Provide a framework in which sensitive discussions can take place
Prepare pupils for puberty, and give them an understanding of sexual development and the importance of health and hygiene
Help pupils develop feelings of self-respect, confidence and empathy, and cultivate positive characteristics such as kindness and integrity, rooted in the Co-op Ways of Being
Create a positive culture around issues of sexuality and relationships
Teach pupils the correct vocabulary to describe themselves and their bodies

2. Statutory requirements

As a primary academy, we must provide relationships education to all pupils under section 34 of the Children and Social Work Act 2017.

We don’t have to follow the National Curriculum, but we are expected to offer all pupils a curriculum that is similar to the National Curriculum including requirements to teach science. This would include the elements of sex education contained in the science curriculum.

In teaching RSE, we’re required by our funding agreements to have regard to guidance issued by the secretary of state, as outlined in section 403 of the Education Act 1996, which is applicable to mainstream and special schools.

We also have regard to legal duties set out in:

Sections 404 to 407 of the Education Act 1996
Part 6, chapter 1 of the Equality Act 2010
The Public Sector Equality Duty (PSED) (as set out in section 149 of the Equality Act 2010). This duty requires public bodies to have due regard to the need to eliminate discrimination, advance equality of opportunity and foster good relations between different people when carrying out their activities

At Co-op Academy Hillside, we teach RSE as set out in this policy.

3. Policy development

This policy has been developed in consultation with staff, pupils and parents/carers. The consultation and policy development process involved the following steps:

Review – a central trust working group reviewed all relevant information including relevant national and local guidance

Approval – the template policy was approved by the trustees

Staff consultation – all school staff were given the opportunity to look at the policy and make recommendations

Parent/stakeholder consultation – parents/carers and any interested parties were invited to attend a meeting about the policy

Pupil consultation – we investigated what exactly pupils want from their RSE

4. Definition

For the purpose of this policy:

RSE is about the emotional, social and cultural development of pupils, and involves learning about relationships, sexual health, sexuality, healthy lifestyles, diversity and personal identity.

RSE involves a combination of sharing information, and exploring issues and values.

5. Curriculum

Our RSE curriculum is set out as per Appendices 1 and 2, but we may need to adapt it as and when necessary.

We have developed the curriculum in consultation with parents and carers, pupils and staff, and taking into account the age, developmental stage, needs (such as cultural and religious needs) and feelings of our pupils. If pupils ask questions outside the scope of this policy, teachers will respond in an appropriate manner so that pupils are fully informed and don’t seek answers online.

We will share all curriculum materials with parents and carers on request.

Aspects of the curriculum underpinned by law:

It is important for primary pupils to know what the law says about certain topics covered in RSE, particularly in relation to the law and young people. This will help pupils identify what is right and wrong, and can provide a foundation of knowledge for deeper discussion. These topics include, but are not limited to:

Consent, including the age of consent; the protected characteristics; the age of criminal responsibility; female genital mutilation (FGM); marriage; sexual abuse and online behaviours including image and information sharing.

This will help to prepare them for secondary where they will explore these topics in more depth. For more information about our RSE curriculum, see Appendices 1 and 2.

6. Delivery of RSE

RSE is taught within the personal, social, health and economic (PSHE) education curriculum. Biological aspects of RSE are taught within the science curriculum (Year 5, ‘Animals, Including Humans’), and other aspects, such as tolerance and respect, are included in religious education (RE).

At Co-op Academy Hillside, we teach Personal, Social, Health Education as a whole-school approach to underpin children’s development as people and because we believe that this also supports their learning capacity.

The Jigsaw Programme offers us a comprehensive, carefully thought-through Scheme of Work which brings consistency and progression to our children’s learning in this vital curriculum area.

Jigsaw covers all areas of PSHE for the primary phase including statutory Relationships and Health Education. The table below gives the learning theme of each of the six Puzzles (units) and these are taught across the school; the learning deepens and broadens every year.

