Personal, Social, Health Education and Citizenship Policy

North Ealing Primary School
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Mission statement

North Ealing works inclusively with our families to maximize the learning potential of all children in our community.

Statement of Intent

To provide a balanced and broadly based curriculum which:

  • Promotes the spiritual, moral, cultural, mental and physical development of pupils at school and of society, and
  • Prepares pupils at school for the opportunities, responsibilities and experiences of later life. (Education Act 2002/Academies Act 2010)

The PSHE programme of study (SEAL) brings together citizenship with personal well being through a values-based education. It is intended to support the school in developing a coherent whole school approach to PSHE and well being.

What is PSHE?

’Personal, social and health education (PSHE) helps to give children and young people the knowledge, skills and understanding they need to lead confident, healthy and independent lives. It aims to help them understand how they are developing personally and socially, tackling many of the moral, social and cultural issues that are part of growing up. It offers learning opportunities across and beyond the curriculum, in specific lessons as well as in assemblies, circle time, special school projects and other activities that enrich pupils’ experiences.’ QCA PSHE also provides the school with an opportunity to focus on the delivery of the social and emotional aspects of learning (SEAL).

What is Citizenship Education?

Citizenship education facilitates children in making their own decisions and taking responsibility for their own lives and their local and wider communities.

Rationale

Personal, Social and Health Education viagra online bestellen (PSHE) and citizenship provide pupils with self-esteem, positive self-awareness and confidence to:

  • Stay as healthy as possible;
  • Keep themselves and others safe;
  • Have fulfilling and worthwhile experiences;
  • Respect the differences between people;
  • Develop independence and responsibility;
  • Play an active role as members of the school and the wider community.

Aims

At North Ealing Primary School we believe PSHE and citizenship education facilitates children to become healthier, more independent and responsible members of society. We aim to achieve this through encouraging pupils to actively participate in contributing to the life of the school and the local community.

PSHE and Citizenship will be accessible to all pupils and will encourage children to:

  • Feel confident and valued within a safe environment so they can express their opinions in a variety of contexts;
  • Develop cooperation, mutual trust and respect for the values and attitude of others;
  • Take responsibility for their actions by making informed choices with regard to health, safety, moral and social issues;
  • Know and understand what is meant by a healthy lifestyles and make the right choices for positive outcomes;

Inclusion

All pupils, regardless of race, creed, gender, class, ability or disability are given the opportunity to develop their personal and social skills and understanding within a safe, supportive and inclusive environment.

Teachers should be aware of the individual and differing needs of all pupils, including those with physical, emotional and learning difficulties as well as those pupils identified ( or being monitored ) as able and talented.

PSHE enables pupils to learn respect and develop positive attitudes towards others.

Implementation and Organisation

PSHE and Citizenship cannot be confined to specific timetable time. A variety of forms of provision need to be considered and planned for throughout the Foundation Stage, KS1 and KS2. These will include:

  • Discrete curriculum time, taught in line with the North Ealing School scheme of work for PSHE and Citizenship and non-statutory guidelines (SEAL)
  • Links to learning values
  • Teaching PSHE and Citizenship through other curriculum areas;
  • PSHE and Citizenship activities and whole school events
  • Healthy schools programme
  • Through class and group discussions and stories
  • Rights respecting ethos and UNICEF steering group

The school’s elected school council, sports council and UNICEF steering group are actively involved in promoting PSHE and citizenship issues.

Impact

Through the teaching of P.S.H.E. children learn to show respect and understanding towards each other as they become citizens of the immediate and wider communities. This may be achieved through, student councils, circle time and role play activities, assemblies, residential experiences and visits, visitors from the community and participation in sports activities.

The school council has heightened awareness of charitable organisations and with the support of the school community has raised money for various charities, local and global initiatives such Team London and Thames 21.

