Draft Relationships
Education,
Relationships andSex Education (RSE)and Health education

Statutory guidance for governing bodies,
proprietors, head teachers, principals, seniorleadership teams, teachers

Foreword from the Secretary of State for Education
We know that parents are their children’s primary educators, but high-quality
Relationships, Sex and Health Education (RHSE) can play a vital role in making sure thatfamilies feel supported and have peace of mind that their children are safe and being
equipped with the skills they need to succeed. We also know schools want more clarity on
the right age to teach certain topics.
This update reflects that, even in the short time since RSHE was made statutory, theworld in which children are growing up has become increasingly complex, both online andin the day-to-day, and that is having a profound effect on their lives, including how theybuild relationships.
We have therefore acted to put in place safeguards to keep children safe in an
increasingly complex world, especially after reports of pupils being taught inappropriate
content in schools.
As children start to approach adulthood, we need to give them the tools to keep
themselves safe and to flourish. This relies on them getting the right information at theright time, so that they know about the risks and how to avoid them, but also making surethat they are not exposed to too much too soon, taking away the innocence of childhood.
That is a very difficult balance to get right.
That is why this updated guidance includes clear age limits for the teaching of the mostsensitive content and specifies that the contested topic of gender identity should not betaught. And it reinforces the vital principle that parents have right to know about
everything their children are being taught and be given proper chance to understand anddiscuss it.
We have been through a thorough process of engaging colleagues from acrossgovernment, stakeholders, parents, young people and teachers in the review. We also
considered advice from an independent expert panel, who generously gave their time andshared their invaluable experience and knowledge to support the review. Their
recommendations prompted a sequencing of the content in the guidance so that children
are not taught content they are too young to understand.
Through RSHE we hope to give our children the best possible start to developing theiremotional and physical health and building supportive, successful relationships. This
guidance has the best interests of children at its core and puts common sense at theheart of what should be taught. I hope it helps teachers and parents to support theirchildren to thrive.

1

Contents

Introduction ..................................................................................................................................................... 3

What is the status of this guidance? ................................................................................................................ 3
About this guidance ......................................................................................................................................... 4
Who this guidance is for................................................................................................................................... 4
Related guidance .............................................................................................................................................. 5
Developing a policy .......................................................................................................................................... 6
Guiding principles for relationships and sex education ................................................................................... 7
Developing a curriculum, choosing resources and working with external agencies ....................................... 7
Openness with parents, and parents’ right to request withdrawal from sex education ................................. 8
Governors and Trustees ................................................................................................................................. 10
Teaching about the law .................................................................................................................................. 10
Equality ........................................................................................................................................................... 11
Lesbian, Gay, Bisexual and Transgender content .......................................................................................... 12
Religion and belief, including teaching in schools with a religious character ................................................ 13
Addressing prejudice, sexual harassment and sexual violence ..................................................................... 13
Managing difficult questions .......................................................................................................................... 15
Age limits and flexibility ................................................................................................................................. 15
Curriculum Content ........................................................................................................................................ 17
Relationships education (Primary) ................................................................................................................. 17
Sex Education (Primary) ................................................................................................................................. 21
Relationships and Sex Education (RSE): Secondary ....................................................................................... 22
Health and wellbeing ..................................................................................................................................... 29
Health and wellbeing: Primary ....................................................................................................................... 29
Health and wellbeing: Secondary................................................................................................................... 33
Annex A Regulations ...................................................................................................................................... 39
Annex B Government resources .................................................................................................................... 402

Introduction
1.
To embrace the challenges of creating a happy and successful adult life, pupils
need knowledge that will enable them to make informed and ethical decisions about theirwellbeing, health and relationships. High quality, evidence-based teaching ofrelationships, sex and health education (RSHE) can help prepare pupils for theopportunities and responsibilities of adult life, and can promote pupils’ moral, social,
cultural, mental and physical development. Effective teaching will support young people tocultivate positive character traits, including resilience, self-worth, self-respect, honesty,
integrity, courage, kindness, and trustworthiness.
2.
The duties on schools in this area are set out in legislation. 1 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, makerelationships education compulsory for all pupils receiving primary education andrelationships and sex education (RSE) compulsory for all pupils receiving secondary
education. 2 They also make health education compulsory in all schools, except
independent schools. Personal, social, health and economic education (PSHE) continues
to be compulsory in independent schools. Parents 3 have the right to request that theirchild be withdrawn from some or all of sex education delivered as part of statutory RSE.
3.
The subjects are part of the basic school curriculum, which allows schools flexibility
in developing their planned programme, integrated within a broad and balanced
curriculum. Key aspects of RSHE are in scope for Ofsted inspection; for example, throughinspectors’ consideration of pupils’ personal development, behaviour and welfare, andspiritual, moral, social and cultural development.

What is the status of this guidance?
4.
This is statutory guidance from the Department for Education issued under Section
80A of the Education Act 2002 and section 403 of the Education Act 1996 – further details
are in Annex A.

1 Maintained schools and academies are required to provide a curriculum which is broad and balanced in accordancewith Section 78 of the Education Act 2002. Part I of the Schedule to the Education (Independent School Standards)
Regulations 2014 requires independent schools other than academies to make provision for PSHE (paragraph 2(2)(d)),
and to prepare pupils for the opportunities, responsibilities and experiences of life in British society (paragraph 2(2)(i).
Part 2 of the Schedule requires independent schools (including academies) to meet the standard relating to the
Spiritual, Moral, Social and Cultural development of pupils.
2 For ease of reference, this guidance refers to primary schools and secondary schools, but the statutory requirements

refer to pupils receiving primary/secondary education.

3 The word parents is used henceforth to mean both parents and carers.

35.
Schools 4 must have regard to the guidance, and where they depart from thoseparts of the guidance which state that they should (or should not) do something they willneed to have good reasons for doing so.

About this guidance
6.
This document contains information on what schools should do and sets out thelegal duties with which schools must comply when teaching relationships education,
relationships and sex education (RSE) and health education.
7.
Unless otherwise specified, ‘school’ means all schools, whether maintained, nonmaintained or independent schools, including academies and free schools, nonmaintained special schools, maintained special schools and alternative provision,
including pupil referral units.
8.
This guidance updates the Relationships Education, Relationships and Sex
Education (RSE) and Health education Statutory Guidance 2019. This guidance will be
kept under review.

Who this guidance is for
9.

This statutory guidance applies to all schools, and is therefore aimed at:•governing bodies of maintained schools (including schools with a sixth form) andnon-maintained special schools (including residential special schools);•

trustees or directors of academies and free schools;•

proprietors of independent schools (including academies and free schools);•

providers of alternative provision, including AP Academies and AP Free Schools;•

management committees of pupil referral units (PRUs);•

teachers, other school staff and school nurses;•

head teachers, principals and senior leadership teams;•

diocese and other faith representatives; and•for reference, relevant local authority staff.

4 Guidance on health education does not apply to independent schools, which must meet the Independent School

Standards as set out in the Education (Independent School Standards) Regulations 2014. However, they may find thesections on health education helpful. It does, however, apply to academies and free schools.

410.
Pupil referral units (PRUs), alternative provision (AP) academies and free schools,
and independent schools that provide AP, are required to make provision for relationships
education, RSE and health education in the same way as mainstream schools; and theymust have regard to this guidance in delivering their programme. In teaching thesesubjects in PRUs, AP academies and free schools, and independent 5 AP schools, specificthought should be given to the particular needs and vulnerabilities of the pupils and what
adjustments might be needed.
11.
The statutory requirements do not apply to sixth form colleges, 16-19 academies or
Further Education (FE) colleges, 6 although we would encourage them to support students
by offering these subjects. These settings may find the principles helpful, especially insupporting pupils in the transition to FE.

