RELATIONSHIPS AND SEXEDUCATION POLICY (RSE)The Japanese School

Approved by:

The School Management Committee

Last reviewed on:June 2023

Next review due by:June 2024

RSE Policy 202306 v1.4.1

Date: June 2023

1

Version Number
1
1.3
1.4

Modified By
K. Nishihara
K. Nishihara
K. Okamoto

1.4.1

K. Okamoto

Modifications Made
Initial version
Add syllabus
Defining Relationships and Sex
Education
Reviewed

Date Modified
31/03/2021
27/04/2021
08/05/2022
01/06/2023

Draft, Revised, Final, etc

RSE Policy 202306 v1.4.1

2

Contents
1.

DEFINING RELATIONSHIPS AND SEX EDUCATION ......................................................................... 4

2.

AIMS OF RSE.................................................................................................................................... 4

3.

INCLUSION AND DIFFERENTIATED LEARNING ............................................................................... 54.

EQUALITIES OBLIGATIONS .............................................................................................................. 55.

BROAD CONTENT OF RSE ............................................................................................................... 6

6.

PARENTS AND CARERS ................................................................................................................... 6

7.

BALANCED CURRICULUM ............................................................................................................... 6

8.

RESPONSIBILITY FOR TEACHING THE PROGRAMME ..................................................................... 69.

OTHER ROLES AND RESPONSIBILITIES REGARDING RSE ............................................................... 7

10.

PSHE/RSE Co-Ordinator .............................................................................................................. 7

11.

RELATIONSHIPS TO OTHER POLICIES AND CURRICULUM SUBJECTS......................................... 7

12.

CONTROVERSIAL AND SENSITIVE QUESTIONS ........................................................................... 8

13.

SUPPORTING CHILDREN AND YOUNG PEOPLE WHO ARE AT RISK ........................................... 8

14.

CONFIDENTIALITY AND ADVICE.................................................................................................. 8

15.

MONITORING AND EVALUATION ............................................................................................... 8

PSHE & RSE Syllabus ............................................................................................................................... 8

RSE Policy 202306 v1.4.1

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RELATIONSHIPS AND SEX EDUCATION POLICY
Implementation and Review of Policy
Implementation of the policy takes place after consultation with the School Management Committee
in May 2023. This policy will be reviewed every year by the Headteacher, Deputy Headteacher, RSE
Co-ordinator, the Senior Leadership Team (SLT) and staff. The next review date is May 2024.
Dissemination
The policy will be given to all members of the SLT, and all teaching and non-teaching members ofstaff. Copies of the document will be available to all parents in the school office. Almost all aspectsof relationships and sex educations are covered by other subjects such as moral education, PE, home
economics and science in the Japanese curriculum. Details of the content of the RSE curriculum are
attached to this policy.
1. DEFINING RELATIONSHIPS AND SEX EDUCATIONThe DfE guidance states that, “children and young people need to know how to be safe and healthy,
and how to manage their academic, personal and social lives in a positive way”1. This means thatthey should know what it means to be fully human, to be equipped to manage relationships so thatthey are healthy and successful and to be enabled to make moral decisions in conscience. The
teaching of RSE will aid the development of their knowledge and understanding of themselves as
sexual beings.
We will focus on, “teaching the fundamental building blocks and characteristics of positive
relationships, with particular reference to friendships, family relationships, and relationships withother children and with adults.”2 This includes the topics of families and of the people who care forthe person, caring friendships, respectful relationships, online relationships and being safe.
We expect the school’s relationships, sex and health education curriculum (and wider curriculum) to
specifically address sexual harassment, online abuse and sexual violence. The curriculum will also
address safeguarding risks (including online risks), issues of consent, and what constitutes a healthy
relationship both online and offline. We will also provide effective pastoral support. This includes
being alert to factors that increase a child’s vulnerability, or potential vulnerability, such as mental ill
health, domestic abuse, having additional needs, and being at greater risk of exploitation and/or of
feeling unable to report abuse (for example, girls and LGBT children).
2. AIMS OF RSE
Our Mission Statement commits us to the education of the whole child (spiritual, physical,
intellectual, moral, social, cultural, emotional) and we believe that RSE is an integral part of thiseducation. Furthermore, our school aims state that we will endeavour to raise pupils’ self-esteem
and self-confidence help them to grow in knowledge and understanding, recognise the value of all
persons and develop caring and sensitive attitudes. It is in this context that we commit ourselves:
1

