Our approach to RHE is based upon advice and guidance from the Department for Education (DfE) on:

• Relationships Education, Relationships and Sex Education (RSE) and Health Education  
• The Equality Act 2010
• Equality Duty Guidance for Schools
• Human Rights Act 1998
• Keeping Children Safe in Education 2020
• Working Together to Safeguard Children 2018
• Sexual Violence and Sexual Harassment in Schools and Colleges 2018
• Public Sector Equality Duty
• The special educational needs and disability (SEND) code of practice.
• Section 175 of the Education Act 2002, which outlines a school’s duty to safeguard and promote the welfare of its pupils 
• Following the statutory guidance from the Department of Education issued under Section 80A of the Education Act 2002 and Section 403 of the Education Act 1996
• Behaviour policy and anti-bullying strategy online

Definition 

Relationships and Health education teaches the fundamental building blocks and characteristics of positive relationships. Paying attention to relationships that children experience in everyday life such as their family, friendships as well as peer and adult relationships. While addressing their physical and mental well-being to prepare children to make informed decisions when facing challenges in adult life.

Curriculum 

RHE is an identifiable part of our curriculum which has planned, timetabled lessons across EYFS, Key stages 1 and 2. 

Within Key stage 1 (Year 1 and 2) we will cover:

Relationships Education

Families and people who care for me:

• 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 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 other families, either in school or in the wider world sometimes look different to their family, but that they should respect those differences and know that other children’s families are also characterised by love and care.

Caring friendships:

• 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.

Respectful relationships:

• 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.
• The conventions of courtesy and manners.
• The importance of self-respect and how this links to their own happiness.
• That in school and 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 cyber bullying), the impact of bullying and responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help.
• The importance of permission-seeking and giving in relationships with friends, peers and adults.

Online relationships:

(This links with the computing curriculum and resources used from CEOPS to support learning around internet safety)

• 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 information and data is shared and used online.

Being safe:

• 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 difference between appropriate and inappropriate or unsafe physical, and other, contact. (Resources and support from NSPCC pants campaign)
• How to recognise and report feelings of being unsafe or feeling bad about any adult.
• How to report concerns or abuse, and the vocabulary and confidence needed to do so (This will be made age appropriate for key stage one).
• Where to get advice e.g. family, school and/or other sources.

Physical health and mental wellbeing:

• That mental wellbeing is a normal part of daily life, in the same way as physical health.
• That there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations. Divided into three stages across the key stages to provide age appropriate lessons. We will access Stage 1: Recognising fear, joy, disgust, surprise, sadness, anger, happiness.
• How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings.
• The benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness. (Linked to PE national curriculum and links to daily mile that school will participate in and we can look at participating with the community and other activities).
• Simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests.
• Where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or some else’s mental-wellbeing or ability to control their emotions (including issues arising online)

Internet safety and harms:

(Linked to the computing curriculum and resources will be used from CEOPS to support learning around internet safety)

• That for most people the internet is an integral part of life and has many benefits.
• About the benefits of rationing time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others’ mental and physical wellbeing.
• How to consider the effect of their online actions on others and know how to recognise and display respectful behaviour online and the importance of keeping personal information private.
• Why social media, some computer games and online gaming for example, are age restricted.
• Where and how to report concerns and get support with issues online.

Physical health and fitness:

(This will be linked to PE, some aspects of science and when we take part in activities such as the Daily Mile and Beat the Street)

• The characteristics and mental and physical benefits of an active lifestyle.

The importance of building regular exercise into daily and weekly routines and how to achieve this; for example, walking or cycling to school, a daily active mile or other forms of regular, vigorous exercise.

• The risks associated with an inactive lifestyle (including obesity).
• How and when to seek support including which adults to speak to in school if they are worried about their health.

Healthy eating:

(Linked to the design and technology curriculum as part of cooking)

• What constitutes a healthy diet
• The principles of planning and preparing a range of healthy meals.
• The characteristics of a poor diet and risks associated with unhealthy eating (for example, obesity and tooth decay)

Health and prevention:

• About safe and unsafe exposure to the sun.
• The importance of sufficient good quality sleep for good health and that a lack of sleep can affect weight, mood and ability to learn.
• About dental health and the benefits of good oral hygiene and dental flossing, including regular check-ups at the dentist (Linked to content covered in EYFS).
• About personal hygiene and germs including bacteria, viruses, how they are spread and treated, and the importance of hand washing (Linked to KS1 content in the science curriculum).