Related guidance
12.
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The guidance should be read in conjunction with:
National curriculum in England: citizenship, religious education, computing, scienceand physical education programmes of study
Keeping children safe in education (statutory guidance)
Working Together to Safeguard Children (statutory guidance on multi-agency
working to help, protect and promote the welfare of children)
Behaviour in schools (advice for schools, including advice for appropriate
behaviour between pupils)
Equality Act 2010: advice for schools
SEND code of practice: 0 to 25 years (statutory guidance)
Alternative Provision (statutory guidance)
Mental Health and Behaviour in Schools (advice for schools)
Promoting Children and Young People’s Emotional Health and Wellbeing.
(guidance for schools and colleges)
Preventing and Tackling Bullying
Teaching Online Safety in Schools
The Equality and Human Rights Commission Advice and Guidance (provides
advice on avoiding discrimination in a variety of educational contexts)

5

Independent schools do not have to have regard to the guidance on health education, although they may find it helpfulin planning.
6 Further education and sixth form colleges that provide full time education for 14-16-year olds are required to follow
Department for Education guidance which covers a number of areas including the curriculum. From September 2020,
these included the subjects of relationships and sex education and health education, and such providers need to follow
this guidance.

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Promoting Fundamental British Values as part of SMSC in schools (guidance formaintained schools on promoting basic important British values as part of pupils’
spiritual, moral, social and cultural (SMSC))SMSC requirements for independent schools (guidance for independent schools on
how they should support pupils' spiritual, moral, social and cultural development).
Guidance for schools on colleges on gender questioning children (currently in draft,
to be finalised after consultation).

Developing a policy
13.
All schools must have an up-to-date written policy for relationships education or,
where they teach sex education, for RSE, and must consult parents when they develop
and review their policy. Listening and responding to the views of pupils will strengthen thepolicy and ensure that it meets their needs. Schools must provide a copy of the policy freeof charge to anyone who asks for one and publish the policy on the school website. 7
14.

The policy should:•

Differentiate between relationships and sex education where applicable.
Relationships education should not include topics which involve explaining different
forms of sexual activity. This includes discussions of forms of abuse that involve
explaining details of sexual activity, for example rape. In secondary schools, RSE
will often address aspects of relationships and sex education in an integrated way
within a single topic, but the policy should clearly differentiate relationships and sex
education so that parents are clear what they can request to withdraw their children
from.
Set out what sex education topics will be taught and in what years (some primaries
may not teach any sex education topics).
Include information about a parent’s right to request that their child is excused fromsex education.
Set out the subject content, how and when it is taught, who is responsible forteaching it and any external providers involved.
Explain how content will be made accessible to all pupils, including those with
SEND.
Describe how the subject is monitored and evaluated.
Set out how parents can view curriculum materials.
Explain how teachers will answer questions that relate to content that is restricted
to older children, that relates to topics in sex education that the school does notcover (in primary) or relates to sex education from which the child has been
withdrawn.
Explain how the policy has been produced, who approves the policy, and how andwhen it will be reviewed.

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If a school does not have a website, they should ensure that the policy is available by other means.

6Guiding principles for relationships and sex education
15.

Schools should develop a curriculum with the following five key principles in mind:

a. RSHE should teach children about the law, in addition to the importance oftolerance and respect for everyone in the school community and beyond.
b. The curriculum should seek to keep children safe and informed about growing up
and the challenges this may present, how relationships develop and how to be safe
once sexually active. It should enable topics to be taught appropriately by a trusted
adult and help ensure that prevention of harm and early intervention are supported.
c. Schools should follow the age limits set out in the guidance to ensure pupils don’t
learn about sensitive topics earlier than is necessary or at an inappropriate stage of
their development.
d. Schools should be transparent with parents about all materials used in RSE, andall materials should be available to parents, as described in the section on
openness with parents below.
e. Parents have a right to request that their children are withdrawn from sex
education.

Developing a curriculum, choosing resources and working
with external agencies
16.
Schools have significant freedom to implement this guidance in the context of abroad and balanced curriculum, in line with the age limits set out below for content which
is sensitive.
17.
A school’s curriculum should be in line with pupil need. Effective teaching will break
down core knowledge into manageable and well-sequenced units, including opportunities
for pupils to embed new knowledge so that it can be used confidently in real life
situations. The curriculum should build on knowledge pupils have previously acquired,with regular feedback provided on pupil progress. Lessons should ensure that all pupils
are challenged, and assessments should identify where pupils need extra support orintervention.
18.
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 8 subjects suchas citizenship, science, computing and PE.

8

The national curriculum does not apply to academies or independent schools.

719.
Working with external organisations can enhance delivery of these subjects,
bringing in specialist knowledge and different ways of engaging with young people.
Schools are responsible for checking the credentials of any visitor or visiting organisation.
Schools should ask to see materials and a lesson plan in advance, and should seek theviews of parents, making sure that all materials can be viewed (see section on openness
with parents below).
20.
Examples of resources funded by the Government to complement classroom
teaching are listed in Annex B. It is ultimately the school’s responsibility to ensure
resources and teaching materials are appropriate for the age and maturity of pupils, areaccessible for all pupils, including those with SEND, fit with their planned programme andpolicy, and are sensitive to pupils’ needs.
21.
It is important to agree how confidentiality will work in any lesson, and that any
visitor understands how safeguarding reports should be dealt with in line with school
policy. Further information for teachers in handling potential safeguarding or childprotection reports is on pages 14-15.

Openness with parents, and parents’ right to request
withdrawal from sex education
22.
Parents are the first educators of their children, and schools should make sureparents are aware of what is being taught in RSHE. Schools should use a range ofstrategies to build relationships with parents on these subjects – for example by inviting
parents into school to discuss the curriculum and the importance of RSHE for wellbeing
and safety, to discuss any concerns, and to support parents in managing conversations
with their children.
23.
Schools should, at minimum, provide parents with a representative sample of theresources that they plan to use, enabling parents to continue conversations started inclass, and should ensure that parents are able to view all curriculum materials used toteach RSHE on request. Parents are not able to veto curriculum content, but it is right thatthey are able to see what their children are being taught, especially in relation to sensitive
topics, and schools should respond positively to requests from parents to see material
that has not already been shared.
24.
There is a strong public interest in parents being able to see all materials used in
RSHE teaching if they would like to, and schools should not agree to any contractual
restrictions on showing parents this content. Schools should communicate to providers
that they are legally obliged to have regard to this statutory guidance, including the
expectation that all content can be shared with parents.
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25.
Where contractual clauses exist that seek to prevent schools sharing resources
with parents at all, they are void and unenforceable. This is because they contradict theclear public policy interest of ensuring that parents are aware of what their children arebeing taught in sex and relationships education.
26.
Where copyright law applies, schools must comply with it when sharing resources
with parents. It is best practice to share materials via a “parent portal” or, if this is notpossible, through a presentation. When schools make documents available to parents,
they should acknowledge the provider’s authorship and include a statement, that parents
agree to as a condition of access, that the content should not be copied or shared further
except as authorised under copyright law. Where relevant and possible, IT systems
should also be in place to prevent downloading.
27.
Where parents are unable to view materials via a “parent portal”, or cannot attend
a presentation, schools can provide copies of materials to parents to take home, providing
parents agree to a similar statement that they will not copy the content or share it further
except as authorised under copyright law. One of the key principles of this guidance isthat schools should be transparent with parents about all materials used in RSHE, and allmaterials should be available to parents. It is therefore vital that parents have confidence
in what is being taught to their children and it is important that parents have the ability to
discuss and analyse the contents.
28.
Parents have the right to request that their child be withdrawn from some or all ofsex education delivered as part of statutory RSE. Pupils are not able to request towithdraw. Parents do not have the right to withdraw their pupils from topics taught as partof the science curriculum, including science topics related to puberty or sexual
reproduction.
29.
Parents do not have the right to request withdrawal from relationships education,
but relationships education should not include topics which involve explaining different
forms of sexual activity. However, relationships education may include topics related topreventing sexual abuse, for example sharing inappropriate material online, providing
teachers do not describe the nature of any sexual activity involved. Safeguarding
information may require young people to understand different parts of the body, but thisshould not include descriptions of sexual activity.
30.
Before granting any request for withdrawal from sex education, it is good practicefor the head teacher to discuss the request with parents, and the child if appropriate, tounderstand the request and to clarify the nature and purpose of the curriculum. This is
likely to include discussing the benefits of sex education, and any detrimental effects ofwithdrawal, including social and emotional impacts on the child, and the likelihood that thechild will hear their peers’ version of what was said in class, which may not be accurate.
Schools will want to document this process to ensure a record is kept.
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31.
Head teachers must automatically grant a request to withdraw a pupil from any sex
education delivered in primary schools, other than as part of the science curriculum. In
secondary, headteachers should only refuse a request in exceptional circumstances, forexample because of a pupil’s specific vulnerability. From three terms before the pupil
turns 16, a pupil can choose to opt back into sex education even if their parent hasrequested withdrawal. For example, if a pupil turns 16 during the autumn term, the pupil
can opt back into sex education at any time after the start of the previous autumn term.
32.
If a pupil is excused from sex education, it is the school’s responsibility to ensurethat the pupil receives appropriate, purposeful education during the period of withdrawal.