Relationships Education, Relationships and Sex Education (RSE) and Health Education: Statutory guidance for governing
bodies, proprietors, Headteachers, principals, senior leadership teams, teachers Page 4
2

Relationships Education, Relationships and Sex Education (RSE) and Health Education: Statutory guidance for governing
bodies, proprietors, Headteachers, principals, senior leadership teams, teachers Page 19

RSE Policy 202306 v1.4.1

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In partnership with parents, to provide children and young people with a positive and prudent
relationships and sexual education which is compatible with their physical, cognitive, psychological,
and spiritual maturity.
To develop in pupils, the following attitudes and virtues:
•
•
•
•
•
•

respect for the dignity of every human being – in their own person and in the person ofothers;joy in the goodness of the created world and their own bodily natures;
responsibility for their own actions and a recognition of the impact of these on others;
recognising the importance of marriage and family life;
recognising and valuing their own sexual identity and that of others;
fidelity in relationships.

To develop in pupils, the following personal and social skills:•

making sound judgements and good choices which have integrity, and which are respectfulof each individual’s personal commitments;•

loving and being loved, and the ability to form friendships and loving, stable relationships
free from exploitation, abuse, and bullying;•

managing emotions within relationships, and when relationships break down, managing
these with confidence, sensitivity, and dignity;•

managing conflict positively and recognising the value of difference;
cultivating humility, mercy, and compassion;
learning to forgive and be forgiven;developing self-esteem and confidence, demonstrating self-respect and empathy for others;building resilience and the ability to resist unwanted pressures, recognising the influenceand impact of the media, internet, and peer groups, and thus developing the ability to assesspressures and respond appropriately;
the centrality and importance of virtue in guiding human living and loving;
the physical and psychological changes that accompany puberty;

•
•
•
•

•
•

3. INCLUSION AND DIFFERENTIATED LEARNING
We will ensure RSE is sensitive to the needs of individual pupils in respect to their different abilities,
levels of maturity and personal circumstances and is taught in a way that does not subject pupils todiscrimination. Lessons will also help children to realise the nature and consequences of
discrimination, teasing, bullying and aggressive behaviours (including cyber-bullying), use of
prejudice-based language and how to respond and ask for help.
4. EQUALITIES OBLIGATIONSThe SLT have wider responsibilities under the Equalities Act 2010 and will ensure that our school
strives to do the best for all the pupils, irrespective of disability, educational needs, race, religion,
nationality, ethnic or national origin, pregnancy, maternity, sex, gender identity or sexual orientationor whether they are looked-after children.

RSE Policy 202306 v1.4.1

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5. BROAD CONTENT OF RSE
Three aspects of RSE - attitudes and values, knowledge and understanding, and personal and social
skills will be provided in three inter-related ways: the whole school / ethos dimension; a crosscurricular dimension and a specific relationships and sex curriculum.
See RSE Curriculum as attached.
6. PARENTS AND CARERS
The details can be seen on the website and discussed at the school if any problem.
Parents have the right to withdraw their children from Sex Education in lower school except in thoseelements which are required by the National Curriculum science syllabus. Should parents wish towithdraw their children they are asked to notify the school by contacting the Headteacher. The
school will provide support by providing material for parents to help their children with theirlearning.
We believe that the controlled environment of the classroom is the safest place for this curriculum
to be followed. Please refer to the DfE guidance below for further details on the right to be excusedfrom sex education (commonly referred to as, ‘the right to withdraw’).
7. BALANCED CURRICULUM
We will ensure that pupils are offered a balanced programme by providing an RSE curriculum thatoffers a range of viewpoints on issues.
Pupils will receive clear scientific information and they will cover aspects of the law pertaining to RSE.
Knowing about facts and enabling young people to explore differing viewpoints is not the same aspromoting behaviour. We will ensure that pupils have access to the learning they need to stay safe,
healthy and understand their rights as individuals.
8.

