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Whitemoor Academy

A 'Take Care' school that encourages pupils to 'Dare to be Different'

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RSHE Curriculum

Last year, before our Relationships, Sex and Health Education (RSHE) curriculum was taught, we completed the following steps: 

  • Consultation with parents
  • Staff Training 
  • Parent/Carer video explanation sent out to parents
  • RSE specific email set up to provide opportunities to ask questions
  • Parents/Carers of Y6 children given the option to opt out of sex education lessons (scroll down for more information about this)


Please note that whereas Sex Education will not be compulsory (as this can be opted out of where it is taught: Year 6), we legally have to teach Relationships Education, which aims to put in place the building blocks needed for positive and safe relationships of all kinds. 

From September 2020, Relationships, Sex and Health Education (RSHE) became a statutory subject. It forms part of the Personal, Social, Health and Economic Education (PSHEE) curriculum and will be taught to all year groups. This covers the following:


  • Relationships Education: building positive and healthy relationships with friends and family members, respect for others, online relationships, positive emotional and mental wellbeing and staying safe;

  • Sex Education: relationships and health, including puberty. The delivery of these lessons will be age appropriate for all year groups. 

  • Health Education: teaching the characteristics of good physical health and mental wellbeing.


At Whitemoor Academy, we believe in providing our pupils with a broad and balanced curriculum, which includes comprehensive RSHE learning. A number of lessons are taught from EYFS to Year 6 using the Christopher Winter Project (CWP) resource: ‘Teaching SRE with Confidence in Primary Schools.’ This programme was designed to reflect the recent statutory guidance for delivery of RSHE in primary schools, alongside the Science National Curriculum, and has been quality assured by the PSHE Association.


Below you can find an outline of the lesson themes and some example resources from the Christopher Winter Project.

An overview of the lesson themes

The Department for Education's guidance for schools on relationships education and health education outlines these expectations for all pupils to achieve by the time they leave in Year 6. It has been divided into 5 key areas, many of which are covered through our use of the CWP. 


Families and people who care for me

  • 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 other people’s 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

  • 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, honesty, trust and trustworthiness, loyalty, kindness, generosity, 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

  • The importance of respecting others, even when they’re 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 cyber-bullying), 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

  • That people sometimes behave differently online, including by pretending to be someone they’re not
  • That the same principles apply to online relationships as to face-to-face relationships, including the importance of respect for others online (even when we’re 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’ve never met
  • How information and data is shared and used online


Being safe

  • 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’s 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/unsafe physical and other contact
  • How to respond safely and appropriately to adults they may encounter (in all contexts, including online) who they don’t 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’re heard
  • How to report concerns or abuse, and the vocabulary and confidence they need to do so
  • Where to get advice (e.g. family, school, other sources)

Year 6 Sex Education lessons

The Sex Education themes that will be covered in Year 6 are as follows:

  • Puberty and reproduction
  • Understanding relationships
  • Conception and pregnancy
  • Communication in relationships


There is no right to withdraw from Relationships Education as the Government guidance states.

How does this relate to our other curriculum areas?

Our RSHE curriculum involves children learning about reproduction, sexuality and sexual health. It does not promote early sexual activity or any particular sexual orientation. 


Some parts of sex education are compulsory - these are part of the National Curriculum for Science.


As mentioned above, our RSHE curriculum forms part of our PSHEE curriculum. For more information about the key areas covered in our PSHEE curriculum, follow this link:

Objectives from the Science, PE and Computing curriculums that link to RSHE are in the document below: