Pupils can recognise a wide range of relationships, including the attributes of positive, healthy relationships.
relationship, public, private
It is important for pupils to feel comfortable to talk about all the relationships which matter to them, including those with non-blood relatives, pets etc. It is also important that pupils can equally celebrate the different types of families within which they live including foster families, same sex parents, grandparents etc.
My body 1
Pupils know how their body may change as they grow and develop, how to care for their body and celebrate their uniqueness.
penis, vulva, hygiene
Be mindful of pupils who are physically very different from most other pupils due to disability, early onset puberty, born intersex etc. It is also important to be sensitive to pupils who are gender questioning or identify as transgender. It might be appropriate to include relevant variations within the lesson activities to ensure all pupils are fully included and lesson content is relevant. When talking to pupils about the body it is helpful to avoid the term 'normal', exchanging this term for 'natural'. Encourage scientific terms for the body, including genitalia.
Stop, shake, spread
My body 2
Pupils can reflect on how their body has changed and anticipate body changes, understanding that some are related to puberty.
Pupils may have been told a variety of stories about how babies are made or may not have been told anything and have a developing curiosity. This lesson does not address the issue of conception, but focuses on the development of the human being from conception through to puberty. If pupils raise questions about sexual intercourse or conception explain this is something they will learn about in Year five/six RSE, or they could ask a trusted adult at home. Pupils may have been born with a range of different family circumstances. It is important to take these into consideration when completing the final box of the worksheet in Activity one. This can be achieved by not assuming every pupil has met both parents, instead asking 'who was excited to welcome you into the world'. For a looked after child who is not sure, encourage them to draw the first person they remember.
I started as an egg!
How I've changed and developed
My rights and responsibilities 1
Pupils understand the right to protect their body from unwanted touch.
penis, testicles, vulva, vagina
Some pupils may have already experienced unwanted and/or sexual touching. This may make it harder for them to engage in this lesson and use appropriate behaviours. It is important for you to demonstrate an openness in discussing this sensitive topic so pupils see you are someone who is willing to talk about it. As this lesson has the potential to enable safeguarding disclosures ensure pupils know who and when to talk to a trusted adult in school. It is advisable to notify the school safeguarding leads and pastoral support workers that you will be teaching this lesson, allowing them to prepare for any disclosures. Ensure that you are familiar with the safeguarding policy and procedures within your school.
To touch or not to touch?
My rights and responsibilities 2
Pupils know that marriage is a commitment freely entered into by both people and that no one should marry if they don't absolutely want to or are making the decision freely for themselves.
marriage, arranged marriage, forced marriage
Pupils will have differing views on marriage depending on their family circumstances, faith and personal views. Be aware of pupils who live in families where parents have not married, separated or divorced by talking inclusively and sensitively about the quality of a relationship, love, respect and trust. Talk equally favourably of people who are not in a romantic relationship.