Relationships and Sex Education (RSE) Policy
This policy will be available to parents via the school website and hard copies will be available upon request.
This document has been drafted by Alexa Aston in consultation with and approval from Wendy Burton and Steve Boyes. It has been revised and updated by Rosanne Awadalla after discussion with the SLT.
It will be reviewed annually by Rosanne Awadalla (Head of PSHE) in consultation with Wendy Burton (DSL) and Steve Boyes (external regulatory consultant), and updated in line with DfE guidelines and the ISI inspection framework.
Latest update by Rosanne Awadalla June 2026
Next review date by Rosanne Awadalla June 2027
Introduction
Health Education and Relationships and Sex Education (RSE) became compulsory for all secondary-age pupils in September 2020. Health Education and Relationships Education is also compulsory for all primary-age pupils, whereas it is simply a recommendation that all primary schools should have a Sex Education programme tailored to the age and the physical and emotional maturity of the pupils. This is in response to the need to support children and young people to be safe and healthy in their relationships and improve academic outcomes and their personal and social lives in positive ways. The need for this has become all the more imperative in response to the increased risks children and young people may face through online activities.
The Trevor-Roberts RSE policy and its implementation have been developed and updated in line with statutory guidance published by the DfE for Relationships Education, Relationships and Sex Education (RSE) and Health Education in England (2025). It links to our Safeguarding Policy and ICT and Online Safety Policy as it addresses the welfare, safety and health of all pupils. It also links to our Pupil Behaviour Policy and Learning Support Policy.
This policy has been written with reference to Section 405 of the 1996 Education Act, Section 80A of the Education Act 2002 and the Equality Act 2010. This policy has also been written in accordance with the statutory requirements set out in Section 34 of the Children and Social Work Act 2017, which mandates the teachings of Relationships Education/RSE in all independent schools. It also aligns with the Education (Independent School Standards) Regulations, under which the school provides a comprehensive Personal, Social, Health and Economic (PSHE) Education curriculum. While the statutory Health Education curriculum does not legally apply to independent schools, the physical and mental health themes outlined by the DfE are seamlessly woven into our broader, mandatory PSHE provision. Please see our PSHE Policy for further context.
Aims and objectives
Relationships Education (RE)
Trevor-Roberts aims to foster pupil well-being and develop the resilience and character that are fundamental to being happy, successful and productive members of society. This is complemented by a focus on kindness, integrity, honesty and generosity. The aim is to help the children develop the knowledge and self-confidence needed to help them make informed decisions about their well-being, health and relationships and to build their self-efficacy. We want to help them put this knowledge into practice, developing the capacity to make good decisions in sometimes contradictory, challenging and often complex situations. As well as developing resilience and good judgement, it is important that the children know when to ask for help and understand where, when and how to access support.
The Department of Education has recommended that Relationships and Sex and Health Education are taught within a wider framework of Personal, Social, Health and Economic (PSHE) Education which is taught throughout the school both formally in their PSHE lessons and informally in a holistic approach as a part of children’s spiritual, moral, social and cultural (SMSC) development. RSE is part of a broader PSHE education programme, helping pupils to think about the different social contexts, influences and beliefs that affect personal behaviour. There is also strong research evidence to suggest that high-quality learning and teaching in PSHE education also contributes to attainment across the curriculum. It also develops positive vocabulary and the strategies and skills that children and young people need to stay healthy and safe and flourish. Whilst there are times when specific focus is given to Relationships Education, we believe it should form an intrinsic part of a much broader programme of study within PSHE and the wider pastoral education the children receive on a day-to-day basis.
Healthy Relationships is the PSHE topic for all pupils during the first half of the summer term. Specific focus is given to Relationships Education in the summer term of Medius/Transitus and the summer term of Primus in order to support the children in their transition to senior schools and the increased social pressures they may experience. The full list of topics that children should know by the end of Primus/LKS3 is outlined in Appendix 1.
From Octavus up to Medius/Transitus, the aim is to develop an understanding of what constitutes healthy, respectful relationships, focusing on family and friendships in all contexts, including online. This is supported by an understanding of how to be healthy, physically and emotionally.
