St Botolph's considers that Relationships and Sex Education and Health Education (RSHE) is an integral part of the Personal, Social, Citizenship, Health and Economic (PSCHE) Education curriculum.
We aim to offer pupils a carefully planned programme on human development, relationships and family life within a safe, comfortable atmosphere and in a relaxed relationship between teacher and pupil. The programme is set within a moral framework and matched to the pupils’ level of maturity. These aims complement those of the science curriculum in KS1 and KS2.
Our RSHE & PSHE is taught through our One Life programme following a deliberately planned and carefully sequenced curriculum which goes above and beyond the Department for Education’s statutory guidance.
One Life, is a universal offer for personal development, explicitly teaches all children how to live their ‘one life’ well. The clear end goal of the programme is to ensure that all pupils know how to live a healthy, safe and happy life and know to manage their academic, personal and social lives in a positive way.
At the heart of One Life is building strong mental, physical and social fitness. Each statutory requirement has been broken down into age-appropriate content which has been sequenced and connected to ensure that children know more and do better. The content is repeated deliberately to ensure that children know more, remember more and do more with it. The content also covers children’s spiritual, moral, cultural and social development whilst ensuring that they grow with their character with British Values at the heart.
Through One Life, RSHE content is broken down into 3 strands:
- Mental Fitness;
- Physical Fitness and
- Social Fitness.
We are passionate in our belief that, for our children to grow into happy, healthy and well-rounded young people and adults, we must teach them, explicitly, how to develop mentally, physically and socially.
One Life helps to offer a relational approach into practice addressing the following:
- Developing Relationships (staff to pupil, pupil to pupil and pupil to self)
- Responding and Calming (supports co-regulation leading to improved self-regulation, calm responses, and managing crisis well)
- Repairing and Restoring (staff to pupil, pupil to pupil and pupil to self)
- Supporting inclusion (helps to support experiences of adversity and trauma as well as addressing the impact of being over-sanitised and entitled)
- Setting boundaries (for themselves and understanding others) (Wakefield Educational Psychology Service, Relate to Educate, August 2023)
The programme goes beyond the statutory requirements for RSHE to ensure that children really understand themselves, and how to show up as their best selves in this increasingly demanding and challenging world. It helps them to build their self-awareness and knowledge, so they can exercise their free will with love and care, for both themselves and others.
This programme of work covers the following statutory components of the Relationships and Sex Education (RSE) and Health Education guidance and ensures that all of this content is taught and not told:
• Families and People who Care for Me
• Caring Friendships
• Respectful Relationships
• Online Relationships
• Being Safe
• Personal Safety
Physical Health and Mental Well-being:
• Mental Wellbeing
• Online Safety and Harms
• Physical Health and Fitness
• Healthy Eating
• Drugs, Alcohol and Tobacco -Y5/Y6
• Health and Prevention
• Basic First Aid
• Changing Adolescent Body (Developing Bodies) -Y5/6
This should not be taught before year 4. Pupils should know: 1. about growth, change and the changing adolescent body. This topic should include the human lifecycle. Puberty should be mentioned as a stage in this process. 2. the key facts about the menstrual cycle, including physical and emotional changes.
It also supports the Spiritual, Moral, Social and Cultural development and ethos as well as promoting British Values and the Equal Opportunities Act and supports the awareness of the Protected Characteristics. It supports culture, character and personal attributes and growth for every pupil.
Our One Life content is broken down into key challenges:
Teaching RSHE in EYFS
RHSE is intertwined throughout our EYFS curriculum.
Our children learn how to:
- Ask questions and express their ideas
- Care for the natural world around them
- Show empathy to others
- Be resilient in the challenges they face
- Curiosity about the world around them
- Appreciate different religions and cultural communities in their hometown and around the world
Children’s personal, social and emotional development (PSED) is fundamental for children to live healthy and happy lives. At St Botolph's we teach our children key skills that enable them to build positive relationships, manage their emotions and those of others, develop a positive sense of self and build their resilience. Through high quality adult interactions, children will be taught how to build good friendships, co-operate and resolve conflict leading them to become independent, confident learners in all aspects of school life.
Each prime area is divided into early learning goals, for PSED these are:
- Self-Regulation - Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly; - Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate; Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.
- Managing Self - Be confident to try new activities and show independence, resilience and perseverance in the face of challenge; Explain the reasons for rules, know right from wrong and try to behave accordingly; Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.
- Building Relationships - Work and play cooperatively and take turns with others; Form positive attachments to adults and friendships with peers; Show sensitivity to their own and to others' needs.
One Life Morning Routine
Each morning we everyone starts the day in 4 steps:
* Meet and Greet using safe touch greetings
* Journaling to clear the mind
* Mindful minute to clear the mind and get into the 'Power of Now' Zone
* Positive Affirmations
* Words of Wisdom
