The Intent, Implementation and Impact statements for RSE
What is Relationships education?
We want all children to grow up healthy, safe and able to manage the opportunities of Modern Britain. That is why, from September 2020, all Primary age children will be taught Relationships and Health Education as part of the Curriculum.
To design a curriculum with appropriate subject knowledge, skills and understanding to fulfil the three strands of Health and wellbeing, Relationships and Living in the wider world.
Relationships to include beginning of Sex Education as appropriate to our KS2 children.
Our curriculum will enable our children to become healthy, independent and responsible members of society. It aims to help them understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up. We provide our children with opportunities for them to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society.
Our children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community.
At Woodrow we deliver the RSE curriculum by utilising first-hand experience and sharing good practice and it is every staff members responsibility to do this by being a role model and having high expectations of the Woodrow pupils.
The school curriculum will focus on the three strands of Health and wellbeing, Relationships and Living in the wider world.
All staff to be aware of the themes and issues being taught in the KS1/KS2 assemblies on Tuesdays and Wednesdays weekly and be able to provide opportunities to discuss, carry on learning and complete the supporting RSE activities back in class.
(Copy of this terms assemblies and follow up learning at end)
Children to have access to key knowledge, language and meanings to understand RSE and to use across the wider curriculum and in each Mantle of learning as appropriate.
Working class or individual journals (Big floor books or displays) can be used to record responses to and progress in RSE sessions.
The journals/ big books could travel on with children to the next year group so they can look back on their learning and reflect.
Termly activities / projects to create a RSE project will give a whole school feel, while providing evidence and fun. E.g. RSE day.
Children will demonstrate a healthy outlook towards school – attendance will be in-line with National and behaviour will be good.
Children will demonstrate a range of skills and strategies to live a healthy, safe, fulfilling, responsible and balanced life.
Children will develop values in order for them to become a positive citizen in a forever changing community.
RSE will be an integral part of school assemblies and classroom learning, where children’s spiritual, moral, social and cultural curiosity will be stimulated, challenged and nurtured.
Two assemblies led by Emma Taylor to be added one per half term
Follow up activities to be done in class
Week 1 Draw a simple Gingerbread outline on sugar paper recap message from assembly about getting a good night’s sleep you can re-watch you tube “why do we need sleep?”
KS 1 add post it’s with words on to say what our bodies do while we are asleep i.e. rest, heal, grow,
KS2 write a positive and negative post it explaining simply what sleep does for us and what we might miss out on if we can’t get up in the morning
Week 2 Have a simple grid with room for pictures (and writing)
Both ks1 and Ks2 could have a go at designing a bedtime routine (A bedtime story being read or reading by themselves as appropriate)
Week 3 Exercise should be all about FUN
KS1 Set up a little circuit of exercises make it fun how many bounces , catches, skips, hops etc. and challenge each child to do the exercise twice they can try to best their own first score.
KS2 Set up a little circuit of exercises make it fun how many bounces , catches, skips, hops etc. and challenge each child to do the exercise twice they can try to best their own first score and focus on raising your heart beat. Take a pulse rate count before and after exercise. How has it changed?
Week 4 Design a plate of food that might encourage a younger person to try to eat something they may not have tried before i.e.
You can go mad and provide the fruit or just get them to draw it
There are opportunities to get children to taste something they may not have tried before but check class for food allergies first
Week 5 KS1 Design a healthy lunchbox use the lunch box outline and things to cut out and place in to create the healthiest lunch box you can.
KS2 Create a healthy eating meal. Use the plate partitioned into size portions of protein etc. and cut or draw and label the different types of food to make up your healthy balanced meal.
KS1 Sequence how to clean your teeth in pictures
KS2 Write instructions as to how to clean your teeth to match the pictures provided
After half term follow up activities to be done in class
Week 1 Discuss that we ALL have worries and have to learn how to handle them
Read “The making of Milton” E book from twinkl
KS1 Can make a class worry monster to post our worries into
KS2 Can discuss the feelings and changes to our bodies that we can experience if we are worried
Write a worry to put in a class worry monster (made by SEN in class)
Week 2 KS1 Use “Being safe with medicine” Twinkl PowerPoint which gives scenarios involving children dealing with medicine, lots of discussion on what the child in each scenario should do next
KS2 Use “Medicine safety” Twinkl PowerPoint which builds on from assembly themes touching on when to seek medical help if too much medicine is taken. Choice of 2 activities Design a poster to teach children to be safe with medicine or Use the “Being safe with medicines what should you do if” cards which a copy of is in the RSE folder.
Week 3 KS1 will need a practical session. On the playground or in the blue room or Hall Role play using the children as cars etc. how to cross the road safely Stop Look Listen etc.
KS2 Road safety- Use the “Think Be ready for the unexpected “to reinforce road safety
Also in groups get the children to think of the risks, dangers or Hazards that they might encounter if they choose to play in any of these scenarios e.g. Playground, near open water, a skate park, near a railway line, by a building site etc. Discuss what a Danger, Risk or Hazard might be?
Week 4 KS1 Think of their support networks at school and with their families at home Draw around their hands on the palm write school and family. On each of the fingers and thumb write a name of someone you trust who you could go and have a chat with if you had a problem.
KS2 SEN activity as above and then Try the Peer pressure scenario game
All scenarios and reflection question sheets in RSE folder
Week 5 Sort the secrets into good and bad secrets
KS1 can do this physically by listening and running to the labels good or bad secret. Can they offer a reason for their choice?
KS2 sort the written secrets into good and bad offering reasons for their choices