The teaching of RSE aims to complement, support and develop what the children learn at home. Trevor-Roberts aims to provide a safe, supportive and positive environment in which the children can feel comfortable discussing these issues and voicing any questions or worries they may have.
Sex Education (SE) and Relationships and Sex Education (RSE)
Pupils are taught about what constitutes a healthy relationship, made aware of what is inappropriate sexual behaviour, as well as issues surrounding consent, body image, gender-identity and sexuality. Children are taught about the dangers of online sexual behaviour, including sexting and pornography.
We define Sex Education, in accordance with the DfE guidance, as “how babies are made and born” and is clearly distinct from learning about ‘Developing bodies’ i.e. puberty which is taught both in science lessons and as part of PSHE. The science department aims to ensure that pupils have a biological understanding of puberty and adolescence, conception, pregnancy and birth as part of the human lifecycle. In PSHE, the emphasis is more on understanding the emotional and social effects of adolescence and puberty, sexual relationships and behaviours.
While we encourage parents to allow their children to remain in all these lessons, parents can request to withdraw their Child from lessons which are specifically about Sex Education. If parents wish to withdraw their child from aspects of Sex Education, they should approach the Head of the Junior Department (ATR) or the Head of the Senior Department (STR) or the Head of PSHE (Rosanne Awadalla) to discuss this in more detail.
A separate, statutory component of Health Education includes teaching about ‘Developing Bodies’ where children learn key facts about puberty and the changing adolescent body, particularly from age 9 through to 11, including physical and emotional changes. They also learn about menstrual well-being including the key facts about the menstrual cycle.
Lessons are tailored to the maturity of children and delivered in an age-appropriate manner. Trevor-Roberts aims for these lessons to be inclusive and supportive, providing a safe space for children to ask questions and voice any worries they may have (e.g. using an anonymous questions box), within the limits of confidentiality and with supporting ground rules. RSE is taught by the Form Teachers in the Junior Department (Years 1 to 4) and by the English Teachers in the Senior Department up to Medius and Transitus (Year 6). In Secundus and Primus (Years 7 and 8), it is taught by the Head of PSHE.
Method of delivery, themes covered and responsibilities
Trevor-Roberts uses an integrative approach, with the Jigsaw PSHE curriculum as its foundation, which is both developmental and spiral in its nature. ‘Celebrating difference’ is covered in the second half of the Autumn Term, which explores key issues such as diversity and child-on-child relationships and raises specific awareness around themes of preventing bullying behaviour. Relationships and Sex Education is covered within the ‘Relationships’ and ‘Changing Me’ topics in the Summer Term respectively. Teachers provide their lessons from a core of key resources to enrich teaching and learning, while ensuring the statutory requirements set out by the DfE for Relationships Education are met (See Appendix 1). Guidance is also taken from the DfE on Health Education and referred to here specifically for Sex Education planning. Trevor-Roberts is a member of the PSHE Association which provides additional support and resources for teachers.
The Head of PSHE has overall responsibility for the design and delivery of the PSHE curriculum in consultation with The Director of Studies and both Headteachers. The Head of PSHE is responsible for liaising with form teachers, english teachers, science teachers and all those involved in the delivery of RSE regarding curriculum changes and lesson support.
From Key Stage 1, pupils are taught the correct anatomical name for all parts of the body. Using this vocabulary is important for all pupils as it helps build a positive body image and opens the door for an honest, open dialogue on any questions they may have about their bodies.
From Year 3 we begin to teach more about the parts of the body and how they work and in Year 4 we begin to introduce puberty. By the end of Year 6, we ensure that all children understand about the developing body i.e. puberty (including menstruation and how it affects women) and have learned about Sex Education i.e. how a baby is conceived, develops and is born. Any parent wishing to withdraw their child from specific lessons about Sex Education should approach the Head of the Junior Department (ATR) or the Head of the Senior Department (STR) or the Head of PSHE (RA) to discuss further initially. (Please see APPENDIX 3 for the Parent form to be filled out to request your child’s withdrawal from Sex Education.)