RESPONSIBILITY FOR TEACHING THE PROGRAMME

Responsibility for the teaching of relationships and sex education programme lies with the staff ofvarious subjects; this will normally include science and physical education.
However, all staff will contribute to the development of pupils’ personal and social skills and will be
involved in developing the attitudes and values aspect of the RSE programme. They will be rolemodels for pupils demonstrating good, healthy, wholesome relationships between each other, other
adults and pupils.
External Visitors
Our school will often call upon help and guidance from outside agencies and health specialists todeliver aspects of RSE. Such visits will always compliment the current programme and neversubstitute or replace teacher led sessions. All external visitors will be fully vetted and clearly
informed about their role and responsibility whilst they are in school delivering a session. All visitors
will have to adhere to our code of practice developed in line with CES guidance ‘Checklist forExternal Speakers to Schools’ 3.
3

CES Checklist for External Speakers to Schools, 2016

RSE Policy 202306 v1.4.1

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Health professionals will follow the school’s policies using negotiated ground rules and distancing
techniques as other teachers would.
9. OTHER ROLES AND RESPONSIBILITIES REGARDING RSE
The SLT• draw up the RSE policy and well informed to parents and teachers;• ensure that the policy is available to parents;• ensure that the policy is in accordance with other whole school policies, e.g. SEN and theethos of the school;•••

ensure that parents know of their right to withdraw their children;
establish a link School Management Committee member to share in the monitoring andevaluation of the programme, including resources used;ensure that the policy provides proper and adequate coverage of relevant JapaneseCurriculum subjects and the setting of RSE within PSHE.

The Headteacher
The Headteacher takes overall delegated responsibility for the implementation of this policy and for
liaison with the SLT, parents, the Local Education Authority (where applicable), and appropriate
agencies.

10. PSHE/RSE Co-Ordinator
The co-ordinator with the Headteacher has a general responsibility for supporting other members ofstaff in the implementation of this policy and will provide a lead in the dissemination of theinformation relating to RSE and the provision of in-service training supported by other member ofstaff with responsibility for child protection.
All Staff
RSE is a whole school issue. All teachers have a responsibility of care; as well as fostering academic
progress they should actively contribute to the guardianship and guidance of the physical, moral,
and spiritual well-being of their pupils. Appropriate training will be made available for all staff
teaching RSE. All staff have been included in the development of this policy and all staff should beaware of the policy and how it relates to them.
11. RELATIONSHIPS TO OTHER POLICIES AND CURRICULUM SUBJECTSThis RSE policy is to be delivered as part of the PSHE framework. It includes guidelines about pupil
safety and is compatible with the school's other policy documents (e.g. Anti-Bullying Policy, Child
Protection and Safeguarding Policy etc).
Pupils with additional needs will receive appropriately differentiated support to enable them toachieve desired outcomes. Teaching methods will be adapted to meet the varying needs of all of
pupils.

