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Where topics and issues outlined in this guidance are likely to be encountered by pupils online, schools should take this into account when planning how to support them in distinguishing between different types of online content and making well-founded decisions. Young people often operate very freely in the online world and by secondary school age some are likely to be spending a substantial amount of time online. Schools should be aware that for many young people the distinction between the online world and other aspects of life is less marked than for some adults. It is important to check prior knowledge and build this into the planning process to ensure a smooth transition between primary and secondary.įurther information on links to national curriculum subjects can be found in delivery and teaching strategies. The lead teacher will need to work closely with colleagues in related curriculum areas to ensure Relationships Education, RSE and Health Education programmes complement, and do not duplicate, content covered in national curriculum subjects such as citizenship, science, computing and PE. Other schools may choose different curricular models for delivery.
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Where that provision meets the requirements of this high level framework of core content they are free to continue with this model. Many schools are choosing to deliver relationships or sex education as part of a timetabled PSHE programme, with good outcomes.
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Teaching will include sufficient well-chosen opportunities and contexts for pupils to embed new knowledge so that it can be used confidently in real life situations. Effective teaching in these subjects will ensure that core knowledge is broken down into units of manageable size and communicated clearly to pupils, in a carefully sequenced way, within a planned programme or lessons. Schools are free to determine how to deliver the content set out in this guidance, in the context of a broad and balanced curriculum.
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Parents have the right to request that their child be withdrawn from some or all of sex education delivered as part of statutory RSE. This guidance also sets out both the rights of parents and carers to withdraw pupils from sex education (but not Relationships or Health Education) and the process that headteachers should follow in considering a request from a parent.
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Personal, Social, Health and Economic Education ( PSHE) continues to be compulsory in independent schools. They also make Health Education compulsory in all schools except independent schools. The Relationships Education, Relationships and Sex Education and Health Education (England) Regulations 2019, made under sections 34 and 35 of the Children and Social Work Act 2017, make Relationships Education compulsory for all pupils receiving primary education and Relationships and Sex Education ( RSE) compulsory for all pupils receiving secondary education. The duties on schools in this area are set out in legislation. They can also enable schools to promote the spiritual, moral, social, cultural, mental and physical development of pupils, at school and in society. High quality, evidence-based and age-appropriate teaching of these subjects can help prepare pupils for the opportunities, responsibilities and experiences of adult life. 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. Everyone faces difficult situations in their lives. Pupils can also put this knowledge into practice as they develop the capacity to make sound decisions when facing risks, challenges and complex contexts. 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.
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This is a section of the statutory guidance: Relationships Education, Relationships and Sex Education (RSE) and Health Education.