Handling questions and complex issues in the classroom
RSE teaching follows the whole school approach to support pupil well-being, working within the school’s policies on safeguarding and confidentiality — and ensuring that pupils understand school policies on disclosures of confidential information and following up concerns in a more appropriate setting outside lessons.
Ground rules (Jigsaw Learning charter) are established in each class and revisited throughout the year. There is openness and a non-judgmental approach and teachers are mindful and sensitive to managing possible vulnerabilities around subject matter wherever possible. When teaching sensitive topics, teachers use distancing techniques and an ‘Ask-it basket’ or question box for questions to be raised anonymously if pupils wish to. Teachers discuss and explore good classroom management practice as an ongoing theme during departmental meetings.
If the situation arises that a pupil may ask questions about topics which go beyond any Sex Education covered by the school we will manage this in the best way possible to support the child. This may include asking a pupil to speak to their parents or a trusted adult or signposting to support services where needed, as we understand that unanswered questions might lead to seeking out inappropriate sources of information including online.
Pupil participation and Pupil voice
Lessons are characterised by interactive and participatory styles of learning. Pupil surveys and evaluations contribute towards insight into how pupils feel about their RSE and PSHE Curriculum.
Pupils are asked to express their opinions on different topics, as well as their opinions about what they have found useful and what they think could be improved in the future. This data feeds into discussions in departmental meetings and informs future planning where appropriate.
Visitors to the school
When using visitors (or online assemblies) to complement our delivery of RSE lesson content, the school ensures that they will enhance, not replace our teaching throughout the year.
We ensure that the visitors’ workshops are in line with the learning outcomes of the school’s RSE programme. These workshops are assisted by our school staff who will be present to observe the learning and ensure that it is safe, age-appropriate and impartial.
Whole School RSE Curriculum Content Overview
JIGSAW: Year 1 & Year 2: Octavus & Septimus
(Delivered by CWW/EZ)
‘Celebrating Difference’
(CD)
Year 1
Similarities and difference
Understanding bullying and knowing how to deal with it
Making new friends
Celebrating difference in everyone
‘Relationships’
(RL)
Year 1
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 relationship
‘Changing Me’
(CM)
Year 1
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
Assumptions and stereotypes about gender
Understanding bullying
Standing up for self and others
Making new friends
Celebrating difference and remaining friends
Year 2
Different types of families
Physical contact boundaries
Friendship and conflict
Secrets
Trust and appreciation
Expressing appreciation for special relationships
Year 2
Life cycles in nature
Growing from young to old Increasing independence Differences in female and male bodies (correct terminology) Assertiveness
Preparing for transition
JIGSAW: Year 3 & Year 4: Sextus & Quintus
(Delivered by JDSQ/RA)
‘Celebrating Difference’
(CD)
Year 3
Families and their differences
Family conflict and how to manage it (child-centred)
Witnessing bullying and how to solve it
Recognising how words can be hurtful
Giving and receiving compliments
‘Relationships’
(RL)
Year 3
Family roles and responsibilities
Friendship and negotiation
Keeping safe online and who to go to for help
Being a global citizen
Media influence
Being aware of how my choices affect others
Awareness of how other children have different lives
Expressing appreciation for family and friends
‘Changing Me’
(CM)
Year 3
How babies grow
Understanding a baby’s needs
Outside body changes
Inside body changes
Personal hygiene
Family stereotypes
Challenging my ideas
Preparing for transition
Year 4
Challenging assumptions
Judging by appearance
Accepting self and others
Understanding influences
Understanding bullying
Problem-solving
Identifying how special/unique everyone is
First impressions
Year 4
Jealousy
Love and loss
Memories of loved ones
Getting on and falling out
Girlfriends and boyfriends
Showing appreciation to people and animals
Year 4
Being unique
Having a baby
Girls and puberty
Being part of a family
Confidence in change
Accepting change
Preparing for transition
Environmental change
JIGSAW: Year 5:
Quartus & Tertius
(Delivered by TW/SL)
