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Relationship and Sex Education (RSE)

Relationships and Sex Education (RSE)

 Intent, Implementation and Impact

 

DFE Guidance 9th July 2020

The Relationships Education, RSE, and Health Education (England) Regulations 2019 have made Relationships Education compulsory in all primary schools. Sex education is not compulsory in primary schools, at Luxulyan we choose to teach some aspects of sex education as outlined in our policy.

 

By the end of Primary:

Families and people who care for me

Pupils should know:

  • 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 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 others’ families, 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
  • 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
  • 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

Pupils should know:

  • 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
  • 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
  • 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

Pupils should know:

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

Online relationships

Pupils should know:

  • 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 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

Pupils should know:

  • 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 differences between appropriate and inappropriate or unsafe physical, and other, contact
  • how to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know
  • how to recognise and report feelings of being unsafe or feeling bad about any adult
  • how to ask for advice or help for themselves or others, and to keep trying until they are heard,
  • how to report concerns or abuse, and the vocabulary and confidence needed to do so
  • where to get advice, for example family, school or other sources

 

Intent- Why are we teaching this?

The RSE Curriculum at Luxulyan School is delivered through the use of the scheme Jigsaw. Jigsaw holds children at its heart, and its cohesive vision helps children understand and value how they fit into and contribute to the world. With strong emphasis on emotional literacy, building resilience and nurturing mental and physical health, Jigsaw 3-11 properly equips schools to deliver engaging and relevant RSE within a whole-school approach. Jigsaw lessons also include mindfulness allowing children to advance their emotional awareness, concentration and focus.”

 

Implementation- How is this being taught in the classroom?

Implementation needs to ensure depth, accurate subject knowledge, detailed planning and building on prior learning.

Jigsaw offers a comprehensive RSE programme in a spiral, progressive and fully planned scheme of work, giving children relevant learning experiences to help them navigate their world and to develop positive relationships with themselves and others.

Jigsaw consists of six half-term units of work or ‘Puzzles’, each containing six lessons or ‘Pieces’ covering each academic year.

  • Term 1: Being Me in My World
  • Term 2: Celebrating Difference (including anti-bullying)
  • Term 3: Dreams and Goals
  • Term 4: Healthy Me
  • Term 5: Relationships
  • Term 6: Changing Me (including Sex Education)

Every Piece has two Learning Intentions, one specific to Relationships and Health Education (in purple) and the other designed to develop emotional literacy and social skills (in green).

Puzzles are launched with a whole-school assembly containing an original song, with each year group studying the same unit at the same time (at their own level), building sequentially through the school year, facilitating whole-school learning themes. Each week our Star of the Week from each class is a child who has achieved the Jigsaw theme or ‘piece’ for the week.

The various teaching and learning activities are engaging and mindful of different learning styles and the need for differentiation and the Early Years (EYFS) planning is aligned to the National Early Years Framework (England).

Each lesson is built upon a Charter which underpins the behaviour and respect that is the basis for each lesson, our children and their teacher agree, amend and write their own to ensure mutual respect and ownership.

The lessons then split into 6 parts, all of which should be included in every session to ensure that the learning follows the optimum progression.

Connect us - This is a game or activity designed to be fun and inclusive and to build and maximise social skills. ‘Connect us’ engenders positive relationships and enhances collaborative learning. It sets the atmosphere at the beginning of each Jigsaw Piece and can be used again at the end should the teacher feel the atmosphere needs to be lifted after some deep work during the lesson.

Calm me - This section of the Piece helps children gain awareness of the activity in their minds, relaxing them and quietening their thoughts and emotions to a place of optimum learning capacity. This will also engender a peaceful atmosphere within the classroom. It is an invaluable life skill which also enhances reflection and spiritual development. This underpins the mindful approach advocated in Jigsaw Open my mind - The Reticular Activating System of the brain filters the many stimuli entering the child’s mind at any given time. It is designed only to allow in that which is significant. Therefore, it is important to engage this system with the most important aspects of learning intended for each Piece (lesson). If we do this well, it will enable children to filter out activity around them not significant to this learning intention, thereby improving concentration and learning.

Tell me or show me - This section of the Piece (lesson) is used to introduce new information, concepts and skills, using a range of teaching approaches and activities. Let me learn - Following Piaget’s learning model, after receiving new information/concepts, children need to manipulate, use, and play with that new information in order for it to make sense to them and for them to ‘accommodate’ it into their existing learning.

Help me reflect -Throughout Jigsaw, children are encouraged to reflect on their learning experiences and their progress. By reflecting, children can process and evaluate what they have learnt, which enables them to consolidate and apply their learning. They are also asked to stop and become aware of their thoughts and feelings in any given moment in Pause Points (brief pauses within the lesson where the children can have a couple of moments to just stop and be to consider whether what they are learning may be particularly meaningful to them). Jerry Cat is a character who supports these times for quiet reflection and these moments are used in other aspects of the school day..

Closure - Each Piece needs safe closure. This will always include the teacher praising the children for their effort, positive attitude and achievement, as well as giving one or two sentences to summarise the key learning points for the children.

In addition to this, teachers have the freedom to plan with detail and attention to their individual children. Learners can be scaffolded, and any individual needs can be supported where necessary. The summative assessment process offers criteria for children either working at, beyond or towards the age-related expectations. Greater depth children can be challenged to ensure that they are being given the opportunities to enrich their learning further.

 

Impact- What is the effect?

Assessment in our Jigsaw lessons is both formative and summative. The two clear learning objectives for each lesson (piece) allow the teacher to be mindful of the assessment elements within that session that can formatively help them pitch and plan subsequent lessons, and activities are included in each lesson to give the children the opportunity to self-assess using simple pictorial resources designed in a child-friendly, age-appropriate manner. It also allows children of 6 and over the opportunity to identify areas for self-improvement.

As Jigsaw PSHE is a whole-school approach, rather than simply a lesson-a-week Scheme of Work for RSE, there are numerous layers built in that engender a sense of belonging and community, and that value every individual, for example: praising one attitude or behaviour each week through the Star of the Week celebration, bringing the whole school together for Jigsaw assemblies and to sing the Jigsaw songs, and celebrating every child’s contribution to the school community.

 

Each Class has a floor book in which we celebrate our Jigsaw themes.

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