Resources

  • Resources relevant to year group topics are stored for use in the appropriate classrooms.
  • A central file of resources to aid planning is held on staff shared drive.
    Other more general resources are stored in the resources area in the lower staff room.
    The School Councils is a ‘resource’ used to encourage pupil participation in decision making, ensuring they feel involved and have ‘ownership’ of many PSHE issues in school.

Assessment and Record Keeping

In PSHE and Citizenship there are two broad areas for assessment:

  • Pupils’ knowledge and understanding of what they have been taught;
  • How well pupils can apply their knowledge and understanding in developing skills and attitudes, for example through managing conflicts, making decisions and promoting positive relationships.

NNC guidelines

Formative assessment can take place through:

  • Behaviour for learning across all areas of school life
  • Demonstration of children understanding and using the school learning values.
  • Written work, class books/folders and displays (per term)
  • Discussion – debate, circle time;
  • Practical activities – role play, drama;
  • Observation; self – assessment and target setting.

General comments about PSHE and Citizenship will be included in annual reports to parents.

Monitoring, evaluation and review of the curriculum

Following OFSTED recommendations (2016), the monitoring and evaluation of PSHE Education is carried out thoroughly using a range of evidence. Pupils’ learning and progress is monitored to ensure they receive their full entitlement to education.

The PSHE Education curriculum and its delivery are monitored by the PSHE Education Coordinator with the support of the Leadership team using the following methods:

  • Lesson observations and feedback to teachers
  • Looking at samples of pupils’ work
  • Teachers making comments on the scheme of work/lesson plans
  • Monitoring curriculum plans during triangulation process, with feedback to teachers

Approaches to evaluation include:

  • Participatory activities at the end of lessons or units of work
  • Questionnaires at the end of units or as part of an end of year review
  • Feedback from pupils and teachers about particular aspects of the RSE curriculum e.g. external contributors, theatre-in-education, peer education
  • Comparison with the baseline of pupils’ existing knowledge, understanding and skills.
  • Through this approach training needs are identified to ensure the programme remains relevant to the needs of the pupils.

See also school policies on:

  • RSE policy
  • SEN and inclusion
  • SMSC policy
  • NES learning values and British values statement
  • Foundation Stage
  • Safeguarding statement
  • Assessment and Record Keeping
  • Learning and Teaching
  • Health and Safety
  • Behaviour for learning
  • Able and Talented
  • Race Equality
  • Anti – bullying
  • Child Protection
  • No Smoking Policy
  • All Curriculum Policies

Policy for Drug Education

Statement of Intent

‘All children and young people need to be able to make safe, healthy and responsible decisions about drugs, both legal and illegal. Schools play a central role in helping them make such decisions by providing education about the risk and effects of drugs; by developing their confidence and skills to manage situations involving drugs; by creating a safe and supportive learning environment; and ensuring that those for whom drugs are a concern receive appropriate support.’
(DfES, 2004)

Rationale

Drugs are widely available and used in our society. Children may be exposed to media information about drugs and therefore they need accurate information in order to make informed decisions.

Aims

Drug education is to be available to all pupils and this should:

  • Provide accurate information about legal and illegal drugs, and their associated dangers
  • Enable pupils to have the confidence, assertiveness and knowledge to make their own decisions
  • Develop positive attitudes towards a healthy lifestyle
  • Develop skills, which will enable pupils to resist pressure to experiment with drugs.

Inclusion

Drug education is available to all pupils regardless of race, creed, gender, ability or disability. All teachers should be aware of the individual and differing needs of pupils including those with physical, emotional and learning difficulties.

Special consideration will be given to:

  • Pupils from ethnic minority or religious communities with particular sensitivities
  • The possibility that members of pupils’ families may have experienced, or currently be experiencing, drug misuse.

Organisation and Implementation

  • Drug education is to be provided as part of the wider PSHE and Citizenship curriculum. This ensures that pupils receive their drug education in the wider context of other health issues.
  • The class teacher will teach the programme of study to the whole class group.

The specific teaching of drug education takes place in Year 6.

