Primary Schools Framework - Relationships, Sexual Health and Parenthood
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Relationships, Sexual Health and Parenthood
Framework
for
Primary SchoolsFramework Contents Page Acknowledgements 2 About this Resource 3 Why is RSHP Work Important? 6 Cross Curricular Links 8 Legislative Context 10 Involving Parents 12 Who can Help? 13 RSHP Framework Primary 1 15 Primary 2 23 Primary 3 30 Primary 4 39 Primary 5 48 Primary 6 58 Primary 7 67 RSHP Framework for Primary Schools 1
Acknowledgements This framework and supporting materials could not have been created without help. This came from a group of highly committed and enthusiastic professionals who gave of their time freely and who worked long and hard to create materials they believed in. These people deserve a specific mention so that others may know of their commitment and efforts. Sincere thanks to: • Susi Cornwell, Chryston Primary, NLC • Lorna Ferguson, Castlehill Primary, NLC • June Marnie, Neilsland Primary, SLC • Sorrel Rutherford, Glenlee Primary, SLC • Alison Mechan, Health and Wellbeing Development Officer, SLC Education Resources • Tracy Ann Kidd, Health Promotion Officer (BBV and Sexual Health Team), NHS Lanarkshire • Jude Irwin, BBV and Sexual Health Training and Education Manager, NHS Lanarkshire Thanks must also go to the following people for their support: Sandra Bogan, Quality Improvement Officer, SLC Education Resources John French, Quality Improvement Officer, NLC Education Department Kerri Todd, Assistant Health Promotion Manager, NHS Lanarkshire Janet Robison, BBV and Sexual Health Team Assistant, NHS Lanarkshire Finally, thanks to all the primary schools who took part in the pilot and who gave such constructive and detailed feedback to help shape final content: The Experiences and Outcomes as contained in Curriculum for Excellence reflect a holistic approach to promoting the health and wellbeing of all children. Its Health and Wellbeing’s Relationships, Sexual Health and Parenthood (RSHP) strand is no different. None of the strands operate in isolation and all interlink to ensure that children receive the most encompassing learning experience and leave primary school with a broad range of relevant and appropriate knowledge and skills. NLC SLC Primary Schools: Hamilton School for the Deaf Carbrain Lawmuir Primary Schools: Castlehill Newmains Glassford Chryston Petersburn Glenlee Cumbernauld Ravenswood Kirktonholme Glengowan Stane Loch Greenhill Thornlie Mount Cameron Keir Hardie Townhead Neilsland Ladywell Westfield Robert Owen Memorial This framework and supporting materials are an attempt to support schools as they deliver on RSHP at a time when access to specialists is being reduced. They have been written by experienced teachers from both North and South Lanarkshire Councils in partnership with NHS specialists. Work has also been done to create both an Early Years and a Secondary Framework with supporting materials. RSHP Framework for Primary Schools 2 Acknowledgements
About This Resource This framework is designed to help mainstream schools meet the requirements of Curriculum for Excellence’s Relationships, Sexual Health and Parenthood (RSHP) strand. It is also aligned to the still relevant National Guidance on Sex Education in Scottish Schools issued in 2001 and the South Lanarkshire Council Sex Education Guidelines (2003). The resource is intended to be integrated with other Experiences and Outcomes and strands as contained within, and encouraged by, Curriculum for Excellence. We have not undertaken this aspect deliberately as it was strongly felt this was the domain of teaching staff that would do this in a more innovative manner than we. There are plans to work with Additional Support Needs establishments and appropriate professionals in 2012 to ensure these materials are as relevant for their staff and young people as for the mainstream audience. How this resource was developed and evaluated The primary framework and supporting materials were created/revised by a working group comprising of education staff from both local authorities and health professionals. Once the materials had been developed, schools in both local authorities were offered the opportunity, or invited, to be involved in its pilot phase. 24 primary schools agreed to take part in a pilot phase with some Experiences and Outcomes specifically mentioned as requiring to be covered. The response rate was exceptional with 23 schools submitting evaluation feedback. The feedback was extremely positive and some is detailed below: • The framework is fabulous and gives exactly what you need to deliver a very effective experience • The framework is clearly presented and easy to follow • The games suggested caught the children’s attention and they looked forward to doing more • The content and delivery removed the onus from teachers and was a super inroad to some great discussion sessions • Teacher can identify resources to support work very quickly • Think the activities were structured in such a way that they could be easily altered if required and both the children and myself enjoyed them! • Clear progression from infant to seniors • The children really enjoyed the challenge of learning about their bodies. Although some of them were uncomfortable and embarrassed to begin with, they liked the mature manner of teaching • Helps enormously with planning for RSHP • Clearly defined learning outcomes that were age and stage relevant • Lessons broad enough that they can be adapted and differentiated on ability and in response to children’s learning • I tried everything I was asked to cover even when I felt unsure as to how it would go. My children totally surprised me in how mature an attitude they adopted. I worried so much beforehand and would feel much better about it next time! • Allowed children to ask questions that mattered to them in a safe environment • Using worksheets as a home link exercise was positive and gave parents a framework for discussion • I liked the detailed success criteria statements in language children easily understood • Our school involved parents so the framework was taught in school but reinforced at home building a positive ethos • I feel more confident delivering on this topic having this to hand • We did not previously have a programme in place and this provided a progressive structure • Having delivered this to my P4s, I now feel strongly that there is a real need for children to be told the correct facts. This helps it to be done in a structured, secure way where questions can be answered honestly • Fills a gap in teacher confidence • Easy to incorporate into other subject areas RSHP Framework for Primary Schools 3 About This Resource
• Liked the emphasis on relationships and friendships and the straight forward delivery of sexual health content • Any demystifying of sexual health and relationships in the West coast of Scotland will always be a positive thing • It’s a shame that such an effective framework is not rolled out in other curricular areas Methodologies The programme encourages the use of active learning methods which enable young children to develop self-esteem and emotional resourcefulness as well as a positive attitude to relationships and sexual health in their widest context. These include: • Group agreements (ground rules) – help to create a safe environment where people behave respectfully towards each other. It is good practice to create this together as a class • Word storming – useful way of recording ideas quickly • Think, pair and share – individual thought followed by discussion with neighbour and then in small group • Trigger drawings, storyboards – used for discussion and problem-solving • Case studies – help to share understanding of another person’s situation and to consider the effects • Storytelling – makes use of fiction to explore feelings and attitudes • Role-play, hot seating – gives children the opportunity to experience an issue or situation from a different perspective • Games – a fun way to develop self-esteem and participation • Circle time – provides the opportunity for children to develop key interpersonal skills • Puppets – used to engage children in discussion and works particularly well with quieter children and those with low literacy levels • Draw and write activities – excellent way of assessing current levels of knowledge and understanding and can be used to inform the direction of future learning • Card sort – helps identify previous learning • ‘Ask-it-basket’ – pupils can ask questions anonymously. Teachers to have suitable container for pieces of paper to be collected in and children encouraged