Relationships and Sex Education and Health Education (RHSE also referred to as RSE in Primary Schools).
RSHE has now been firmly entwined with PSHE as The Golden Thread in our academic curriculum. Always evolving with statutory guidance and global and local issues, we tailor these subjects to the needs of our children at NWA.
OUR INTENT - SWEROQ
Linked closely to our school TEAMWORK values, we aim for our pupils be happy, respectful and empowered. They will know how to stay safe, be open-minded and ask informed questions accepting responsibility for themselves and their actions towards others.
Today’s children and young people are growing up in an increasingly complex world and living their lives seamlessly on and offline. This presents many positive and exciting opportunities but also challenges and risks. In this environment, children and young people need to know how to be safe and healthy and how to manage their academic, personal and social lives in a positive way.
These subjects represent a huge opportunity to help our children and young people develop. The knowledge and attributes gained will support their own, and others’, wellbeing and attainment and help young people to become successful and happy adults who make a meaningful contribution to society.
-Secretary of State Foreword
RSHE is learning about the emotional, social and physical aspects of growing up, relationships, sex, human sexuality and sexual health in an age and stage appropriate manner. RSHE equips children and young people with accurate information, positive values and the skills to enjoy healthy, safe and positive relationships, to celebrate their sexuality and to take responsibility for their health and wellbeing both now and in the future. We recognise the importance of RSHE in preparing children and young people to live safe, fulfilled and healthy lives. The overarching objective of RSHE is to support children and young people through a journey of physical, emotional and moral development via the teaching of essential knowledge, skills and values within the framework of the law and provisions of the Equality Act, 2010.
This has been after careful consideration and consultation with all key stakeholders including parents and children. Key areas each have set learning objectives which in turn are entwined in a progressive age-related curriculum map. Together, we are best placed to tailor our children’s needs in these areas. ‘One size does not fit all!’
RSHE will be taught through a range of teaching methodologies, including story-telling, drama, discussions, individual private reflection, quizzes and fact finding, value spectrums, debating, independent research and artistic presentations etc. This wide range of teaching strategies promotes engagement by all pupils, irrespective of preferred learning styles.
RSHE will be approached through evidence-based, best practice principles to ensure the highest impact on improving pupil health, wellbeing, safeguarding and lifelong outcomes. Our principles (expanded upon in our RSHE policy) are based on research evidence, supported by a wide range of leading organisations including the NSPCC, Barnardo’s, The Children’s Society and education unions. They are also supported by a number of MPs and Lords.
Pupils’ learning will be assessed at the end of every topic to ensure that pupils are making sufficient progress to build on prior teaching and learning and that teaching strategies and resources remain relevant and effective. Assessment activities will be implicit, forming part of a normal teaching activity to ensure that pupils do not feel under pressure and will include self-assessment tasks that will confirm pupils understanding of the topics. The evaluation of teaching and learning assessments will be shared with pupils and parents as appropriate. Pupil voice is also key to evaluating if intent has been met or if implementation strategies need adjustment.
The quality of RSHE teaching and learning will be monitored through RSHE learning walks, team teaching and informal drop-ins conducted by subject leads and/or members of the senior leadership team. The observations and findings of which will be used to identify and inform future staff training needs.
A lot of the learning in this subject revolves around discussion and deepening our children’s thinking. To this end, a whole school progressive method of assessing their speaking and listening is being developed.
MEDIUM TERM PLANS
KEY KNOWLEDGE PROGRESSION