An introduction to Relationships, Sex and Health Education.
RSHE is lifelong learning about physical, moral and emotional development. Our schema at Archway Learning Trust provides an understanding that positive, caring environments are essential for the development of a good self-image and that individuals are in charge of and responsible for their own bodies. We will provide knowledge about the processes of reproduction and the nature of sexuality and relationships. We will encourage the acquisition of skills and attitudes which allow students to manage their relationships in a responsible and healthy manner. The prime responsibility for bringing up children rests with parents and carers. Schools must recognise that parents/carers are key figures in helping their children cope with the emotional and physical aspects of growing up and in preparing them for the challenges and responsibilities which sexual maturity brings. The teaching offered by school should be seen as complementary and supportive to the role of parents. It is acknowledged that not all parents feel confident or comfortable talking to their children about this area therefore our work ensures that all pupils have a standard level of education about key aspects needed to keep safe, and make positive, informed and healthy choices. In an attempt to achieve this, the 1988 Education Reform Act (Section 1) states that all pupils should be offered the opportunity of receiving a comprehensive, well-planned programme of sex education during their school careers through a curriculum which:
- ‘Promotes the spiritual, moral, cultural, mental and physical development of pupils at school and of society and
- Prepares such pupils for the opportunities, responsibilities and experiences of adult life’
The school recognises that relationships, sex and health education is a difficult issue which will place demands on students and teachers. However, the purpose of relationships, sex and health education should be to provide knowledge about relationships, the nature of sexuality and the processes of human reproduction. At the same time it should lead to the acquisition of understanding and attitudes which prepare students to view their relationships in a responsible and healthy manner. At Bluecoat Beechdale Academy, RSHE is regarded as lifelong learning about physical, moral and emotional development. It is about the understanding of the importance of family life, the role of marriage, stable and loving relationships, respect, love and care. It is also about the teaching of sex, sexuality, and sexual health. It is not about the promotion of sexual orientation or sexual activity (DfE, 2000).
RSHE at BBA curriculum map
| AUT 1 | AUT 2
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SPR 1 | SPR 2 | SUM 1 | SUM 2 | |
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Sequencing |
Identity is sequenced first to foster students’ self-awareness, helping them understand their values, strengths, and aspirations, which supports personal growth and informed decision-making. It promotes diversity and inclusion by encouraging respect for different identities, while also empowering students to express themselves authentically and build resilience against social pressures. | Teaching Communities after exploring Identity is important because it helps students contextualise their personal identities. Once students understand who they are, learning about modern Britain enables them to see how their values, beliefs, and backgrounds fit into the nation’s current social, cultural, and political landscape. | Teaching Risk and Safety after exploring Communities is essential because it equips students with practical knowledge to navigate contemporary society confidently and responsibly. As they learn about Britain’s modern lifestyle, they are exposed to various risks, such as digital dangers, public safety concerns, health hazards, and environmental issues. By understanding risk and safety, students can make informed decisions, protect themselves and others, and respond appropriately to emergencies or risky situations. | Healthy Lifestyles is delivered after covering Risk and Safety because it builds on students’ understanding of how to protect themselves by emphasising proactive habits that promote long-term well-being. After learning about potential risks and how to stay safe, students can better appreciate the importance of maintaining physical, mental, and emotional health. | Teaching Growing Up after Healthy Lifestyles extends the concept of well-being from personal health to social and emotional connections. Once students understand how to care for their physical and mental health, they can better appreciate the role of positive, respectful relationships in fostering overall well-being. | Planning for the Future is sequenced after teaching Growing Up because it aligns with students’ developmental readiness to think about long-term goals and responsibilities. After learning about personal growth and the importance of building healthy relationships, students are better equipped to understand how these factors influence their future career choices and life paths. Healthy relationships teach skills like communication, teamwork, and emotional intelligence, which are crucial for career success. |
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Big Question |
What can influence my identity? | How can I contribute to Modern Life in Britain? | How can I keep myself and others safe? | What are the fundamentals for a healthy lifestyle? | How can I identify a healthy relationship? | Which skills can support success? |
| YEAR 7 | UNIT 1: How can I start my journey to Secondary school? | UNIT 2: How do I contribute positively to society? | UNIT 3: How can I deal with risky situations? | UNIT 4: How can I support my physical and emotional health? | UNIT 5: How do I handle the changes of growing up? | UNIT 6: How do I support my personal development? |
| Drop Down Days
· Mental health and Wellbeing · Child on child abuse · Online safety · FGM and the Law · Kindness, Friendship and Team Building |
Topic: Identity (Transition)
1. How can you manage the challenges of moving to a new school? 2. Why are rules important, what are our school rules and what is in place to support you to follow these? 3. What are your personal strengths and areas for development? (goal setting for the future) 4. How can we demonstrate respect in the school community? 5. How can we be aspirational students and achieve our full potential? 6. How can we work as part of a team and support each other’s success?
