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RSE and PSHE

From September 2020, Relationships Education became compulsory for all pupils receiving primary education.  

The DFE guidance defines RSE as “lifelong learning about physical, moral and emotional development.  It is about the understanding of the importance of marriage and family life, stable and loving relationships, respect, love and care.  It is also about the teaching of sex, sexuality and sexual health.”[1]  It is about the development of the pupil’s knowledge and understanding of themselves about what it means to be fully human, called to live in right relationships with self and others and being enabled to make moral decisions in conscience.  The DFE identifies three main elements: “attitudes and values, personal and social skills, and knowledge and understanding”.

INTENT

The Rationale behind RSE at St Anne's

“I have come that you might have life and have it to the full”    John 10:10

At St Anne's we are involved in relationships and sex education precisely because of our Christian beliefs about God and about the human person.  The belief in the unique dignity of the human person made in the image and likeness of God underpins the approach to all education in a Catholic school.  Our approach to RSE is therefore rooted in the Catholic Church’s teaching of the human person and presented in a positive framework of Christian ideals.

At the heart of the Christian life is the Trinity, Father, Son and Spirit in communion, united in loving relationship and embracing all people and all creation.  As a consequence of the Christian belief that we are made in the image and likeness of God, gender and sexuality are seen as God’s gift, reflect God’s beauty, and share in the divine creativity.  RSE, therefore, is placed firmly within the context of relationship as it is there that sexuality grows and develops.

Following the guidance of the Bishops of England and Wales and as advocated by the DFE (and the Welsh Assembly Government) RSE is firmly embedded in the PSHE framework as it is concerned with nurturing human wholeness and integral to the physical, spiritual, emotional, moral, social and intellectual development of pupils.  It is centred on Christ’s vision of being human as good news and will be positive and prudent, showing the potential for development, while enabling the dangers and risks involved to be understand and appreciated.

All RSE is in accordance with the Church’s moral teaching.  It emphasises the central importance of marriage and the family whilst acknowledging that all pupils have a fundamental right to have their life respected whatever household they come from and where pupils in our school community have different values from ours, our priority would always be to include them and to support them pastorally as appropriate.

Adaptations are made to all RSE and PSHE lessons to ensure that all children are able to access the curriculum and are not disadvantaged by Special Educational Needs or Disability.

Please see the Policy for more information.

 

[1] Sex and Relationship Education Guidance, DfEE, 2000

IMPLEMENTATION

At St Anne's we ensure that RSE is sensitive to the different needs of individual pupils in respect to pupils’ different abilities, levels of maturity and personal circumstances and is taught in a way that does not subject pupils to discrimination. Lessons will also help children to realise the nature and consequences of discrimination, teasing, bullying and aggressive behaviours (including cyber-bullying), use of prejudice-based language and how to respond and ask for help. 

We use two schemes to support our planning and learning; in PSHE we use the 1decision scheme from Years 1 to 6 and in RSE we use 10:10. 

In the EYFS we use the Development Matters document to support our planning in PSED. 

 

BROAD CONTENT OF RSE

Three aspects of RSE – attitudes and values, knowledge and understanding, and personal and social skills will be provided in three inter-related ways: the whole school/ethos dimension; a cross-curricular dimension and a specific relationships and sex curriculum.

The children cover 3 modules:

• Created and Loved by God – explores the individual. Rooted in the teaching that we are made in the image and likeness of God, it helps children to develop an understanding of the importance of valuing themselves as the basis for personal relationships.

• Created to Love Others – explores the individual’s relationship with others. Building on the understanding that we have been created out of love and for love, this module explores how we take this calling into our family, friendships and relationships, and teaches strategies for developing healthy relationships and keeping safe.

• Created to Live in a Community – explores the individual’s relationship with the wider world. Here we explore how human beings are relational by nature and are called to love others in the wider community through service, through dialogue and through working for the Common Good.

IMPACT

Throughout the year St Anne's acknowledge themed days and weeks to enable our children to be aware of discrimination, bullying, their and other's mental well being, internet safety and the wider world. 

Mental Well-being Week 1st - 7th February

This was a very special week in which self-worth, self-care and self-expression took centre stage.

This year’s focus was ‘Express Yourself’ and activities focussed on creative ways in which children can share feelings, thoughts or ideas through art, music, writing, poetry, dance and drama. It was really important for staff to express that it is important for our pupils to take care of their mental health. 

Our children – in school and at home – had a great time expressing themselves in all sorts of ways.

Nursery and Reception

In EYFS and Key Stage 1 the children read the book ‘The Worrysaurus’. They thought about the things that worry them and what they can do to stop the butterflies in their tummy flying around, by drawing things to put in the happy tins. 

Year 1

Year 1 identified emotions, discussing emotions and using art to calm emotions.

Year 2

Year 3

Charlotte – in Year 3 – expressed her emotions through writing.

Dear Diary,

You won't believe what happened this morning! When I woke up I came downstairs and ate my cornflakes. Completely forgetting about my eighth tooth under my pillow. I raced back upstairs happy and excited. I picked up the pillow and found that my tooth was still wrapped in a tissue. I slowly came back downstairs feeling sad and upset. Had the tooth fairy forgotten? My mum said that the tooth fairy had not forgotten but had struggled to get to our house because of the flooded river. I felt sad and worried for the tooth fairy. What if something had happened to her near the river? My mum told me that she would come tonight and not go near the river. But will find another way to my bedroom. I felt hopeful, pleased and happier now that my mum had explained. Fingers crossed, the rain won’t keep her away!

Suzy in Year 3 has been thinking about how to be a good listener.

1. First, pay attention and look calm

2. Don't interrupt

3. Don't laugh

4. Don't make it look like it was the most shocking thing you've ever heard.

5. Ask an adult for help if needed.

Year 5 and 6

Enjoyed the relaxing effect of sewing.

 

Red Nose Day - Friday 19th March

Anti-bullying Week - Summer Term Date TBC

INTEREST ZONE

https://www.childrensmentalhealthweek.org.uk/parents-and-carers/

 TenTen have produced a prayer video to be used in school and at home. https://www.tentenresources.co.uk/children-mental-health-week-teachers/

The video:

• Helps children to know that, not only do they have special people around them who they can and should share their feelings with, they also have a friend in Jesus who is always listening and always loving.

• Introduces the idea of looking after our mental health through creative expression.

• Acknowledges the difficult time that everyone is having at the moment and suggests that the way through it is with love, kindness and generosity.

• Explains that, as we are made in the image of our creator God, expressing ourselves creatively is innate.

• Challenges pupils to plan their own creative outlets

 

 

 

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