Jun
Advice For Schools
RSHE Curriculum: How Your School Can Prepare Pupils for Life in Modern Britain
We share key insights from Jo Perrin’s webinar, exploring how schools can deliver a carefully sequenced RSHE curriculum, what it should include, where gaps often appear, and how to prepare pupils for life in modern Britain.
Since becoming a statutory curriculum in UK schools in 2020, Relationships, Sex and Health Education (RSHE) has played a vital role in supporting pupils to understand healthy relationships, physical and mental health, and personal safety.
But a school’s responsibility goes beyond academic success. One of the most important roles of education is preparing children to become confident, informed adults in modern Britain.
As set out in the RSHE statutory guidance, “children and young people need knowledge and skills that will enable them to make informed and ethical decisions about their wellbeing.” This sits at the heart of an effective RSHE curriculum.
So, what does this look like in practice, and how can schools deliver a carefully sequenced RSHE curriculum that reflects it?
Drawing on the insights from Jo Perrin’s recent webinar, “Preparing Students to Become Adults in Modern Britain – Does your RSHE Curriculum Focus on all Aspects in Adequate Depth?”, we explore the key questions, challenges and practical steps that can help your school build a more balanced, consistent and effective RSHE curriculum.
Prefer to watch? See the full webinar here:
How Can Schools Deliver a Carefully Sequenced RSHE Curriculum?
To better understand how schools can deliver a carefully sequenced RSHE curriculum in 2026 (and beyond), we have some key questions to address that will help us gain a more balanced and comprehensive perspective.
RSHE can be a complex and, at times, sensitive area of the curriculum. When exploring expectations around relationships, health and behaviour, differing perspectives are inevitable and can lead to debate.
This raises an important question. Who defines what is ‘reasonable’ knowledge and behaviour, and do staff in your setting feel confident and informed enough to teach it effectively?
This reflects the idea of the ‘reasonable adult’ often used in law – a benchmark for the knowledge, behaviours and judgement we expect young people to develop.
In line with the Government Statutory Guidance, your RSHE curriculum should follow the guiding principles established in light of the recent statutory changes for 2026.
With these principles in mind, it’s time to ask:
- What is the balance of coverage of all aspects in your setting?
- What aspects might get overlooked?
- Does the balance meet learners’ needs, or is it more related to staff confidence?
- What specifics does our RSHE curriculum need to include?
- What behaviours would a reasonable adult demonstrate, and how do we teach them?
- What depth of information is age-and stage-appropriate, and how do you know?
When it comes to age appropriateness, statutory guidance provides a framework for determining age-appropriate content, including areas such as healthy relationships and recognising abuse.
Although Keeping Children Safe in Education (KCSIE) does not specify age ranges for delivery, it clearly defines the knowledge expected for all pupils, thereby establishing a benchmark of ‘reasonable’ knowledge.
Key RSHE Curriculum Topics
To ensure a truly comprehensive RSHE curriculum, schools must consider the knowledge and skills pupils should be equipped with by the time they reach 18. This goes beyond statutory requirements and into the broader competencies needed to navigate life in modern Britain.
A carefully sequenced curriculum should include:
- Social and emotional development – Establishing self-awareness, resilience and relationship expectations.
- Healthy relationships and support systems – Recognising positive relationships, identifying abuse, and knowing where to seek help.
- Physical and mental health – Understanding wellbeing, risk factors, and how to access appropriate support.
- Employability skills – Communication, teamwork, and behaviours expected in the workplace.
- Financial awareness – Including budgeting, credit, debt, and risks such as financial exploitation, scams and money laundering.
- Online safety – Including digital risks such as scams and financial exploitation, and how social media algorithms can shape opinions and limit exposure to balanced viewpoints.
- Political awareness – Understanding democratic processes, geopolitical issues, and how to participate in society in an informed way.
- Equality, diversity and inclusion – Developing respect, critical thinking, and the ability to engage with differing perspectives, including contemporary issues such as gender identity, misogyny and societal expectations.
Modern Britain is a diverse, complex and rapidly evolving society. To navigate it successfully, pupils need more than academic knowledge; they need the skills, understanding and critical awareness to make informed decisions, build positive relationships, and contribute meaningfully to their communities.