to submit questions. It is an idea that time is given to this at end of lesson. All children are asked to write something – this can be a question or what they had for breakfast, etc. This ensures question askers cannot be identified. Teacher chooses when and what to answer. While a range of methodologies have been used, we recognise that teaching practices evolve and change too. Some of our suggestions are active learning based in its widest sense and others may be deemed more traditional. Whatever style you favour, these suggestions provide a good basis for teachers to plan and adapt activities. The key learning themes of the framework and Proud to be Me are supported by a range of resources. Considerable time has been spent selecting those resources we feel add to, and support, the suggestions. Staff may find that they agree with the choices or, indeed, that they don’t. This is where a school makes its own choices as to materials which better meet their needs. It isn’t a ‘one size fits all’ approach. This is deliberate to reflect the non-prescriptive nature of Curriculum for Excellence. Some resources and learning themes are revisited. This is deliberate as it gives more than one opportunity for sessions, themes, content and outcomes to be explored at different times by the same children and young people. This cyclical learning ensures that children and young people have explored their thoughts and feelings in a significant manner and that staff can see the progression in their learning. RSHP Framework for Primary Schools 4 About This Resource
How to use This framework has created an RSHP programme for Primary 1 – Primary 7 and is designed as a work in progress. It is not a ‘lift and teach’ resource as we fully appreciate that the Framework and supporting materials are a starting point for delivery. These are suggestions and will not suit all schools and all pupils at all times. This has been a deliberate move in order to ensure that it remains flexible and can evolve to best suit your needs. Schools are at liberty to change, alter, add to or remove content. As school staff, you know your pupils and your community best. It includes sessions for each stage, session lengths vary (and will sometimes require more than one session) and careful planning by teachers will decide which suggestions/activities are best used in order to achieve the Experiences and Outcomes being worked on. Lessons are broad enough that they can be adapted and differentiated based on ability and in response to class learning. They can be delivered as a mixed gender group (usually the preferred option) or in single gender groups as long as the same content is delivered to both. A list of additional resources and materials is included for extension work and for composite classes. It is hoped that both local authorities will undertake work with schools whose classes operate as composites/multi composites to ensure the resource’s ability to stay relevant and appropriate in this situation. It is likely that access to the Public Health Nurse and other NHS professionals will continue to be limited and that staff will be required to plan ways forward and may mean that lessons such as puberty and menstruation will now be delivered in school. We do appreciate the frustrations this causes. Please bear in mind the following points as you work with the materials. Their purpose is not to worry staff but rather to ensure that we support all children in our care, including those most vulnerable. • ensuring that those delivering the programme are aware of the possibility of children living with current/previous domestic abuse between mother and father/step-dad, direct abuse to themselves and child sexual abuse • ensuring that gender stereotypes are challenged and seen as underpinning the above abuse • ensuring that children are repeatedly made aware of where, when and how to speak to someone confidentially about abuse • remaining mindful that some children may not be able/want to discuss their home life and not all live with their biological families • frequently reinforcing the need for safety, in its widest sense, emphasising that every child has the right to feel safe and if something makes them feel uncomfortable, it’s okay to tell someone they trust (then follow with where, when and how to do this) In order to make the framework work best for you and your school, we suggest you: • turn to the Experiences and Outcomes you’re working with and have a look at what is suggested. Amend them or follow to the letter –whatever works best for you and your class • familiarise yourself with the content and view any DVD footage (also paying attention to terminology and language used) and make a decision as to whether it feels appropriate for your needs • audit existing SHRE provision and check this against RSHP Experiences and Outcomes • consult with parents/carers • address the allocation of composite classes • plan at start of session if there is any access to the Public Health Nurse aligned to the school and any other appropriate external agencies “We can discover, celebrate and build on what they (the children) already know and are able to do. It will always be more than we expected” (Confidence to Learn, HEBS) RSHP Framework for Primary Schools 5 About This Resource
Why is RSHP work important? RSHP focused work is a lifelong process whereby children and young people acquire knowledge, understanding and skills and develop beliefs, attitudes and values about their sexuality and relationships within a moral and ethical background. RSHP should: • be viewed as one element of health education and set within the wider context of health promotion and the health-promoting ethos of the school • contribute to the physical, emotional, moral and spiritual development of all young people within the context of today’s society • focus on sexuality and relationships and reflect the cultural, ethnic and religious influences within the home, the school and the community • be non-discriminatory and sensitive to the diverse backgrounds and needs of all young people • start informally at an early stage with parents and carers and continue through to adulthood both within the home and at all stages of school life Aims The key aims of RSHP work are to: • provide accurate and relevant information about the physical and emotional changes that children and young people will experience throughout their formative years and into adulthood • establish an awareness of the importance of stable family life and relationships, including the responsibilities of parenthood and marriage • provide opportunities for children and young people to develop personal and interpersonal skills that will enable them to make, and maintain, appropriate relationships within the family, with friends and within the wider community • enable children and young people to develop and reflect upon their beliefs, attitudes and values in relation to themselves and others within a moral, ethical and multicultural framework • foster self-awareness and self-esteem and a sense of responsibility and respect for themselves and others • provide opportunities for young people to consider and reflect upon the range of attitudes to gender, sexuality, relationships and family life • develop an appreciation of, and respect for, equality and diversity • provide information about the skills for accessing, where appropriate, agencies and services providing support and advice, for example, ChildLine RSHP should be an integral part of the structure and ethos of a school. This should be apparent not only in the taught curriculum but also in the written policies of the school and in the support offered to staff, young people and parents/carers. Schools should work in partnership with external agencies and the wider community when developing and implementing their programmes. Effective consultation with all concerned is the key to success. RSHP in the Primary School The framework recognises that RSHP work should not be ‘bolted on’ as children go through puberty. It should be gradually developed as an integral part of curriculum in a way that is appropriate to the age of the children. It is important that at each stage children have opportunities to develop emotionally and to use their emotions and skills to guide positive behaviour. Formative assessment strategies will help teachers to know where the children are in their learning and will encourage the exploration of ideas and beliefs. Quality feedback and effective questioning will raise self-esteem and encourage children to become confident, critical learners. RSHP Framework for Primary Schools 6 Why is RSHP work important?