Term	Puzzle (Unit)	Content
Autumn 1:	Being Me in My World	Includes understanding my own identity and how I fit well in the class, school and global community. Jigsaw Charter established.
Autumn 2:	Celebrating Difference	Includes anti-bullying (cyber and homophobic bullying included) and understanding

Spring 1:	Dreams and Goals	Includes goal-setting, aspirations, who do I want to become and what would I like to do for work and to contribute to society
Spring 2:	Healthy Me	Includes drugs and alcohol education, self-esteem and confidence as well as healthy lifestyle choices, sleep, nutrition, rest and exercise
Summer 1:	Relationships	Includes understanding friendship, family and other relationships, conflict resolution and communication skills, bereavement and loss
Summer 2:	Changing Me	Includes Relationships and Sex Education in the context of coping positively with change

For more information about our RSE curriculum, see Appendix 1.

These areas of learning are taught within the context of family life, taking care to ensure that there is no stigmatisation of children based on their home circumstances (families can include single parent families, LGBT parents, families headed by grandparents, adoptive parents, foster parents/carers amongst other structures) along with reflecting sensitively that some children may have a different structure of support around them (for example: looked after children or young carers).

Children are introduced, at appropriate stages, to the correct terminology in their programme of sex education. It is important that acceptable and unacceptable terminology is clarified. After initial discussion, correct biological terms are used at all times for teaching.

Teachers answer questions that may arise through the direct teaching of sex education, as well as those that may be asked at other times. All questions are handled sensitively and openly and are set within a general context. They ensure that balanced information is provided which attempts to take into account the different faiths’ views and avoids any negative impressions.

Questions which teachers feel uncertain about answering are discussed with a senior member of staff or the Inclusion Manager and answered at a later date. Consideration is given to religious or cultural factors, and to parents’ wishes (where these are known) before questions are answered.

The school will make sure that:

Core knowledge is sectioned into units of manageable size
The required content is communicated to pupils clearly, in a carefully sequenced way and within a planned scheme of work; key content is repeated to deepen understanding and support pupils to remember important knowledge
Teaching includes sufficient and well-chosen opportunities and contexts for pupils to embed new knowledge, so that it can be used confidently in real-life situations

Relationships education focuses on teaching the fundamental building blocks and characteristics of positive relationships including:

Families and people who care for me
Caring friendships
Respectful, kind relationships
Online safety and awareness
Being safe

Our curriculum is set out as per Appendix 1. This is reviewed and adapted on an annual basis.

We have developed the curriculum in consultation with parents, children and staff, taking into account the age, needs and feelings of children.

Primary-age children will often ask their teachers or other adults questions pertaining to sex or sexuality which go beyond what is set out for Relationships Education. Given ease of access to the internet, children whose questions go unanswered may turn to inappropriate sources of information. If difficult questions are asked, teachers are expected to respond in an appropriate manner and inform parents of any conversations dealing with content that falls outside of statutory guidance.

Primary sex education will focus on:

Preparing boys and girls for the changes that adolescence brings
How a baby is conceived and born

Throughout each year group we will use appropriate material to assist learning, such as:

Diagrams
Videos
Books
Games
Discussions and practical activities

Teachers will make sure that all pupils’ views are listened to, and will encourage them to ask questions and engage in discussion. Teachers will answer questions sensitively, honestly and appropriately for the age of the pupils.

The school will make sure that all teaching and materials are appropriate for the ages and needs of the pupils including any additional needs, such as special educational needs and disabilities (SEND).

To ensure all materials are safe, age-appropriate, and aligned with school policies, leaders and teachers systematically review all Jigsaw resources prior to delivery. Lesson plans are checked against the specific needs and maturity of the cohort to identify any areas requiring careful handling or adaptation. Additionally, all multimedia clips and external links are pre-screened in their entirety to verify that the content is accurate, culturally sensitive, and strictly suitable for the target age group.

School leaders evaluate the effectiveness and impact of the Jigsaw PSHE curriculum through robust quality assurance cycle that monitors both delivery and pupil progression. This process includes structured book looks to review the class floorbooks, ensuring consistency and coverage of the curriculum's core puzzles. Leaders couple this with regular learning walks and focused lesson drop-ins to observe the delivery of mindfulness techniques, like the ‘Calm Me’ time, and to ensure a safe, inclusive classroom environment. Crucially, these observational findings are triangulated with pupil voice, using student interviews and questionnaires to assess how deeply children understand emotional literacy, healthy relationships, and personal safety. By combining direct observations with the lived experiences of the pupils, leaders gain a comprehensive, 360-degree view of how effectively the curriculum is fostering personal development across the school.

For more information about our RSE curriculum, see Appendices 1 and 2.