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Topic: Communities
(Living in Modern Britain)
1. How do I begin to understand my community? 2. How can we value each other? 3. What makes a successful community? 4. Part 2: What makes a successful community? 5. What can cause problems in a community? 6. How can we challenge prejudice and discrimination? |
Topic: Risk and Safety
1. What do we mean by ‘risk’? 2. How do we manage risky situations? 3. How do I become assertive enough to deal with peer pressure? 4. What is the impact of bullying? 5. What are the dangers of social media and the internet? 6. First Aid (external provider)
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Topic: Healthy Lifestyles
1. What do we need to keep healthy? 2. What is the importance of healthy eating? 3. Are there benefits to physical activity? 4. What can support my overall health? 5. What happens when my health goes wrong? (Emergency services) 6. How am I doing? (Mid-Year check) |
Topic: Growing Up
1. What changes can I expect during puberty? 2. How do I keep good personal hygiene 3. Why am I feeling like this? 4. What are the different types of relationships? 5. What does it mean to be a good friend? 6. What is consent? |
Topic: Planning for the Future
1. Year 6 letter writing 2. Part 2: Year 6 letter writing 3. What are my aspirations? 4. How do I identify my personal strengths? 5. What is the significance of facing challenges and problem solving? 6. How am I doing? (Year 8 targets) |
| Top 5 Safeguarding Priorities:
Mental Health, Online Safety |
Top 5 Safeguarding Priorities:
Mental Health
Gatsby Benchmark: 3 |
Top 5 Safeguarding Priorities:
Mental Health
Gatsby Benchmark: 3 |
Top 5 Safeguarding Priorities:
Mental Health, Online Safety |
Top 5 Safeguarding Priorities:
Mental Health, Harmful Recreational Behaviours |
Top 5 Safeguarding Priorities: Mental Health, Harmful Sexual Behaviour | Gatsby Benchmark: 4 |
| YEAR 8 | UNIT 1: How can I celebrate difference? | UNIT 2: How can I support equality? | UNIT 3: How do I make informed choices around online safety? | UNIT 4: What can impact a healthy lifestyle? | UNIT 5: What are the different types of relationships? | UNIT 6: What is working for me? |
| Drop Down Days
· Healthy Relationships · Consent · County lines and Criminal Sexual Exploitation · Sexting and the Law · Challenging Misogyny |
Topic: Identity
1. What does difference mean to me? 2. Sexuality 3. Gender identity 4. What is the impact of stereotyping? 5. What are my rights and responsibilities? 6. How am I doing?
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Topic: Communities
(Living in Modern Britain)
1. What is discrimination? 2. What is stereotyping and prejudice? Why is it important to be self-aware? 3. Protected Characteristics: how can we create a society that treats people equally? 4. Tackling prejudice: Racism and micro-aggressions. 5. Tackling prejudice: LGBTQ+
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Topic: Risk and Safety
1. What is expected of my behaviour online? 2. How is the internet effecting my wellbeing? 3. How can I find balance online? 4. Can I understand how my online experience is targeted at me? 5. Can I identify dangerous behaviour online? 6. What is harmful online content? |
Topic: Healthy Lifestyles
1. How do I prioritise wellbeing management? 2. How might we react to feelings? 3. Dealing with negative emotions 4. What does self-care look like for me? 5. Body Image 6. Part 2: Body Image
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Topic: Growing Up
1. What do positive relationships look like? 2. What do negative relationships look like? 3. How might stereotypes affect relationships? 4. Respect, Relationships and tackling bullying 5. Can I understand consent? 6. What is sexual harassment?