Management of Drug Related Incidents on the School Premises

  • Any drug related incident on the school premises will be taken extremely seriously. Action taken will be in accordance with the school’s behaviour policy.
  • If required, the emergency first aid procedure should be followed.

Committee with oversight for this policy
Curriculum
Policy last reviewed by the Curriculum Committee
2016
Policy last ratified and adopted by Full Governing Body
2016
Policy / Document due for review Summer
2020

RSE Policy

North Ealing Primary School

1. Rationale

Schools maintain a statutory obligation under the Children Act (2004) to promote their pupils’ wellbeing, and under the Education Act (1996) to prepare children and young people for the challenges, opportunities and responsibilities of adult life. A comprehensive RSE programme can have a positive impact on pupils’ health and wellbeing and their ability to achieve, and can play a crucial part in meeting these obligations. (PSHE Association)

Relationships and Sex Education provides an excellent forum to provide pupils with life skills that will enable them to make informed decisions and protect themselves against harmful and exploitative situations. Relationships and Sex Education is therefore a tool to safeguard children.

Relationships and Sex Education contributes to the foundation of PSHE and Citizenship and offers a valuable vehicle for promoting equality between individuals and groups. It involves an exploration of human and social diversity, and a fostering of self worth whilst recognising, accepting and respecting differences.

Ofsted (2014) states that in OUTSTANDING SCHOOL:

“Pupils, appropriate to their age and capability, have an excellent understanding or relationships, sexual development, sexual consent and their human rights with regard to physical harm and sexual exploitation”.

In judging overall effectiveness, Ofsted will also require evidence of pupil’s social, moral, cultural and spiritual (SMSC) development. The delivery of an age-appropriate and well taught RSE curriculum, within a comprehensive PSHE curriculum, will contribute to this judgement.

Aspects of RSE are taught as an integral part of the school’s PSHE provision throughout the primary school from Reception to Year 6. In this way, children are able to develop their ideas, knowledge and skills gradually and appropriately in a nonthreatening environment.

Moral and Values Framework

The Relationships and Sex Education Policy will be sensitive towards the established morals and values framework of all the major world religions and philosophies. In its implementation, it will draw from the practical experiences and feedback of those who represent the various religious and philosophical groups within the local community. The Relationships and Sex Education Policy will be complimentary with the Religious Education Policy of our school. The SRE policy works in tandem with both North Ealing’s Learning Values and British values.

2. How our policy was formulated

The school has recently achieved the Rights Respecting School Award issued by UNICEF in recognition for championing the Rights of the Child as outlined in the Convention on the Rights of the Child In 1989. The school has gained the ROC level and is working towards attaining the Silver accreditation by Summer 2018. The Unicef UK Rights Respecting School Award (RRSA) is based on principles of equality, dignity, respect, non-discrimination and participation.

  • The curriculum committee is formed by the governors, teachers and the School Council.
  • In the process of formulating this policy, we worked with a local school, used Ealing Council guidance and it is supplemented by feedback from parents, children and the local community.
  • The policies are linked through the use of SEAL. SRE is an essential part of the PSHE and must be taught within that framework to help and support pupils through their physical, emotional and moral development.
  • At North Ealing Primary School we have a wide range of religious beliefs and cultural diversity. The school wishes to promote a holistic understanding of the issues involved in SRE and PSHE underpinned by our own school Learning Values. The school has recently achieved the Rights Respecting School Award from UNICEF.

The safeguarding Governor links with PSHE/Healthy Schools/RSE related issues. They were signposted to ‘Relationships and Sex education: support for school governors’ factsheet – click here.

3. Aim and objectives

The aim of this policy is to enable the effective planning, delivery and assessment of RSE.

Objectives are for primary school pupils to:

  • Develop confidence in talking, listening and thinking about feelings and relationships;
  • Be able to name parts of their body and describe how their bodies work;
  • Be prepared for puberty.
  • Know what is and what is not acceptable in a relationship and can ask for help and support.

