RSHE

 

At Wincle CE Primary School, we endeavour to provide all our pupils with both a well rounded and outstanding curriculum.  RSHE is a curriculum to promote the spiritual, moral, cultural, mental and physical development of children at school and in society and prepares children for the opportunities, responsibilities and experiences of adult life. The curriculum promotes understanding of the importance of family life, stable and loving relationships, respect, love and care for others. We aim to equip our pupils with the vital skills that will help them to stay healthy, safe and be prepared for life and work in Britain today.

 

At Wincle CE Primary School, we follow the Kapow Primary RSE & PSHE scheme which covers the full breadth of learning pupils need to stay healthy, safe and prepared for life. This includes:

• Personal.

• Social.

• Health.

• Economic.

• Relationships.

• Citizenship.

• Sex education (optional).

 

The scheme is organised into strands and key areas to ensure a broad and balanced curriculum.

Key areas group learning into meaningful themes and ensure that all statutory content is covered. The strands weave throughout all units, demonstrating how pupils develop lifelong skills in managing themselves, regulating their emotions, building positive relationships and thinking critically.

Together, the strands and key areas help pupils revisit important ideas over time, building their confidence and understanding in a structured way.

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Learning builds progressively across the key areas of My healthy self, Connecting with others, The online world, Staying safe, Health protection, Citizenship and Growing up, with optional units on Sex education and First aid in Year 6. Within these key areas, pupils revisit important knowledge and concepts with increasing depth and maturity.

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Alongside this, the strands of self-regulation, managing self, building relationships and critical thinking show how pupils’ personal and social skills develop from Reception to Year 6, supporting them to make thoughtful, informed choices and to thrive in school and beyond.

 

The Statutory guidance for Relationships and Health Education outlines the knowledge, understanding and skills pupils should develop, including factual content, strategies and opportunities for reflection and personal development.

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Substantive knowledge refers to the core facts, concepts and statutory content that pupils are expected to know and understand. With Kapow, this is organised through key areas and includes:

• How families and friendships function and what respectful relationships entail.

• The physical and emotional changes that occur during puberty.

• Strategies for maintaining good mental and physical health, including sleep, diet, exercise and managing emotions.

• Safety knowledge, including first aid, online safety and the risks associated with substances.

• The rights of children and the responsibilities of citizens.

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Personal knowledge refers to pupils’ growing awareness of themselves, their feelings, values and identities.

It develops as pupils learn to recognise and name emotions, understand and respect personal boundaries and reflect on how experiences and relationships shape who they are.

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Disciplinary knowledge does not refer to a single subject discipline in the way it does in other subjects. Instead, it reflects how pupils learn to understand where guidance about health, wellbeing, relationships and safety comes from and how to judge its reliability. Disciplinary knowledge is understood as learning to question information, recognise evidence-based advice and distinguish fact from opinion. This is developed primarily through the critical thinking strand, which supports pupils to make informed and responsible decisions.

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Kapow Primary’s RSHE scheme has been designed to reflect the diversity of modern society, ensuring all pupils feel respected and represented. Lessons include scenarios featuring a wide range of characters and perspectives, allowing pupils to encounter different cultures, family structures, household situations, neurotypes and economic backgrounds. This approach helps pupils recognise that everyone’s circumstances are different and encourages them to treat others with understanding and respect.

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Across the scheme, care has been taken to avoid stereotypes and ensure that resources portray people and communities in a respectful and accurate manner. When distancing techniques are used, pupils follow a consistent set of diverse characters who grow older alongside them, helping pupils develop familiarity and empathy as they explore situations together.

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As a school, we have also decided to use the resources 'No Outsiders' to promote community cohesion to prepare young people and adults for life as global citizens.

                                                                       

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Click here to see our long term plan   

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