RSHE 

Intent

We believe that RSHE is an integral part of the curriculum, as the skills and understanding will equip our children for their futures and become successful, happy members of society. We aim to provide a Catholic environment, which will enable each child to grow in understanding in order to reach their full potential; spiritually, emotionally, intellectually, morally, physically and socially.

Implementation

Life to the Full by Ten:Ten Resources is used throughout the school to deliver RSHE curriculum through the prism of Catholic teaching.  The programme structure of Life to the Full is based on a ‘A Model Catholic RSE Curriculum’ by the Catholic Education Service, which was highlighted as a work of good practice by the Department of Education.  (See Statutory Guidance Mapping to see detailed information about where these DFE Statutory Objectives are met in the Life to the Full programme.)   Life to the Full programme focuses on using story as a means of encouraging children to reflect on their own experiences and experiences of others; to help them make more informed decisions about who they are and how they can relate to others.   

A range of teaching strategies and learning styles will be used in delivering this programme with an emphasis on story and drama.  These will include: · Circle time and class discussion · Role-play and drama · Visits and visitors when appropriate · Group work Pupils are supported in applying the skills they are learning, in real-life situations as they arise: eg resolving conflicts; working a part of a group on a project.

The programme pathway adopts a spiral curriculum so that as a child goes through the programme year-after-year, the learning will develop and grow, with each stage building on the last.  This means that the full learning stages are run twice (eg the full KS1 programme is run with Year 1 and then repeated in Year 2).   

Why repeat the programme?

• Children change and grow; their level of engagement will increase as they develop their social, moral, cultural and spiritual awareness and understanding.
• The learning will be embedded as children build upon what they have previously learned – a truly spiral curriculum.
• Some sessions can be omitted one year if the school feel that children are not quite ready, or they have surpassed that stage of learning; similarly, particular focus can be given to certain topics if it is felt that is needed.

In Life to the Full we follow a four-stage structure which is repeated across four different learning stages: Early Years Foundation Stage, Key Stage One, Lower Key Stage 2 and Upper Key Stage 2.  Within each learning stage, there are three Modules which are based on the Model Catholic RSE Curriculum.  Each module is broken down into Units of Work.

Differentiation

This Programme Pathway requires class teachers to plan lessons a little more carefully by ensuring that the content is age appropriate and that it is differentiated from previous learning. Extended Activities are provided on every session page of the website. Sometimes, these Extended Activities provide suggestions for activities to undertake which can increase learning (this might be particularly useful for Year 2, Year 4 and Year 6). 

Assessment

Assessments are carried out at the start and end of each unit.  Feedback is provided to children during sessions and at the end if needed.  Children are encouraged to ask questions and there are opportunities for further support if needed. 

The Role of the Parent

Parents are involved fully as we recognise the foundational role that families have in educating and nurturing their children on these matters. Parents have access to a Parent Portal where they can see resources linked to what is being taught in school but will also give them the opportunity to engage their child in discussion, activity and prayer.

Impact

By the end of their time at Holy Innocents, all children will:

• Have a respect for God and each other through the ethos of the school community and the teaching of the Gospel
• Know and understand what constitutes a healthy lifestyle
• Understand what makes for good relationships with others
• Have respect for others regardless of race, gender and mental and physical disability
• Be independent and responsible members of the school community
• Demonstrate self-confidence and self-esteem and make informed choices regarding personal and social issues
• Develop good relationships
• Prepare children for the opportunities, responsibilities, and experiences of adult life.

Our learners will be equipped with tools to maintain healthy and positive lifestyles with regard to relationships and their own personal identity. The most significant impact that we want for our pupils is the development of respect for themselves and others that truly enables children to ‘live life to the full’ (John 10:10).