Relationships and Sex Education Curriculum Map
| 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 Friendships |
· 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: | NSPCC Keeping Children Safe and The Underwear Rule |
| How boys’ and girls’ bodies change. NSPCC Pants Lessons | |||
| · 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 | |||
| 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 – Cirriculum and Resources – KS2 Internet Safety |
| · 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 | · how to identify external genitalia and reproductive | Lesson 1 Human Reproduction | |
|
Summer 2 Growing and Changing |
· 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 discuss the challenges of puberty with a trusted adult | |||
| · how to get information, help and advice about puberty | Girls Lesson 2 | ||
| 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 |
| · that for some people their gender identity does not correspond with their biological sex | |||
| · how to recognise, respect and express their individuality and personal qualities | Changes in Boys Lesson Presentation | ||
| · ways to boost their mood and improve emotional wellbeing | |||
| · about the link between participating in interests, hobbies and community groups and mental wellbeing | Changes in Girls Lesson Presentation | ||
| · Puberty: Changes in Boys | |||
| · Puberty: Changes in Girls | |||
| Year 5 |
Summer 2 Keeping Safe |
· that female genital mutilation (FGM) is against British law¹ | FGM PowerPoint Lesson |
| · what to do and whom to tell if they think they or someone they know might be at risk of FGM | |||
| 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 RSE 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 RSE 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 | |||
| · identify the links between love, committed relationships and conception | |||
| · 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 | |||
| · that pregnancy can be prevented with contraception | |||
| · about the responsibilities of being a parent or carer and how having a baby changes someone’s life |