‘Celebrating Difference’
(CD)
Year 5
Cultural differences and how they can cause conflict
Racism
Rumours and name-calling
Types of bullying
Material wealth and happiness
Enjoying and respecting other cultures
‘Relationships’
(RL)
Year 5
Self-recognition and self-worth
Building self-esteem
Safer online communities
Rights and responsibilities online
Online gaming and risks
Reducing screen time
Dangers of online grooming
SMART internet safety rules
‘Changing Me’
(CM)
Year 5
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
JIGSAW: Year 6:
Medius & Transitus
(Delivered by RL/RV/BD)
‘Celebrating Difference’
(CD)
Year 6
Perceptions of normality
Understanding disability
Power struggles
Understanding bullying
Inclusion/exclusion
Difference as conflict
Difference as celebration
Empathy
‘Relationships’
(RL)
Year 6
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
‘Changing Me’
(CM)
Year 6
Self-image
Body image
Puberty and feelings
Conception to birth
Reflections about change
Physical attraction
Respect and consent
Boyfriends/girlfriends
Sexting
Transition to Senior School
JIGSAW: Year 7:
Secundus
(Delivered by RA)
‘Celebrating Difference’
(CD)
Year 7
Prejudice and discrimination
Equality Act 2010
Bystanders
Assertiveness
Positive and negative Influences
Challenging attitude and negative behaviours
Stereotypes
Human Rights
Inclusion
Bullying
Exclusion and Respect
‘Relationships’
(RL)
Year 7
Changing relationships
Consent
Healthy relationships
Falling out and friendships
Social media vs reality
Authenticity online
Personal space and setting boundaries
Healthy and unhealthy relationships
‘Changing Me’
(CM)
Year 7
Puberty changes
Reproduction facts
Menstrual cycle
Responsibilities of parenthood
IVF
Types of committed relationships and families
UN Rights of a child
Media and self-esteem
Self-image
FGM
Factors affecting hormones and moods
JIGSAW: Year 8:
Primus
(Delivered by RA)
‘Celebrating Difference’
(CD)
Year 8
Prejudice and persecution
LGBT bullying
The Equality Act 2010
Social justice and hate crimes
Multiculturalism and religious tolerance
Standing up for what you believe in
Celebrating differences
‘Relationships’
(RL)
Year 8
AI and media influence
Maintaining positive relationships
Assertiveness
Sexting and sextortion
Power dynamics
Knife crime
Social media platforms
Neurodiversity: autism and ADHD
Inclusion and Equality
‘Changing Me’
(CM)
Year 8
Types of close intimate relationships
Behaviours in healthy and unhealthy romantic relationships
What makes a healthier relationship?
Harassment
Attraction
Love or lust?
Sexuality, pornography and the law
Dealing with unwanted messages
Alcohol
Risky behaviour and the law
Additionally, online safety and safe online behaviour is taught in ICT lessons (and some PSHE lessons). Outside the curriculum, children are reminded regularly about online safety especially when using social media. This is addressed in assemblies and when online issues arise, it is dealt with in class and/or tutor groups.
Talks and workshops led by experts are organised for pupils and parents. These have covered online safety, healthy relationships, consent and sexualised behaviour in teenagers.
Monitoring and evaluation
The school is committed to monitoring and evaluating the effectiveness of its RSE Programme and uses a range of approaches, including assessment of the pupils’ knowledge and understanding, pupil feedback, staff training and review, and an open dialogue with the parents.
Children’s learning in PSHE is assessed as part of the Jigsaw programme, and as any other curriculum area would be, although the outcomes from PSHE are often identified through discussion, role-play and reflection, as well as facts and knowledge.
Teachers work together in year group ‘working hubs’ to share ideas and support each other in good practice, including observing each other’s lessons and taking part in training and developing and improving ways of assessing. Consideration is also given to the unique nature of assessment in RSE (and PSHE overall), and we use the assessment model promoted by Jigsaw and the PSHE Association.
When parents and carers are informed of upcoming teaching of sensitive topics, they have the opportunity to provide feedback and ask questions on the content of the course. Although all feedback and views are listened to, ultimately the curriculum is decided by the school.
The curriculum must be adapted to meet the needs and interests of children and we respond to local, national and international incidents as appropriate. Pupils are asked to give feedback informally and to suggest additional topics they would like to learn about in RSE, in the form of discussions and Pupil Voice surveys.
