Our relationships and sex education learning is covered by our PHSE curriculum.

As part of their wider “stage, not age” PHSE learning programme, students must demonstrate knowledge and understanding of each of the following RSE learning targets before progressing:

Levels P1 & P2 (KS1 Equivalent)

• how to name the main parts of the body including external genitalia (e.g. vulva, vagina, penis, testicles)
• the roles different people (e.g. acquaintances, friends and relatives) play in our lives
• how to identify the people who love and care for them and what they do to help them feel cared for 
• different types of families including those that may be different to their own
• how to identify common features of family life
• how it is important to tell someone (such as their teacher) if something about their family makes them unhappy or worried
• how people make friends and what makes a good friendship 
• how to recognise when they or someone else feels lonely and what to do
• simple strategies to resolve arguments between friends positively
• how to ask for help if a friendship is making them feel unhappy
• how to recognise that some things are private and the importance of respecting privacy
• that parts of their body covered by underwear are private
• how sometimes people may behave differently online, including by pretending to be someone they are not
• how to respond safely to adults they don’t know
• how to respond if physical contact makes them feel uncomfortable or unsafe
• knowing there are situations when they should ask for permission and also when their permission should be sought
• the importance of not keeping adults’ secrets (only happy surprises that others will find out about eventually) 
• basic techniques for resisting pressure to do something they don’t want to do and which may make them unsafe 
• what to do if they feel unsafe or worried for themselves or others
• who to ask for help and vocabulary to use when asking for help – and the importance of keeping trying until they are heard
• what is kind and unkind behaviour and how this can affect others 
• how to treat themselves and others with respect
• how to be polite and courteous 
• how to recognise the ways in which they are the same and different to others
• how to listen to other people and play and work cooperatively
• how to talk about and share their opinions on things that matter to them.

Level P3 & P4 (Early KS2 Equivalent)

• how to identify the external genitalia and internal reproductive organs in males and females and how the process of puberty relates to human reproduction
• the physical and emotional changes that happen when approaching and during puberty (including menstruation, key facts about the menstrual cycle and menstrual wellbeing, erections and wet dreams)
• how hygiene routines change during the time of puberty
• the importance of keeping clean and how to maintain personal hygiene 
• the processes of reproduction and birth as part of the human life cycle
• how babies are conceived and born (and that there are ways to prevent a baby being made)
• how babies need to be cared for
• where to get more information, help and advice about growing and changing, especially about puberty
• how to recognise that there are different types of relationships (e.g. friendships, family relationships, romantic relationships, online relationships)
• how people may be attracted to someone emotionally, romantically and sexually and that people may be attracted to someone of the same sex or different sex to them
• how gender identity and sexual orientation are different
• marriage and civil partnership as a legal declaration of commitment made by two adults who love and care for each other, which is intended to be lifelong
• how forcing anyone to marry against their will is a crime and that help and support is available to people who are worried about this for themselves or others
• how people who love and care for each other can be in a committed relationship (e.g. marriage), living together, but may also live apart
• how a feature of positive family life is caring relationships and about the different ways in which people care for one another
• how to recognise and respect that there are different types of family structure (including single parents, same-sex parents, step-parents, blended families, foster parents)
• how families of all types can give family members love, security and stability
• how to recognise other shared characteristics of healthy family life, including commitment, care, spending time together; being there for each other in times of difficulty
• how to recognise if family relationships are making them feel unhappy or unsafe and how to seek help or advice
• the importance of friendships and strategies for building positive friendships
• how positive friendships support wellbeing
• what constitutes a positive healthy friendship (e.g. mutual respect, trust, truthfulness, loyalty, kindness, generosity, sharing interests and experiences, support with problems and difficulties) and that the same principles apply to online friendships as to face-to-face relationships
• how to recognise what it means to ‘know someone online’ and how this differs from knowing someone face-to-face
• the risks of communicating online with others not known face-to-face
• the importance of seeking support if feeling lonely or excluded
• how healthy friendships make people feel included
• how to recognise when others may feel lonely or excluded and strategies for how to include them
• strategies for recognising and managing peer influence and a desire for peer approval in friendships
• how to recognise the effect of online actions on others
• how friendships can change over time, about making new friends and the benefits of having different types of friends
• how friendships have ups and downs and strategies to resolve disputes and reconcile differences positively and safely
• how to recognise if a friendship (online or offline) is making them feel unsafe or uncomfortable and how to manage this and ask for support if necessary
• how people may feel if they experience hurtful behaviour or bullying
• how hurtful behaviour (offline and online) including teasing, name-calling, bullying and deliberately excluding others is not acceptable
• how to report bullying and the importance of telling a trusted adult
• the impact of bullying, including offline and online, and the consequences of hurtful behaviour 
• strategies to respond to hurtful behaviour experienced or witnessed, offline and online (including teasing, name-calling, bullying, trolling, harassment or the deliberate excluding of others
• how to report concerns and get support 
• discrimination: what it means and how to challenge it
• privacy and personal boundaries
• what is appropriate in friendships and wider relationships (including online)
• why someone may behave differently online, including pretending to be someone they are not and strategies for recognising risks, harmful content and contact and how to report
• how to respond safely and appropriately to adults they may encounter (in all contexts including online) whom they do not know
• how to recognise different types of physical contact, what is acceptable and unacceptable and strategies to respond to unwanted physical contact 
• seeking and giving permission (consent) in different situations
• keeping something confidential or secret, when this should (e.g. a birthday surprise that others will find out about) or should not be agreed to, and when it is right to break a confidence or share a secret 
• how to recognise pressure from others to do something unsafe or that makes them feel uncomfortable and strategies for managing this
• where to get advice and report concerns if worried about their own or someone else’s personal safety (including online)
• how personal behaviour can affect other people
• how to recognise and model respectful behaviour online
• how everyone, including them, should expect to be treated politely and with respect by others (including when online and/or anonymous) in school