From an early age children are trying to make sense of the world they live in. They will do this by applying existing knowledge to new concepts. Often what they will arrive at on their own, or with the help of friends and siblings, will be incorrect, confusing and misleading. To pass from childhood through adolescence safely and successfully, children need plenty of opportunities to make choices and decisions. They must receive the right information and be able to communicate their feelings. Without formal RSHP work some children will continue to learn about relationships and sexual health unguided and unsupported. The primary school can provide a safe environment for this necessary learning to take place. What features are required to effectively promote health and wellbeing? Leadership which: • has shared vision values and aims • is open, collaborative, responsive and recognises the importance of confidentiality, where appropriate • engages and works with parents and carers to ensure the best outcomes for children • promotes the health of everyone in the school community • promotes a climate of respect and trust and understands the role of anti-discrimination, anti-bullying and child protection policies Partnership working which: • engages the active support of parents and carers and other appropriate agencies • promotes a climate of respect and trust and understands the role of anti-discrimination, anti-bullying and child protection policies Learning and teaching which: • actively consults with children and encourages them to make informed choices • have opportunities for children to be involved in real life and imaginary situations which help them to make sense of their world • engages children and provides opportunities to learn in challenging and stimulating ways • encourages children to assess risk and make appropriate decisions • promotes a climate of respect and trust and understands the role of anti-discrimination, anti-bullying and child protection policies RSHP Framework for Primary Schools 7 Why is RSHP work important?
Cross Curricular Elements Here are some examples of Curriculum for Excellence’s ability to interlink and increase opportunities for broad learning. How does the early level develop children’s skills, attitudes and knowledge about… Personal safety • Through focused personal and social education programmes • Provides opportunities and resources for children to talk and discuss their concerns, worries • Develops relationships with a significant adult Physical education, physical activity and sport • Children should have the opportunity to talk about the effect physical activity has on their body. • Provides children with the opportunity to take part in outdoor learning experiences e.g. walk to the park, exploring local environment. Food, diet and nutrition • Teaches hygiene practices such as teeth brushing and hand washing in a guided and supporting manner • Creates opportunities for consultation about foodstuffs available in establishment • Affords the chance to taste a variety of foods • Learning topics focusing on food – where does food come from, food in different cultures and celebrations How can other areas of the curriculum contribute to develop children’s skills, attitudes and knowledge about health and well being? Literacy and English • Listen to stories that develop children’s understanding of health and wellbeing • Writing poems, stories and plays • Role play such as shopping can develop children’s understanding of healthy foods • Interviewing of family members • Learning to take an active part in discussions Numeracy and Maths • Counting action games • Counting and measuring • Sorting and matching in role play – setting the table • Outdoor walk– counting cars, lorries, buses, treasure hunts- colour, size and shape • Data handling and interpretation/presenting information in various ways/problem solving Expressive Arts • Fun days • Obstacle Courses • Sponsored Walks • Health Promoting Day • Nursery concerts and shows e.g. Nativity and celebrations Art and design • Drawing/painting self portraits • Using fruit and vegetables as an art medium Dance • Listening to CDs • Special and celebration events e.g. Diwali, Chinese New Year, St Andrew’s Day • Moving to a wide variety of music e.g. rock and roll, classical and pop music RSHP Framework for Primary Schools 8 Cross Curricular Elements
• Using scarves and other material to create their own dances Drama • Role Play • Writing and acting scripts • Scenario improvisation Music • Singing songs • Party Games Science • Topics that allow children to develop their understanding of health and wellbeing issues such as how things grow/what we need to keep us healthy/where does food come from/how my body works • Children have opportunities to develop their understanding of people who are the same and different • Growing fruit and vegetables • Learning about children and people in other countries Technologies • Using the digital camera/flip camera, children can record their experiences in school and outside and the results can be used to develop children’s confidence and self esteem • Creation of multi media presentations • Using film to increase understanding • Creation of games • Use of interactive software Religious and moral education • Taking part in a wide variety of celebrations and events e.g. Ramadan, Diwali, Children in Need, Comic Relief • Developing views about values such as the importance of fairness, equality, love, caring, sharing and human rights • Learning about children and people in different countries • Creation and application of golden rules • Routines • Promoting positive behaviour and inclusion • Children evaluating curriculum and their own learning RSHP Framework for Primary Schools 9 Cross Curricular Elements
The health and wellbeing of all children is supported through the implementation of a wide range of government and international legislation and local authority establishment policies and procedures. Some of these are listed below: Local and International Government Legislation and Publications Equal Opportunities Legislation (1976) UK Government Race Relations Act (1976/2000) UK Government United Nations Convention on the (1989) United Nations Rights of the Child Human Rights Act (1998) UK Government Child Protection Guidelines (2001) SLC Adventures in Foodland (2003/4) NHS Health Scotland and Scottish Executive Let’s Make Scotland More Active – A (2003) Scottish Executive Strategy for Physical Activity Being Well, Doing Well (2004) Learning and Teaching Scotland Nutritional Guidance on Food and (2004) NHS Lanarkshire NLC and SLC Health Nutritional Guidance on Oral Health (2004) NHS Lanarkshire NLC and SLC The Children’s Charter (2004) Scottish Executive Breastfeeding Act (2005) Scottish Government HALL 4 (2005) Scottish Executive Respect and Responsibility – Strategy (2005) Scottish Executive and Action Plan for Improving Sexual Health Birth to Three (2005) Learning Teaching Scotland Handy Hands Hygiene (2007) Scottish Government www.washyourhandsofthem.co.uk Schools (Health Promotion and (2007) Scottish Government Nutrition (Scotland) Act Equality and Inclusion (2007) GTC Scotland Healthy Eating in Scotland (2008) Scottish Government Getting it Right for Every Child (2008) Scottish Government and COSLA Lanarkshire Sexual Health Strategy and (2008) NHS Lanarkshire, NLC and SLC Action Plan National Care Standards (2008) Scottish Government The Early Years Framework (2008) Scottish Government Curriculum for Excellence (2009) Scottish Government Additional Support for Learning (2004/9) Scottish Government (Scotland) Act Getting it right for every child in (2010) NHS Lanarkshire, NLC and SLC Lanarkshire The Parenting Support Strategy (2011) NHS Lanarkshire, NLC and SLC Sexual Health and Relationships Policy (2011) NHS Lanarkshire, NLC and SLC and Guidance for Looked After and Accommodated Children and Young People RSHP Framework for Primary Schools 10 Legislation and Publications