Governors and Trustees
33.
As well as fulfilling their legal obligations, governing boards should also make surethat:
• all pupils make progress in achieving the expected educational outcomes;• teaching is accessible to all pupils with SEND;• curriculum content and teaching materials are aligned with this statutory guidance;and• clear information is provided for parents on the subject content, teaching materials
and external providers, and on the right to request that their child is withdrawn fromsex education.
34.
Foundation governors and trustees of faith academy trusts will also have wider
responsibilities in relation to maintaining and developing the religious ethos of theschools.

Teaching about the law
35.
There will be a range of opinions regarding topics within RSE. The starting
principle should be that any applicable law should be taught in a factual way so that pupils
are clear on their rights and responsibilities as citizens. Pupils should understand that theage of criminal responsibility is ten.
36.
Pupils should be made aware of the relevant legal provisions when relevant topics
are being taught, including for example those relating to:•marriage, including forced marriage;•

consent, including the age of consent;•

violence against women and girls, including domestic abuse, stalking, rape, sexual
offences, female genital mutilation (FGM), ‘virginity testing’ and hymenoplasty;

10•sexual abuse, harassment and exploitation, including public sexual harassment
and harmful sexual behaviour;•

the Online Safety Act;•

online behaviours including image and information sharing (including ‘sexting’,
youth-produced sexual imagery, nudes, etc, and including AI-generated sexual
imagery and deepfakes). Pupils should understand the law about online sexual
harassment and online sexual abuse including grooming and sextortion;•

pornography;•

abortion;•

protected characteristics (age, disability, gender reassignment, marriage and civil
partnership, pregnancy and maternity, race, religion or belief, sex, sexual
orientation);•substance misuse;•gambling;•

violence and exploitation by gangs;•

carrying knives;•

extremism/radicalisation;•

criminal exploitation (for example, through gang involvement or ‘county lines’ drugs
operations);•

hate crime.

Equality
37.
Schools are required to comply with relevant requirements of the Equality Act
2010, including the Public sector equality duty (PSED) (s.149), when teaching RSHE. 9
Further guidance is available for schools in The Equality Act 2010 and Schools advice.
38.
Schools must ensure topics in RSHE are taught in a way which does notdiscriminate against pupils or amount to harassment.
39.
Pupils should learn about the law relating to the protected characteristics by theend of their secondary education. The protected characteristics are age, disability, gender
reassignment, sexual orientation, marriage or civil partnership, pregnancy and maternity,
race, religion or belief, and sex.

9 Equality Act provisions in relation to schools are in Part 6, Chapter 1. Independent schools that are not academies are

not subject to the PSED.

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Lesbian, Gay, Bisexual and Transgender content
40.
Pupils should understand the importance of equality and respect and should learn
about the protected characteristics, including sexual orientation and gender reassignment,by the end of their secondary education.

Sexual orientation
41.
We expect the majority of primary schools to teach about healthy loving
relationships. Primary schools have discretion over whether to discuss sexual orientation
or families with same-sex parents. At secondary, there should be an equal opportunity to
explore the features of stable and healthy same-sex relationships, and secondary schools
should ensure that this content is integrated into RSHE programmes of study rather thandelivered as a standalone unit or lesson.
42.
Pupils should also be taught the facts and the law about sex, sexual orientationand sexual health.

Gender Reassignment
43.
Pupils should also be taught the law about gender reassignment. Schools should
be clear that an individual must be 18 before they can legally reassign their gender. Thismeans that a child’s legal sex will always be the same as their biological sex and, at
school, boys cannot be legally classified as girls or vice versa.
44.
If a child is questioning their gender, schools should refer to the guidance forschools and colleges on gender questioning pupils for more information.
45.
Schools should not teach about the broader concept of gender identity. Gender
identity is a highly contested and complex subject. It is a sense a person may have of
their own gender, whether male, female or a number of other categories. This may or may
not be the same as their biological sex. Many people do not consider that they or others
have a separate gender identity.
46.
If asked about the topic of gender identity, schools should teach the facts about
biological sex and not use any materials that present contested views as fact, including
the view that gender is a spectrum. Material suggesting that someone’s gender isdetermined by their interests or clothing choices should not be used as it risks leading
pupils who do not comply with sex stereotypes to question their gender when they might
not have done so otherwise. Where schools decide to use external resources, they should
avoid materials that use cartoons or diagrams that oversimplify this complex concept orthat could be interpreted as being aimed at younger children. Schools should consult
parents on the content of external resources on this topic in advance and make allmaterials available to them on request.
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Religion and belief, including teaching in schools with areligious character
47.
RSHE should be sensitive to the religious background of pupils, and schools mustensure they comply with the relevant provisions of the Equality Act 2010, under which
religion or belief are amongst the protected characteristics.
48.
All schools may teach about faith perspectives on these topics. In particular,schools with a religious character may teach their distinctive faith perspective on
relationships, and balanced debate may take place about issues that are contentious. For
example, the school may wish to reflect on faith teachings about certain topics as well as
how their faith institutions may support people in matters of relationships and sex.
However, where RE is delivered in conjunction with RSHE, schools should ensure that
content is differentiated for pupils so that it is clear where they are being taught content
that reflects religious belief.

Pupils with special educational needs and disabilities (SEND)
49.
Relationships education, RSE and health education must be differentiated toensure these subjects are accessible for pupils with special educational needs anddisabilities, including in special schools, and prepare pupils for adulthood, 10 as set out in
the SEND code of practice.
50.
Schools should be aware that pupils with SEND may be more vulnerable than theirpeers to harmful sexual behaviour, sexual abuse, exploitation, bullying and other issues.
RSHE can be particularly important for these pupils, particularly those with social,emotional and mental health needs or learning disabilities.

Addressing prejudice, sexual harassment and sexual violence
51.
Pupils should learn about harmful sexual behaviours, that sexual violence andsexual harassment are never acceptable, and can include a wide range of unwanted
behaviours, including sexual innuendos, suggestive comments, questions about aperson’s sex life and sexual advances. Pupils should be clear about the law in relation tosexual violence and harassment, whether it occurs online or offline, including thatstalking, indecent exposure (including online), upskirting and any sexual harassment
involving physical contact are crimes in England and Wales, and that people can beprosecuted for this behaviour. Pupils should understand that anyone can be a victim ofsexual violence, regardless of sex, sexual orientation, gender reassignment or anotherprotected characteristic and that the victim is never to blame.
10 “Preparing for adulthood” outcomes are set out at section 7.38 of the SEND code of practice: 0 to 25 years.