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Topic: Planning for the Future
1. Can I identify my personal brand? 2. What is goal setting? 3. How do I work well with others? 4. Why are skills for working with others important? 5. How can I use Uni-Frog to support my career journey? 6. How am I doing? |
| Top 5 Safeguarding Priorities:
Mental Health, Harmful Recreational Behaviours, Harmful Sexual Behaviours |
Top 5 Safeguarding Priorities:
Mental Health
Gatsby Benchmark: 3 |
Top 5 Safeguarding Priorities:
Mental Health
Gatsby Benchmark: 3 |
Top 5 Safeguarding Priorities:
Mental Health, Online Safety |
Top 5 Safeguarding Priorities:
Mental Health, Harmful Recreational Behaviours |
Top 5 Safeguarding Priorities:
Mental Health, Harmful Sexual Behaviours |
Gatsby Benchmark: 2,3, 4 |
| YEAR 9 | UNIT 1: What is the difference between individual and community identity? | UNIT 2: What does it mean to be a law-abiding citizen? | UNIT 3: What can influence my decision making? | UNIT 4: How can I look after myself? | UNIT 5: What kind of relationships add value to my life? | UNIT 6: When do I need to think about my future? |
| Drop Down Days
· Attitudes to sex in the media · Contraception · STIs · Pregnancy and miscarriage · Toxic behaviour |
Topic: Identity
1. What is the significance of Black History Month? 2. How are people’s views and opinions influenced? How can extremism manifest? 3. What is radicalisation? 4. BRITISH VALUES: tolerance and mutual respect- Racism 5. BRITISH VALUES: tolerance and mutual respect- Misogyny, Sexism and Incel Culture 6. What are my rights and responsibilities? |
Topic: Communities
(Living in Modern Britain)
1. Why do we need Laws? 2. Part 2: Law making in society 3. What are the links between radicalisation and hate crime? 4. Equality, Discrimination and the Law 5. How can the Equality Act prevent prejudice? 6. How do I challenge injustice?
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Topic: Risk and Safety
1. Exploring attitudes and behaviours regarding drug use. 2. Drugs, the law and managing risk. 3. Drugs and their effects: alcohol and cannabis. 4. How can I manage influences? 5. What is vaping and what are the risks? 6. How can I use self-discipline to promote health and happiness? 7. How can I manage influences and lifestyle decisions?
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Topic: Healthy Lifestyles
1. How has Science changed the way we look after our body? 2. What are the differences between healthy and unhealthy lifestyles? 3. How do I look after my body? 4. How do I look after my mind? 5. When should I be concerned with mental health and illness?
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Topic: Growing Up
1. What do positive relationships look like? 2. How might relationships become negative? 3. What do negative relationships look like? 4. Can I understand how to talk about consent? 5. How can I address sexual harassment or sexual assault? 6. Healing Hearts – navigating grief and loss |
Topic: Planning for the Future
1. How do I plan for the future? 2. What do I need to plan for? 3. What opportunities are there for me? 4. How do I improve my prospects? 5. What does the law say about work? |
| Top 5 Safeguarding Priorities:
Mental Health, Harmful Sexual Behaviours, Domestic Abuse |
Top 5 Safeguarding Priorities:
Mental Health
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Top 5 Safeguarding Priorities:
Mental Health
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Top 5 Safeguarding Priorities:
Mental Health, Harmful Recreational Behaviours, Harmful Sexual Behaviours |
Top 5 Safeguarding Priorities:
Mental Health, Harmful Recreational Behaviours
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Top 5 Safeguarding Priorities:
Mental Health, Harmful Recreational Behaviours, Harmful Sexual Behaviours |
Gatsby Benchmark: 2,3, 4 |