Level P5 & P6 (Late KS2 Equivalent)

• how to identify the external genitalia and internal reproductive organs in males and females and how the process of puberty relates to human reproduction
• the physical and emotional changes that happen when approaching and during puberty (including menstruation, key facts about the menstrual cycle and menstrual wellbeing, erections and wet dreams)
• the processes of reproduction and birth as part of the human life cycle
• how babies are conceived and born (and that there are ways to prevent a baby being made)
• where to get more information, help and advice about growing and changing, especially about puberty
• how to recognise that there are different types of relationships (e.g. friendships, family relationships, romantic relationships, online relationships)
• how people may be attracted to someone emotionally, romantically and sexually and that people may be attracted to someone of the same sex or different sex to them
• how gender identity and sexual orientation are different
• marriage and civil partnership as a legal declaration of commitment made by two adults who love and care for each other, which is intended to be lifelong
• how forcing anyone to marry against their will is a crime and that help and support is available to people who are worried about this for themselves or others
• how people who love and care for each other can be in a committed relationship (e.g. marriage), living together, but may also live apart
• how a feature of positive family life is caring relationships and about the different ways in which people care for one another
• how to recognise and respect that there are different types of family structure (including single parents, same-sex parents, step-parents, blended families, foster parents)
• how families of all types can give family members love, security and stability
• how to recognise other shared characteristics of healthy family life, including commitment, care, spending time together; being there for each other in times of difficulty
• how to recognise if family relationships are making them feel unhappy or unsafe and how to seek help or advice
• the importance of friendships and strategies for building positive friendships
• how positive friendships support wellbeing
• what constitutes a positive healthy friendship (e.g. mutual respect, trust, truthfulness, loyalty, kindness, generosity, sharing interests and experiences, support with problems and difficulties) and that the same principles apply to online friendships as to face-to-face relationships
• how to recognise what it means to ‘know someone online’ and how this differs from knowing someone face-to-face
• the risks of communicating online with others not known face-to-face
• the importance of seeking support if feeling lonely or excluded
• how healthy friendships make people feel included PS56.89 how to recognise when others may feel lonely or excluded and strategies for how to include them
• strategies for recognising and managing peer influence and a desire for peer approval in friendships
• how to recognise the effect of online actions on others
• how friendships can change over time, about making new friends and the benefits of having different types of friends
• how friendships have ups and downs and strategies to resolve disputes and reconcile differences positively and safely
• how to recognise if a friendship (online or offline) is making them feel unsafe or uncomfortable and how to manage this and ask for support if necessary
• how people may feel if they experience hurtful behaviour or bullying
• how hurtful behaviour (offline and online) including teasing, name-calling, bullying and deliberately excluding others is not acceptable
• how to report bullying and the importance of telling a trusted adult
• the impact of bullying, including offline and online, and the consequences of hurtful behaviour
• strategies to respond to hurtful behaviour experienced or witnessed, offline and online (including teasing, name-calling, bullying, trolling, harassment or the deliberate excluding of others)
• how to report concerns and get support
• discrimination: what it means and how to challenge it
• privacy and personal boundaries
• what is appropriate in friendships and wider relationships (including online)
• why someone may behave differently online, including pretending to be someone they are not and strategies for recognising risks, harmful content and contact and how to report concerns
• how to respond safely and appropriately to adults they may encounter (in all contexts including online) whom they do not know
• how to recognise different types of physical contact, what is acceptable and unacceptable and strategies to respond to unwanted physical contact
• seeking and giving permission (consent) in different situations
• keeping something confidential or secret, when this should (e.g. a birthday surprise that others will find out about) or should not be agreed to, and when it is right to break a confidence or share a secret
• how to recognise pressure from others to do something unsafe or that makes them feel uncomfortable and strategies for managing this
• where to get advice and report concerns if worried about their own or someone else’s personal safety (including online)
• how personal behaviour can affect other people
• how to recognise and model respectful behaviour online
• how to recognise the importance of self-respect and how this can affect their thoughts and feelings about themselves
• how everyone, including them, should expect to be treated politely and with respect by others (including when online and/or anonymous) in school and in wider society
• strategies to improve or support courteous, respectful relationships
• respecting the differences and similarities between people and recognising what they have in common with others e.g. physically, in personality or background
• how to listen and respond respectfully to a wide range of people, including those whose traditions, beliefs and lifestyle are different to their own
• how to discuss and debate topical issues, respect other people’s point of view and constructively challenging those they disagree with
• how to recognise reasons for rules and laws and consequences of not adhering to rules and laws
• how to recognise there are human rights, that are there to protect everyone
• about the relationship between rights and responsibilities
• the importance of having compassion towards others
• the shared responsibilities we all have for caring for other people and living things
• how to show care and concern for others