Teaching staff in all schools to be confident:

  • In planning, delivering and assessing RSE
  • In answering parents’ questions and dealing with sensitive issues
  • Regular CPD when issues arise

4. Equal Opportunities Statement

The school is committed to the provision of RSE to all of its pupils and the differing needs of boys and girls. Our programme aims to respond to the diversity of children’s cultures, faiths and family backgrounds. All staff are expected to give every pupil the chance to experience, participate and achieve the understanding of RSE. Equal time and provision will be allocated for all groups but there may be occasions where children with special educational needs (SEN) are given extra support.

North Ealing Primary School believes that RSE should meet the needs of all pupils regardless of their developing sexuality and be able to deal honestly and sensitively with sexual orientation, answer appropriate questions and offer support.

The planning and organising of teaching strategies will be consistently reviewed through e.g. lesson observations to ensure that no pupil is disadvantaged. Teachers will ensure that materials and teaching do not conflict with religious or cultural principles.

5. Delivery of RSE

Content of RSE in the curriculum
Ofsted (2014) states that in an OUTSTANDING SCHOOL:

“The imaginative and stimulating PSHE education curriculum is skilfully designed, taking into account local health and social data and the full range of pupils’ needs, interests and aspirations. The programme ensures highly effective continuity and progression in pupils’ learning across all key stages.

The programme is explicit, comprehensive and coherent and the statutory elements of Relationships and Sex education (RSE) are fully met”.

The Legal Requirements of Sex Education Provision are covered in the National Curriculum Science. These areas are statutory and can be found in Appendix 1.

North Ealing Primary School uses the Ealing PSHE/SEAL/Citizenship Scheme of Work which incorporates RSE. The Christopher Winter Project is used to deliver video and interactive resources to the children.

The content of the weekly lesson was decided upon after the consultation process, which involved pupils, parents/carers, staff, governors and the school health adviser using the OFSTED Sex & Relationship Guidance (2002) as a basis for discussion. A more detailed scheme of work is available on both EGFL and Central Resources.

Organisation of RSE
RSE is not delivered in isolation but firmly embedded in all curriculum areas (e.g. ICT, RE and Science), including Personal, Social, Health Education (PSHE) and Citizenship. RSE is also delivered in UNICEF steering group meetings as the rights of children and people are discussed. RSE underpins all aspects of school life, for example dealing with individual concerns and cases including PREVENT strategy guidance.

Curriculum content:
In EYFS, KS1 and KS2 RSE will focus on developing positive relationships, friendships, anti bullying and self esteem.

In EYFS, children will be taught:

  • Children learn about the concept of male and female and the concept of young animals.
  • They develop skills to form friendships and think about relationships with others.
  • Children play cooperatively, taking turns.
  • They take account of one another’s ideas.
  • They show sensitivity to other’s needs and feelings.
  • They form positive relationships with adults and other children.

In addition, the National Curriculum 2014 for Science in KS1 requires pupils to be taught to:

  • Identify, name, draw and label the basic parts of the human body including genitals and say which part of the body is associated with each sense (Yr1)
  • Notice that animals, including humans have offspring that grow into adults. (Yr2)
  • Describe the importance for humans of exercise, eating the right amounts of different types of food and hygiene (Yr2)

In North Ealing we teach a developmental RSE programme from Year 3. The programme supports KS2 science which is statutory and sets it in a wider framework of human relationships.

The National Curriculum for Science 3 (2014) for KS2 requires pupils to be taught to:

  • Describe the changes as humans develop to old age
    Draw a timeline to indicate stages in the growth and development of humans. They should learn about the changes experienced in puberty.
  • Work scientifically by researching the gestation periods of other animals and comparing them with humans; by finding out and recording the length and mass of a baby as it grows.

For further information refer to Appendix 1

RSE is delivered:

  • In mixed gender groups other than when it is deemed more appropriate for topics to be covered in single sex groups by the classroom teacher.
  • During circle time activities with an emphasis on being safe, raising self-esteem etc.
  • By external agencies helping us to deliver RSE in our school include:
    • The School Health Advisor.