Establishment Policies and Procedures • Child Protection • Settling in • Transitions from nursery to school • Complaints • Prevention of Infection • Oral Health/Tooth brushing • Equal Opportunities • Promoting Positive Behaviour • Outings • School Health Improvement Plan • Health and Safety • First Aid • Confidentiality RSHP Framework for Primary Schools 11 Legislation and Publications
Involving Parents As with any holistic approach to education, this is not done in isolation from the great work happening in many homes across the country. Many parents and carers play an active part in their child/children’s education and we would encourage this. Indeed work focusing on relationships and sexual health needs the proactive support of parents and carers. Normalising and talking about relationships from an early age can play a part in delaying first sexual experience, is linked with higher rates of using contraception effectively the first time and helping children and young people to make safer, responsible decisions. Parental involvement and support is vital to the success of the RSHP programme. Is there the opportunity for the school to organise/host a ‘Speakeasy’ Course? These are courses run by various organisations/local parents/carers who have been trained by the fpa. The Speakeasy Course usually lasts for eight weeks and offers a flexible and relaxed way to gain greater confidence in an area that can cause embarrassment and awkwardness for parents and carers. The main aim of the course is to encourage parents and carers to provide positive sex and relationships education in the home and take on the role of 'sex and relationships educator'. For more information, please go to www.fpa.org.uk/communityprojects/parentsandcarers/ or contact your local NHS Lanarkshire Health Improvement colleague. For details of who to contact, please call 01698 377623. It is often hard to relate to these issues, both from a professional and parental perspective, when the age focus for this work is primary aged children. We would urge establishments and parents and carers to see the links between what we teach children at this age and the responsible citizens we want to support and encourage them to become. Establishments should: • have agreed procedures for consulting and taking account of parents/carers views • work in partnership with parents/carers • have simple, direct procedures in place for parents and carers to raise concerns • respect the cultural, ethical and religious environment of the home RSHP Framework for Primary Schools 12 Involving Parents
Who Can Help? We understand that whilst the majority of staff are assured of the need for RSHP work, some can be reluctant or uncomfortable. We also recognise the impact that changes to the Public Health Nurse (formerly known as School Nurse) role have had for schools with some having had their access to such help removed entirely. Both local authorities and NHS Lanarkshire are committed to supporting schools to undertake this important work. Peer Support There were 3 schools heavily involved in the creation of this framework and all are willing to provide support. We are not surprised by their willingness to do so and are sincerely grateful. They can talk you through how they deliver RSHP work to the children in their care, how they engage parents and carers, what resources they have found useful/not useful and anything else related to the topic. It will be their individual school experience they discuss. • Neilsland Primary, Hamilton can be contacted on 01698 286405 or emailed on office@neilsland-pri.s- lanark.sch.uk. Please address your query, in the first instance, to June Marnie • Chryston Primary can be contacted on 01236 757648 or emailed on enquiries@chryston-pri.n-lanark. sch.uk. Please address your query, in the first instance, to Susi Cornwell • Castlehill Primary can be contacted on 01698 357497. Please address your query, in the first instance, to Lorna Ferguson Training Attending RSHP training can provide an opportunity to look at RSHP issues in depth, to meet with colleagues in similar circumstances, to find out how other schools are approaching the topic and to familiarise yourself with this resource in more detail. Both local authorities offer in-service training on RSHP. Courses are delivered by staff from NHS Lanarkshire BBV and Sexual Health Promotion Team, including its Training and Education Manager. Details of course content and dates are available through the respective in-service training catalogues available online. If you encounter any issues in accessing this information, please contact your local authority in the first instance. For specific information relating to course content, please contact Jude Irwin, NHSL, as per contact details below. Whole school training on issues related to RSHP work is also available free of charge from NHSL. Staff capacity to deliver such training is limited so timely planning is essential. Training can be delivered via twilight sessions or a slot at an in-service day and can be tailored to suit the needs of your school staff. Some schools have undertaken a baseline assessment exercise (a pupil questionnaire) prior to training delivery, the results of which have been built into training content. The focus is to find out what pupils are doing in terms of computer use, internet use, music, magazine and gaming choices and helps provide evidence of the need to be raising these issues as suggested in the framework and supporting materials. Schools have assured us that this was not a time consuming exercise and has proved essential for their planning. Please see Appendix K in Proud to be Me for details. Support with parents and carers Help is available as you actively engage with parents and carers or plan to work with them on these issues. Both your local authority and NHSL can offer support in various ways such as guiding content for parent information sessions, providing access to suitable resources, attending parent sessions, presenting at information/parent council sessions and answering parent questions directly. As detailed above, some schools have undertaken a baseline assessment exercise (a pupil questionnaire) prior to training delivery, the results of which have been built into parent information sessions. The focus of the exercise is to find out what pupils are doing in terms of computer use, internet use, music, magazine and gaming choices and helps provide evidence of the need to be raising these issues as suggested in the framework and RSHP Framework for Primary Schools 13 Who Can Help?