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52.
It is important to foster respectful relationships between boys and girls, and schools
should be alive to issues such as everyday sexism, misogyny, homophobia and sex
stereotypes, and should take action to build a culture where any occurrences are
identified and tackled. Staff have an important role to play in modelling positive
behaviours and avoiding language that might perpetuate harmful stereotypes. Pupils
should understand the importance of challenging harmful beliefs and attitudes and should
understand that sexism and misogyny can be linked to violence against women and girls.
Where misogynistic ideas are expressed at school, staff should challenge the ideas,rather than the person expressing them, and support pupils to reflect on their attitudes. 11
53.
Some pupils may be exposed to harmful behaviours, including online, which may
normalise harmful or violent sexual behaviours. This can include exposure to sexist andmisogynistic influencers, which may normalise sexual harassment and abuse. Teachers
should be aware of risk factors such as existing vulnerabilities, bullying, peer pressure, or
low self-esteem, that may make some boys more vulnerable to harmful online content andencourage pupils to consider how this content may be harmful to both men and women. It
is essential that generalisations are not made, and pupils should have the opportunity toidentify positive male role models and understand that most boys and young men arerespectful to girls and young women and each other.
54.
Discussions about sensitive topics in RSHE can lead to increased safeguarding
reports. All staff should know what to do if they have concerns that a pupil is being
abused or neglected or have witnessed abuse. 12 Where lessons are delivered by external
agencies, schools must agree in advance of the session how a safeguarding report would
be dealt with by the external visitor. Staff should also be aware of mandatory reporting
duties, including regarding FGM, 13 and that virginity testing and hymenoplasty became
illegal in 2022. 14 The Government is also introducing a new law which will create a legal
requirement for anyone in regulated activity relating to children in England, including
teachers, to report it if they are made aware a child is being sexually abused.
55.
Teachers should adopt an approach which creates a safe environment for pupils
to discuss these topics outside of the classroom. However, the welfare of the child isparamount and schools should have regard to the statutory guidance Keeping children
safe in education. Staff with concerns about a child’s welfare should consider making areferral to local authority children’s social care and should do this immediately if there is a
11
Guidance and resources for teachers and school staff to help challenge these harmful behaviours can hefound here - Guidance and resources for teachers and school staff | ENOUGH
12
Resources to help teachers and school staff identify the signs and indicators of child sexual abuse can befound here – Centre of expertise on child sexual abuse
13
The FGM mandatory reporting duty requires regulated health and social care professionals and teachers
in England and Wales to report ‘known’ cases of FGM in under 18s which they identify in the course of theirprofessional work to the police. Guidance can be found here - Mandatory Reporting of Female Genital
Mutilation – procedural information
14
Guidance on hymenoplasty and virginity testing can be found here - Virginity testing and hymenoplasty:
multi-agency guidance

14

concern that the child is suffering significant harm or is likely to do so (subject to the
mandatory reporting duties set out at paragraph 54). Staff should handle personal
information with due care and know how to manage the requirement to maintain an
appropriate level of confidentiality. This means only involving those who need to be
involved, such as the Designated Safeguarding Lead (or deputy) and children’s social
care. Staff should never promise a child that they will not tell anyone about a report ofabuse, as this may ultimately not be in the best interests of the child. It is equallyimportant that children understand how confidentiality will be handled in a lesson andwhat might happen if they choose to make a report, about themselves or a peer.
56.
It is good practice to involve the Designated Safeguarding Lead (or a deputy) inanything that is safeguarding-related in the context of these subjects. They will potentiallyhave knowledge of trusted, high-quality local support that could be engaged, links to thepolice and other agencies and the knowledge of any local issues, which it may beappropriate to address in lessons.

Managing difficult questions
57.
Pupils may ask questions related to topics which go beyond any sex education
covered by the school, or which cover age-restricted content. The school’s policy should
explain how teachers will handle such questions, with an emphasis on supporting thechild. This may include asking a pupil to speak to their parents or a trusted adult,
signposting to support services where needed, and recognising that children whose
questions go unanswered might instead turn to inappropriate sources of information,
including online. Teachers may require support and training in handling questions that are
better not dealt with in the classroom.

Age limits and flexibility
58.
The age limits in this guidance seek to ensure that, as content is introduced that isdesigned to prepare young people to stay safe and keep others safe, children are notintroduced too early to concepts that they may not have the maturity to grasp, or which
may be distressing. Age limits are focused on topics which, even when presented in a
careful and well-intentioned way, may inadvertently give the message to young people
that they could or should be engaging in or exploring adult activities rather than enjoying
childhood.
59.
Schools should seek to follow these age limits at all times. However, flexibility may
be necessary in order to respond promptly to issues which pose an imminent
safeguarding risk to their pupils. In certain circumstances, schools may decide to teachage-limited topics earlier, provided it is necessary do so in order to safeguard pupils andprovided that teaching is limited to the essential facts, without going into unnecessary
detail. Parents must be informed in these cases and appropriate safeguarding measures
15

put in place. For example, if a primary school becomes aware that pupils are circulating
pornographic material on social media, or if a secondary school becomes aware of aproblem with sexual abuse in Key Stage 3, it would be appropriate for the school toaddress this with pupils in order to tackle the behaviour promptly, make them aware of therisks and consequences and prevent it from happening in future. However, this does notmean schools should go into the details of the sexual acts in question.
60.
It is essential that schools inform parents in advance where they plan to teach a
topic earlier than set out in this guidance.

16

Curriculum Content
Relationships education (Primary)61.
The focus in primary school should be on teaching the fundamental characteristics
of positive relationships, strengthening the understanding that children will be developingat home. Primary schools should take account of the age limits in the secondary RSHE
curriculum tables, to ensure that no inappropriate content is taught.
62.
Relationships education in primary should equip pupils to recognise and reportabuse. Pupils should understand how to identify where boundaries have been violated, inall contexts, including online. In primary schools, this can be delivered by focusing on
boundaries, privacy, and children’s rights over their own bodies. Pupils should be able torecognise emotional, physical and sexual abuse, though without getting into the detail ofsexual acts. In addition, pupils should understand how bullying can intensify, and become
abusive (for example, using derogatory terms related to someone’s sex). Pupils should
know how to report concerns and seek advice. While teaching children how to stay safe,
including online, teachers should be clear that being a victim of abuse is never the fault of
the child.
63.
Schools can most commonly refer to families with a mother and a father when
discussing families, but should be sensitive to pupils’ circumstances, recognising thatsome children may have a different structure of support around them. For example,
looked after children or young carers. Families of many forms provide a nurturing
environment for children, and can include single parent families, same-sex parents,
families headed by grandparents, kinship carers, adoptive parents and foster
parents/carers. Care should be taken to ensure that children are not stigmatised based on
their home circumstances and needs.

17

By the end of primary school:
Families andpeople whocare for me

Pupils should know
1. that families are important for children growing up because they
provide love, security and stability.
2. the characteristics of healthy family life, including commitment toeach other, including in times of difficulty, protection and care forchildren and other family members, the importance of spendingtime together and sharing each other’s lives.
3. that others’ families, either in school or in the wider world,
sometimes look different from their family, but that they should
respect those differences and know that other children’s families
are also characterised by love and care.
4. that stable, caring relationships are at the heart of happy families,
and are important for children’s security as they grow up.
5. that marriage 15 represents a formal and legally recognised
commitment of two people to each other which is intended to belifelong.
6. how to recognise if family relationships are making them feel
unhappy or unsafe, and how to seek help or advice from others if
needed.

Caringfriendships

Pupils should know
1. how important friendships are in making us feel happy and secure,and how people choose and make friends.
2. that through no fault of their own, not every child will have thefriends they would like, that most people feel lonely at some point
and that there is no shame in feeling lonely or talking about it.
3. the characteristics of healthy relationships that lead to happinessand security, including mutual respect, truthfulness,trustworthiness, loyalty, kindness, generosity, trust, sharing
interests and experiences, and support with problems anddifficulties.
4. how to recognise relationships that are less positive
5. that healthy friendships are positive and welcoming towards
others, and do not make others feel lonely or excluded.

15 Marriage in England and Wales is available to both opposite sex and same sex couples. The Marriage (Same Sex
Couples) Act 2013 extended marriage to same sex couples in England and Wales. The ceremony through which a
couple get married may be civil or religious.

18

6. that most friendships have ups and downs, and that these canoften be worked through so that the friendship is repaired or evenstrengthened, how to manage conflict, and that resorting toviolence is never right.
7. how to recognise who to trust and who not to trust, how to judge
when a friendship is making them feel unhappy or uncomfortable,
how to handle these situations, and how to seek help or advice
from others, if needed.
Respectful
relationships

Pupils should know
1. the importance of respecting others, even when they are very
different from them (for example, physically, in character,personality or backgrounds), or make different choices or havedifferent preferences or beliefs.
2. practical steps they can take in a range of different contexts toimprove or support respectful relationships.
3. the conventions of courtesy and manners.
4. the importance of self-respect and how this links to their own
happiness.
5. that they can expect to be treated with respect by others, and thatin turn they should show respect to others, including those inpositions of authority.
6. about different types of bullying (including cyberbullying), theimpact of bullying, responsibilities of bystanders (primarily
reporting bullying to an adult), and how to get help.
7. what a stereotype is, how stereotypes can be unfair, negative,
destructive or lead to bullying and how to challenge a stereotype.
8. the importance of respecting boundaries, including understanding
permission-seeking and giving in relationships with friends, peers
and adults.

