What is the difference between RSE and PSHE?

Whilst PSHE is referenced in the national curriculum, there has never been any statutory guidance as to what pupils should be taught. The 2020 Relationships and Sex Education and Health Education curriculum has now provided that for the health and relationships aspects of PSHE. Sex education at primary schools, beyond what is covered in the Science curriculum, remains non-statutory. The guidance for RSE, however, does not cover everything needed for a well covered PSHE curriculum, so RSE has not replaced PSHE. Instead, RSE should be part of PSHE, not instead of. Of PSHE, the DfE says that “personal, social, health and economic (PSHE) education is an important and necessary part of all pupils’ education. All schools should teach PSHE, drawing on good practice, and this expectation is outlined in the introduction to the proposed new national curriculum. PSHE is a non-statutory subject. To allow teachers the flexibility to deliver high-quality PSHE, we consider it unnecessary to provide new standardised frameworks or programmes of study. PSHE can encompass many areas of study. Teachers are best placed to understand the needs of their pupils and do not need additional central prescription. However, while we believe that it is for schools to tailor their local PSHE programme to reflect the needs of their pupils, we expect schools to use their PSHE education programme to equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions.”

What is covered in RSE?

RSE stands for ‘relationships and sex education’ and is part of Relationships and Health Education.

Is it now statutory for a school to have a specific RSE policy. According to the DfE RSE guidance, a school’s RSE policy should:

● Define any sex education they choose to teach other than that covered in the science curriculum. ● Set out the subject content, how it is taught and who is responsible for teaching it. ● Describe how the subject is monitored and evaluated. ● Include information about a parent’s right to request that their child be excused. ● Confirm the date by which the policy will be reviewed.

It is also suggested that the following are covered:

● Details of content/scheme of work and when each topic is taught, taking account of the age of pupils. ● Who delivers the lessons. ● How the policy has been produced, and how it will be kept under review, in both cases working with parents. ● How delivery of the content will be made accessible to all pupils, including those with SEND. ● Explanation of the right to withdraw. ● Requirements on schools in law e.g. the Equality

Act (please see The Equality Act 2010 and schools:

Departmental advice). ● How often the policy is updated. ● Who approves the policy.

The policy should also reflect the views of teachers and pupils. Listening and responding to the views of young people will strengthen the policy, ensuring that it meets the needs of all pupils.

Written by Sarah Huggins