supporting materials. Schools have assured us that this was not a time consuming exercise and has proved essential for their planning and work with parents. Please see Appendix K in Proud to be Me for details. Policy creation Proud to be Me, the revised supporting materials contained in this resource, includes examples of good practice when it comes to creating an RSHP policy. Local Authority and NHS staff can help with this process too. Please see below. Programme tailoring/planning We fully appreciate that this framework and supporting materials are a starting point for delivery. Schools are at liberty to change, alter, add to or remove content. If you want any guidance, please see below. North Lanarkshire Council Schools can contact a Quality Improvement Officer for Health and Wellbeing on 01236 812222 South Lanarkshire Council Schools can contact Health and Wellbeing Development officers at 01698 454444 (please ask for Quality Improvement Service) NHS Lanarkshire Schools can contact Jude Irwin, BBV and Sexual Health Training and Education Manager on 01698 377623 or email jude.irwin@lanarkshire.scot.nhs.uk RSHP Framework for Primary Schools 14 Who Can Help?
1
Stage: P1 0-44a
RSHP Framework for Primary Schools
HWB
I am aware of how friendships are formed and that likes, dislikes, special qualities and needs can influence relationships
Success criteria Suggested activities and areas of focus Suggested resources/websites
• I am beginning to co-operate and share with Relationships – Friends, Family and Classmates Quality Circle Time – Jenny Mosley
others • IT Resources (e.g. Cbeebies) P184: Personal History
• I am beginning to understand why friends are • children could talk about what makes them a P136–142: Friendship
important good friend P104–108: Getting to Know You
• I understand that everybody has different special • Complete (with help) a ‘find someone who’ sheet
qualities in which pupils have to ask each other questions Health for Life 1
• I know that it is important to get along with to find out more about each other P87: Focus on Friends
others • Circle time activities focusing on challenges of
• I am learning what manners are and why they are friendships and how they can be dealt with • Use of GLOW Internet
important • Children could talk to family members about • Use of induction procedures
• I understand what rules are and why they are their adult friendships • Golden Rules
important • Organise links with another school, perhaps • Children encouraged to speak openly
• I am learning to listen to others even in a different country • NLC PATHS – emotional literacy for children
15
• I can express what I like and what I don’t and why • Make friendship tokens pack
• I am learning how to use positive verbal and body • Use of role play • Percy Penguin (Policeman) and Mr Fluffy
language • Use of news time (Drug Awareness Mascot) talks
• I can discuss what a friend is and am learning to • Flash cards
make new friends • Emotions jigsaws
• Stories
Primary 11
Stage: P1 0-44b
RSHP Framework for Primary Schools
HWB
I understand positive things about friendships and relationships but when something worries or upsets me I know who I should talk to
Success criteria Suggested activities and areas of focus Suggested resources/websites
• I am aware of who to talk to when worried • Awareness of personal space I am, I know, I can – Tacade
about anything • Physical Education Section 3, Lesson 18 – Growing Older
• Relationships – Friends, Family and Classmates Section 4, Lesson 25 – These are special people
• Circle Time to me
Quality Circle Time – Jenny Mosley
P136–142: Friendship
P104–108: Getting to Know You
Health for Life 1
P87: Focus on Friends
16
Primary 11
Stage: P1 0-45a
RSHP Framework for Primary Schools
HWB
I know that there are people in our lives who care for and look after us and I am aware that people may be cared for by parents, carers
or other adults
Success criteria Suggested activities and areas of focus Suggested resources/websites
• I understand that families are made up of lots • Relationships – friends, family and classmates Quality Circle Time – Jenny Mosley
of different people who care for us • Circle Time P137, Activity 1: we are all different and that’s ok
• I know that I have a right to be cared for in • Children could talk about what being cared for P109/110: Further classroom activities – Balloon
certain ways and why this is important means, how this makes them feel, how we can Chart, our classroom garden, family tree and
• I know that care can be different and come show we care, who do they care about, how charts
from different people and why we are looked after P184: Personal History
• I understand there are lots of types of family • Discussion about the different people who can
• I appreciate that everyone comes from different help look after us I am, I know, I can – Tacade
kinds of families • Discussion highlighting difference between Section 4, Lesson 25: These are special people to
• I understand that I shouldn’t judge people’s caring about someone and caring for them me
situations (recognising that some young children are in a
• I am learning to respect how people’s lives are caring role in their home setting)
17
• Use of GLOW, Internet
different • Draw family or use pictures to show who cares • Visits to Older People’s Homes
• I can think about my own family for them • Visits from: Police, Fire Service, Public Health
• Draw a picture for someone who cares for them Nurses**
• Make a card for someone special • Use of Topic Crates from NLC Education
• Children can be encouraged to talk about this Services, Coatbridge and SLC Chatelherault PS,
work at home Hamilton
• Discuss and make a list of people other than • Role Play
family who help care for us such as teachers, • Community Links
friends of the family, emergency services,
lollypop person etc • www.sparklebox.co.uk
• Use a variety of books which explore different
family circumstances
**Involvement of, or access to, Public Health Nurse will vary
Primary 11
Stage: P1 0-47a & b
RSHP Framework for Primary Schools
HWB
I recognise that we have similarities but are all unique
I am aware of my growing body and I am learning the correct names for its different parts and how they work
Success criteria Suggested activities and areas of focus Suggested resources/websites
• I know my body changes as I grow • Use photos to design a timeline that relates to Quality Circle Time – Jenny Mosley
• I know some of how my body changes each child or children can draw themselves as P137, Activity 1: we are all different and that’s ok
• I understand that all humans are part of a life a baby, toddler and now and talk about the P104–108: Getting to Know You
cycle with different stages differences in what they could do at each stage.