A well-designed RSHE curriculum plays a vital role in ensuring young people leave education employable and prepared to participate safely, responsibly and confidently in society.
Building Staff Confidence and Subject Knowledge in RSHE
As educated professionals, it’s often assumed that basic RSHE knowledge is understood, but this isn’t always the case. If we haven’t assessed our staff’s knowledge, how can we expect them to teach it effectively?
It’s important to be aware that some topics and subjects included in preparing our students for life in modern Britain belong to the unassessed and non-statutory parts of our RSHE Curriculum. Therefore, it’s integral that the staff responsible for teaching your RSHE Curriculum have learned the subject matter themselves and been assessed on their knowledge.
To build both confidence and consistency in delivery, your school can provide structured support for staff:
- Provide background notes, reading and briefings to build foundational subject knowledge.
- Establish high-quality lesson plans and resources to support consistent delivery.
- Arrange pre-teaching opportunities through one-to-one or small group sessions.
- Schedule opportunities for others to observe experienced colleagues delivering RSHE lessons.
- Open ongoing CPD and training focused on emerging issues and sensitive topics.
With RSHE Curriculum topics so heavily rooted in real-life experiences, staff can draw on their own perspectives to enrich learning in meaningful and engaging ways. This creates a valuable opportunity to open up the RSHE curriculum to the interests, strengths and expertise within your team.
Many staff are motivated to teach RSHE because they recognise its importance and want to support pupils in navigating complex, real-world issues. When this enthusiasm is supported by strong subject knowledge and clear guidance, it can significantly enhance quality and impact.
Enhance your RSHE Curriculum With SFE
If your school needs support with establishing its RSHE Curriculum, SFE is here to help. We offer PSHE and R(S)HE Consultancy alongside related subject area training courses aligned with Statutory and Ofsted Guidance.
If you have a few questions and would like to get in touch, please email safeguarding@servicesforeducation.co.uk.
If you found this blog useful, you may also be interested in reading the following blogs:
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What the New Statutory RSHE Guidance Means for Your School – Insights from our in-house RSHE expert Education Adviser
Our experienced Safeguarding and RSHE Adviser, Jo Perrin - a former pastoral lead - has...
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Is Your R(S)HE Curriculum Fit for Today’s Classroom?
R(S)HE has never played a more vital role in the curriculum than it does right now.
This practical and thought-provoking training video, Considering the breadth of R(S)HE and PSHE provision required in schools today, will guide you through key questions to help evaluate and strengthen your curriculum.
It supports you in ensuring your R(S)HE offer is broad, balanced, and truly equips pupils with the skills and confidence they need to thrive both in school and beyond.
Whether you’re reviewing your curriculum or planning next steps, this resource will help you deliver R(S)HE that makes a real difference.
fIND OUT MORE About the Author
Jo Perrin - Interim School Support Lead, Adviser, Services For Education
Jo Perrin is a seasoned Education Adviser with a strong background in safeguarding. She has held key roles as a Designated Safeguarding Lead, secondary school teacher and pastoral lead in the education sector. Facilitating training to enhance the knowledge and skills of professionals working directly with children and young people is her passion.
With a wealth of experience in teaching PSHE and expertise in childhood trauma from her time as a foster carer, Jo is dedicated to supporting organisations that work with children and vulnerable adults on safeguarding issues.
She is actively involved in professional safeguarding groups in the West Midlands and is currently collaborating on a research project with colleagues from the University of Birmingham focusing on FGM awareness within communities. Jo has worked as a West Midlands' Adviser for national PSHE resources, presented at the Sex Education Forum National Members' Event and authored an advertorial for PSM magazine, and articles for both SEND magazine and SecEd.
Jo's expertise extends to training on topics such as Safer Recruitment and Mental Health at Work. She is also a facilitator for the nationally recognised NPQSL and NPQ SENCO qualifications, supporting senior leaders in education. Her contributions to publications and development of resources for RSE provision have been well-received by schools nationally and internationally.
With her extensive experience and dedication to professional development, Jo Perrin is a highly respected figure in the field of education. Her guidance on safeguarding, mental health awareness, personal development, and relationships education is highly valued within the industry.