Visitors Policy:

  • Visitors are invited to the school because of a particular expertise or contribution they are able to make;
  • All visitors are familiar with and understand the school’s RSE policy and work within it
  • All visitors receive the safeguarding advice for visitors and volunteers booklet
  • All visitors are familiar with and understand the school’s confidentiality policy and work within it
  • All input to RSE lessons is part of a planned programme and negotiated and agreed with staff in advance
  • All visitors are supervised/supported by a member of staff at all times.
  • The input of visitors is monitored and evaluated by staff and pupils. This evaluation informs future planning

Resources:

  • Resources have been chosen after consulting with different schools in the area and through the Ealing recommended scheme of work for PSHE.
  • Staffs have been asked for feedback on any SRE schemes and resources they have used in the past.
  • The variety of resources is varied and accessible to children. There is a range of literature, videos/DVDs, audio and kinaesthetic resources.
  • The resources used to facilitate the SRE information has been made available to staff and parents before the lesson have been taught.

6. Assessment & Evaluation of Learning and Teaching

Ofsted (2014) states that in an OUTSTANDING SCHOOL:

“The monitoring of teaching and learning in PSHE is rigorous; subject reviews, self evaluation and improvement planning are well-informed by current best practice”

Assessment of RSE delivered outside the curriculum is conducted through the monitoring and observation of pupils’ learning with reference to the following:

  • Knowledge and understanding gained.
  • Skills learnt and developed.
  • Attitudes and values explored.
  • Responses offered by pupils.

Assessment is also done using various methods:

  • Short questionnaires for parents/carers to return.
  • Asking children about the timing of the RSE – (was it early enough?)
  • Peer assessment
  • Self assessment
  • Teachers delivering RSE should constantly evaluate their lessons to inform future planning.

7. Specific Issues within RSE

Confidentiality and Child Protection (Appendix 3)

Teachers need to be aware that effective implementation of the RSE policy will bring an understanding of what is and not acceptable in society and relationships. This, in turn may lead to a disclosure of a child protection issue. If a member of the school’s staff suspects that a child is a victim of abuse, or they have reason to believe that a child is at risk of abuse, he/she must report their concerns immediately to the designated child protection officer (Michael Belsito) who will explain the school policy and procedures and refer to the Ealing guidelines for protection.

If a member of staff is approached by a primary age pupil who is sexually active or contemplating sexual activity, the matter will be viewed as a child protection issue.

Staff will also be referred to the:

The school’s Child Protection Policy.

DfE’s 2018 document on ‘Keeping children safe in education’- statutory guidance for schools and colleges

Partnership with Parents:
We recognise that parents/carers are key figures in helping children to cope with the emotional and physical aspects of growing up and in preparing them for the responsibilities and challenges which sexual maturity brings. We recognise the importance of supporting parents and working in partnership. The school views parents as partners in the delivery of RSE.

Parents will be informed about the Relationships and Sex Education programme at the start of the each term (where applicable), as part of information provided on what their children will be learning.

The school will liaise with parents through:

RSE information meeting

  • Newsletter
  • School website
  • Letter (Appendices 4 and 5)

The school encourages parents to voice their concerns about RSE with their child’s teacher and will be invited to view materials at a RSE information meeting.

Parents wishing for further support with talking to their child about RSE issues can contact the school.

This policy will be available on the school website for parents.

Parents are asked to look at the following websites for guidance (North Ealing Primary School accepts no responsibility for the content of external sites):

Sex Education Forum’s ‘Talk to your child about relationships & sex: support for parents’ factsheet 31(2003):
Click here

The PSHE Association resources for parents:
Click here

Sex Education Forum (Parents and SRE):
Click here

Child Withdrawal Procedure
Relationships and Sex Education will be taught in all year groups. If a parent/guardian feels it necessary to withdraw their child, they should arrange to come to school and discuss their concerns with the head teacher or PSHE coordinator.

