RSE Statement

David Game College believes that RSE should be:

• An integral part of the lifelong learning process, beginning in early childhood and continuing into adult life
• An entitlement for all young people
• Cross-curricular
• Encouraging each student to contribute to our community and aim to support each other as they grow and learn
• Set within the wider David Game College context and support family commitment and love, respect and affection, knowledge and openness
• Encouraging students and teachers to share and respect each other’s views. The important values are love, respect and care for each other
• Generating an atmosphere where questions and discussion on sexual matters can take place without any stigma or embarrassment.
• Recognising that parents are the key people in teaching their children about sex, relationships and growing up. We aim to work in partnership with parents and students, consulting them about the way these topics are delivered at the College, recognising that the wider community has much to offer and aiming to work in partnership with health professionals, social workers, peer educators and other mentors or advisers.

The aim of RSE is to provide balanced factual information about broader emotional, ethical, religious and moral dimensions of sexual health and reproduction. Our RSE programme, delivered in a number of ways, aims to prepare students for an adult life in which they can:

• develop positive values and a moral framework that will guide their decisions, judgements and behaviour
• have the confidence and self-esteem to value themselves and others
• have respect for individual conscience and the skills to judge what kind of relationship they want
• understand the consequences of their actions and behave responsibly regarding sexual and pastoral relationships
• avoid being exploited or exploiting others or being pressured into unwanted or unprotected relationships
• communicate effectively by developing appropriate terminology for sex and relationship issues
• develop awareness of their sexuality and understand human sexuality
• promote respectful relationships that take other peoples dignity and respect into account
• challenge sexism and prejudice and promote equality and diversity
• understand the arguments for delaying sexual activity
• understand the reasons for having protected sex
• have sufficient information and skills to protect themselves and, where they have one, their partner from uninvited/unwanted conceptions and sexually transmitted infections including HIV
• be aware of sources of help and acquire the skills and confidence to access confidential health advice, support and treatment if necessary
• know how the law applies to sexual relationships
• challenge toxic masculinity and stereotypical views
• challenge all forms of discriminatory behaviour
• understand the importance of respect for others and that any form of sexual harassment or bullying is totally unacceptable
• with parents and students, consulting them about the way these topics are delivered at David Game College and recognising that the wider community has much to offer, and aiming to work in partnership with health professionals, social workers, peer educators and other mentors or advisers.

 

 

Complete Coverage

1. Families and Caring Relationships

Understanding different family structures and responsibilities.

Core areas

• Marriage, civil partnerships and long-term partnerships (legal and social aspects)
• Parenting responsibilities and the role of carers
• Diverse family structures (single parents, blended families, same-sex parents, guardianship, adoption)
• Responsibilities within families
• Caring for dependents (children, elderly relatives)

Safeguarding issues

• Forced marriage
• Honour-based abuse
• Family conflict and breakdown
• Impact of separation and divorce on children

Additional topics to consider

• Fertility and reproductive choices
• Adoption, fostering and assisted reproduction
• Financial responsibilities in families

 

2. Respectful Relationships and Social Behaviour

Developing healthy interpersonal relationships and recognising harmful behaviour.

Healthy relationships

• Characteristics of positive relationships (trust, honesty, respect)
• Emotional intelligence and empathy
• Communication and conflict resolution
• Ending relationships safely and respectfully

Respect and inclusion

• Equality, diversity and inclusion
• Challenging stereotypes and prejudice
• Understanding discrimination and inequality
• Gender roles and expectations

Consent and boundaries

• Understanding consent in everyday situations
• Respecting personal boundaries
• Coercion, manipulation and pressure

Harmful relationship behaviours

• Bullying and harassment
• Controlling or coercive behaviour
• Gaslighting and emotional abuse
• Misogyny and gender-based hostility
• Extremist subcultures (e.g., incel communities)

Sexual content and media

• Pornography and unrealistic expectations
• Objectification and sexualisation
• Impact of media on attitudes toward relationships

 

3. Online Safety, Digital Relationships and Media Literacy

Understanding digital behaviour and risks.

Online risks

• Social media exposure and digital reputation
• Privacy and sharing personal information
• Sexting and the law around sexual images
• Grooming and exploitation online

Technology and emerging risks

• Deepfakes and manipulated media
• AI-generated sexual images
• Online radicalisation and misogyny
• Exposure to violent or harmful content
• Online scams and financial exploitation

Online relationships

• Digital consent and image sharing
• Online bullying and coercion
• Parasocial relationships and influencers
• Sextortion

Digital wellbeing

• Screen time and addictive online behaviour
• Impact of algorithms and online echo chambers
• Reporting and seeking help online

 

4. Personal Safety and Safeguarding

Recognising risks and knowing how to seek help.

