PSHE education

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PSHE This document contains information on what schools should do and sets out the legal duties with which schools must comply when teaching Relationships Education, Relationships and Sex Education (RSE) and Health Education: Department for Education Statutory Guidance RSE 2020.

To embrace the challenges of creating a happy and successful adult life, pupils need knowledge that will enable them to make informed decisions about their wellbeing, health and relationships and to build their self-efficacy. Pupils can also put this knowledge into practice as they develop the capacity to make sound decisions when facing risks, challenges and complex contexts. Everyone faces difficult situations in their lives. These subjects can support young people to develop resilience, to know how and when to ask for help and to know where to access support.

High quality, evidence-based and age-appropriate teaching of these subjects can help prepare pupils for the opportunities, responsibilities and experiences of adult life. They can also enable schools to promote the spiritual, moral, social, cultural, mental and physical development of pupils, at school and in society. The duties on schools in this area are set out in legislation.

DfE relationship and sex education training modules summary list

DfE published modules for training teachers on relationships, sex and health education

DfE has published a range of training modules designed for subject leads or other staff to train groups of teachers on relationships, sex and health education.

As a reminder the list of published training modules is set out below:

What is required?

All schools must have an up-to-date policy, which is made available to parents and others. Schools must provide a copy of the policy free of charge to anyone who asks for one and should publish the policy on the school website.

Policies for mandatory subjects

The policy for education should:

Define relationships education

set out the subject content, how it is taught and who is responsible for teaching it

describe how the subject is monitored and evaluated

include information to clarify why parents do not have a right to withdraw their child

confirm the date by which the policy will be reviewed.

The policy for secondary education should:

Define relationships and sex education

set out the subject content, how it is taught and who is responsible for teaching it

describe how the subject is monitored and evaluated

include information about a parent's right to request that their child be excused from sex education within relationship and sex education only

confirm the date by which the policy will be reviewed.

Policies for non-mandatory subjects

For primary schools that choose to teach sex education, the policy should:

Define any sex education they choose to teach other than that covered in the science curriculum

set out the subject content, how it is taught and who is responsible for teaching it

describe how the subject is monitored and evaluated

include information about a parent's right to request that their child be excused

confirm the date by which the policy will be reviewed.

Typical policies

Policies are likely to include sections covering:

Details of content and scheme of work and when each topic is taught, taking account of the age of pupils

who delivers either relationships education or relationship and sex education

how the policy has been produced, and how it will be kept under review, in both cases working with parents

how delivery of the content will be made accessible to all pupils, including those with SEND

explanation of the right to withdraw

requirements on schools in law, such as The Equality Act 2010: advice for schools

how often the policy is updated

who approves the policy.

In secondary schools, relationship and sex education will often address aspects of relationships and sex education in an integrated way within a single topic. Schools should develop programmes of teaching which prioritise effective delivery of the content, and do not need artificially to separate sex education and relationships education.

The policy should also reflect the views of teachers and pupils. Listening and responding to the views of young people will strengthen the policy, making sure that it meets the needs of all pupils.

Relationship and sex education policy template (coming soon)

Information for parents

The following guide, produced by the sex education forum, suggests what subjects to explore with children and young people from aged three to 18.

Three to six: Children are interested in the differences between boys and girls, naming body parts, where babies come from and friends and family. It's also important at this age to convey to children what areas of the body are private and should not be touched.

Seven to eight: Children are curious about the changing nature of friendships; what children can do if they are being bullied; the emotional and physical changes of growing up; coping with strong emotions.

Nine to 10: They will be interested in knowing about love and different kinds of families. Many will be on the brink of puberty and so will be curious about menstruation, sexual feelings and changing body image.

11 to 13: At this age, most children will be entering puberty and will be interested in hormones and how they will be affected by them. They will also want to know about the difference between sexual attraction and love and whether it is normal to be attracted to someone of the same gender.

14 to 16: By now, some will be sexually experimental or know friends who are, despite the legal age for having sex being 16. They will be interested to know what they should expect of a relationship and may want more information on contraception, sexual health and how to access services. They will want to know more about coping with strong feelings and the pressure to have sex.

16 to 18: As teens reach the age of consent and some start to form intimate relationships, they will be interested to know about the challenges of long-term commitments and the qualities needed for successful loving relationships. They may want to learn more about being gay, bisexual or transgender and to discuss gender stereotyping, violence, exploitation, the law and discrimination.

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