| YEAR 10 | UNIT 1: How do I become an ally in a world of difference? | UNIT 2: How do I tackle prejudice? | UNIT 3: What is the impact of Harmful Recreational Behaviours? | UNIT 4: How do I make choices that have a positive influence on my wellbeing? | UNIT 5: Why is consent important? | UNIT 6: What are my career options? |
| Drop Down Days
· Child Criminal Exploitation · Drugs, alcohol and vaping · Gangs and knife crime · County lines |
Topic: Identity
1. Exploring British Values 2. Individual and Community Values 3. Diverse and conflicting values 4. Equality and Hate Crime 5. Gender Identity and Transgender 6. How do I challenge hate in society? |
Topic: Communities
(Living in Modern Britain)
1. What does a successful community look like? 2. What are the consequences of a community that doesn’t work and how do I avoid this? 3. What happens when people have diverse and conflicting values: freedom of speech 4. How do we challenge hate in society and when does it become a problem? Hate crime and the Equality Act 2010. 5. Who is our current Government and what does it mean for society now? 6. Is it better to live in a democracy or dictatorship? 7. Knowledge test/rolling recall
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Topic: Risk and Safety
1. Risks involved with underage drinking and impact on physical and emotional health 2. Risks involved with legal highs and illegal (class A&B drugs) and impact on physical and emotional health 3. Keeping safe online (Risk of online grooming) 4. Keeping safe online/ sexting (Risk of sextortion) 5. End of term knowledge test (created using Seneca) |
Topic: Healthy Lifestyles
1. How do I combat worry? 2. New challenges 3. Reframing negative thinking 4. How do I recognising mental health and when do I get help? 5. What is the effect of grief and loss? 6. How do I promote emotional wellbeing?
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Topic: Growing Up
1. Why is consent important? 2. What are the laws around consent? 3. How do I identify safe and unsafe relationships? 4. Pressure, coercion and control in relationships 5. How do I manage relationship conflict and breakups? |
Topic: Planning for the Future
1. What do I want to do?
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| Top 5 Safeguarding Priorities:
Harmful Recreational Behaviours, Harmful Sexual Behaviours |
Top 5 Safeguarding Priorities:
Mental Health |
Top 5 Safeguarding Priorities:
Mental Health, Online Safety, Harmful Recreational Behaviours, Harmful Sexual Behaviours |
Top 5 Safeguarding Priorities:
Mental Health |
Top 5 Safeguarding Priorities:
Mental Health, Online Safety Harmful Sexual Behaviours, Domestic Abuse |
Gatsby Benchmark: 2,3, 4 | |
| YEAR 11 | UNIT 1: How do my career choices have consequences? | UNIT 2: What can disrupt a community? | UNIT 3: How do I make informed choices around risk and safety? | UNIT 4: How do I deal with upcoming challenges? | UNIT 5: How do I make choices that align with my future? | |
| Drop Down Days
· Planning ahead and careers choices Gatsby Benchmark: 1, 2,3, 4, 5, 6, 7 |
Topic: Planning for a Healthy and Successful Future (BBA Edit)
1. How can I manage transition to year 11? 2. How does memory and recall work? 3. What does health and wellbeing mean? 4. What constitutes as an unhealthy lifestyle- (eating disorders) 5. What constitutes as an unhealthy lifestyle-(Physical health and exercise) 6. Week 6 (preparation for year 11 PD day) |
Topic: Communities
(Living in Modern Britain)
1. How does hate happen? 2. What is discrimination? 3. Tackling Prejudice: Gender (Violence against women) 4. When can masculinity turn toxic? 5. Tackling Prejudice: LGBTQ+ 6. How do we tackle all forms of prejudice? |
Topic: Risk and Safety
1&2. What are the risks of addiction? 3. What are the stresses of the world online? 4. How can body image be affected? 5. Social Conformity 6. Have I assessed the harmful risks of vaping?