Inclusivity

We will teach about these topics in a manner that:

Considers how a diverse range of pupils will relate to them
Is sensitive to all pupils’ experiences
During lessons, makes pupils feel:

Safe and supported
Able to engage with the key messages

We will also:

Make sure that pupils learn about these topics in an environment that’s appropriate for them, for example in:

A whole-class setting
Small groups or targeted sessions
1-to-1 discussions
Digital formats

Give careful consideration to the level of adaptation needed

Use of resources

We will consider whether any resources we plan to use:

Are aligned with the teaching requirements set out in the statutory RSE guidance
Would support pupils in applying their knowledge in different contexts and settings
Are age-appropriate, given the age and maturity of the pupils
Are evidence-based and contain robust facts and statistics
Fit into our curriculum plan
Are from credible sources
Are compatible with effective teaching approaches
Are sensitive to pupils’ experiences and won’t provoke distress

We will make sure that when we consult parents/carers we provide examples of the resources that the school plans to use.

7. Use of external organisations and materials

To provide a truly holistic approach to personal development, we intentionally supplement the core Jigsaw curriculum with Pol-Ed and myHappymind. While Jigsaw builds a foundational framework for social and emotional literacy, the Pol-Ed citizenship and police education programme injects vital real-world context, teaching pupils about the law, personal safety, risks, and consequences. In tandem, the myHappymind curriculum directly targets mental wellbeing and cognitive resilience, equipping children with practical, science-backed strategies to understand their own brains, manage stress, and build positive habits. By embedding both of these specialized programmes alongside Jigsaw, we ensure our students develop a deep, well-rounded resilience that covers both emotional wellness and real-world safety.

We will make sure that an agency and any materials used are accurate, age and stage appropriate and unbiased and in line with our legal duties around political impartiality.

We will:

Make appropriate checks and engage with external agencies to make sure that their approach to teaching about RSE is balanced, and it and the resources they intend to use:

Are age-appropriate
Are in line with pupils’ developmental stage
Comply with:

Only work with external agencies where we have full confidence in the agency, its approach and the resources it uses
Make sure that any speakers and resources meet the intended outcome of the relevant part of the curriculum
Review any case-study materials and look for feedback from other people the agency has worked with
Be clear on:

What they’re going to say
Their position on the issues to be discussed

Ask to see in advance any materials that the agency may use
Know the named individuals who will be there, and follow our usual safeguarding procedures for these people
Conduct a basic online search and address anything that may be of concern to us, or to parents and carers
Check the agency’s protocol for taking pictures or using any personal data they might get from a session
Remind teachers that they can say “no” or, in extreme cases, stop a session
Make sure that the teacher is in the room during any sessions with external speakers
Inform all external organisations that the school is legally obliged to share all content with parents and carers
Make available all external materials with parents and carers

We won’t, under any circumstances:

Work with external agencies that take or promote extreme political positions
Use materials produced by such agencies, even if the material itself is not extreme
Work with agencies who don’t allow their material to be shared with parents and carers

8. Roles and responsibilities

8.1 The Trust Board

The Trust Board will approve the RSE policy, and will delegate the responsibility for holding the headteacher to account for its implementation to the relevant Regional Director and CEO.

8.2 The headteacher

The headteacher is responsible for making sure that RSE is taught consistently across the school, for making all resources and materials available to parents and carers, and for managing requests to withdraw pupils from non-statutory components of RSE (see section 9).

8.3 Staff

Staff are responsible for:

Delivering RSE in a way that is sensitive, high-quality and appropriate for each year group
Modelling positive attitudes to RSE
Monitoring progress by checking on and assessing pupils’ understanding of the intended curriculum
Responding to the needs of individual pupils
Responding appropriately to pupils whose parents/carers wish them to be withdrawn from the non-statutory components of RSE
Modelling positive behaviour and avoiding language that might perpetuate harmful stereotypes, and being conscious of everyday sexism, misogyny, homophobia and stereotypes
Reporting any safeguarding concerns or disclosures that pupils may make as a result of the subject content to the school’s designated safeguarding lead (DSL) Michelle Kilby

Staff do not have the right to opt out of teaching RSE. Staff who have concerns about teaching RSE are encouraged to discuss this with the headteacher. They can also discuss any concerns regarding RSE curriculum content with Michelle Kilby, the school’s inclusion lead, or Claire Culshaw, the school’s personal development lead.