The policy and syllabus are available to all staff, including support staff. Opportunities are created to include all staff in curriculum content, such as early morning staff meetings, which ensures that the wider staff body are aware of what is being taught so that they are prepared to support the emotional needs of pupils in their care.
Before teaching the RSE curriculum, the Head of PSHE provides a briefing to those teaching it. Staff are informed that, should any pupils make a safeguarding disclosure, they must follow the school’s safeguarding policy and report this to the DSL (Wendy Burton).
Teaching about LGBT+
In the teaching of RSE, staff are aware of the requirement to ensure that the needs of all pupils are appropriately met, and that all pupils understand the importance of equality and respect. Staff are aware of the Equality Act (2010) and the ‘protected characteristics’, which includes age, faith, gender, gender reassigment and sexual orientation and this will be reflected in the teaching of RSE which will be at age appropriate stages.
Teachers present the RSE curriculum with an objective, respectful and inclusive approach so that inclusion and diversity are fully integrated into the programme of study, rather than delivered as a standalone lesson. Also, while being respectful and inclusive, the school does not actively encourage the children to question their sexual identity at this stage of their development. They are also aware of the school’s duty to promote fundamental British values, notably in this context, respect and tolerance.
Equality, inclusion and social justice
We believe that RSE is a key vehicle for promoting equality, inclusion and social justice. Our RSE is designed to promote gender equality through challenging gender stereotypes and sexism and sexual harassment in schools.
The school takes these issues seriously and ensures that we embed content on gender equality throughout the curriculum, including supporting the government’s 10 year strategy for Freedom from Violence and Abuse: a cross-government strategy to build a safer society for women and girls Volume 2 Action to eliminate violence against girls and women, including vigilance around language which might normalise harmful behaviour among young people – such as gendered language which might normalise male violence or stigmatise boys.
Special Educational Needs and Disabilities (SEND)
Relationships Education, RSE and Health Education must be accessible for all pupils. This is particularly important when planning to teach pupils with special educational needs and disabilities. High-quality teaching is differentiated and personalised as the starting point to ensure accessibility and we are mindful of the ‘preparing for adulthood’ outcomes, as set out in the SEND code of practice.
The school recognises that some pupils may need more help than others in coping with the physical and emotional aspects of growing up; they may also need more help in learning what sorts of behaviour are and are not acceptable. Staff understand that certain aspects of an individual child may make a pupil more vulnerable to abuse and, in this context, will take care to ensure that, in a manner commensurate with their understanding, pupils are supported to build greater resilience.
Parental rights and consultation
Parents and carers will be kept informed of any significant changes or updates to the RSE curriculum. They will be informed in advance by email of the introduction of sensitive topics so they have a chance to discuss these with their children if they wish.
At the beginning of the academic year, parents and carers of children are emailed a copy of the ‘Curriculum Overview’ of their child’s PSHE learning for the year ahead. At the start of each term parents and carers of children are emailed a copy of the ‘Knowledge and Skills Progression’ along with questions for family discussion and signposting to additional resources based on the contents of the curriculum. (Please see APPENDIX 2 for other sources of support and local and national references which may be of interest.)
At the beginning of the Summer Term, parents and carers of children are emailed with details of the planned RSE lessons and an overview of what will be covered. Parents and carers have the opportunity to respond and ask questions and to request to view curriculum materials.
Parents and carers have been consulted with regard to the RSE policy. After each significant policy change or update, parents are sent a copy and invited to comment on the school’s proposed amendments and RSE strategy.
On joining the school and annually thereafter, parents and carers are required to sign an Acceptable Use Agreement which outlines the school’s Online Safety Policy and the school’s expectations regarding internet use.
Parental right to excuse their child from aspects of RSE
Parents and carers have the right to withdraw their child from certain aspects of the lessons delivered as part of RSE. Parents may not withdraw their child from any aspect of Relationships Education. However, following discussion with the school, parents may withdraw their child from any or all aspects of Sex Education, or Sex Education delivered as part of statutory Relationships and Sex Education that go beyond the National Curriculum for Science. Where pupils are withdrawn, the school will document the process and will ensure that the pupil receives appropriate, purposeful education during the period of withdrawal. (See APPENDIX 3 for the Parent form to be filled out to request your child’s withdrawal from Sex Education.)