Onlinerelationships

Pupils should know
1. that people sometimes behave differently online, and that this canlead to dangerous situations. For example, someone pretending
to be someone they are not, or an adult presenting as a child, to
get another person to do something for them that they don’t want
to do, or shouldn’t do.
2. that children should be respectful in online interactions, and thesame principles apply to online relationships as to face-to-facerelationships, including when we are anonymous.
19

3. the rules and principles for keeping safe online, how to recogniserisks, harmful content and contact, and how to report them.
4. how to critically consider their online friendships and sources of
information including awareness of the risks associated withpeople they have never met.
5. how information and data is shared and used online, including therisks of sending images and information (without discussing
details of sexual imagery).
6. about online risks, including that any material someone provides
to another has the potential to be circulated online and that oncea picture or words has been circulated there is no way of deletingit everywhere and no control over where it ends up.
7. that there is a minimum age for joining social media sites(normally age 13) in part to protect children from inappropriate
content or unsafe contact with older social media users, who may
be strangers, including other children and adults.
8. the importance of avoiding putting pressure on others to share
information and images online, and strategies for resisting peerpressure. This should be covered without discussing details of
sexual imagery.
9. who to go to for advice and support when they feel worried orconcerned about something they have seen or engaged
with online. Pupils should understand what they should do if theysee something online that makes them feel worried. Pornography
should not be referenced in primary education.

20

Being safe

Pupils should know
1. what sorts of boundaries are appropriate in friendships with peers
and others (including in a digital context). This can include
learning about boundaries in play and in negotiations about space,toys, books, resources and so on.
2. about the concept of privacy and its implications for both children
and adults; including that it is not always right to keep secrets ifthey relate to being safe.
3. that each person’s body belongs to them, and the differences
between appropriate and inappropriate or unsafe contact,
including physical contact.
4. how to respond safely and appropriately to adults they may
encounter (in all contexts, including online), including those they
do and do not know.
5. how to recognise and report feelings of being unsafe or feelingbad about any adult.
6. how to ask for advice or help for themselves or others, and tokeep trying until they are heard.
7. how to report concerns or abuse, and the vocabulary andconfidence needed to do so.
8. where to get advice e.g. family, school and/or other sources.

Sex Education (Primary)71.
The aim of teaching aspects of sex education in primary is not to prepare pupils forsexual activity in later life. It should only focus on giving pupils the information they needto understand human reproduction and for their own safety. To ensure the content does
not go beyond this, schools should take account of the age restrictions set out in thesecondary RSHE curriculum tables, which are clear that some topics should not be taught
before secondary school.
72.
Sex education is not compulsory in primary schools, but the Department
recommends that primaries teach sex education in years 5 or 6 (this should be taught noearlier than year 5) in line with what pupils learn about conception and birth as part of thenational curriculum for science. The national curriculum for science includes subject
content in related areas, such as the main external body parts, the human body as it
grows from birth to old age (including puberty) and reproduction in some plants andanimals. Schools may also cover human reproduction in the science curriculum, but21where they do so, this should be in line with the factual description of conception in thescience curriculum.
73.
Primary schools should consult parents about the detailed content of anything thatis to be taught in sex education. This process should include offering parents support intalking to their children about sex education and how to link this with what is being taught
in school.

Relationships and Sex Education (RSE): Secondary74.
RSE in secondary should provide a clear progression from primary relationships
education, supporting parents to give young people the information they need to help
them develop healthy, nurturing relationships of all kinds, including the knowledge they
may need in later life to avoid sexually transmitted infections and unwanted pregnancies.
75.
Effective RSE focuses on respect for oneself and others and does not encourage
or normalise early sexual experimentation. By supporting confidence and self-esteem,
RSE will enable young people to make their own choices about whether or when todevelop safe, fulfilling and healthy sexual relationships, and to resist pressure to havesex.
76.
RSE in secondary will cover a range of topics, including topics related to abusive
behaviour. Different forms of abuse should be addressed sensitively and clearly atappropriate ages as set out below. For pupils who are experiencing, or have experienced
unhealthy or unsafe relationships, including at home, the school may have an importantrole as a place of consistency and safety where pupils can find support.
77.
When teaching sensitive topics, teachers can use approaches such as distancing
techniques, setting ground rules with the class to help manage sensitive discussion, andusing question boxes to allow pupils to raise issues anonymously.

By the end of secondary school:
Schools should continue to develop knowledge on topics specified for primary as
required and in addition cover the following content by the end of secondary:
Families

Pupils should know
1. that there are different types of committed, stable relationships.
2. how these relationships might contribute to human happiness and theirimportance for bringing up children.
3. what marriage is, including its legal status, e.g. that marriage carries
legal rights and protections not available to couples who are cohabiting22

or who have married, for example, in an unregistered religious
ceremony.
4. why marriage is an important relationship choice for many couples andthat forced marriage and marrying before the age of 18 is illegal. 16
5. the characteristics and legal status of other types of long-term
relationships.
6. how families and relationships change over time, including through birth,
death, separation and new relationships.
7. the roles and responsibilities of parents with respect to raising children,
including the characteristics of successful parenting and the importanceof the early years of a child’s life for brain development.
8. how to determine whether other children, adults or sources of
information are trustworthy, how to judge when a relationship is unsafe(and to recognise this in others’ relationships); and, how to seek help or
advice, including reporting concerns about others, if needed.

16

Age of Marriage Act 2023

23

Respectful
Pupils should know
relationships, 1. the characteristics of positive and healthy relationships of all kinds,
including
online and offline, including romantic relationships. For example, pupils
friendships
should understand the role of consent, trust, mutual respect, honesty,

kindness, loyalty, shared interests and outlooks, generosity, boundaries,
privacy, and the management of conflict, reconciliation and ending
relationships.

2. that fixated, obsessive, unwanted and repeated behaviours can becriminal, and where to get help if needed.
3. the practical steps they can take to improve or support respectful
relationships.
4. how stereotypes, in particular stereotypes based on sex, gender
reassignment, race, religion, sexual orientation or disability, can cause
damage (e.g. how they might normalise non-consensual behaviour or
encourage prejudice).
5. that they can expect to be treated with respect by others, and that in turnthey should show respect to others, including people in positions ofauthority, as well as tolerance of other people’s beliefs.
6. about different types of bullying (including cyberbullying), the impact ofbullying, responsibilities of bystanders to report bullying and how andwhere to get help.
7. the legal rights and responsibilities regarding equality, and that everyone
is unique and equal.
8. what constitutes harmful sexual behaviour and why, and that such
behaviour is unacceptable, emphasising that it is never the fault of theperson experiencing it. This should not be taught before year 7.
9. that some types of behaviour, including within relationships, are criminal,
including violent behaviour and emotional abuse, such as controlling or
coercive behaviour. 17 Schools should not, however, teach about thedetails of violent abuse before Y9 as it is important that pupils are
not introduced to distressing concepts when they are too young tounderstand them.

17

Domestic Abuse Act 2021

24

Online andmedia

Pupils should know
1. their rights, responsibilities and opportunities online, including that thesame expectations of behaviour apply in all contexts, including online.
2. about online risks, including that any material someone provides toanother has the potential to be circulated online and that once a picture
or words has been circulated there is no way of deleting it everywhereand no control over where it ends up.
3. not to provide material to others that they would not want to be
distributed further and not to pass on personal material which is sent tothem. Pupils should understand the serious risks of sending material toothers.
4. what to do and where to get support to report material or manage
issues online. 18
5. about circulating images and information and how to safely report totrusted adults the non-consensual creation or distribution of an intimate
image. Pupils should understand that making, keeping or sending
naked or sexual images of someone under 18 is a crime, even if thephoto is of themselves or of someone who has consented, and even if
the image was created by the child and/or using AI generated imagery.
Pupils should understand the potentially serious consequences ofasking for naked, semi-naked or sexual images, including the potential
for criminal charges and severe penalties including imprisonment. This
topic should not be taught before year 7.
6. the impact of viewing harmful content, including pornography, that
presents a distorted picture of sexual behaviours, can damage the way
people see themselves in relation to others, and can negatively affect
how they behave towards sexual partners. This can affect pupils who
see pornographic content accidentally as well as those who see itdeliberately. The risks of inappropriate online content can be
discussed in an age-appropriate way from year 7, however, thedetails of sexual acts should not be discussed before year 9.
7. how information and data is generated, collected, shared and usedonline.
8. the characteristics of social media, including that social media users
may say things in more extreme ways than they might in face-to-facesituations, and that some users present highly exaggerated or idealised
profiles of themselves online.