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Topic: Healthy Lifestyles
1. How do I manage exam stress? 2. What is the importance of physical activity and mental health? 3. What does self-care look like? 4. Reframing unhelpful thinking 5. Influences on lifestyle decisions
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Topic: Growing Up
1. Family Conflict 2. How can I identify a long term commitments 3. Do I understand the importance of sexual health, fertility and routes to parenthood? 4. What are the outcomes of pregnancy? 5. What is marriage? Relationships and Sexual Health Round up – Mariposa (teams) |
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| Top 5 Safeguarding Priorities: Mental Health
Gatsby Benchmark: 4 |
Top 5 Safeguarding Priorities:
Mental Health |
Top 5 Safeguarding Priorities:
Mental Health, Online Safety, Harmful Recreational Behaviours |
Top 5 Safeguarding Priorities:
Mental Health, Harmful Recreational Behaviours |
Top 5 Safeguarding Priorities:
Mental Health, Harmful Sexual Behaviours
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| RSHE/ Personal development days at BBA
2025-2026: |
Period 1: | Period 2: | Period 3: | Period 4: | Period 5: |
| Year 7: Wednesday 4th March 2026
Theme: Looking after ourselves and others |
Lesson 1 – Keeping Safe Online
· Students will explore the benefits and risks associated with the online world. · They will learn how to protect their personal information and stay safe on social media and gaming platforms. · Students will understand the nature and impact of cyberbullying and identify actions they can take if they are targeted. · They will also learn how to spot signs of cyber predators and understand the importance of reporting inappropriate contact to trusted adults.
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Lesson 2 – Female Genital Mutilation (FGM) and the Law
· Students will develop an understanding of what FGM is, why it happens, and where it takes place. · They will learn about the anatomy of female genitalia to better understand the impacts of FGM. · Students will explore Zaynab’s story to deepen emotional understanding and reflect on how to speak out. · The lesson will cover the legal status of FGM in the UK and how to report it safely and confidently.
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Lesson 3 – Child-on-Child Abuse and Anti-Bullying
· Students will define different types of abuse including physical, emotional, and bullying. · They will evaluate what makes a healthy vs. unhealthy friendship through interactive tasks. · Using Fatima’s story, students will explore the effects of bullying related to religion, body image, and race. · They will reflect on the role of upstanders and bystanders, and how to support peers facing abuse.
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Lesson 4 – Challenging Homophobia
· Students will learn what homophobia is and the impact it has on individuals and communities. · They will explore British law on hate crime and understand BBA’s zero tolerance policy toward homophobia. · Through case studies (e.g., Jake Daniels), students will reflect on the importance of courage and representation. · They will evaluate stereotypes and consider how to become upstanders in challenging discrimination.
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Lesson 5 – The Power of a Supportive Team in Improving Mental Health
· Students will explore the meaning of mental health and emotional wellbeing. · They will consider common mental health challenges young people face, such as anxiety and low self-esteem. · Using case studies (e.g., Jez and Beth), they will reflect on support strategies and how friendship can improve wellbeing. · The lesson concludes with a team-building task focused on communication and emotional support skills.
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| Year 8:
Tuesday 20th January 2026 Theme: Keeping ourselves safe |
Lesson 1 – Healthy Relationships and Domestic Abuse
· Students will explore the differences between healthy and unhealthy relationships. · They will identify signs of domestic abuse, including emotional, physical, and sexual violence. · Students will reflect on case studies such as ‘Danni’s Story’ to build empathy and understanding. · They will also learn who they can speak to at BBA if they are concerned about themselves or someone else. Linking to BV -Mutual respect. |
Lesson 2 – Consent and the Law
· Students will understand what sexual consent is and why it is essential in any intimate relationship. · They will explore the FRIES model of consent (Freely given, Reversible, Informed, Enthusiastic, Specific). · Through discussion and case studies, students will examine barriers to consent and why consent cannot be given under certain circumstances (e.g. intoxication, age). · Key safeguarding information and support systems will be discussed.
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Lesson 3 – Sexting and Staying Safe Online
· Students will define sexting and understand its legal implications under UK law. · They will identify reasons young people may feel pressured to share images and the risks involved. · Students will explore the impact of sexting through real-life cases and reflect on safe online behaviours. · Awareness will be raised about the consequences of offences such as ‘upskirting’ and sharing indecent images.
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Lesson 4 – County Lines and Child Criminal Exploitation (CCE)
· Students will learn what county lines is and how young people are targeted by gangs. · They will examine how grooming and exploitation occur and the tactics used by criminal groups. · The lesson includes a focus on recognising early warning signs and protecting peers. · Students will discuss Jake’s story to understand the emotional and physical risks of exploitation.
