purpose and Aims

At NET Academies, our RSE curriculum is continually developing and meets the national curriculum requirements of…

Families and people who care for me

Pupils should know:

• 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

Pupils should know:

• 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

Pupils should know:

• 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

Pupils should know:

• 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

Pupils should know:

• 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, for example family, school or other sources

At NET Academies, although not statutory we teach Sex Education under the heading Growing and Changing. Parents are informed of the content annually and invited to discuss any content with the school.

Organisation of the Curriculum

There are 7 units per year for EYFS to year 6. These include:

Our Relationships

Life Online

Positive Wellbeing

Citizenship

Economic Wellbeing

Physical Development

Growing and Changing

The RSHE Curriculum is taught by the class teacher and supported by SLT where necessary.

Each unit overview gives suggested stimulus, activities, texts and links but autonomy of planning is ensured to meet the needs of individual cohorts to meet the learning question(s) and outcomes.

Planning and Assessment

Planning is progressive across the year groups and to support long term memory strands are consistent and revisited throughout each key stage and each unit has suggested learning questions and outcomes.

Pupils are supported in knowing, remembering, understanding and applying this through our teaching and learning policy/cycle and sequenced learning questions.

Ongoing and retrieval assessment will be used within the unit as well as across units.

Knowledge Organisers