RSHE
Relationships, Sex and Health Education
Relationships, Sex and Health Education (RSHE)
At Chalkwell Hall Junior School, we are committed to providing a high-quality Relationships, Sex and Health Education (RSHE) curriculum that helps pupils develop the knowledge, skills and values they need to lead safe, healthy and happy lives.
RSHE plays an important role in supporting children's personal development, wellbeing and safeguarding. Through our carefully planned curriculum, pupils learn how to build positive relationships, respect themselves and others, manage their physical and mental wellbeing, and stay safe both online and offline.
Our curriculum is delivered through the Jigsaw PSHE programme and is taught in an age-appropriate way by class teachers. Lessons encourage discussion, reflection and the development of key life skills while creating a safe and supportive environment for learning.
What pupils learn
Children are taught about:
- Families and the people who care for them.
- Friendships and respectful relationships.
- Online relationships and digital safety.
- Personal safety, including road, rail and water safety.
- Mental health and emotional wellbeing.
- Healthy lifestyles and physical health.
- Puberty and preparing for adolescence.
- Keeping themselves safe and seeking help when needed.
- Equality, inclusion and respect for diversity.
- Understanding personal boundaries, privacy and consent in age-appropriate contexts.
The curriculum also supports children in understanding change, loss and bereavement and helps them develop resilience, confidence and positive self-esteem.
Working with Parents
We recognise that parents and carers are the primary educators of their children and value the strong partnership between home and school.
We are committed to being open and transparent about our RSHE curriculum and welcome any questions from parents. Parents are encouraged to contact the school should they wish to discuss the curriculum, view teaching materials or speak with staff about any aspect of RSHE.
Right to Withdraw
Relationships Education, Health Education and National Curriculum Science are statutory subjects.
Parents do not have the right to withdraw their child from:
- Relationships Education;
- Health Education;
- National Curriculum Science.
Parents may request to withdraw their child from any non-statutory Sex Education content delivered beyond the National Curriculum for Science. Requests should be made in writing to the Headteacher and will be discussed with parents before any decision is finalised.
Useful Documents
Please see the documents below for further information:
- RSHE Policy
- RSHE Curriculum Overview
- RSHE Withdrawal Request Form
- Jigsaw Parent Information Guide
If you have any questions regarding RSHE at Chalkwell Hall Junior School, please contact the school office who will arrange for the RSHE Lead to contact you.
Together, we aim to ensure all children leave Chalkwell Hall Junior School equipped with the knowledge, confidence and understanding they need to thrive in modern Britain and beyond.
Relationships, Sex and Health Education Curriculum Map Year 3
| Year group | Term | Topic/theme details | Resources |
|---|---|---|---|
| Year 3 | Autumn 1 - Safe Relationships | · What is appropriate to share with friends, classmates, family and wider social groups including online | |
| · about what privacy and personal boundaries are, including online | |||
| · basic strategies to help keep themselves safe online e.g. passwords, using trusted sites and adult supervision | |||
| · that bullying and hurtful behaviour is unacceptable in any situation | |||
| · about the effects and consequences of bullying for the people involved | |||
| · about bullying online, and the similarities and differences to face-to-face bullying | |||
| · what to do and whom to tell if they see or experience bullying or hurtful behaviour | |||
| Year 3 | Autumn 2 - Families and Frienships | · to recognise and respect that there are different types of families, including single parents, same-sex parents, step-parents, blended families, foster and adoptive parents | |
| · that being part of a family provides support, stability and love | |||
| · about the positive aspects of being part of a family, such as spending time together and caring for each other | |||
| · about the different ways that people can care for each other e.g. giving encouragement or support in times of difficulty | |||
| · to identify if/when something in a family might make someone upset or worried | |||
| · what to do and whom to tell if family relationships are making them feel unhappy or unsafe | |||
| Year 3 | Summer 1 - Growing and Changing | · that everyone is an individual and has unique and valuable contributions to make | |
| · to recognise how strengths and interests form part of a person’s identity | |||
| · how to identify their own personal strengths and interests and what they’re proud of (in school, out of school) | |||
| · to recognise common challenges to self -worth e.g. finding school work difficult, friendship issues | |||
| · basic strategies to manage and reframe setbacks e.g. asking for help, focusing on what they can learn from a setback, remembering what they are good at, trying again | |||
| Year 3 | Summer 1 - My changing body | How boys’ and girls’ bodies change. NSPCC Pants Lessons | NSPCC Keeping Children Safe and The Underwear Rule |
| · understand and learn the PANTS rules | |||
| · name body parts and know which parts should be private | |||
| · know the difference between appropriate and inappropriate touch | |||
| · understand that they have the right to say “no” to unwanted touch | |||
| · start thinking about who they trust and who they can ask for help |
Relationships, Sex and Health Education Curriculum Map Year 4
In line with the National Curriculum, pupils in Year 4 will be taught the Relationship, Sex and Health Education unit of work; Growing and Changing; Reproduction, Birth and puberty.
Children will have the opportunity to ask questions, so we can address any concerns or worries that they may have, as well as having an opportunity to write about what they already know.