18

For example, see Report Remove. Report Remove (iwf.org.uk)

25

9. that websites may share personal data about their users, andinformation collected on their internet use, for commercial purposes (i.e.
to enable targeted advertising).
10. that criminals can operate online scams, for example using fakewebsites or emails to extort money or valuable personal information.
This information can be used to the detriment of the person or wider
society.

26

Being safe

Pupils should know:
1. how to recognise, respect and communicate boundaries inrelationships, including in early romantic relationships (in all contexts,
including online) such as kissing or touching.
2. the concepts and laws relating to harmful sexual behaviour, including
sexual harassment, revenge porn, upskirting and taking/sharing intimate
sexual photographs without consent, public sexual harassment, andunsolicited sexual language / attention / touching. This should not betaught before year 7.
3. The concepts and laws relating to sexual exploitation and abuse,grooming, stalking, and forced marriage. This should not be taught
before year 7.
4. The concept and laws relating to sexual violence, including rape andsexual assault. Whilst it's important for pupils to understand the
key principles around sexual offences and violence, for example
the importance of understanding what consent means, schools
should not teach about this in any sexually explicit way before
year 9.
5. the physical and emotional damage which can be caused by female
genital mutilation (FGM), virginity testing and hymenoplasty, where tofind support, and the law around these areas. This should include that it
is a criminal offence to perform or assist in the performance of FGM,
virginity testing or hymenoplasty, or fail to protect a person under 16 forwhom someone is responsible from FGM, or to take girls who are UK
nationals abroad for FGM, regardless of whether it is lawful in thatcountry. This should not be taught before year 9, except for where
schools have identified a greater risk of FGM at an earlier age orhave pupils who have been affected by FGM and need support.
6. the concepts and laws relating to domestic abuse including controllingor coercive behaviour, emotional, sexual, economic or physical abuse,and violent or threatening behaviour 19. Schools should not teachabout the details of violent abuse before year 9 as it is importantthat pupils are not introduced to distressing concepts when they
are too young to understand them.
7. how to seek support for worrying or abusive behaviour in themselves orothers, including information on where to report abuse.

The Domestic Abuse Act 2021 recognised children who see, hear, or experience the effects of abuse,
and are related to either the victim of the abusive behaviour, or the perpetrator, as victims of domestic
abuse in their own right (part 1 section 3). The Domestic Abuse Act 2021 statutory guidance is designed tosupport statutory and non-statutory bodies working with victims of domestic abuse, including children.
19

27

Intimate and Explicit discussion of the details of sexual acts should not besexualtaught before year 9 and should only take place insofar as it isrelationships, necessary to teach the topics below.
includingsexual health Pupils should know
1. the law about the age of consent, that they have a choice about
whether to have sex, that many young people wait until they areolder, and that people of all ages can enjoy intimate and romantic
relationships without sex.
2. about sexual consent and their capacity to give or withhold consent
at any time, even if initially given, as well as the considerations thatpeople might take into account prior to sexual activity, e.g. the law,faith and family values.
3. that all aspects of health can be affected by choices they make insex and relationships, positively or negatively, e.g. physical,
emotional, mental, sexual and reproductive health and wellbeing.
4. That some sexual behaviours can be harmful and that there are arange of strategies for identifying, resisting and understanding
sexual pressure, including from peers, and how to avoid putting
sexual pressure on others.
5. the facts about the full range of contraceptive choices, efficacy andoptions available.
6. that there are choices in relation to pregnancy. Pupils should begiven medically and legally accurate and impartial information on all
options, including keeping the baby, adoption, abortion and whereto get further help.
7. how the different sexually transmitted infections (STIs), including
HIV/AIDs, are transmitted, how risk can be reduced through safer
sex (including through condom use) and the importance of andfacts about testing.
8. about the prevalence of STIs, the impact they can have on those
who contract them and key facts about treatment.
9. how the use of alcohol and drugs can lead people to take risks intheir sexual behaviour.
10. how to get further advice, including how and where to accessconfidential sexual and reproductive health advice and treatment.

28

Health and wellbeing
78.
The aim of teaching about health and wellbeing is to enable pupils to make gooddecisions about their own health and wellbeing, to understand the links between physicaland mental health, to recognise problems in themselves or others and to seek support
when needed. Schools should support pupils to develop strategies for self-regulation,perseverance and determination, even in the face of setbacks.
79.
Effective teaching should aim to reduce stigma attached to health issues, inparticular relating to mental health, and discourage the pejorative use of language related
to ill health. Schools should promote openness, so that pupils can check theirunderstanding and seek any necessary help and advice.
80.
Curriculum content related to puberty and menstruation should be complemented
by sensitive arrangements to help girls prepare for and manage menstruation, including
with requests for period products. Schools should use appropriate language such as
period pads and menstrual products instead of sanitary items or feminine hygiene
products. Both secondary and primary state-maintained schools in England can accessfree period products via the DfE’s period product scheme.

Health and wellbeing: Primary81.
Health education in primary starts with the benefits and importance of daily
exercise, good nutrition and sufficient sleep, and supports pupils to develop emotionalawareness. Schools should emphasise the relationships between physical health andmental wellbeing, and the benefits of physical exercise and time spent outdoors.

By the end of primary school:
Generalwellbeing

Pupils should understand1. the benefits of physical exercise, time outdoors, and helping
others for wellbeing and happiness. Simple self-care
techniques, including the importance of rest, time spent withfriends and family and hobbies, interests and community
participation.
2. the importance of promoting general wellbeing and physicalhealth.
3. the range and scale of emotions (e.g. happiness, sadness,anger, fear, surprise, nervousness) that they might experiencein different situations. Pupils should understand that worrying
and feeling down are normal and affect everyone at different
times and are not in themselves a sign of a mental healthcondition.
29

4. how to recognise feelings and use varied vocabulary to talkabout their own and others’ feelings.
5. how to judge whether what they are feeling and how they are
behaving is appropriate and proportionate.
6. that isolation and loneliness can affect children, and the benefitsof seeking support.
7. that bullying (including cyberbullying) has a negative and often
lasting impact on mental wellbeing.
8. that change and loss, including bereavement, can provoke arange of feelings; that grief is a natural response to
bereavement, and everyone grieves differently.
9. where and how to seek support (including recognising thetriggers for seeking support), including who in school theyshould speak to if they are worried about their own or someone
else’s mental wellbeing or ability to control their emotions(including issues arising online).
10. that it is common to experience mental health problems, andearly support can help resolve problems.
Online safety
and harms

Pupils should know
1. that for many people the internet is an integral part of life andhas many benefits as part of a healthy life including meaningfuloffline relationships.
2. about the benefits of rationing time spent online, the risks ofexcessive time spent on electronic devices and the impact ofpositive and negative content online on their own and others’
mental and physical wellbeing.
3. how to consider the impact of their online behaviour on others,
and how to recognise and display respectful behaviour online,
4. the importance of keeping personal information private.
5. why social media, some apps, computer games and online
gaming, including gambling sites, are age restricted. Thisshould not be taught before year 3.
6. the risks relating to online gaming, video game monetisation,
scams, fraud and other financial harms, and that gaming canbecome addictive. This should not be taught before year 3.
30

7. how to take a critical approach to what they see and read online
and make responsible decisions about which content, including
content on social media and apps, is appropriate for them.
8. that the internet can be a negative place where online abuse,bullying and harassment can take place, which can have anegative impact on wellbeing. In discussing this, care should
be taken to avoid exposing children to concepts which may
not be appropriate for them.
9. how to understand the information they find online, includingfrom search engines, and know how information is selected andtargeted.
10. that they have rights in relation to sharing personal data, privacy
and consent.
11. where and how to report concerns and get support with issues
online.
Physical health Pupils should know
and fitness
1. the characteristics and mental and physical benefits of an active
lifestyle.
2. the importance of building regular exercise into daily and weekly
routines and how to achieve this; for example, walking or cycling
to school, a daily active mile or other forms of regular, vigorous
exercise.
3. the risks associated with an inactive lifestyle (including obesity).
4. how and when to seek support including which adults to speak toin school if they are worried about their health.
Healthy eating

Pupils should know
1. what constitutes a healthy diet (including understanding calories
and other nutritional content).
2. the principles of planning and preparing a range of healthy
meals.
3. the characteristics of a poor diet and risks associated withunhealthy eating (including, for example, obesity and tooth
decay) and other behaviours (e.g. the impact of alcohol on dietor health).