• I know that there are parts of our body that are Children could also draw themselves as baby, Proud to be Me* Sessions 1 & 2
the same as others and parts that are different toddler and now and discuss as above
such as colour of hair/eyes/skin and height, size • Work together to identify and name the • Use of GLOW, Internet
and weight external parts of the body such as head, • Persona Dolls
• I know that all of us have differences which shoulders, knees and toes • Use of Physical Education
make us unique • Talk about the similarities and differences • Golden Rules – children involved in the creation
• I know that external body parts have names between each other • Use of Role Play
• I understand that there are differences between • Discuss what makes us unique such as • Use of eye colour, gender, height charts,
18
boys and girls fingerprints • Song/dance routines such as ‘head, shoulders,
• I am learning to feel good about myself • Circle time looking at ‘I’m good at …’ knees and toes’
• Design a snap game focusing on physical
features such as eye colour, clothes etc • www.sparklebox.co.uk
• Collect and present information on each other
such as eye colour, height • Body boards
• Mirrors
*Proud to be Me, SHRE Pack for Primary Schools, a resource developed by NHS Lanarkshire, NLC and SLC
Primary 11
Stage: P1 0-48a
RSHP Framework for Primary Schools
HWB
I am learning what I can do to look after my body and who can help me
Success criteria Suggested activities and areas of focus Suggested resources/websites
• I know why keeping clean is • Guided hand washing and talk about I am, I know, I can – Tacade
important and how to take times when hands must be washed Section 3, Lesson 16: Keeping Clean
responsibility for some of this • Discuss hygiene such as manners when Section 4, Lesson 25: These are special people to me
• I am aware of who can help coughing, sneezing etc Current Issues in PSE
me to keep my body clean • Cut and stick to make a wash bag and Section 1.3: Keeping Clean
and healthy talk about what we need to keep clean Quality Circle Time – Jenny Mosley
• I know it is important to wash • Draw pictures of themselves on a sunny P109/110: Further classroom activities – Balloon Chart, our classroom
your hands day while discussing what you do to be garden, family tree and charts
• I can talk about keeping clean safe in the sun and then add information P184: Personal History
with others such as sun screen and hats Proud to be Me* Session 3
• I understand why and how to • Sort teeth friendly foods from an
keep safe in the sun assortment and discuss why some are • Use of GLOW, Internet
• I am beginning to learn how better for your teeth than others • Visits to Dentist, Optician, Dental Bus
19
colds etc are spread • Health Improvement Resource Library (call 01698 377600 for more info)
• I am learning that adults • ‘Katie Morag and The Tiresome Ted’ by Dr Mairi Hedderwick
have different roles to play • Suggested use of GloBox or glitter on hands to show transfer of germs
in helping us such as parent/ • Oral Health Education visit to school
carer, teacher, doctor • Ophthalmologist visit to school for visual screening purposes
• Posters around reminding children to wash hands
• Outdoor play, walking, running, skipping, jumping, riding bike
• Healthy eating options for lunch and at snack times
• Sticky Kids
• Use of role play
• www.washyourhandsofthem.com
• www.teachingexpertise.com
• www.careinthesun.org
• Public Health Nurse**
Primary 1
*Proud to be Me, SHRE Pack for Primary Schools, a resource developed by NHS Lanarkshire, NLC and SLC
**Involvement of, or access to, Public Health Nurse will vary1
Stage: P1 0-49a
RSHP Framework for Primary Schools
HWB
I am learning about respect for my body and what behaviour is right and wrong. I know who I should talk to if I am worried about this
Success criteria Suggested activities and areas of focus Suggested resources/websites
• I understand that my body is mine • Think about a made up person and give them Quality Circle Time – Jenny Mosley
• I understand about personal space a name. Introduce that they are worried about P137, Activity 1: we are all different and that’s ok
• I am beginning to understand what private something and let the children decide what this
means may be – take your lead from them – and who I am, I know, I can – Tacade
• I am beginning to know that some parts of my they might talk to Section 4, Lesson 25: These are special people to
body are private • Circle time – talk about what trust means/how me
• I am beginning to understand about respect for does it feel when you don’t trust someone/why
my body is trust important/who can you trust Health for Life 1
• I am beginning to understand about touching • Discussion and making a list of people we can P31–36: Keeping Safe
and what is appropriate and what isn’t trust and mention made of people not to trust
• I am learning how to react if I feel such as strangers www.childline.org.uk
uncomfortable with someone • Explore places and people we can go to for help www.thinkuknow.co.uk
• I know who can help me and keep me safe and such as ChildLine, teacher, etc
20
who I can talk to if I am worried • Have the UN Rights of the Child printed read to • Child Protection procedures
• I am learning how to communicate effectively class and discuss. Use examples of children who • Good Touch/Bad Touch
• I can take part in discussions have lost some of these rights • Songs
• Stick symbols on a body to show where it is • Stories
okay to be touched and for children to show • Flash Cards
and where not. This can then be appropriately • Puppets
discussed • Emotion Kits
• Use of role play to look at ways and words • Golden Rules