Level S7, S8 & S9 (KS3 Equivalent)

• strategies to manage the physical and mental changes that are a typical part of growing up, including puberty and menstrual wellbeing
• the purpose, importance and different forms of contraception
• how and where to access contraception and advice (see also Relationships)
• how certain infections can be spread through sexual activity and that barrier contraceptives offer some protection against certain sexually transmitted infections (STIs)
• about different types of relationships, including those within families, friendships, romantic or intimate relationships and the factors that can affect them
• indicators of positive, healthy relationships and unhealthy relationships, including online
• the similarities, differences and diversity among people of different race, culture, ability, sex, gender identity, age and sexual orientation
• the difference between biological sex, gender identity and sexual orientation
• how to recognise that sexual attraction and sexuality are diverse
• how marriage is a legal, social and emotional commitment that should be entered into freely, and never forced upon someone through threat or coercion
• how the media portrays relationships and the potential impact of this on people’s expectations of relationships
• how the portrayal of sex in the media and social media (including pornography) can affect people’s expectations of relationships and sex
• how to clarify and develop personal values in friendships, love and sexual relationships
• the importance of trust in relationships and the behaviours that can undermine or build trust
• how to evaluate expectations about gender roles, behaviour and intimacy within romantic relationships
• that everyone has the choice to delay sex, or to enjoy intimacy without sex
• how to safely and responsibly form, maintain and manage positive relationships, including online
• the qualities and behaviours they should expect and exhibit in a wide variety of positive relationships (including in school and wider society, family and friendships, including online)
• how to further develop and rehearse the skills of team working
• how to further develop the skills of active listening, clear communication, negotiation and compromise
• strategies to identify and reduce risk from people online that they do not already know; when and how to access help
• how to manage the strong feelings that relationships can cause (including sexual attraction)
• how to develop conflict management skills and strategies to reconcile after disagreements
• how to manage the influence of drugs and alcohol on decision-making within relationships and social situations
• how to manage the breakdown of a relationship (including its digital legacy), loss and change in relationships
• the effects of change, including loss, separation, divorce and bereavement; strategies for managing these and accessing support
• the services available to support healthy relationships and manage unhealthy relationships, and how to access them
• how consent is freely given
• how being pressurised, manipulated or coerced to agree to something is not giving consent, and how to seek help in such circumstances
• the law relating to sexual consent
• how to seek, give, not give and withdraw consent (in all contexts, including online)
• how the seeker of consent is legally and morally responsible for ensuring that consent has been given
• that if consent is not given or is withdrawn, that decision should always be respected
• how to gauge readiness for sexual intimacy
• the impact of sharing sexual images of others without consent
• how to manage any request or pressure to share an image of themselves or others, and how to get help
• how intimate relationships should be pleasurable
• the communication and negotiation skills necessary for contraceptive use in healthy relationships
• the risks related to unprotected sex
• the consequences of unintended pregnancy, sources of support and the options available
• the roles and responsibilities of parents, carers and children in families
• the nature and importance of stable, long-term relationships (including marriage and civil partnerships) for family life and bringing up children
• the characteristics of abusive behaviours, such as grooming, sexual harassment, sexual and emotional abuse, violence and exploitation
• how to recognise warning signs, including online
• how to report abusive behaviours or access support for themselves or others
• how to recognise bullying, and its impact, in all its forms
• the skills and strategies to manage being targeted or witnessing others being bullied
• the impact of stereotyping, prejudice and discrimination on individuals and relationships
• the unacceptability of prejudice-based language and behaviour, offline and online, including sexism, homophobia, biphobia, transphobia, racism, ableism and faith-based prejudice
• the need to promote inclusion and challenge discrimination, and how to do so safely, including online
• how to recognise peer influence and to develop strategies for managing it, including online
• the role peers can play in supporting one another to resist pressure and influence, challenge harmful social norms and access appropriate support
• how the need for peer approval can generate feelings of pressure and lead to increased risk-taking, and strategies to manage this
• the factors that contribute to young people joining gangs
• the social, legal and physical consequences of gang behaviours
• strategies to manage pressure to join a gang, exit strategies and how to access appropriate support
• motivations, misconceptions and consequences of carrying weapons and strategies for managing pressure to carry a weapon