31

Drugs, alcohol, Pupils should know
tobacco and1. the facts about legal and illegal harmful substances andvapingassociated risks, including smoking, vaping, alcohol use anddrug-taking.
Healthprotection andprevention

Pupils should know
1. how to recognise early signs of physical illness, such as weight
loss, or unexplained changes to the body.
2. about safe and unsafe exposure to the sun, and how to reduce
the risk of sun damage, including skin cancer.
3. the importance of sufficient good quality sleep for health and theimpact of poor sleep on weight, mood and ability to learn.
4. about dental health and the benefits of good oral hygiene andinter-dental cleaning, including regular check-ups at the dentist.
5. about personal hygiene and germs including bacteria, viruses,
how they are spread and treated, and the importance ofhandwashing.
6. the facts and science relating to allergies, immunisation andvaccination.

Personal safety Pupils should know:
1. about hazards (including fire risks) that may cause harm, injury
or risk and ways to reduce risks.
2. how to recognise risk and keep safe around roads, railways andwater, including the water safety code.
Basic first aid

Pupils should know:
1. how to make a clear and efficient call to emergency services ifnecessary, including the importance of reporting incidents rather
than filming them.
2. concepts of basic first aid, for example dealing with common
injuries and ailments, including head injuries.

Developing

This should not be taught before year 4.

bodiesPupils should know:
1. about growth, change and the changing adolescent body, This
topic should include the human lifecycle. Puberty should be
mentioned as a stage in this process.
2. the key facts about the menstrual cycle, including physical andemotional changes.
32

Health and wellbeing: Secondary82.
Teaching in secondary should build on primary content, supporting pupils tounderstand their changing bodies and their feelings, how to protect their own health andwellbeing, and when a physical or mental health issue requires attention. Schools may
also choose to teach about issues such as eating disorders 20 and self-harm. It is
important that schools ensure teachers are properly equipped to lead discussions about
these topics, including what to do if a pupil makes a disclosure.
83.
In teaching about mental health and wellbeing within the RSHE curriculum, schools
may wish to talk to young people about the prevention of suicide, including how to identify
warning signs and where and how to seek help.
84.
Many aspects of suicide are addressed throughout the mental wellbeing curriculum.
Starting in primary school, it includes recognising and talking about emotions and judging
whether what they are feeling, and how they are behaving, is appropriate andproportionate. Isolation, loneliness and bullying are recognised as negatively affecting
children and they should always be able to discuss their feelings with an adult. Simple
self-care techniques and knowing where and how to seek support for themselves andothers, are part of the curriculum.
85.
If addressing suicide prevention directly, teaching should focus on equipping pupils
to recognise when they, or someone they know, needs support and where they can seek
help if they have concerns. This should include details on which adults in school (e.g.
school nurses), and externally can help. Teachers should use language and content thatis accurate, straightforward and appropriate to the level of understanding of the class.
They should take particular care to avoid discussing instructions or methods of self-harmor suicide and avoid using emotive language, videos or images. Given the sensitivity andcomplexity of content on suicide prevention, direct references to suicide should not bemade before year 8.
86.
If teachers have concerns about a specific pupil in relation to eating disorders, selfharm or suicidal ideation or attempts, or a pupil discloses information, they must follow
safeguarding procedures.
Schools should continue to develop knowledge on topics specified for primary as
required and in addition cover the following content by the end of secondary:

20 Eating disorders can be taught about in a safe and sensitive way. It should be recognised that it is a specialised areaand schools should use qualified support or advice as needed. Schools may consider accessing support from the NHS
or local specialist services who may be able to provide advice and CPD for teachers.

33

Mentalwellbeing

Pupils should know
1. how to talk about their emotions accurately and sensitively, using
appropriate vocabulary.
2. that happiness is linked to being connected to others. Pupils should
be supported to understand what makes them feel lonely, while
recognising that loneliness is for most people an inevitable part oflife and is not something to be ashamed of.
3. how to recognise the early signs of mental wellbeing concerns.
4. common types of mental ill health (e.g. anxiety and depression),including factual information about the prevalence andcharacteristics of more serious mental health conditions. Pupils
should understand that worrying and feeling down are normal andaffect everyone at different times and are not in themselves a signof a mental health condition.
5. how to critically evaluate when something they do or are involved in
has a positive or negative effect on their own or others’ mental
health.
6. the benefits and importance of physical exercise, time outdoors,
community participation and voluntary and service-based activities
for mental wellbeing and happiness.
7. that gambling can lead to serious mental health harms, including
anxiety, depression, and suicide, and that some gambling products
are more likely to cause these harms than others.

34

Online safety
and harms

Pupils should know
1. about the benefits of rationing time spent online, the risks ofexcessive time spent on electronic devices and the impact ofpositive and negative content online on their own and others’
mental and physical wellbeing.
2. the similarities and differences between the online world and thephysical world, including: the impact of unhealthy or obsessive
comparison with others online (including through setting unrealistic
expectations for body image), how people may curate a specificimage of their life online, the impact of over-reliance on online
relationships including social media.
3. the risks related to online gambling and gambling content within
gaming, including addiction and the accumulation of debt, howadvertising and information is targeted at them and how to be adiscerning consumer of information online.
4. how to identify harmful behaviours online (including bullying, abuseor harassment) and how to report, or find support, if they havebeen affected by those behaviours.
5. About the prevalence of deepfakes, including videos and photos,
how deepfakes can be used maliciously as well as forentertainment, the harms that can be caused by deepfakes andhow to identify them.
6. the risks of illegal behaviours online, including drug and knife
supply or the sale of drugs online.
7. the serious risks of viewing online content that promotes self-harmand suicide, including how to safely report this material and how toaccess support after viewing it.

Physical healthand fitness

Pupils should know
1. the characteristics of a healthy lifestyle, including physical activity
and maintaining a healthy weight, including the links between an
inactive lifestyle and ill health, including cancer and cardiovascular
ill-health.
2. factual information about the prevalence and characteristics of more
serious health conditions.
3. that physical activity can promote wellbeing and combat stress.
4. the science relating to blood, organ and stem cell donation.
35

Healthy eating

Pupils should know
1. how to maintain healthy eating and the links between a poor dietand health risks, including tooth decay and cancer.

Drugs, alcohol
tobacco andvapingPupils should know
1. the facts about which drugs are illegal, the risks of taking illegal
drugs, and potential health implications including the link to mental
health.
2. the law relating to the supply and possession of illegal substances.
3. the physical and psychological risks associated with alcohol
consumption and what constitutes low risk alcohol consumption in
adulthood.
4. the physical and psychological consequences of addiction, including
alcohol dependency.
5. the dangers of drugs which are prescribed but still present serious
health risks.
6. the facts about the multiple serious harms from smoking tobacco(particularly the link to lung cancer), the benefits of quitting and how
to access support to do so.
7. the facts about the risks of nicotine and non-nicotine vaping,including potential harm to the developing adolescent brain.