At the end of each academic year, parents are invited to take part in a Parents’ Survey as a way of giving feedback on their child’s PSHE learning over the year.
Appendix 1: DfE Statutory RS(H)E Whole School Guidance
By the end of Medius/Transitus (KS2) pupils should know:
Relationships education
Families and people who care for me
Pupils should know:
- That families are important for children growing up safe and happy because they can give love, security and stability.
- 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.
- That stable, caring relationships are at the heart of safe and happy families and are important for children’s security as they grow up.
- 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.
Caring friendships
Pupils should know:
- 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.
- How to manage conflict, and that resorting to violence is never right.
- How to recognise when a friendship is making them feel unhappy or uncomfortable, and how to get support when needed.
Respectful, kind relationships
Pupils should know:
- 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.
- 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.
- 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 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.
- 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
Pupils should know:
- 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.
- 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 harmful content or harmful contact, and how to report this.
- That there is a minimum age for joining social media sites (currently 13), which protects children from inappropriate content or unsafe contact with older social media users, who may be strangers, including other children and adults.
- 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.
- That the internet contains a lot of content that can be inappropriate and upsetting for children, and where to go for advice and support when they feel worried or concerned about something they have seen or engaged with online.
Being safe
Pupils should know:
- 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.
- 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.
- 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.
- 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.
- 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.
Health education
Developing bodies
Pupils should know:
- 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. 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.
By the end of Primus (KS3) pupils should know:
Relationships education
Families
Pupils should know:
- That there are different types of committed, stable relationships.
- How these relationships might contribute to wellbeing, and their importance for bringing up children.
- Why marriage or civil partnership is an important relationship choice for many couples. The legal status of marriage and civil partnership, including that they carry legal rights, benefits and protections that are not available to couples who are cohabiting or who have, for example, undergone a non-legally binding religious ceremony.
- That ‘common-law marriage’ is a myth and cohabitants do not obtain marriage-like status or rights from living together or by having children.
- How families and relationships change over time, including through birth, death, separation and new relationships.
- The roles and responsibilities of parents with respect to raising children, including the characteristics of successful parenting and the importance of the early years of a child’s life for brain development.
- How to judge when a relationship is unsafe and where to seek help when needed, including when pupils are concerned about violence, harm, or when they are unsure who to trust.
Respectful relationships, including friendships
Pupils should know:
- The characteristics of positive relationships of all kinds, online and offline, including romantic relationships. For example, pupils should understand the role of consent, trust, mutual respect, honesty, kindness, loyalty, shared interests and outlooks, generosity, boundaries, tolerance, privacy, and the management of conflict, reconciliation and ending relationships.
- How to evaluate their impact on other people and treat others with kindness and respect, including in public spaces and including strangers. Pupils should understand the legal rights and responsibilities regarding equality, and that everyone is unique and equal.
- The importance of self-esteem, independence and having a positive relationship with oneself, and how these characteristics support healthy relationships with others. This includes developing one’s own interests, hobbies, friendship groups, and skills. Pupils should understand what it means to be treated with respect by others.
- What tolerance requires, including the importance of tolerance of other people’s beliefs.
- The practical steps pupils can take and skills they can develop to support respectful and kind relationships. This includes skills for communicating respectfully within relationships and with strangers, including in situations of conflict.
- The different types of bullying (including online bullying), the impact of bullying, the responsibilities of bystanders to report bullying and how and where to get help.
- Skills for ending relationships or friendships with kindness and managing the difficult feelings that endings might bring, including disappointment, hurt or frustration.
- The role of consent, including in romantic and sexual relationships. Pupils should understand that ethical behaviour goes beyond consent and involves kindness, care, attention to the needs and vulnerabilities of the other person, as well as an awareness of power dynamics. Pupils should understand that just because someone says yes to doing something, that doesn’t automatically make it ethically ok.