8.4 Pupils

Pupils are expected to engage fully in RSE and, when discussing issues related to RSE, treat others with respect and sensitivity.

9. Parents’ right to withdraw

Parents and carers have the right to request that their child be withdrawn from the non-statutory components of sex education delivered within our RSE curriculum. At Co-op Academy Hillside, these specific lessons are delivered through the Jigsaw PSHE scheme and contain content that goes beyond the statutory National Curriculum for Science.

To ensure our families are fully informed, the academy will write to parents and carers during the half-term prior to these lessons being taught. This gives parents the opportunity to review the upcoming content, discuss any questions or concerns with senior leaders, or choose to exercise their right to withdraw.

Parents and carers do not have the right to withdraw their child from statutory Relationships Education or Health Education, which remain mandatory for all pupils.

If a parent or carer wishes to withdraw their child from the non-statutory Jigsaw sex education lessons, requests must be made in writing to the Head of School via the form found in appendix 3. Alternative, purposeful schoolwork will be provided for any pupils who are withdrawn from these sessions during that time.

10. Training

Staff are trained on the delivery of RSE as part of their induction and it is included in our continuing professional development calendar.

The headteacher will also invite visitors from outside the school to provide support and training to staff teaching RSE.

11. Monitoring arrangements

The delivery of RSE is monitored by through:

School leaders evaluate the Jigsaw PSHE curriculum through a robust quality assurance cycle that monitors delivery and pupil progression. This involves structured book looks of Jigsaw journals to ensure consistency, alongside regular learning walks and lesson drop-ins to observe classroom environments and mindfulness techniques. Crucially, these observational findings are triangulated with pupil voice via interviews and questionnaires. By combining direct observations with the lived experiences of the pupils, leaders gain a comprehensive view of how effectively the curriculum impacts personal development.

Pupils’ development and knowledge in RSE is monitored by class teachers as part of our internal assessment systems.

This policy will be reviewed by the Trust central team on an annual basis, or when relevant guidance changes . At every review, the policy will be approved by the Trust Board.

Appendix 1: Curriculum map

Relationships, sex and health education curriculum map

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Being in My World

Celebrating difference

Dreams and Goals

Healthy Me

Relationships

Changing Me

Reception

Self-identity Understanding feelings

Being in a classroom

Being gentle Rights

and responsibilities

Perceptions of normality Understanding disability Power struggles Understanding bullying Inclusion/exclusion Differences as conflict, difference as celebration Empathy

Challenges

Perseverance Achieving

and seeking goals Overcoming obstacles Seeking help

Jobs

Exercising bodies

Physical activity

Healthy food

Sleep

Keeping clean

Safety

Family life

Friendships

Breaking friendships

Falling out

Dealing with bullying

Being a good friend

Bodies Respecting my body

Growing up

Growth and change Fun and fears Celebrations

Year 1

Feeling special and safe Being part of a class Rights and responsibilities Rewards and feeling proud

Consequences

Owning the learning charter

Assertiveness

Prejudice and discrimination My values and those of others

Challenging stereotypes Discrimination in school

How prejudice and discrimination fuels bullying Being inclusive

Setting goals

Identifying successes and achievements

Learning styles

Working well and celebrating achievement with a partner Tackling new challenges Identifying and overcoming obstacles

Feelings of success

Keeping myself healthy Healthier lifestyle choices Keeping clean

Being safe

Medicine safety/ safety with household items

Road safety

Linking health and happiness

Belonging to a family Making friends/being a good friend

Physical contact preferences People who help us Qualities as a friend and person Self-acknowledgement Being a good friend to myself

Celebrating special relationships

Life cycles – animal and human

Changes in me Changes since being a baby

Differences between female and male bodies (correct terminology)

Linking growing and learning

Coping with change Transition

Year 2

Hopes and fears for the year Rights and responsibilities Rewards and consequences Safe and fair learning environment

Valuing contributions Choices

Recognising feelings

Achieving realistic goals Staying healthy to achieve goals

Perseverance and strengths Learning with others

Group co-operation Contributing to and sharing success

Achieving realistic goals Staying healthy to achieve goals

Perseverance and strengths Learning with others

Group co-operation Contributing to and sharing success

Motivation

Healthier choices

Healthy eating and nutrition

Safety in the home

Safety out and about Medicines

Different types of family Physical contact boundaries Friendship and conflict Secrets Trust and appreciation