to use if a child feels uncomfortable/unhappy/
worried www.instantdisplay.co.uk
Public Health Nurse**
**Involvement of, or access to, Public Health Nurse will vary
Primary 11
Stage: P1 0-50a
RSHP Framework for Primary Schools
HWB
I am learning about where living things come from and how they grow, develop and are nurtured
Success criteria Suggested activities and areas of focus Suggested resources/websites
• I know what a living thing is and what makes it • My changing body Health for Life 1
living such as food, growth • Children could grow a sunflower or other plant P21–P30: Growing and Changing
• I understand that different living things have and record its growth
different needs • Children and staff could experiment with Quality Circle Time – Jenny Mosley
• I understand and can name the life cycles of growing a plant and not looking after it P137 Activity 1: we are all different and that’s ok
some plants and animals properly to see the consequences
• I am beginning to learn what is the same and • Discuss different life cycles such as butterfly, Living and Growing – Unit 1
what is different about life cycles frog, watch appropriate footage and make a Activity Sheet 1 & 19
• I understand that some animals rely on a parent poster display
for food • Share photos that chart their development Proud to be Me* Sessions 1 & 2
• I am beginning to relate some of this learning to from baby to child (bearing in mind that not all
myself and can discuss children are looked after by a parent) • Use of GLOW, Internet
• Circle time to discuss the things we need • ‘Katie Morag and The Tiresome Ted’ by Dr Mairi
21
parents/carers for such as food, talking, shelter Hedderwick/The Hungry Caterpillar
• Discuss the types of care children need and how • Bird Box
this is the same/different to other animals • Sensory Garden
• Growing fruit /vegetables in garden
• Wormery
• Links with other countries e.g. some schools
sponsor a child from another country
• Using new family additions within school to
explore issue such as breastfeeding
• Visit to working farm/nature centre
• Role Play
*Proud to be Me, SHRE Pack for Primary Schools, a resource developed by NHS Lanarkshire, NLC and SLC
Primary 11
Stage: P1 0-51a
RSHP Framework for Primary Schools
HWB
I am able to show an awareness of the tasks required to look after a baby
Success criteria Suggested activities and areas of focus Suggested resources/websites
• I can explain what a baby would need to feel • Stories Living and Growing – Unit 1
happy and content • Role Play Activity Sheet 12
• I know, understand and can discuss some of a • Home Corner
baby’s basic needs such as feeding, changing, • Relationships – friends and family • Use of GLOW, Internet
washing, cuddling and sleeping • Invite a mum and baby (a school mum • ‘Katie Morag and The Tiresome Ted’ by Dr Mairi
• I am learning the difference between wants and preferably) to come and talk and answer Hedderwick
needs questions • Use stories which focus on babies and their
• I am beginning to understand that my body and • Invite a health visitor to come and talk about place in the family
mind both need to be looked after what they do • Puppets
• I can demonstrate some basic skills needed to • Discuss their own experiences of babies and • Well resourced home corner
look after a baby how they need to be cared for – many will have
siblings or be siblings www.sparklebox.co.uk
• Make a display of essential items a baby needs
22
to be healthy
• Create a day map of what a baby may need
and when and display
• Circle time and discuss what needs and wants
mean and give examples. Make a list of shared
ones
• Discuss how babies have needs that change as
they grow and that we are the same
• Discuss how babies have wants as we do and
these change as we grow
• Role play in home corner such as bathing,
feeding and using a buggy
NOTE: Using 3 different coloured highlighters, indicate which level you feel each child has attained:
Red = Developing Orange = Consolidating Green = Secure
Primary 12
Stage: P2 1-44a
RSHP Framework for Primary Schools
HWB
I am aware of how friendships are formed and that likes, dislikes, special qualities and needs can influence relationships
Success criteria Suggested activities and areas of focus Suggested resources/websites
• I am aware that it is my feelings and relationships • People who are special to us Quality Circle Time, Vol 2 – Jenny Mosley
with other people that make me special • Circle Time P89: A Special Person
• I am aware that it is the particular combination of • Feelings and Emotions I am, I know, I can – Tacade
characteristics that makes me unique and special • Feelings Game Section 1, Lesson 3: Feeling Good, Feeling Bad
• I am aware of my own personal space and how to Section 4, Lesson 25: These people are special
value it to me
Health for Life 1
P75: Focus on People
P63 & P91: Focus on Feelings
P83 & P175: Focus on Special People
Proud to be Me* Session 2
23
HWB 1-44b
I understand positive things about friendships and relationships but when something worries or upsets me I know who I should talk to
Success criteria Suggested activities and areas of focus Suggested resources/websites
• I know who can help me and keep me safe • People who help us and keep us safe I am, I know, I can – Tacade
• I am aware it is my feelings and relationships • People who are special to us Section 1, Lesson 3: Feeling Good, Feeling Bad
with other people that make me special • Circle Time Health for Life 1
• Feelings and Emotions P31–36: Keeping Safe
• Feelings Game P63 & P91: Focus on Feelings
Proud to be Me* Session 2
www.childline.org.uk
www.thinkuknow.co.uk
Primary 2
*Proud to be Me, SHRE Pack for Primary Schools, a resource developed by NHS Lanarkshire, NLC and SLC2
