St Joseph's School - A Catholic Voluntary Academy

Relationships, Sex and Health Education (RSHE)


Our School Definition of RSHE:

The lifelong learning about physical, moral and emotional development

Intent Statement - RSHE

At St. Joseph’s we are articulate and informed citizens! Our Relationships, Sex and Health Education (RSHE) is taught through the Ten Ten programme in Relationships and Health Education for Catholic primary schools, Life to the Full. This programme aims to give our pupils the acquisition of knowledge and skills to enable them to access the wider curriculum and prepare them for adulthood. Our intention is that when our children leave St. Joseph’s, they do so with the knowledge, understanding and emotions to play an active role in today’s society.

We want our children to grow and develop in a safe and nurturing environment where they are able to express themselves articulately, gain a further understanding of themselves as unique people, made in the image of God, and build resilience. Our intention is for our children to have high aspirations, a belief in themselves and realise that anything is possible if they put their mind to it because they have been created by God out of love, and for love.

We strive to equip our children with the skills to become confident at sharing their own thoughts and feelings with others, in a respectful and caring manner and to develop the skills and attributes to keep themselves healthy and safe. We want our children to develop an attitude of a responsible global citizen, to develop tolerance of others beliefs, religions and life choices and to build positive, respectful relationships with other people. Through our RSHE curriculum, we believe we can enhance children’s education and help them to become caring, respectful, responsible and confident individuals and citizens.

Implementation Statement - RSHE

The Ten Ten programme we follow at St. Joseph’s adopts a spiral curriculum approach so that as a child goes through the programme year-after-year, the learning will develop and grow, with each stage building on the last.

In Life to the Full, we follow a four-stage structure which is repeated across four different learning stages: Early Years Foundation Stage, Key stage one, Lower Key Stage Two, and Upper Key Stage Two.

Within each learning stage, there are three modules which are based on the Model Catholic RSE Curriculum:

  • Created and Loved by God 
  • Created to Love Others                                                                                        
  • Created to Live in Community

Each module is then broken down into Units of Work and the skills taught in each unit are progressive ove the key stages and year groups.

In Module one there is Religious Understanding, Me, My Body, My Health, Emotional Well-being and Life Cycles. In Model 2 there is Religious Understanding, Personal Relationships and Keeping Safe. In Module 3 there is Religious Understanding and Living in the Wider World.

The first module (Created and Loved by God) explores the individual. Rooted in the teaching that we are made in the image and likeness of God, it helps children to develop an understanding of the importance of valuing themselves as the basis for personal relationships.

The second module (Created to Love Others) explores the individual’s relationship with others and teaches strategies for developing healthy relationships and friendships and keeping safe.

The third module (Created to Live in Community) explores the individual’s relationship with the wider world. Children learn how human beings are relational by nature and are called to love others in the wider community through service, through dialogue and through working for the Common Good.

At St. Joseph’s we implement our curriculum through a platform of creative resources which will engage, inform and inspire the children.

The creative resources include interactive video content, story-based activities and original worship music.

Our RSHE teaching also takes place outside of our discrete lessons. We have

  • Whole school assemblies where a range of themes are covered linked with RSHE, British Values, diversity and equality.
  • Visits from outside agencies such as the Fire Service and Bikeability  
  • School trips (Crucial Crew)  
  • Displays across school which showcase our school values, British Values and understanding of diversity and equality 
  • Please see our curriculum portfolio and enrichment activities for further information

Impact Statement - RSHE

By the time children leave us they will: 

  • demonstrate kindness and respect towards themselves and others. 
  • have the courage and ability to try new things, challenge themselves and persevere.  
  • take responsibility for their actions. 
  • have a good understanding of how to stay safe, healthy and how to develop good relationships.  
  • have an appreciation of what it means to be a positive member of a diverse, multicultural society.  
  • demonstrate and apply the British Values of Democracy, Tolerance, Mutual respect, Rule of law and Liberty. 
  • be on their journey preparing them for life and work in modern Britain. 
  • be equipped to ‘reach for the stars.’ 


Assessment within discrete RSHE lessons will ensure that pupils are building on their skills and knowledge over time. There is as Assessment Activity to each unit of sessions. The activities take into account the Learning Objectives of the sessions within the unit and provide before and after evidence that learning has taken place. Teachers use the activity BEFORE the lesson is undertaken, and then is repeated again AFTER the series of lessons to assess whether learning has taken place. There are simple criteria given to assess successful learning.

An individual’s progress will be recognised through recognition within the classroom and being awarded certificates during weekly celebration assemblies.  

In order to be confident in the impact of RSHE across the whole school community, the RSHE leader will monitor the subject through discussion with pupils, gathering evidence of written activities, monitoring displays and through ongoing discussion with colleagues.