Relationship Health Education at All Souls' CE
Relationship Health Curriculum Rationale
At All Souls’ CE we are informed citizens! We want our children to be able to care for themselves and risk assess their own environments are react appropriately and safely. The RHE curriculum has been carefully crafted so that our children develop their knowledge and understanding of the wider world context. As a pilot school for the DfE we have embraced the new statutory curriculum and made this relevant to our school context. We want our children to remember their RHE lessons in our school, to cherish these memories and embrace the opportunities they are presented with! The visiting ‘Life Caravan’ provides a unique opportunity for pupils to learn about age related health issues and address concerns such as drug addiction and the effects of alcohol. Pupils visit ‘Crucial Crew’ here they learn about how to devise a fire plan for their home and about the dangers and possible consequences of playing on railway lines and near water. Pupils visit the local fire station and take part in an inter school quiz following education around the dangers of fire and the work of the fire brigade.
The RNLI (The Royal National Lifeboat Institution) provides an annual visit for relevant year groups to support pupils’ understanding of safety at the seaside and how to have fun in a safe way. ‘Bikeability’ safety and skill lessons for early years, KS1 and KS2 enhances road awareness. Pupils are taught how to balance a bike, use the road safely and how to skilfully ride a bike on the road in upper KS2.
Pupils are taught basic first aid and visiting specialist prepare older pupils to provide CPR where necessary.
Bringing RHE alive is important at All Souls’ CE Community Primary School.
The relationship, health education curriculum promotes engagement, understanding and a thirst for learning. It is ambitious and empowers our children to become independent and resilient – like all curriculum areas.
We want to equip pupils with not only the minimum statutory requirements of the relationship health education but to prepare them for the opportunities, responsibilities and experiences of later life. For example, the practical application and many experiences the pupils have bring this curriculum to life. We are committed to putting relationship, health education on the map here at All Souls’ CE Community Primary.
We want our children to use the context of our locality and the inherent contextual issues such as gang violence, child sexual exploitation, domestic abuse etc. to form the basis of age appropriate teaching and learning in RHE. We want to learn from visitors to school, visits out of school and pupils’ home experiences as a focus for practical experience. We expect our pupils to respect others, co-operate with one another and appreciate what they have. We achieve this by providing a strong RHE curriculum, with British Values and our core values placed at the heart of everything we do. This often feeds into the relationship, health education curriculum. For example, children from Years 4 and 5 went on an enrichment trip to the local food centre. The children were invited into the Heywood Food Centre to observe first-hand the value of community care. They had the opportunity to donate the collection of food from the school Harvest and had the opportunity to see where the food was stored for those less fortunate. Pupils were able to box food and discussed the essential dietary requirements for healthy eating.
We enrich their time in our school with memorable, unforgettable experiences and provide opportunities which are normally out of reach – this piques their interests and passions. For example, It is not everyday you get to meet the Royal Navy! The pupils experienced a visit from the Royal Navy to link learning with professional career development. The visit involved the Royal Navy landing a helicopter on the school field and then discussing their roles with the pupils. Every class had an opportunity to visit the cockpit and see the helicopter up-close. We firmly believe that it is not just about what happens in the classroom, it is about the added value we offer to really inspire our children.
An annual review of the RHE curriculum is conducted. Using the national statutory RHE framework we allocated learning and experiences to all year groups in school. On the back of the findings from the audit, the relationship, health education curriculum has been carefully built and the learning opportunities and assessment milestones for each year group crafted to ensure progression and repetition in terms of embedding key learning, knowledge and skills. At All Souls’ CE Community Primary School we follow the relationship, health education DfE document and staff have attended the DfE pilot training. Children are taught to understand and respect the importance of safety in the world around them. The syllabus aims to allow pupils to explore themes and concepts within relationship, health education drawing on beliefs from a range of local contexts and worldviews. We aim to ensure that the RHE curriculum is challenging, dynamic and relevant to pupils of all ages.
Relationships, health education has subject specific characteristics, which we expect the children to learn and these have been developed and shared with all stakeholders. These characteristics underpin all work in RHE and form a focal point for display areas and provide a common subject specific vocabulary for staff and pupils.
We have organised year group curriculums following the DfE guidance. The mapping of the content provides the long-term planning grid. All year groups learn the same theme at different expectation end-points. Staff are closely supported with content for delivery through pupil booklets devised by the subject leader and the SLT. The vast majority of subjects are taught discretely but staff make meaningful links across subjects where applicable. They link prior knowledge to new learning to deepen children’s learning.
Our short-term plans are produced on a weekly and daily basis. We use these to set out the learning objectives for each lesson, identifying engaging activities and resources which will be used to achieve them.
Relationship, health education is taught on a weekly basis. This helps to ensure sufficient time is allocated to relationship, health education and that the subject matter can be revisited frequently. We believe that by crafting our curriculum this way, we improve the potential for our children to retain what they have been taught, to alter their long-term memory and thus improve the rates of progress they make.
We use both formative and summative assessment information in every relationship, health education lesson. Staff use this information to inform their short-term planning and short-term interventions. This helps us provide the best possible support for all of our pupils, including the disadvantaged and the more able. The assessment milestones for each phase have been carefully mapped out and further broken down for each year group. This means that skills in relationship, health education are progressive and build year on year.
Our staff use relationship, health education formative assessment methods to systematically assess what the children know as the subject progresses and informs their future planning. These formative assessment grids then inform summative assessment judgements for each aspect taught.
Assessment information is collected three times a year and analysed as part of our monitoring cycle. This process provides an accurate and comprehensive understanding of the quality of education in relationship, health education. A comprehensive monitoring cycle is developed at the beginning of each academic year. This identifies when monitoring is undertaken. Monitoring in relationship, health education includes: book scrutinies, lesson observations and/or learning walks, pupil/parent and/or staff voice.
All of this information is gathered and reviewed. It is used to inform further curriculum developments and provision is adapted accordingly.
At All Souls' CE Primary School, we are