Stage: P2 1-45a
RSHP Framework for Primary Schools
HWB
I know that there are people in our lives who care for and look after us and I am aware that people may be cared for by parents, carers
or other adults
Success criteria Suggested activities and areas of focus Suggested resources/websites
• I know that families are made up of many • People who help us and keep us safe Quality Circle Time, Vol 2 – Jenny Mosley
different adults who can help to care for me • People who are special to us P67: My family is special because
• Circle Time
• Feelings and Emotions I am, I know, I can – Tacade
• Feelings Game Section 4, Lesson 25: These are special people to
me
Health for Life 1
P31–36: Keeping Safe
P75: Focus on People
P83 & P175: Focus on Special People
P63 & P91: Focus on Feelings
24
HWB 1-45b
I am aware of the need to respect personal space and boundaries and can recognise and respond appropriately to verbal and non-verbal
communication
Success criteria Suggested activities and areas of focus Suggested resources/websites
• I can show more awareness of other people’s • All about me and those around me Quality Circle Time, Vol 2 – Jenny Mosley
personal space • People who help us and keep us safe P89: A Special Person
• I can respond appropriately to an increasing • People who are special to us
range of verbal and non-verbal communication • Circle Time I am, I know, I can – Tacade
• Feelings and Emotions Section 1, Lesson 3: Feeling Good, Feeling Bad
• Feelings Game
Health for Life 1
Primary 2
P31–36: Keeping Safe
P63 & P91: Focus on Feelings2
Stage: P2 1-47a
RSHP Framework for Primary Schools
HWB
I recognise that we have similarities but are all unique
Success criteria Suggested activities and areas of focus Suggested resources/websites
• I am beginning to recognise differences between • All about me and those around me Proud to be Me* Sessions 1 & 2
males and females • Feelings and Emotions
• I know that sometimes I can tell the difference • Feelings Game Living and Growing, Unit 1
by looking at people and sometimes I cannot Activity Sheets 2, 6 & 7
HWB 1-47b
I am aware of my growing body and I am learning the correct names for its different parts and how they work
Success criteria Suggested activities and areas of focus Suggested resources/websites
• I can name an increasing number of body parts • All about me and those around me Proud to be Me* Sessions 1 & 2
and explain how they work • Feelings and Emotions
25
• I can explain what some of the changes to my • Feelings Game Living and Growing, Unit 1
growing body will be Activity Sheets 2, 6 & 7
*Proud to be Me, SHRE Pack for Primary Schools, a resource developed by NHS Lanarkshire, NLC and SLC
Primary 22
Stage: P2 1-48a
RSHP Framework for Primary Schools
HWB
I am learning what I can do to look after my body and who can help me
Success criteria Suggested activities and areas of focus Suggested resources/websites
• I am becoming more aware of hygiene and why • All about me and those around me Proud to be Me* Sessions 1 & 2
it is important • People who help us and keep us safe
• I know who can help me to keep my body • Feelings and Emotions Living and Growing, Unit 1
healthy • Feelings Game Activity Sheets 2, 6 & 7
Health for Life 1
P31–36: Keeping Safe
P75: Focus on People
P63 & P91: Focus on Feelings
*Proud to be Me, SHRE Pack for Primary Schools, a resource developed by NHS Lanarkshire, NLC and SLC
26
Primary 22
Stage: P2 1-49a
RSHP Framework for Primary Schools
HWB
I am learning about respect for my body and what behaviour is right and wrong. I know who I should talk to if I am worried about this
Success criteria Suggested activities and areas of focus Suggested resources/websites
• I know who can help me and keep me safe • All about me and those around me Proud to be Me* Sessions 1 & 2
• I understand more about respecting my body • People who help us and keep us safe
• People who are special to us Living and Growing, Unit 1
• Circle Time Activity Sheets 2, 6 & 7
• Feelings and Emotions
• Feelings Game I am, I know, I can – Tacade
Section 1, Lesson 3: Feeling Good, Feeling Bad
Section 4, Lesson 25: These are special people to me
Health for Life 1
P31–36: Keeping Safe
P75: Focus on People
27
P83 & P175: Focus on Special People
P63 & P91: Focus on Feelings
Quality Circle Time, Vol 2 – Jenny Mosley
P89: A Special Person
P67: My Family is special because
*Proud to be Me, SHRE Pack for Primary Schools, a resource developed by NHS Lanarkshire, NLC and SLC
Primary 22
Stage: P2 1-50a
RSHP Framework for Primary Schools
HWB
I am learning about where living things come from and how they grow, develop and are nurtured
Success criteria Suggested activities and areas of focus Suggested resources/websites
• I understand the difference between living and • All about me and those around me Living and Growing, Unit 1
non-living things • Living Things – Plants and animals, living and Activity Sheets 1, 2, 6, 7, 8 & 19
• I know that growth and change belong to a non-living
natural life cycle • Circle Time Quality Circle Time, Vol 2 – Jenny Mosley
• I know that living things come from other living • Bird Box P67: When I grow up I want to be
things • Sensory Garden
• I can name an increasing number of plant and • Growing fruit/vegetables in garden Proud to be Me* Sessions 1 & 2
animal life cycles • Using new family additions to explore issues
such as breastfeeding Public Health Nurse**
• Visit to a working farm/nature centre
28
*Proud to be Me, SHRE Pack for Primary Schools, a resource developed by NHS Lanarkshire, NLC and SLC
**Involvement of, or access to, Public Health Nurse will vary
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