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Relationship and Sex Education

Relationship and Health Education

From September 2021, all primary schools are required by the government to teach Relationships and Health Education.

Relationships Education is designed to help children to have positive and safe relationships with family, friends and online.

Health Education will help children to make good decisions about their health and wellbeing and enable them to know how to seek support if any health issues arise for themselves or others.

If you would like more information about statutory Relationships and Health Education, please click the link to read the government guide “Understanding Relationships and Health Education in your child’s primary school: a guide for parents”.

At Hanwell, we have been delivering Relationships and Health Education within our Personal, Social, Health and Economic (PSHE) curriculum for many years.  We have reviewed our PSHE curriculum to make sure that our lessons meet the requirements that the government has set out for the content of Relationships and Health Education. 

We have also updated our Relationships and Sex Education policy to reflect the new statutory status for Relationships Education and have invited parents to consider this policy before it was finalised. 

Should you have any questions about how RSE is taught please refer to our policy here.

Key Stage 1 & 2 Science and RSE curriculum coverage:

Year One:


  • To know human bodies have similar parts.
  • To know that animals and humans grow and change as they grow older.
  • To know the names of the main parts of the body.


  • To describe what makes a good friend.
  • To identify when friendship feels good.
  • To describe how to solve a problem when a friendship goes wrong.
  • To understand how to be a good friend and what makes friendship feel good.
  • To develop understanding that there are many different types of family and that in our school we value all types of families equally.

Year Two:


  • To know human bodies have similar parts.
  • To notice that animals, including humans, have offspring which grow into adults.
  • To know that humans grow and change as do all living things.


  • Bodies are different.
  • To say what is brilliant about my body.
  • To explain what to do if someone says mean things about someone’s body.
  • To describe how to get help. 
  • To begin to develop a positive body image about themselves and learn skills to respond to any negative comments about their bodies.
  • To develop an awareness of and take increasing responsibility for taking care of their own needs.
  • To understand what ‘private’ means.
  • To name the different parts of my body including the private and personal body parts.
  • To explain what private and personal parts are and how they are identified.
  • To build a support network of people who can help them.

Year Three:


  • Children to understand the benefits of healthy eating, value of exercise, identify main bones and their purpose, how bones and muscles work together for movement
  • To understand ultra-violet rays, how they can be harmful, how to protect skin and eyes with sun block and sunglasses.


  • To understand what a stereotype is and develop an understanding of gender stereotypes.
  • To identify one person to talk with about growing up.
  • To identify something that will make us feel safe to discuss our bodies and relationships. 
  • To develop an understanding of gender stereotypes.
  • To show respect to others who are different to me.
  • To develop a positive sense of self.
  • To develop and understanding of what a good or healthy friendship is.

Year Four:


  • To understand teeth – How they grow, change develop. How to look after your teeth and how they decay.
  • To understand digestion – How it works and why it’s important. How diet can affect digestion and your body.


  • To name one thing that most families have in common and one way in which families can be different.
  • To explain how I would respond to unkind, mean or bullying behaviour about my family or someone else’s.
  • To identify who to talk to if worried about anyone or anything in my family.
  • To explore further diversity in families and to have some ideas of what to do if there are family difficulties.
  • To label the personal and private parts of bodies.
  • To explain the difference between safe and unsafe touches. To know that no one has the right to touch us in a way that feels unsafe not even someone in our family.
  • To reinforce language for the personal and private parts of the body and to explore ideas of safe touch, personal-space and consent.
  • To explain which parts of the body we particularly need to keep clean as we get older.
  • To begin to use skills in assessing and managing risk and use ‘Stop Think Go’ to help know what our options are if we start to feel unsafe.
  • To know who we can ask for help both online and offline.

Year Five:


  • To describe the life process of reproduction in some plants and animals.
  • To know and use scientific names for the male and female reproductive organs.


  • To know what to do if we see something upsetting or shocking online.
  • To be able to explain and describe what online bullying is.
  • To explore the challenges of on and offline friendships.
  • To explain the difference between a safe and unsafe secret and explore trust and secrets in friendship.
  • To explore peer pressure and develop the skills to say no.
  • To understand the need to ask and receive permission (consent) for some types of touch.
  • To identify when physical contact feels unsafe and describe how to ask for help.
  • To evaluate the importance of choice, control and time limit in making safer choices. 
  • To explain why posting pictures online could be risky and explain the law about sharing pictures of a child’s personal and private body parts.
  • To identify some of the changes that will happen in my body and other bodies during puberty.
  • To know who I can talk to when I need help dealing with the changes at puberty and ask for support for any changes that are difficult to manage.
  • To explain what a period (menstruation) is and suggest ways to overcome possible problems from periods.

Year Six:


  • To know that humans produce offspring.
  • To recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents.


  • To explain what wet dreams are and that some boys have wet dreams, and some don’t.
  • To explain and describe what masturbation is.
  • To describe fertilisation through sexual intercourse.
  • To explain how a baby is made and that different people use different methods to do this.
  • To describe what consent means and explain the law around the age of consent.
  • To explain that some people have help to become pregnant and why some people need assistance to make a baby.
  • To describe the difference between identical and non-identical twins.
  • To learn about pregnancy and how babies are delivered.
  • To develop understanding of key terms related to sexual identity and gender identity and the unacceptability of prejudice.
  • To understand more about discrimination and the groups covered by the equality act and describe ways to challenge prejudice and discriminatory behaviour.
  • To learn about who can help including external services and know that it is good to talk no matter what the issue.


If you would like to download a copy of the RSE Curriculum Coverge you can do so here

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