Basic First Aid:

• Explore situations where basic first aid might be needed.
• Identify when and how to help someone in need
• How to apply a plaster to a simple injury such as a cut
• Explore how to stop a nosebleed
• How to deal with a headache or an eye injury

Content covered in Lower Key Stage 2 (Years 3 and 4):

Relationships Education:

Families and people who care for me:

Building on and referring to previous learning from Key Stage 1

• 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.
• 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:

• 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 the answer.
• 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:

• Practical steps they can take in a range of different contexts to improve or support respectful relationships.
• What a stereotype is, and how stereotypes can be unfair, negative or destructive.
• The conventions of courtesy and manners.
• The importance of self-respect and how this links to their own happiness.
• That in school and 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 cyber bullying), the impact of bullying and responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help.
• The importance of permission-seeking and giving in relationships with friends, peers and adults.

Online relationships:

(Linked to the computing curriculum and resources used from CEOPS to support internet safety)

• 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:

• 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 difference between appropriate and inappropriate or unsafe physical, and other, contact. (Resources and support from NSPCC pants campaign)
• How to recognise and report feelings of being unsafe or feeling bad about any adult.
• How to report concerns or abuse, and the vocabulary and confidence needed to do so (This will be made age appropriate for years 3 and 4)
• Where to get advice e.g. family, school and/or other sources.

Physical health and mental wellbeing:

• How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings. Years 3 and 4 will access Stage 2: Recognising pride, shame, dismay, jealousy, embarrassment, empathy.
• The benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness. (Linked to PE national curriculum and links to daily mile school will participate in and we can look at participating with the community and other activities).
• Simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests.
• Where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or some else’s mental-wellbeing or ability to control their emotions (including issues arising online)
• Isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support.
• That bullying (including cyber bullying) has a negative and often lasting impact on mental wellbeing. (Anti-bullying week)

Internet safety and harms:

(Linked to the computing curriculum and resources used from CEOPS to support learning around internet safety)

• That for most people the internet is an integral part of life and has many benefits.
• About the benefits of rationing time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others’ mental and physical wellbeing.
• How to consider the effect of their online actions on others and know how to recognise and display respectful behaviour online and the importance of keeping personal information private.
• Why social media, some computer games and online gaming for example, are age restricted.
• Where and how to report concerns and get support with issues online.
• That the internet can also be a negative place where online abuse, trolling, bullying and harassment can take place, which can have a negative impact on mental health.

Physical health and fitness:

(This will be linked to PE, some aspects of science and when we take part in activities such as the Daily Mile and Beat the Street)

• The characteristics and mental and physical benefits of an active lifestyle.
• The importance of building regular exercise into daily and weekly routines and how to achieve this; for example, walking or cycling to school, a daily active mile or other forms of regular, vigorous exercise.
• The risks associated with an inactive lifestyle (including obesity).
• How and when to seek support including which adults to speak to in school if they are worried about their health.

Healthy Eating:

(Linked to the design and technology curriculum as part of cooking)

• What constitutes a healthy diet (Including calories and other nutritional content)
• The principles of planning and preparing a range of healthy meals.
• The characteristics of a poor diet and risks associated with unhealthy eating (including, for example, obesity and tooth decay).

Health and Prevention:

• How to recognise early signs of physical illness, such as weight loss, or unexplained changes to the body.
• The importance of sufficient good quality sleep for good health and that a lack of sleep can affect weight, mood and ability to learn.
• About personal hygiene and germs including bacteria, viruses, how they are spread and treated, and the importance of handwashing.

Basic First Aid:

• Explore situations where basic first aid might be needed.
• Identify when and how to help someone in need

• Concepts of basic first-aid
• Understand how to treat a wasp or bee sting
• Apply a plaster to a cut or graze
• Understand how to treat a head injury, vomiting or an allergic reaction
• How to make a clear and efficient call to emergency services if necessary.