Expressing appreciation for special relationships

Life cycles in nature Growing from young to old

Increasing independence Differences in female and male bodies (correct terminology) Assertiveness Preparing for transition

Year 3

Setting personal goals Self-identity and worth Positivity in challenges

Rules, rights and responsibilities

Rewards and consequences Responsible choices

Seeing things from others’ perspectives

Difficult challenges and achieving success

Dreams and ambitions Motivation and enthusiasm Recognising and trying to overcome obstacles Evaluating learning

Processes Contributing to the community

Managing feelings

Simple budgeting

Difficult challenges and achieving success

Dreams and ambitions

Motivation and enthusiasm Recognising and trying to overcome obstacles

Evaluating learning Processes Contributing to the community Managing feelings Simple budgeting

Exercise

Food labelling and healthy swaps

Attitudes towards drugs Keeping safe online and offline

Respect for myself and others

Healthy and safe choices outdoors

Water safety

Asking for help

Family roles and responsibilities

Friendship and negotiation Keeping safe online and who to go to for help

Media influence

Being a global citizen

How my choices affect others

Awareness of other children’s different lives Expressing appreciation for family and friends

How babies grow Outside body changes Inside body changes Personal hygiene Family stereotypes Challenging my ideas Preparing for transition

Year 4

Being part of a class team Being a school citizen

Rights, responsibilities and democracy (school council) Rewards and consequences Group decision-making Having a voice

What motivates behaviour

Hopes and dreams Overcoming disappointment Creating new realistic dreams Achieving goals

Working in a group Celebrating contributions Resilience Positive attitudes

Hopes and dreams Overcoming disappointment Creating new realistic dreams Achieving goals

Working in a group Celebrating contributions Resilience Positive attitudes

Healthier friendships

Peer influences

Railway safety

Staying safe with friends

Smoking

Alcohol and vaping Assertiveness

Peer pressure

Celebrating inner strength

Jealousy

Love and loss Memories of loved ones

Getting and Falling Out Girlfriends and Boyfriends

Showing appreciation to people and animals

Being unique

Girls and puberty Being part of a family Confidence in change Accepting change Preparing for transition Environmental change

Year 5

Identifying goals for the year Global citizenship

Children’s universal rights Feeling welcome and valued Choices, consequences and rewards

Group dynamics

Democracy, having a voice Anti-social behaviour

Role-modelling

Future dreams

Spending, saving and value of money

Jobs and careers

Dream job and how to get there

Goals in different cultures Supporting others (charity) Motivation

Personal learning goals, in and out of school

Success criteria

Emotions in success

Making a diāerence in the

world

Motivation

Recognising achievements Compliments

Smoking including vaping Alcohol and vaping

Alcohol and anti-social behaviour

Emergency aid

Body image

Relationships with food Healthy choices

Motivation and behaviour

Self-recognition/ selfworth Building self-esteem

Safer online communities Rights and responsibilities online

Online gaming and risks Reducing screen time Dangers of online grooming Internet safety rules

Self- and body image Influence of online and media on body image

Puberty for girls Puberty for boys Conception (including IVF)

Growing responsibility Coping with change Preparing for transition

Year 6

Personal identity

What influences personal identity

Identify personal strengths How do others see me? Group identity

My growing sense of personal identity and independence

Online and global identity Expectations

Personal learning goals, in and out of school Success criteria Emotions in success Making a diāerence in the world Motivation Recognising achievements Compliments

What are my dreams and goals?

Steps to success

Coping when things don’t go to plan

Rewarding my dreams intrinsic and extrinsic motivation

Keeping my dreams alive How dreams and goals change in response to life

Taking personal responsibility

How substances affect the body

Exploitation including ‘county lines’ and gang culture

Emotional and mental health Managing stress

Mental health

Identifying mental health worries and sources of support

Love and loss

Managing feelings

Power and control Assertiveness

Technology safety

Take responsibility with technology use

Self-image Body-image

Puberty and feelings Conception to birth Reflections about change

Physical attraction Respect and consent Boyfriends/girlfriends Sexting Transition