In the event of a child being withdrawn from a lesson, that child must stay in school and will be assigned to another class until that specific lesson is over.

Please see Appendix 4 and 5 for templates of letters to be issued to parents. In the unlikely event that the concern cannot be dealt with, the Governors and then the Local Authority will be contacted.

Answering Difficult Questions/ Dealing with sensitive issues
Ofsted (2014) states that in an OUTSTANDING SCHOOL:
“Teachers are confident and skilled in discussing sensitive and/or controversial issues”.

Teaching methods need to take account of the developmental differences of children and the potential for discussion on a one-to-one basis or in small groups. Schools should set a framework for establishing what is appropriate and inappropriate in a whole class setting. Teachers may require support and training in answering questions that are better not dealt with in front of a whole class (DfES RSE Guidance, 2000).

Staff are aware that views around RSE related issues are varied. However, while personal views are respected, all RSE issues are taught without bias. Topics are presented using a variety of views and beliefs so that pupils are able to form their own, informed opinions but also respect others that may have a different opinion.

Both formal and informal RSE questions arising from pupils are answered according to the age and maturity of the pupil(s) concerned. Questions do not have to be answered directly, and can be addressed individually later. The school believes that individual teachers must use their skill and discretion in this area and refer to the Child Protection Lead (Mr Belsito) if they are concerned.

The following are protocols for discussion based on lessons with pupils (‘Ground Rules’)

  • No one (teacher or pupil) will have to answer a personal question
  • No one will be forced to take part in a discussion
  • Only correct/agreed names for body parts will be used
  • Meanings of words will be explained in a sensible and factual way
  • The use of a question box may help to lessen embarrassment of asking questions
  • Teachers may use their discretion in responding to questions and may say (for example):
    • The appropriate person to answer that question is the parent
    • The question can be discussed one to one after class
    • The topic will be covered at a later stage in their RSE

Parents must be made aware that questions in class may not be the most suitable platform for such a discussion and therefore may be directed to be answered at home.

Preparation for puberty:

  • Children in Lower KS 2 will be taught that their bodies will change and the importance of hygiene.

Support for boys & girls:

  • Children (where the topic is deemed appropriate) will be taught in same gender classes.

SEN

  • Planning will take full account of the range of pupils’ educational needs and teachers will make provision to maximise access and ensure inclusion in accordance with the school Special Needs policy.

Provision for pupils who are looked after:

  • The school work in partnership with carers and other professionals e.g. social workers, SAFE and Place to Be.
  • Pupils will be referred to specialist support if deemed applicable.

Information about sensitive issues e.g. female genital mutilation (FGM), online safety, sexting and radicalisation/ extremism

At the heart of effective, age appropriate RSE is the teaching about healthy relationships, boundaries, inappropriate behaviour and touch, consent and risk minimisation, so that pupils leave school resilient to factors that lead to unhealthy relationships and situations. This is in line  with recommendations made in the 2014 ‘Relationships and Sex for the 21st Century; Supplementary Advice to the Relationships and Sex Guidance DfE’ (SEF/ Brook)

8. RECORDING PROGRESS

A paper profile is compiled for each child in the EYFS collating their learning, observations and key information provided by parents and carers. Pieces of children’s work are collected in Learning Journals (Nursery & Reception), maths and literacy books (Reception only) to signify key learning steps.

Children will be assessed on entry (baseline) and exit to each year group to show their attainment against age related expectations. Their progress will be tracked throughout the year on the assessment manager system on Sims. Each age range is broken down into bands of emerging, developing and securing. Expected progress is judged to be the move across three bands during one academic year.

At the end of the Early Years Foundation Stage, children will be assessed against each of the 17 Early Learning Goals ELG. If they are working below ELG, they will be classified as emerging, within the ELG, expected and beyond the ELG, exceeding.