Content covered for Upper Key stage 2 (Years 5 and 6):

Building on and referring to learning in years 3 and 4

Relationship Education:

Families and people who care for me

• 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:

• 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. (Consolidation of previous learning from years 3 and 4 and build on this making links to the challenges friendships may face when going to secondary school or links to recent friendship problems that may be occurring either online or in and out of school)
• 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. (Consolidation of previous learning in years 3 and 4 and making links to what this looks like as they get older and friendships evolve with a look at peer pressure and the effects of this).

Respectful relationships:

• Practical steps they can take in a range of different contexts to improve or support respectful relationships (Links to age appropriate situations that may have occurred or could occur with pupils in the class).
• What a stereotype is, and how stereotypes can be unfair, negative or destructive.
• The conventions of courtesy and manners.
• The importance of self-respect and how this links to their own happiness.
• That in school and 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 cyber bullying), the impact of bullying and responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help.
• The importance of permission-seeking and giving in relationships with friends, peers and adults.

Online relationships:

(Linked to the computing curriculum and resources used from CEOPS to support internet safety)

• 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:

• 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 difference between appropriate and inappropriate or unsafe physical, and other, contact. (Resources and support from NSPCC pants campaign)
• How to recognise and report feelings of being unsafe or feeling bad about any adult.
• How to report concerns or abuse, and the vocabulary and confidence needed to do so (This will be made age appropriate for years 5 and 6).

Physical health and mental wellbeing:

• How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings. Years 5 and 6 will access Stage 3: Recognising multiple emotions (feeling good, bad or indifferent at the same time), false emotions (pretending to like a present).
• The benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness. (Linked to PE national curriculum and links to daily mile school will participate in and we can look at participating with the community and other activities).
• Simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests.
• Where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or some else’s mental-wellbeing or ability to control their emotions (including issues arising online)
• That bullying (including cyber bullying) has a negative and often lasting impact on mental wellbeing (Anti-bullying week).
• It is common for people to experience mental ill health. For many people who do, the problems can be resolved if the right support is made available, especially if accessed early enough.

Internet safety and harms:

(Linked to the computing curriculum and resources used from CEOPS to support learning around internet safety)

• That for most people the internet is an integral part of life and has many benefits.
• About the benefits of rationing time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others’ mental and physical wellbeing.
• How to consider the effect of their online actions on others and know how to recognise and display respectful behaviour online and the importance of keeping personal information private.
• Why social media, some computer games and online gaming for example, are age restricted.
• Where and how to report concerns and get support with issues online.
• That the internet can also be a negative place where online abuse, trolling, bullying and harassment can take place, which can have a negative impact on mental health.
• How to be a discerning consumer of information online including understanding that information, including that from search engines, is ranked, selected and targeted.

Physical Health and Fitness:

(This will be linked to PE, some aspects of science and when we take part in activities such as the Daily Mile and Beat the Street)

• The characteristics and mental and physical benefits of an active lifestyle.
• The importance of building regular exercise into daily and weekly routines and how to achieve this; for example, walking or cycling to school, a daily active mile or other forms of regular, vigorous exercise.
• The risks associated with an inactive lifestyle (including obesity).
• How and when to seek support including which adults to speak to in school if they are worried about their health.

Healthy Eating:

(Linked to the design and technology curriculum as part of cooking)

• What constitutes a healthy diet (Including calories and other nutritional content)
• The principles of planning and preparing a range of healthy meals.
• The characteristics of a poor diet and risks associated with unhealthy eating (including, for example, obesity and tooth decay) and other behaviours (e.g. the impact of alcohol on diet and health).

Drugs, Alcohol and Tobacco

• The facts about legal and illegal harmful substances and associated risks, including smoking, alcohol use and drug-taking.

Health Prevention:

• About personal hygiene and germs including bacteria, viruses, how they are spread and treated, and the importance of handwashing.
• The facts and science relating to allergies, immunisation and vaccination.

Basic First Aid:

• How to make a clear and efficient call to emergency services if necessary.
• Concepts of basic first-aid, for example dealing with sprains, broken bones, burns or scalds, choking or someone unconscious.

Changing adolescent body:

• Key facts about puberty and the changing adolescent body, particularly from age 9 through to age 11, including physical and emotional changes.
• About menstrual wellbeing including the key facts about the menstrual cycle.