Appendix 2: By the end of primary school pupils should know

Relationships education: content to be covered by the end of primary

TOPIC	PUPILS SHOULD KNOW
Families and people who care for me	That families are important for children growing up safe and happy because they can provide love, security, stability and sense of belonging The characteristics of safe and happy family life, such as commitment to each other, including in 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 the families of other children, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care. This will include reference to: same-sex, single parent, grandparent, kinship, young carers, adoptive and foster families. That stable, caring relationships are at the heart of safe and happy families and are important for children’s security as they grow up. Relationships require compromise. That marriage and civil partnerships represent 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. Abuse in families can include physical, sexual, emotional abuse and neglect. Abuse in a family can be harmful to anyone who knows about it, not just the person being abused.
Caring friendships	How important friendships are in making us feel happy and secure, and how people choose and make friends. That healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded. Pupils should learn skills for developing caring, kind friendships. That not every child will have the friends they would like at all times, that most people feel lonely sometimes, and that there is no shame in feeling lonely or talking about it. The characteristics of friendships that lead to happiness and security, including mutual respect, honesty, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences, and support with problems and difficulties. That most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened. Relationships require compromise. How to manage conflict, and that resorting to violence or emotional manipulation/control is never right. How to recognise when a friendship is making them feel unhappy, unsafe or uncomfortable, how to get support when needed Skills for ending friendships with kindness and managing the difficult feelings that endings might bring, including disappointment, hurt or frustration.
Respectful, kind relationships	How to pay attention to the needs and preferences of others, including in families and friendships. Pupils should be encouraged to discuss how we balance the needs and wishes of different people in relationships and why this can be complicated. The importance of setting and respecting healthy boundaries in relationships with friends, family, peers and adults. How to communicate effectively and manage conflict with kindness and respect; how to be assertive and express needs and boundaries; how to manage feelings, including disappointment and frustration. This should include the principle of consent, how to ask for it and decision-making on whether to grant it. Pupils should have opportunities to discuss the difference between being assertive and being controlling, and conversely the difference between being kind to other people and neglecting your own needs. That they can expect to be treated with respect by others, and the importance of respecting others, including those who are different (for example, physically, in character, personality or backgrounds), or make different choices, or have different preferences or beliefs. Practical steps they can take and skills they can develop in a range of different contexts to improve or support their relationships. The conventions of courtesy and manners, respecting cultural differences The importance of self-respect and how this links to their own happiness. Pupils should have opportunities to think about how they foster their own self-esteem and build a strong sense of their own identity, including through developing skills and interests. The different types of bullying (including racist, sexist, homophobic, ableist and online bullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult), and how to get help. What a stereotype is, how stereotypes can be unfair, negative, destructive or lead to bullying and how to challenge a stereotype. This should include in relation to sex, race, age and disability. How to seek help when needed, including when they are concerned about violence, harm, or when they are unsure who to trust.
Online safety and awareness	That people should be respectful in online interactions, and that the same principles apply to online relationships as to face-to-face relationships, including where people are anonymous. For example, the importance of avoiding putting pressure on others to share information and images online, and strategies for resisting peer pressure. Abuse and derogatory language is never acceptable. How to critically evaluate their online relationships and sources of information, including awareness of the risks associated with people they have never met. For example, that people sometimes behave differently online, including pretending to be someone else, or pretending to be a child, and that this can lead to dangerous situations. How to recognise fake content (inc fake news and deep fakes) harmful content or harmful contact including grooming, and how to report this. That there is a minimum age for joining social media sites (currently 13), which aims to protect children from inappropriate content or unsafe contact with older social media users, who may be strangers, including other children and adults. That even sites and platforms designed for children expose them to risks from other users. The importance of exercising caution about sharing any information about themselves online. Understanding the importance of privacy and location settings to protect information online. Online risks, including that any material provided online might be circulated, and that once a picture or words has been circulated there is no way of deleting it everywhere and no control over where it ends up. Every person has a digital footprint, which shows all the content they’ve viewed, commented on and shared. That the internet contains a lot of content that can be inappropriate and upsetting for children (including exposure to physical, sexual, emotional abuse and serious violence), and where to go for advice and support when they feel worried or concerned about something they have seen or engaged with online. Social media platforms and online games are specifically designed to be addictive. Excessive screen time is detrimental to physical and mental health, and even reshapes a child’s brain. Sharing or threatening to share nude photos/images of a person of any age is illegal if consent is not given; creating, sharing or possessing indecent images of children (under the age of 18) is illegal.
Being safe	What sorts of boundaries are appropriate in friendships with peers and others (including online). This can include learning about boundaries in play and in negotiations about space, toys, books, resources etc. Relationships require compromise. This should include the principle of consent, how to ask for it and decision-making on whether to grant it. The concept of privacy and its implications 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 differences between appropriate and inappropriate or unsafe contact, including physical contact. This should include the principle of consent, how to ask for it and decision-making on whether to grant it. How to respond safely and appropriately to adults they may encounter (in all contexts, including online), including those they do and do not know. How to recognise when a relationship is harmful or dangerous, including skills for recognising who to trust and who not to trust. This should include specific reference to grooming (inc online) and exploitation. How to report abuse, concerns about something seen online or experienced in real life, or feelings of being unsafe or feeling bad about any adult and the vocabulary and confidence needed to do so. This should include reference to physical, sexual and emotional abuse. How to ask for advice or help for themselves or others, and to keep trying until they are heard. Where to get advice e.g. family, school and/or other sources. Children should know what Female Genital Mutilation is and which age/nationality groups are most at risk, and that it is illegal in the UK and for UK residents travelling overseas, viewed as child abuse.