Personal safety

• Situational awareness in public spaces
• Travel safety and urban safety
• Stranger awareness and trust
• Spiking

Abuse and exploitation

• Sexual harassment and assault
• Domestic abuse and intimate partner violence
• Sexual exploitation and grooming
• County Lines and criminal exploitation
• Human trafficking

Culturally specific safeguarding issues

• Female genital mutilation (FGM)
• Forced marriage
• Honour-based abuse

High-risk behaviours

• Strangulation and suffocation risks
• Stalking and harassment
• Image-based abuse

Reporting concerns

• How to report abuse
• Trusted adults and safeguarding routes
• Accessing police and specialist services

 

5. Intimate and Sexual Relationships

Developing safe, respectful sexual relationships.

Sexual relationships

• Emotional aspects of intimacy
• Expectations and pressures around sex
• Communication in sexual relationships

Consent

• Legal definitions of consent
• Capacity and coercion
• Alcohol and drugs affecting consent

Sexual orientation and identity

• Sexual orientation and diversity
• Respect for different identities
• Challenging homophobia, biphobia and transphobia

 

6. Sexual Health and Reproductive Health

Understanding sexual health and healthcare.

Contraception

• Different methods of contraception
• Effectiveness and accessibility
• Emergency contraception

Sexual health

• Sexually transmitted infections (STIs)
• Testing and treatment
• Vaccination (e.g., HPV)

Pregnancy and fertility

• Pregnancy and options (parenthood, adoption, abortion)
• Fertility awareness
• Pre-conception health

Reproductive health conditions

• Endometriosis
• PCOS
• Erectile and reproductive health issues

Life stages

• Menstruation
• Puberty
• Menopause

 

7. Physical Development and Body Awareness

Understanding physical development and body image.

Adolescent development

• Puberty changes
• Hormones and mood
• Sexual development

Body image

• Media influence on body expectations
• Eating disorders and unhealthy dieting
• Steroid and supplement misuse

Gender identity

• Understanding gender identity
• Respecting differences
• Social pressures around masculinity and femininity

8. Mental Health and Emotional Wellbeing

Building resilience and managing mental health.

Understanding mental health

• Normal emotional variation
• Stress and coping strategies
• Recognising signs of mental health difficulties

Common issues

• Anxiety and depression
• Self-harm
• Suicidal thoughts

Risk factors

• Body image pressures
• Gambling and addiction
• Social isolation

Positive wellbeing

• Exercise
• Sleep
• Positive relationships
• Purpose and achievement

 

9. Health, Lifestyle and Preventative Care

Maintaining physical health.

Healthy living

• Nutrition and healthy eating
• Physical activity
• Sleep quality

Preventative healthcare

• Vaccinations
• Regular medical check-ups
• Dental care
• Personal hygiene

Healthcare access

• Visiting a GP
• Confidential healthcare
• Understanding Gillick competence

 

 

10. Drugs, Alcohol, Tobacco and Vaping

Understanding substance use and risk.

Drug education

• Legal and illegal drugs
• Risks and harms
• Addiction

Alcohol

• Impact on the body
• Binge drinking
• Alcohol and risky behaviour

Smoking and nicotine

• Tobacco harms
• Vaping risks
• Nicotine addiction

Substance misuse

• Links with mental health
• Drugs and sexual decision-making

 

11. Personal Safety Skills and First Aid

Developing practical safety knowledge.

Situational awareness

• Safety in urban environments
• Avoiding risky situations
• Recognising danger signals

Crime awareness

• Knife crime and weapon laws
• County Lines exploitation
• Personal property safety

First aid

• CPR
• Defibrillators
• Treating common injuries
• Responding to overdose or intoxication

Parental Engagement and Withdrawal
The College recognises parents and carers as key partners in supporting young people’s development. In line with statutory guidance, parents do not have the right to withdraw from Relationships Education; Health Education; and National Curriculum Science content. Parents may request withdrawal from non-statutory Sex Education. If a request is made, the Principal will meet with the parent/carer; the curriculum rationale will be explained; and potential consequences of withdrawal will be discussed. Withdrawal will be respected up to three terms before a student turns 16. At that point, if the student wishes to receive Sex Education, arrangements will be made accordingly.
In accordance with strengthened statutory transparency expectations, information about RSHE curriculum content is available upon request; parents may review relevant materials; and advance notice may be provided prior to Sex Education units. The College balances parental partnership with safeguarding responsibilities.
To support strengthened statutory transparency expectations, the College will take reasonable steps to indicate how parents may request curriculum information and review materials, and how advance notice may be provided prior to Sex Education units, in a manner consistent with safeguarding duties and the College’s wider communications processes.

Complaints and Challenge Procedure (RSHE)
Parents/carers who have concerns regarding RSHE content, resources or delivery should raise the matter with the RSE Lead in the first instance. If unresolved, concerns should be escalated to the Principal. Where concerns remain unresolved, the College Complaints Policy sets out the formal procedure and timescales for consideration and governance oversight.
Students may raise concerns via their tutor, pastoral staff, the DSL, or established reporting routes. Concerns are taken seriously and responded to in a manner consistent with safeguarding responsibilities and the College’s behaviour expectations.