RSE Policy 202306 v1.4.1

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12. CONTROVERSIAL AND SENSITIVE QUESTIONSThe SLT want to promote a healthy, positive atmosphere in which RSE can take place. They want toensure that pupils can ask questions freely, be confident that their questions will be answered andbe sure that they will be free from bullying or harassment from other children and young people.
There may be sensitive or controversial issues raised by pupils when discussing certain topics in RSE.
These may be due to their own experiences or because of the values that they hold. The SLT believethat children are best educated and protected from harm and exploitation when given theopportunities to discuss such issues openly within the context of the RSE programme. The use ofground rules, negotiated between teachers and pupils, will help to create a supportive climate forthis discussion.
13. SUPPORTING CHILDREN AND YOUNG PEOPLE WHO ARE AT RISKChildren will need to feel safe and secure in the environment in which RSE takes place. Effective RSE
will provide opportunities for discussion of what is and is not appropriate in relationships. Suchdiscussion may well lead to disclosure of a safeguarding issue. Teachers will need to be aware of theneeds of their pupils and not let any fears and worries go unnoticed. Where a teacher suspects thata child or young person is a victim of or is at risk of abuse, they are required to follow the school’s
Safeguarding Policy and immediately inform the designated safeguarding lead.
14. CONFIDENTIALITY AND ADVICEAll SLT members, all teachers, all support staff, all parents, and all pupils must be made aware of thispolicy, particularly as it relates to issues of advice and confidentiality.
All lessons, especially those in the RSE programme, will have the best interests of pupils at heart,enabling them to grow in knowledge and understanding of relationships and sex, developing
appropriate personal and social skills.
Pupils will be encouraged to talk to their parents/carers about the issues which are discussed in the
RSE programme. Teachers will always help pupils facing personal difficulties. Teachers should explain
to pupils that they cannot offer unconditional confidentiality.
15. MONITORING AND EVALUATIONThe RSE Co-ordinator will monitor the provision of the various dimensions of the programme byexamining plans, schemes of work and samples of pupils work at regular intervals. The programme
will be evaluated biannually by means of questionnaires / response sheets / needs assessment given
to pupils, and/or by discussion with pupils, staff and parents. The results of the evaluation will bereported to these groups of interested parties and their suggestions sought for improvements. The
SLT will consider all such evaluations and suggestions before amending the policy. The SLT remain
ultimately responsible for the policy.

PSHE & RSE Syllabus
小１(Year 1)
健康
RSE Policy 202306 v1.4.1

部屋の整理・整頓 (Keep my room tidy)

道徳 M.E.
8

運動 (Physical exercise)
世界の国の人々(People from other countries)
ぼくとシャオミン (Xiao Ming and I)West Acton Primary との交流 (Visit to/from West ActonPrimary)
お世話になっている人 (Someone who takes care of me)
友だちと仲良く（友だちの良いところ）(With our friends: Find my friends’ good points)
家族の役に立つ (Be useful to my family)
挨拶、言葉遣い (Greeting, politeness)
命の大切さ (Importance of Life)

保健体育 P.E.
道徳 M.E.

いのちは見えるよ (You can see a “Life”)
赤ちゃんの誕生 (Birth of a baby)
通学路・公園の安全確認(Safety on the way to school / in the park or playground)
避難訓練(Evacuation drill)
MIM：読みのトレーニング（SEN）
お店屋さん（Economics）

道徳 M.E.

運動 (Physical exercise)

保健体育 P.E.

広い世界のたくさんの人たちと(Live with many people in the wider world)
スパニッシュ校との交流 (Visit to/from the Spanish
School)だってお兄ちゃんだもん (Because I am a big brothernow)

道徳 M.E.

生い立ち絵本 (Making a picture book: Since I was born)

生活 L.E.S.

町探検 (Explore the local area)
通学路・公園の安全確認(Safety on the way to school / in the park or playground)
避難訓練 (Evacuation drill)
買い物体験(How to buy things at a shop)

生活 L.E.S.

健康
Health多様性
Diversity

運動 (Physical exercise)

保健体育 P.E.

人間関係
Relationships

いじめ防止 (Anti-bullying)
思いやりの心 (Empathy with other people)

Health多様性
Diversity

人間関係
Relationships

人権
Human Rights
性教育
Sex Education
安全Safetyその他
Others

道徳 M.E.

道徳 M.E.

生活
LivingEnvironment
Studies

小２(Year 2)
健康
Health多様性
Diversity

人間関係
Relationships
人権
Human Rights
性教育
Sex Education
安全Safetyその他

生活 L.E.S.