Primary health and wellbeing: content to be covered by the end of primary

TOPIC

PUPILS SHOULD KNOW

General wellbeing

The benefits of physical activity, time outdoors, and helping others for health, wellbeing and happiness. Simple self-care techniques, including the importance of rest, time spent with friends and family, as well as hobbies, interests and community participation.
The importance of promoting general wellbeing and physical health.
The range and scale of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) that they might experience in different situations. Pupils should understand that worrying and feeling down are normal, affect everyone at different times, and are not in themselves a sign of a mental health condition. That challenges are a normal part of life and we need to develop resilience to keep going even when things don’t go the way we wanted them to.
How to recognise feelings and use varied vocabulary to talk about their own and others’ feelings. And that emotions are influenced by physiological factors (e.g. hormone production in the body).
How to judge whether what they are feeling and how they are behaving is appropriate and proportionate.
That isolation and loneliness can affect children, and the benefits of seeking support.
That bullying (including racist, homophobic, sexist, ableist and cyberbullying) has a negative and often lasting impact on mental wellbeing and how to seek help for themselves or others.
That bodies come in all different shapes and sizes, and we should never make someone feel bad about their body.
That change and loss, including bereavement, can provoke a range of feelings, that grief is a natural response to bereavement, and that everyone grieves differently.
Where and how to seek support (including recognising the triggers for seeking support), including who in school they should speak to if they are worried about their own or someone else’s mental wellbeing or ability to control their emotions (including issues arising online).
That it is common to experience mental health problems, and early support can help. This includes adults and adolescents.

TOPIC

PUPILS SHOULD KNOW

Wellbeing online

That for almost everyone the internet is an integral part of life. Pupils should be supported to think about positive and negative aspects of the internet. This includes reference to the link between social media/gaming use and the decline in mental health.
Pupils should be supported to discuss how online relationships can complement and support meaningful in-person relationships, but also how they might be in tension, and the reasons why online relationships are not a good substitute for high quality in-person relationships, looking at the pros and cons of different ways of using online connection.
The benefits of limiting 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 (including the impact on sleep and time spent outdoors).
How to consider the impact of their online behaviour on others, and how to recognise and display respectful behaviour online.
Why social media, some apps, computer games and online gaming, including gambling sites, are age restricted. But also that these same platforms are enticing for children, are designed to be addictive, and are not well-managed to eradicate harmful content.
The risks relating to online gaming, video game monetisation, scams, fraud and other financial harms, and that gaming can become addictive.
How to take a critical approach to what they see and read online and make responsible decisions about which content, including content on social media and apps, is appropriate for them. This includes reference to deep fakes, conspiracy theories and fake news & that algorithms will affect the information that is presented to them .
That engaging in viral social media ‘challenges’ can have harmful impacts on health and wellbeing.
That abuse, bullying and harassment can take place online and that this can impact wellbeing. How to seek support from trusted adults.
How to understand the information they find online, including from search engines, and know how information is selected and targeted. That information and ‘evidence’ generated by AI is sometimes factually incorrect.
That they have rights in relation to sharing personal data, privacy and consent.
Where and how to report concerns and get support with issues online.
That AI bots are not a replacement for interactions with other humans, and the advice given by them can be inappropriate and/or harmful. There are cases of people developing AI psychosis.