- How stereotypes, in particular stereotypes based on sex, gender reassignment, race, religion, sexual orientation or disability, can cause damage (e.g. how they might normalise non-consensual behaviour or encourage prejudice). Pupils should be equipped to recognise misogyny and other forms of prejudice.
- How inequalities of power can impact behaviour within relationships, including sexual relationships. For example, how people who are disempowered can feel they are not entitled to be treated with respect by others or how those who enjoy an unequal amount of power might, with or without realising it, impose their preferences on others.
- How pornography can negatively influence sexual attitudes and behaviours, including by normalising harmful sexual behaviours and by disempowering some people, especially women, to feel a sense of autonomy over their own body and providing some people with a sense of sexual entitlement to the bodies of others.
Online safety and awareness
Pupils should know:
- Rights, responsibilities and opportunities online, including that the same expectations of behaviour apply in all contexts, including online.
- Online risks, including the importance of being cautious about sharing personal information online and of using privacy and location settings appropriately to protect information online. Pupils should also understand the difference between public and private online spaces and related safety issues.
- The characteristics of social media, including that some social media accounts are fake, and / or may post things which aren’t real / have been created with AI. That social media users may say things in more extreme ways than they might in face-to-face situations, and that some users present highly exaggerated or idealised profiles of themselves online.
- Not to provide material to others that they would not want to be distributed further and not to pass on personal material which is sent to them. Pupils should understand that any material provided online might be circulated, and that once this has happened there is no way of controlling where it ends up. Pupils should understand the serious risks of sending material to others, including the law concerning the sharing of images.
- That keeping or forwarding indecent or sexual images of someone under 18 is a crime, even if the photo is of themselves or of someone who has consented, and even if the image was created by the child and/or using AI generated imagery. Pupils should understand the potentially serious consequences of acquiring or generating indecent or sexual images of someone under 18, including the potential for criminal charges and severe penalties including imprisonment. Pupils should know how to seek support and should understand that they will not be in trouble for asking for help, either at school or with the police, if an image of themselves has been shared. Pupils should also understand that sharing indecent images of people over 18 without consent is a crime.
- What to do and how to report when they are concerned about material that has been circulated, including personal information, images or videos, and how to manage issues online. (E.g Report Remove from Childline and IWF )
- About the prevalence of deepfakes including videos and photos, how deepfakes can be used maliciously as well as for entertainment, the harms that can be caused by deepfakes and how to identify them.
- That the internet contains inappropriate and upsetting content, some of which is illegal, including unacceptable content that encourages misogyny, violence or use of weapons. Pupils should be taught where to go for advice and support about something they have seen online. Pupils should understand that online content can present a distorted picture of the world and normalise or glamorise behaviours which are unhealthy and wrong.
- That social media can lead to escalations in conflicts, how to avoid these escalations and where to go for help and advice. 10. How to identify when technology and social media is used as part of bullying, harassment, stalking, coercive and controlling behaviour, and other forms of abusive and/or illegal behaviour and how to seek support about concerns.
- How to identify when technology and social media is used as part of bullying, harassment, stalking, coercive and controlling behaviour, and other forms of abusive and/or illegal behaviour and how to seek support about concerns.
- That pornography, and other online content, often presents a distorted picture of people and their sexual behaviours and can negatively affect how people behave towards sexual partners. This can affect pupils who see pornographic content accidentally as well as those who see it deliberately. Pornography can also portray misogynistic behaviours and attitudes which can negatively influence those who see it.
- That criminals can operate online scams, for example using fake websites or emails to extort money or valuable personal information. This information can be used to the detriment of the person or wider society. About risks of sextortion, how to identify online scams relating to sex, and how to seek support if they have been scammed or involved in sextortion.
- That AI chatbots are an example of how AI is rapidly developing, and that these can pose risks by creating fake intimacy or offering harmful advice. It is important to be able to critically think about new types of technology as they appear online and how they might pose a risk
Being safe
Pupils should know:
- How to recognise, respect and communicate consent and boundaries in relationships, including in early romantic relationships (in all contexts, including online) and early sexual relationships that might involve kissing or touching. That kindness and care for others requires more than just consent.