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Lesson 5 – The Risks of Vaping
· Students will understand what vaping is and the key ingredients involved in e-liquids. · They will explore the short and long-term health risks of vaping, especially for young people. · Students will evaluate how vapes are marketed and the influence of packaging and media. · The session concludes with a critical look at legislation and societal responses to vaping trends.
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| Year 9: Wednesday 15th April 2026
Theme: Healthy Relationships |
The Dangers of Pornography and Revenge Porn
Student Learning: · – Understand what pornography is and how it misrepresents healthy relationships. · – Explore the historical and modern contexts of pornography. · – Discuss the impacts of pornography on expectations and behaviours. · – Define revenge porn and understand its emotional and legal consequences. · – Recognise trusted adults and support systems.
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Lesson 2: Toxic Relationships and Consent
Student Learning: · – Identify differences between healthy and toxic relationships. · – Understand legal definitions of domestic violence, stalking, harassment, and coercive control. · – Reflect on the influence of historical laws on modern perceptions. · – Recognise warning signs of unhealthy relationships. · – Learn strategies for safely ending unhealthy relationships.
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Lesson 3: Introduction to Contraception and Safe Sex
Student Learning: · – Understand the purpose of contraception and types available. · – Distinguish between contraception methods preventing pregnancy and STIs. · – Explore UK contraception usage statistics among young adults. · – Learn correct condom usage and safe sex practices. · – Address and dispel myths around contraception.
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Lesson 4: Understanding STIs and How They Spread
Student Learning: · – Define sexually transmitted infections (STIs) and transmission methods. · – Recognise symptoms of common STIs. · – Identify behaviours that increase or decrease STI risk. – Understand the role of sexual health clinics and confidentiality for young people |
Lesson 5: Pregnancy and Miscarriage
Student Learning: · – Understand the stages of pregnancy and how conception occurs. · – Explore options around unplanned pregnancy. · – Develop empathy and understanding regarding miscarriage. · – Discuss shared responsibility around contraception and informed decision-making.
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| Year 10:
Friday 10th July 2026 Theme: Making the right choices |
How Does Contraception Lower The Risk of Pregnancy and STIS?Students will recap previously taught knowledge on the different methods of conception to prevent the spread of STIs and unwanted pregnancy. Students will take part in a condom demonstration using the condom demonstrators. | The Risks and harm vaping has on a Adolescents Health and Well-being
Students will explore the impact that vaping has on an adolescent’s health and well-being. Using a verity of case study scenarios, scientific evidence and news report. Students will determine the impacts on future health and discuss sources of support and the role they play in rehabilitation and improving health and well-being. |
County Lines & CCE
Understanding the warning signs of child criminal exploitation and how to reduce risks of being exploited. Students in year 10 will developing previously taught knowledge of the risks associated with CCE locally and further improve their knowledge of support available and how to access it. (Links to the BV Rule of Law) |
The Risks & Consequence of Knife CrimeStudents will deepen their understanding of the risks and consequences of carrying a knife. They will explore a case study, reflect on recent news stories, and evaluate local statistics to gain a stronger awareness of the impact knife crime can have on individuals, their futures, and the wider community. The lesson will also highlight the support available both within BBA and from external organisations. | Life In Prison All actions have consequences External Seminar(Real life stories from those who know what it is like to be in prison gives authenticity to helping young people understand reality of prison and encourages them to ask questions and think for themselves.
(External provider has 6 years of experience as a prison officer and has worked as a police officer for the last 3 years) |
| Year 11: Wednesday 10th December 2025
Theme: Thinking about the future |
TBC IN 2025-2026 | TBC IN 2025-2026 | TBC IN 2025-2026 | TBC IN 2025-2026 | TBC IN 2025-2026 |
Help guides and information for parents
RSE secondary schools guide for parents
PD RSHE parent handbook and view other support services
”Talking About Sex ” parent guide
Talking To Your Child About Relationship Education – a guide for parents and carers
BBA RSHE statement of practice