Healthprotection andprevention

Pupils should know
1. about personal hygiene, germs including bacteria, viruses, how
they are spread, treatment and prevention of infection, andabout antibiotics.
2. about dental health and the benefits of good oral hygiene andinterdental cleaning including healthy eating and regular checkups at the dentist.
3. how and when to self-care for minor ailments, and the role ofpharmacists as knowledgeable healthcare professionals.
4. the benefits of regular self-examination and screening.
5. the facts and science relating to immunisation, vaccination andantimicrobial resistance.
6. the importance of sufficient good quality sleep for good health,the importance of screen-free time before bed and removing

36

phones from the bedroom, and how a lack of sleep can affectweight, mood and ability to learn.
7. How to navigate their local healthcare system: what a GP is,when to use A&E / minor injuries, accessing sexual health andfamily planning clinics, the role of local pharmacies.
8. the importance of healthy behaviours before and during
pregnancy, including pelvic floor health, information on
miscarriage and pregnancy loss, and how to access care andsupport.
Personal safety

Pupils should know:
1. how to identify risk and manage personal safety in increasingly
independent situations, including around roads, railways and water(including the water safety code), and in unfamiliar social or work
settings (for example the first time a young person goes on holiday
without their parents).
2. how to recognise and manage peer influence in relation to risktaking behaviour and personal safety.
3. facts and the law around carrying knives and knife crime.

Basic first aid

Pupils should know
1. basic treatment for common injuries and ailments.
2. life-saving skills, including how to administer CPR.21
3. the purpose of defibrillators and when one might be needed.

Developing
bodiesPupils should know
1. the main changes which take place in males and females, and theimplications for emotional and physical health.
2. the key facts about puberty, the changing adolescent body,
including brain development.
3. about menstrual and gynaecological health, including what is anaverage period, period problems such as premenstrual syndrome,
heavy menstrual bleeding, endometriosis, and polycystic ovary
syndrome (PCOS), and when to seek help from healthcare
professionals.

21 Cardio Pulmonary Resuscitation is usually best taught after 12 years old.

37

4. the facts about reproductive health, including fertility andmenopause, and the potential impact of lifestyle on fertility for men
and women.

38Annex A Regulations
Relationships education, Relationships and Sex Education,and Health education
The Relationships education, Relationships and Sex Education, and Health education(England) Regulations 2019 are made under sections 34 and 35 of the Children andSocial Work Act 2017, and provide that pupils receiving primary education must be taught
relationships education, pupils receiving secondary education must be taught RSE andthat all primary and secondary pupils must be taught health education. The subjects ofrelationships education and RSE must be taught in all maintained schools, academies
and independent schools. This includes pupil referral units, maintained special schools,
special academies, and non-maintained special schools. All schools, except independent
schools, must make provision for health education.
To give effect to the duty in section 34 of the 2017 Act and the power in section 35 of that
Act, the Relationships education, Relationships and Sex Education and Health education(England) Regulations 2019 amend existing provisions in the Education Act 1996 and the
Education Act 2002 and insert new provisions into the Education (Pupil Referral Units)(Application of Enactments) (England) Regulations 2007, the Education (Independent
School Standards) Regulations 2014 and the Non-Maintained Special Schools (England)
Regulations 2015. The provisions include a requirement for the Secretary of State to
publish guidance on relationships education, RSE, and health education; require schools
to have regard to that guidance; require schools to make a statement of policy on theirprovision of relationships education and RSE; and set out the circumstances in which a
pupil is to be excused from RSE.
The regulations and guidance in relation to health education do not apply to independent
schools – they will continue to make provision for the health education element of PSHE
under the Education (Independent School Standards) Regulations 2014.

39

Annex B Government resources
Teacher training modules developed by the Department for Education and subject matter
experts across all topics within the RSHE curriculum: Teaching about relationships, sex
and health - GOV.UK (www.gov.uk)
These subjects support many cross-government strategies of which schools will want tobe aware. Whilst we have not referenced all strategies or supporting documents, we haveincluded some of the key areas below.
•

Transforming children and young people’s mental health provision green paper. The
green paper announced new support in and near schools and colleges to support
children and young people’s mental health and wellbeing.

•

From harm to hope: A 10-year drugs plan to cut crime and save lives. Sets out how
the government and its partners, at local, national and international levels, will takenew action to tackle drug misuse and the harms it causes.

•

The Children’s Commissioner Digital 5 A Day provides a simple framework thatreflects the concerns of parents as well as children’s behaviours and needs.

•

The Working together to safeguarding children statutory guidance on multi-agency
working to help, protect and promote the welfare of children,•

The Domestic Abuse Act 2021 statutory guidance which is intended to increaseawareness and inform the response to domestic abuse, also conveying standards
and promotes best practice.

•

Statutory guidance on FGM and forced marriage, including on the mandatory
reporting duty which applies to teachers•

Government aims to significantly reduce England’s rate of childhood obesity within
the next ten years. The childhood obesity plan sets out the approach to reducechildhood obesity.

•

Guidance from the Chief Medical Office (CMO) on how much physical activity people
should be doing, along with supporting documents.

•

The Teenage Pregnancy prevention framework provides evidence based guidance
for local authorities, including the important role of RSE and links to local sexual
health services.

•

the Department of Health and Social Care’s Framework for Sexual Health
Improvement in England supports the prevention of early, unplanned pregnancy.

•

Reproductive health - a public health issue. A consensus statement, data andwomen’s experiences, covering reproductive health through the life course, frommenstruation to menopause. (PHE. 2018)40

•The cross-government loneliness strategy, which sets out the Government’s vision
for supporting individuals, businesses and communities to build and maintain strong
relationships.

•

Children's health: migrant health guide - GOV.UK (www.gov.uk). The Children’s
health: migrant health guide contains advice and guidance on the health needs of
migrant patients for healthcare practitioners.

•

The Tackling Child Sexual Abuse Strategy, which sets out the Government’s wholesystem response to all forms of child sexual abuse.

•

Centre of expertise on child sexual abuse. Practice resources to help professionals
identify, respond and support children and young people who have been sexually
abused.

•Sharing nudes and semi-nudes: advice for education settings working with children
and young people: https://www.gov.uk/government/publications/sharing-nudes-andsemi-nudes-advice-for-education-settings-working-with-children-and-young-people•

Better Health (NHS) have produced a website for teachers which covers a broad
range of health and relationships issues in a format which is accessible for young
people, targeted at primary and secondary age pupils. This includes Every Mind
Matters resources for lessons which are accredited by the NHS and PSHE
Association: Mental wellbeing | Overview | PHE School Zone•

Home Office guidance and resources for teachers and school staff on responding toand preventing abuse in a school setting, as well as resources for teaching about
sexual harassment and sexual abuse, including preventing violence against womenand girls: Guidance and resources for teachers and school staff | ENOUGH•The National Crime Agency have developed lesson plans that explore the risks
involved in committing cyber crime and help students to recognise and avoid thetechniques used to manipulate young people online: National Crime Agency:
Exploring Cybercrime (pshe-association.org.uk)

Curriculum• The Department for Education page brings together all existing information available
to schools on the teaching of the RSHE curriculum. Including teacher training
modules, which aim to help teachers identify the core knowledge pupils may betaught as part of RSHE and parent guides and guidance in engaging parents on
Relationships education.
• Schools may also wish to see a series of DfE sexual harassment webinars covering
domestic abuse, pornography and sexual exploitation: https://psheassociation.org.uk/guidance/ks1-4/dfesexualharassmentwebinars• Non-statutory framework for Citizenship KS 1 and 2 (Non-statutory programme of
study).
41

• Schools may wish to draw on the Citizenship programme of study in their planning.
• Oak National Academy, the independent provider of freely available online
curriculum and lesson resources, will be developing curriculum materials to makesure every school can access high-quality, compliant resources which will build on
what is already available for schools.

Data to understand the health and wellbeing needs of the local
school-age population• Office for Health Improvement and Disparities Child and Maternal Health Intelligence
Network brings together a range of publicly available data, information, reports, tools
and resources on child and maternal health into one easily accessible hub.
• It includes school-age health profiles and young people’s health profiles.
• The indicators allow areas to see how they perform against the national average andagainst other local areas. These tools, accompanied by local health intelligence, will
be useful in supporting schools to identify and respond to the particular health andwellbeing needs of their local school-age population.
• There are also early years health profiles.

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