- That there are a range of strategies for identifying, resisting and understanding pressure in relationships from peers or others, including sexual pressure, and how to avoid putting pressure on others.
- How to determine whether other children, adults or sources of information are trustworthy, how to judge when a relationship is unsafe (and recognise this in the relationships of others); how to seek help or advice, including reporting concerns about others, if needed.
- How to increase their personal safety in public spaces, including when socialising with friends, family, the wider community or strangers. Pupils should learn ways of seeking help when needed and how to report harmful behaviour. Pupils should understand that there are strategies they can use to increase their safety, and that this does not mean they will be blamed if they are victims of harmful behaviour. Pupils might reflect on the importance of trusting their instincts when something doesn’t feel right, and should understand that in some situations a person might appear trustworthy but have harmful intentions.
- What constitutes sexual harassment or sexual violence, and that such behaviour is unacceptable, emphasising that it is never the fault of the person experiencing it.
- That sexual harassment includes unsolicited sexual language / attention / touching, taking and/or sharing intimate or sexual images without consent, public sexual harassment, pressuring other people to do sexual things, and upskirting.
- The concepts and laws relating to harms which are exploitative, including sexual exploitation, criminal exploitation and abuse, grooming, and financial exploitation.
- The physical and emotional damage which can be caused by female genital mutilation (FGM), virginity testing and hymenoplasty, where to find support, and the law around these areas. This should include that it is a criminal offence for anyone to perform or assist in the performance of FGM, virginity testing or hymenoplasty, in the UK or abroad, or to fail to protect a person under 16 for whom they are responsible.
- That pornography presents some activities as normal which many people do not and will never engage in, some of which can be emotionally and/or physically harmful.
- How to seek support for their own worrying or abusive behaviour or for worrying or abusive behaviour they have experienced from others, including information on where to report abuse, and where to seek medical attention when required, for example after an assault.
Intimate and sexual relationships, including sexual health
Pupils should know:
- The law about the age of consent, that they have a choice about whether to have sex, that many young people wait until they are older, and that people of all ages can enjoy intimate and romantic relationships without sex.
- Sexual consent and their capacity to give, withhold or remove consent at any time, even if initially given, as well as the considerations that people might take into account prior to sexual activity, e.g. the law, faith and family values. That kindness and care for others require more than just consent.
- How the use of alcohol and drugs can lead people to take risks in their sexual behaviour.
Health education
Developing bodies
Pupils should know:
- The main changes which take place in males and females, and the implications for emotional and physical health.
- The facts about puberty, the changing adolescent body, including brain development.
- About menstrual and gynaecological health, including: what is an average period; period problems such as premenstrual syndrome; heavy menstrual bleeding; endometriosis; and polycystic ovary syndrome (PCOS). When to seek help from healthcare professionals.
Appendix 2: Sources of support & Local and national references
Sources of support & local and national references
Sources of support:
https://www.pshe-association.org.uk/
http://www.nhs.uk/change4life/Pages/change-for-life.aspx
http://www.childbereavementuk.org/
http://www.winstonswish.org.uk/
Local and national references:
DfE (2011) Personal, social, health and economic education (PSHEE); End of key stage statements, Crown Copyright. (Accessed from National Archives 28 August 2014)
http://webarchive.nationalarchives.gov.uk/20130904083946/
https://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00199209/pshe
http://webarchive.nationalarchives.gov.uk/20130904083946/
https://www.education.gov.uk/schools/teachingandlearning/curriculum/secondary/b00198880/pshee
DFE (2025) RSHE Guidance
DfE (2016) Keeping Children Safe in Education; statutory guidance for schools and colleges, Crown copyright.
DfE (2014b) The Equality Act 2010 and schools; Departmental advice for school leaders, school staff, governing bodies and local authorities, Crown copyright.
https://www.gov.uk/government/publications/equality-act-2010-advice-for-schools
Education Act (2002) Crown copyright.
http://www.legislation.gov.uk/ukpga/2002/32/contents
Equality Act (2010) Crown copyright.
Appendix 3: Parent form: Withdrawal from Sex Education within RSE
Withdrawal from Sex Education
Please ONLY use this form if you wish to withdraw your child.
You can download the form here.