If you would like to view the materials and resources we will be presenting, ahead of your child taking part in this unit of work, please follow the links in the table below in the resources column.
| Year group | Term | Topic/theme details | Resources |
|---|---|---|---|
| Year 4 | Autumn 1 - Safe Relationships | · What is appropriate to share with friends, classmates, family and wider social groups, including online, about what privacy and personal boundaries are, including online | PSHE Association - Curriculum and Resources KS2 |
| · basic strategies to help keep themselves safe online e.g. passwords, using trusted sites and adult supervision | |||
| · that bullying and hurtful behaviour is unacceptable in any situation | |||
| · about the effects and consequences of bullying for the people involved | |||
| · about bullying online, and the similarities and differences to face-to-face bullying | |||
| · what to do and whom to tell if they see or experience bullying or hurtful behaviour | |||
| Year 4 | Summer 2 - Growing and Changing | · how to identify external genitalia and reproductive | RSHE Lesson 1 Human Reproduction |
| · about the physical and emotional changes during puberty | |||
| · key facts about the menstrual cycle and menstrual wellbeing, erections and wet dreams | Reproductive Body Parts Activity Sheet | ||
| · strategies to manage the changes during puberty including menstruation | |||
| · the importance of personal hygiene routines during puberty including washing regularly and using deodorant | Boys Lesson 2 | ||
| · how to get information, help and advice about puberty | Girls Lesson 2 |
Relationships, Sex and Health Education Curriculum Map Year 5
In line with the National Curriculum, and to ensure that pupils in Year 5 have had full coverage of the Relationship, Sex and Health Education unit of work; Growing and Changing from Year 4 and Year 5 (due to learning missed during the first lockdown) we will be covering the following topics:
- Human reproduction and Pantosaurus
- Changes in boys/changes in girls
- Changes in emotions
- Female genital mutilation (FGM)
Children will have the opportunity to ask questions, so we can address any concerns or worries that they may have, as well as having an opportunity to write about what they already know.
If you would like to view the materials and resources we will be presenting, ahead of your child taking part in this unit of work, please follow the links in the table below in the resources column.
| Year group | Term | Topic/theme details | Resources |
|---|---|---|---|
| Year 5 | Autumn 1 - Safe Relationships | · to identify what physical touch is acceptable, unacceptable, wanted or unwanted in different | |
| · how to ask for, give and not give permission for physical contact | |||
| · how it feels in a person’s mind and body when they are uncomfortable | |||
| · that it is never someone’s fault if they have experienced unacceptable contact | |||
| · how to respond to unwanted or unacceptable physical contact | |||
| · that no one should ask them to keep a secret that makes them feel uncomfortable or try to persuade them to keep a secret they are worried about | |||
| · whom to tell if they are concerned about unwanted physical contact | |||
| Year 5 | Summer 2 - Growing and Changing | · about personal identity and what contributes to it, including race, sex, gender, family, faith, culture, hobbies, likes/dislikes | Human Reproduction Lesson Presentation |
| · how to recognise, respect and express their individuality and personal qualities | |||
| · ways to boost their mood and improve emotional wellbeing | |||
| · Puberty: Changes in Boys | Changes in Boys | ||
| · Puberty: Changes in Girls | Changes in Girls | ||
| Year 5 | Summer 2 - Keeping Safe | · that female genital mutilation (FGM) is against British law¹ | |
| · what to do and whom to tell if they think they or someone they know might be at risk of FGM |
Relationships, Sex and Health Education Curriculum Map Year 6
In line with the National Curriculum, pupils in Year 6 will be taught the Relationship, Sex and Health Education unit of work; Growing and Changing; Reproduction, Birth and puberty.
Children will have the opportunity to ask questions, so we can address any concerns or worries that they may have, as well as having an opportunity to write about what they already know.
If you would like to view the materials and resources we will be presenting, ahead of your child taking part in this unit of work, please follow the links in the table below in the resources column.
| Year group | Term | Topic/theme details | Resources |
|---|---|---|---|
| Year 6 | Autumn 1 - Safe Relationships | · to compare the features of a healthy and unhealthy friendship | |
| · about the shared responsibility if someone is put under pressure to do something dangerous and something goes wrong | |||
| · strategies to respond to pressure from friends including online | |||
| · how to assess the risk of different online ‘challenges’ and ‘dares’ | |||
| · how to recognise and respond to pressure from others to do something unsafe or that makes them feel worried or uncomfortable | |||
| · how to get advice and report concerns about personal safety, including online | |||
| · what consent means and how to seek and give/not give permission in different situations | |||
| Year 6 | Summer 1 | · to recognise some of the changes as they grow up e.g. increasing independence | Boys RSHE Powerpoint |
| · about what being more independent might be like, including how it may feel | |||
| · about the transition to secondary school and how this may affect their feelings | Girls RSHE Powerpoint | ||
| · about how relationships may change as they grow up or move to secondary school | |||
| · practical strategies that can help to manage times of change and transition e.g. practising the bus route to secondary school | |||
| · what sexual intercourse is, and how it can be one part of an intimate relationship between consenting adults | |||
| · how pregnancy occurs i.e. when a sperm meets an egg and the fertilised egg settles into the lining of the womb | |||
| · about the responsibilities of being a parent or carer and how having a baby changes someone’s life |