小３(Year 3)

RSE Policy 202306 v1.4.1

West Acton Primary との交流 (Visit to/from West ActonPrimary)
道徳 M.E.

9

人権
Human Rights
性教育
Sex Education
安全Safety

友だちを信頼する (Trust each other)
思いやりの心 (Empathy with other people)
命の大切さ (Importance of life)

道徳 M.E.

町探検(Explore our town and draw a map)
避難訓練
(Evacuation drill)

その他

小４(Year 4)
健康
Health多様性
Diversity
人間関係
Relationships
人権
Human Rights
性教育
Sex Education

安全Safety運動 (Physical exercise)West Acton Primary との交流 (Visit to/from West ActonPrimary)
いじめ防止 (Anti-bullying)
思いやりの心 (Empathy with other people)
友だちを信頼する (Trust each other)
思いやりの心 (Empathy with other people)

保健体育 P.E.

道徳 M.E.

道徳 M.E.

二次性徴について学ぶ (Learn about secondary sex
characteristics)
両親へのインタビュー(Interview parents and learn about their birth)
両親への感謝の心 (Thank parents for having and raisingthem)
二分の一成人式(10 year-olds: a milestone in life – growing towards future)
町探検 (Explore our town and draw a map)
火事や犯罪から身を守る(How to protect ourselves from fires or crimes)
津波の災害 (Tsunami disaster)
避難訓練 (Evacuation drill)

保健体育 P.E.

運動 (Physical exercise)
健康的な食事 (Healthy diet)
各シーズンに適した服装 (Appropriate attire for eachseason)German School / St Vincent’s Primary との交流
(Visit to/from German School / St Vincent’s Primary)
家族の幸せのために (For the happiness of my family)
友情を深める (For the better friendship)
相手の立場に立って (Empathy with other people)
差別や偏見のない公正な態度(Fair attitude without prejudice and bias)

保健体育 P.E.
家庭科
Home
Economics

社会Social Studies

その他

小５(Year 5)
健康
Health多様性
Diversity
人間関係
Relationships
人権
Human Rights
RSE Policy 202306 v1.4.1
10

道徳 M.E.
道徳 M.E.

性教育
Sex Education
安全Safety生命の誕生 (Birth of a life)

理科 Science

その他

賢いお金の使い方（経済）(How to spend money thoughtfully) (Economics)
エルガーについて（文化）(Life and music of Elgar) (British culture)

家庭科
Home
Economics
音楽Music

運動 (Physical exercise)
病気の予防 (Personal Hygiene: how to prevent diseases)
健康的な食事 (Healthy diet)

保健体育 P.E.

避難訓練 (Evacuation drill)

小６(Year 6)
健康
Health多様性
Diversity

French School との交流 (Visit to/from French School)
国際理解 (Global understanding)

人間関係
Relationships
人権
Human Rights

家族の幸せのために (For the happiness of my family)
友情を深める (For the better friendship)
相手の立場に立って(Empathy with other people)
差別や偏見のない公正な態度(Fair attitude without prejudice and bias)

性教育
Sex Education
安全Safety
その他

家庭科
Home
Economics
社会Social Studies
道徳 M.E.
道徳 M.E.

避難訓練 (Evacuation drill)
英国の良いところ(What we learn from Britain)
ウェールズへの修学旅行(Trip to Wales: Welsh culture)
感謝の心 (Be thankful to people around me)

総合的な学習の時間
I.S.

運動 (Physical exercise)
体の発達 (Growth of organs)
欲求と心の健康 (Desire and healthy mind)
Claremont School との交流 (Visit to/from Claremont)
国際協力 (Think Globally, Act Locally)

保健体育
P.E.

道徳 M.E.

中１(Year 7)
健康
Health多様性
Diversity
人間関係
Relationships

人権
Human Rights
性教育
Sex Education
RSE Policy 202306 v1.4.1
11

異性の尊重 (Respect between male and female genders)シンシュン
西の魔女が死んだ
星の花が降るころに(Reading materials)

生殖機能の成熟 (Maturity of reproductive functions)
異性の尊重と性情報への対処

外国語 A English
保健体育 P.E.
国語
Japanese

保健体育 P.E.

