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    OUR BRIEF SUMMARY OF THE DfE STATUTORY GUIDANCE ON RSE 2020 & HEALTH 2020 IMPLEMENTATION

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    STATUTE LAW
    The Relationships Education, Relationships and Sex Education and Health Education (England) Regulations 2019, made under sections 34 and 35 of the Children and Social Work Act 2017

    OVERALL AIMS
    “children and young people need to know how to be safe and healthy, and how to manage their academic, personal and social lives in a positive way.”
    “age appropriate and developmentally appropriate. It must be taught sensitively and inclusively, with respect to the backgrounds and beliefs of pupils and parents”
    “give schools flexibility to shape their curriculum according to the needs of their pupils and communities.”
    “helping to foster pupil wellbeing and develop resilience and character This should be complemented by development of personal attributes including kindness, integrity, generosity, and honesty”
    “Effective teaching in these subjects will ensure that core knowledge is broken down into units of manageable size and communicated clearly to pupils, in a carefully sequenced way, within a planned programme or lessons”
    PSHE should challenge sexism, misogyny, homophobia and gender stereotypes and take positive action to build a culture where these are not tolerated,
    “The aim of RSE is to give young people the information they need to help them develop healthy, nurturing relationships of all kinds, not just intimate relationships. It should enable them to know what a healthy relationship looks like and what makes a good friend, a good colleague and a successful marriage or other type of committed relationship. It should also cover contraception, developing intimate relationships and resisting pressure to have sex (and not applying pressure). It should teach what is acceptable and unacceptable behaviour in relationships. This will help pupils understand the positive effects that good relationships have on their mental wellbeing, identify when relationships are not right and understand how such situations can be managed.”

    CONTENT
    “At secondary, teaching will build on the knowledge acquired at primary and develop further pupils’ understanding of health, with an increased focus on risk areas such as drugs and alcohol, as well as introducing knowledge about intimate relationships and sex.”
    An understanding for all pupils of healthy relationships, acceptable behaviour and the right of everyone to equal treatment will help ensure that pupils treat each other well and go on to be respectful and kind adults.
    “Teaching about mental wellbeing is central to develop safe, fulfilling and healthy sexual relationships
    understand human sexuality and to respect themselves and others. It enables young people to mature, build their confidence and self-esteem and understand the reasons for delaying sexual activity.
    Knowledge about safer sex and sexual health remains important to ensure that young people are equipped to make safe, informed and healthy choices as they progress through adult life. The applicable law should be taught in a factual way so that pupils are clear on their rights and responsibilities as citizens.
    Grooming, sexual exploitation and domestic abuse, including coercive and controlling behaviour, should also be addressed sensitively and clearly. Schools should address the physical and emotional damage caused by female genital mutilation (FGM). They should also be taught where to find support and that it is a criminal offence to perform or assist in the performance of FGM or fail to protect a person for whom you are responsible from FGM. As well as addressing this in the context of the law, pupils may also need support to recognise when relationships (including family relationships) are unhealthy or abusive (including the unacceptability of neglect, emotional, sexual and physical abuse and violence, including honour-based violence and forced marriage)

    NEW CONTENT RSE 2020 HEADINGS
    ----------HEALTH EDUCATION---------------
    Topic 1: Mental Wellbeing (content large)
    Topic 2: Internet safety + Harmful behaviour (content large)
    Topic 3: Physical Health and Fitness (content small)
    Topic 4: Healthy Eating (content small)
    Topic 5: Drugs + Tobacco + Alcohol (content large)
    Topic 6: Health & Prevention (content Medium)
    Topic 7: First Aid (content Small)
    Topic 8: Changing Adolescent body – Puberty (content Medium

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    NEW CONTENT RSE 2020 HEADINGS

    ----------RELATIONSHIPS AND SEX EDUCATION---------------
    Topic 1: Families (content large)
    Topic 2: Respectful Relationships including Friendships (content large)
    Topic 3: Online and Media (content Large)
    Topic 4: Being safe (content large)
    Topic 5: Intimate & Sexual Relations, Including Sexual Health (content large)

    Download the Statutory DfE guidance HERE

    THE LAW THAT SHOULD BE TAUGHT
    Key aspects of the law relating to sex which should be taught include the age of consent, what consent is and is not, the definitions and recognition of rape, sexual assault and harassment, and choices permitted by the law around pregnancy.
    marriage
    • consent, including the age of consent
    • violence against women and girls
    • online behaviours including image and information sharing (including ‘sexting’, youth-produced sexual imagery, nudes, etc.)
    • pornography
    • abortion
    • sexuality
    • gender identity
    • substance misuse
    • violence and exploitation by gangs
    • extremism/radicalisation
    • criminal exploitation (for example, through gang involvement or ‘county lines’ drugs operations)
    • hate crime
    • female genital mutilation (FGM)

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    RSE WRITTEN POLICY
    Content to be included detailed on pages 11 and 12 of the RSE draft consultation document
    Right to be Excluded from RSE – Contained on Page 17 of the RSE draft consultation document
    SEPARATE ISSUES
    FINANCIAL EDUCATION / CAREERS – Still important and should be taught alongside.

    SEN SUPPORT IDEAS
    • create Top Five or Top Ten tips for a friend
    • create pictures or posters to share an idea, strategy, p or emo on
    • categorise a series of examples as same/different
    • structured role plays (include frequent ‘stop and discuss’ moments)
    • use objects, photos, or symbols to help students identify emotions, options or strategies
    • create photos or pictures to explain example scenarios
    • games
    • model and practice scenarios
    • Create story maps – link to soap opera stories
    • Explain clearly before lesson key words with vocabulary cards
    • Deploy a teaching assistant to provide support and scaffolding
    • Pair learner with a trusted learning partner
    • Prepare sheets with emojis for students to use to express their feelings

    RESILIENCE AND CHARACTER BUILDING
    These should include character traits such as belief in achieving goals and persevering with tasks, as well as personal attributes such as honesty, integrity, courage, humility, kindness, generosity, trustworthiness and a sense of justice, underpinned by an understanding of the importance of self-respect and self-worth
    providing planned opportunities for young people to undertake social action, active citizenship and voluntary service to others locally or more widely.

    RSE DELIVERED THROUGH OTHER AREAS OF THE CURRICULUM
    SCIENCE

    At key stage 3 and 4, it includes teaching about reproduction in humans; for example, the structure and function of the male and female reproductive systems, menstrual cycle, gametes, fertilisation, gestation, birth and HIV/AIDS.

    COMPUTING
    e-safety, with progression in the content to reflect the different and escalating risks that young people face as they get older. This includes how to use technology safely, responsibly, respectfully and securely, how to keep personal information private, and where to go for help and support.

    PE
    For example, health education can complement what is taught through PE by developing core knowledge and broader understanding that enables people to lead healthy, active lives

    WIDER CURRICULUM AND SCHOOL OPPORTUNITIES
    The curriculum on health education should similarly complement, and be supported by, the school’s wider education on healthy lifestyles through physical education, food technology, science, sport, extra-curricular activity and school food.

    ASSESSMENT
    For example, tests, written assignments or self- evaluations, to capture progress.

    IDEAS
    Lessons that teach about an issue
    Lessons that teach how to manage an issue

    #DfE #Health2020 #RSE2020 #PSHE
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    Here is another Example shared by Jamaine Johnson as to one approach you could take to mapping the new DfE statutory reforms to your schools curriculum.
    Attachment
    Relationships, Sex & Health Education Curriculum Map -Statutory Elements 2020 (24K)
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