All information tracked is collated using whole class tracking grids, providing an overview of progress for each child and their level of development, the class and cohort.

Children’s progress is shared with parents and carers throughout the year by verbal and written reports and parents evenings. For all children at the end of the year their development is shared with parents/carers and future practitioners through transition meetings/handover and written reports to parents.

At the end of the EYFS, parents will receive a report showing their children’s attainment against the Early
Learning Goals and the Characteristics of Effective Learning.

During pupil progress meetings a member of the Senior leadership team meets the teachers five times a year to discuss the progress of all the children in each class. Vulnerable groups are considered closely and interventions highlighted to ensure that maximum progress is being met. This information is also reported to the Governing body each term.

At least twice a term the EYFS team are involved in within and cross phase moderation to ensure that the judgements made about the children’s level of development and achievement are agreed. The EYFS team also attend inter-school or borough moderation or are visited by an external moderator.

9. Dissemination

The Headteacher will:

  • Disseminate a copy of the RSE policy to all staff members, governors committee members
  • Provide regular training to staff on the policy content
  • Ensure that there are copies of the RSE policy are available from the school website for parents to access on request

The PSHE/RSE co-ordinator will facilitate the gathering of policy feedback from parentsparents, staff and pupils every two years.

10. Provision of RSE at North Ealing Primary

Please find below the outline of areas covered by the suggested Scheme of Work for Ealing:

Key Stage 1 (age 5-7 years)
Year 1 pupils should be taught to:

  • Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense (Science)
  • To understand some basic hygiene principles (PSHE)
  • To introduce the concept of growing and changing (PSHE)
  • To explore different types of families and who to ask for help (PSHE)

Year 2 pupils should be taught to:

  • Notice that animals, including humans, have offspring which grow into adults (Science)
  • Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene (Science)
  • To introduce the concept of male and female and gender stereotypes (PSHE)
  • To identify differences between males and females (PSHE)
  • To explore some of the differences between males and females and to understand how this is part of the life cycle (PSHE)
  • To focus on sexual difference and name body parts (PSHE)

Key Stage 2 (age 7-11 years)
Year 3 pupils should be taught to:

  • Recognise the difference between males and females including body parts (Science)
  • Understand the importance of personal space (Science)
  • To explore the differences between males and females and to name the body parts (PSHE)
  • To consider touch and to know that a person has the right to say what they like and dislike
  • To explore different types of families and who to go to for help and support (PSHE)

Year 4 pupils should be taught to:

  • Understand the human life cycle and how the body changes (Science)
  • Understand some basic facts about puberty, reproduction and pregnancy (PSHE)
  • To explore the human life cycle (PSHE)
  • To identify some basic facts about puberty, reproduction and pregnancy (PSHE)
  • To learn about the physical changes during puberty (PSHE)

Year 5 pupils should be taught to:

  • Describe the life process of reproduction in some plants and animals (Science)
  • Describe the changes as humans develop to old age (Science)
  • To explore the emotional and physical changes occurring in Puberty (PSHE)
  • To understand male and female puberty changes in more detail (PSHE)
  • To explore the impact of puberty on the body and the importance of physical
  • Hygiene (PSHE)
  •  To explore ways to get support during puberty (PSHE)

Year 6 pupils should be taught to:

  • Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents (Science)
  • Consider reproduction in the context of relationships (Science)
  • To consider puberty and reproduction (PSHE)
  • To consider reproduction in the context of relationships (PSHE)
  • To explore the process of conception and pregnancy (PSHE)

‘The programmes of study for science are set out year-by-year for key stage 1 and 2. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. Within each key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage if appropriate.

Taken from the National Curriculum from 2014.
Click here

For full RSE Policy including Appendices click button below:

Presented to Senior Management
Presented to Staff
Committee with oversight for this policy

Curriculum
Policy last reviewed by the Curriculum Committee
14/03/2018
Policy last ratified and adopted by Full Governing Body
14/03/2018
Policy / Document due for review
03/2021

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