TOPIC

PUPILS SHOULD KNOW

Physical health and fitness

The characteristics and mental and physical benefits of an active lifestyle.
The importance of building regular physical activity 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, moderate and/or vigorous physical activity.
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.

TOPIC

PUPILS SHOULD KNOW

Healthy eating

What constitutes a healthy balanced diet (including understanding calories and other nutritional content, as well as the importance of drinking water and staying hydrated).
Understanding the importance of a healthy relationship with food.
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 or health). This includes reference to ultra-processed foods, energy drinks and some bottled waters. Pupils should know that the long-term harm caused is not fully understood.

TOPIC

PUPILS SHOULD KNOW

Drugs, alcohol, tobacco and vaping

The facts about legal and illegal harmful substances and associated risks, including smoking, vaping, alcohol use and drug-taking, including so called ‘legal highs’. This should include the risks of nicotine addiction, which are also caused by other nicotine products such as nicotine pouches.
The addictive nature of drugs, alcohol, tobacco and vaping, and the harmful consequences of addiction, including physical and mental health, as well as criminalisation.

TOPIC

PUPILS SHOULD KNOW

Health protection and prevention

How to recognise early signs of physical illness, such as weight loss, or unexplained changes to the body.
About safe and unsafe exposure to the sun, and how to reduce the risk of sun damage, including skin cancer. Including skin, head and eye protection.
The importance of sufficient good quality sleep for health, the amount of sleep recommended for their age, and practical steps for improving sleep, such as not using screens in the bedroom. The impact of poor sleep on weight, mood and ability to learn.
About dental health and the benefits of good oral hygiene, including brushing teeth twice a day with fluoride toothpaste, cleaning between teeth, and regular checkups at the dentist.
About personal hygiene and germs including bacteria, viruses, how they are spread and treated, and the importance of handwashing.
The facts and scientific evidence relating to vaccination and immunisation. The introduction of topics relating to vaccination and immunisation should be aligned with when vaccinations are offered to pupils.

TOPIC	PUPILS SHOULD KNOW
Personal safety	About hazards (including fire risks) that may cause harm, injury or risk and ways to reduce risks. How to recognise risk and keep safe around roads, railways, including level crossings, tramways, e-bikes, e-scooters, and water, including the water safety code, and cycling proficiency.

TOPIC	PUPILS SHOULD KNOW
Basic first aid	How to make a clear and efficient call to emergency services if necessary, including the importance of reporting incidents rather than filming them. Concepts of basic first aid, for example dealing with common injuries and ailments, including head injuries.

TOPIC

PUPILS SHOULD KNOW

Developing bodies

About growth and other ways the body can change and develop, particularly during adolescence. This topic should include the human lifecycle, and puberty should be discussed as a stage in this process.
The correct names of body parts, including the penis, vulva, vagina, testicles, scrotum, nipples, anus and breasts. Pupils should understand that all of these parts of the body are private and have skills to understand and express their own boundaries around these body parts.
The facts about the menstrual cycle, including physical and emotional changes, whilst the average age of the onset of menstruation is twelve, periods can start at eight, so covering this topic before girls’ periods start will help them understand what to expect and avoid distress. This should include reference to: hair growth (boys and girls), breast development, wet dreams, masturbation. Schools should use appropriate language such as period pads and menstrual products instead of sanitary items or feminine hygiene products, as well as how pupils can access these products in school.

Appendix 3: Parent/carer form requesting their child’s withdrawal from sex education within RSE

TO BE COMPLETED BY PARENTS/CARERS
Name of child		Class
Name of parent/carer		Date
Reason for withdrawing from sex education within relationships and sex education

Any other information you would like the school to consider

Parent/carer signature

TO BE COMPLETED BY THE SCHOOL
Agreed actions from discussion with parents/carers	Include notes from discussions with parents/carers and agreed actions taken. E.g: Joe Bloggs will be taking part in all relationships lessons and during the sex education lessons, he will be working independently on a project in the year 5 classroom

TO BE COMPLETED BY THE SCHOOL

Agreed actions from discussion with parents/carers

Include notes from discussions with parents/carers and agreed actions taken.

E.g: Joe Bloggs will be taking part in all relationships lessons and during the sex education lessons, he will be working independently on a project in the year 5 classroom