安全
Safetyその他(Respect between male and female genders)(Dealing with sexual information)
避難訓練 (Evacuation drill)
インターネットの安全性：SNS (Use the Internet safely:SNS)
宗教(Religions)
帝国戦争博物館訪問(Visit to the Imperial War Museum)

道徳 M.E.
社会・外国語 A
Social Studies
English中２(Year 8)
健康
Health多様性
Diversity
人間関係
Relationships
人権
Human Rights
性教育
Sex Education
安全Safetyその他

運動 (Physical exercise)
字のない葉書 (Reading material)
シンガポールへの旅行 (A Trip to Singapore)
異なる立場から考える (To think from different aspects)
アイスプラネット
盆土産
走れメロス(Reading materials)

避難訓練 (Evacuation drill)
犯罪から身を守る(Crimes: Gang culture, knife crime, county line etc)
職場体験学習 (Job experience)
スコットランドへの修学旅行 (Trip to Scotland)
グラスゴー大聖堂訪問 (Visit to Glasgow Cathedral)
将来の職業 (Future Jobs)

保健体育 P.E.
国語 Japanese
外国語 A English
国語 Japanese
国語
Japanese

保健体育 P.E.

外国語 A
English中３(Year 9)
健康
Health多様性
Diversity
人間関係
Relationships
人権
Human Rights
性教育
Sex Education
安全Safetyその他
RSE Policy 202306 v1.4.1
12

運動 (Physical exercise)
緊急治療法 (First Aid, CPR, AED)
生活習慣病
(Lifestyle disease: alcohol, smoking, drugs, unhealthy
diet)
ロンドン博物館訪問 (Visit to the Museum of London)

保健体育 P.E.

故郷 (Reading materials)

国語 Japanese

人権と平等 (Human rights and equality)

社会 Social
Studies
保健体育 P.E.

性感染症の予防 (Prevention of sexually transmitted
disease)
エイズの予防 (Prevention of AIDS)
避難訓練 (Evacuation drill)
災害対策 (Be prepared for natural disasters)
消費者生活と経済 (Consumers and economics)
市場経済 (Market economy)

総合 I.S.

外国語 A English
社会 Social
Studies英国の音楽 (Music in Britain)
音楽 Music

Abbreviations List
M.E. Moral Education
Moral education is aimed at cultivating morality as a foundation for developing Japanese citizens
with a proactive attitude who would apply a spirit of respect for human dignity and reverence for lifein specific activities at home, school and other social situations, have a generous spirit, respecttraditions and culture, love one’s country and hometown which have fostered such traditions andculture, create culture with a distinctive character, honour the public spirit, make efforts to develop
the democratic society and state, respect other countries, contribute to world peace and thedevelopment of the international community and the preservation of the environment, and have aninterest in exploring possibilities for the future.
L.E.S. Living Environment Studies
Aims: To help pupils become interested in the relationship between themselves and people aroundthem, society and nature through concrete activities and experiences, and to have them
contemplate themselves and their own lives and in the process, to help them acquire basic habits
and skills essential for life and develop the foundation for independence.
I.S. Integrated Studies
Aims: To enable pupils / students to think in their own way about life through cross-synthetic studies
and inquiry studies, while fostering the qualities and abilities needed to find their own tasks, to learn
and think on their own, to make proactive decisions, and to solve problems better. At the same time,enable pupils to acquire the habits of studying and thinking, cultivating their commitment toproblem solving and inquiry activities in a proactive, creative and cooperative manner.
C.A. Class Activities
Class Activities are aimed at forming desirable relationships, participating in the creation of a better
life in the class and school as a member of the group. At the same time, they should foster
autonomous and practical attitudes to solve problems.

RSE Policy 202306 v1.4.1
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