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Delivering statutory content

As we approach the final deadline for delivery some schools will still be considering how best to deliver the statutory content of Relationships (and Sex) and Health Education. This is a decision for each school to make but below are some positives and negatives for different delivery methods.

Drop down days/ Off timetable days – these are often used in Secondary schools but some Primary schools also use this model.

Advantages
• Everyone is focused on the subject for the day
• Bringing in visitors can be easier as they can see a whole year group in one day
• Can be an effective way to enhance other delivery

Disadvantages
• Too much content can be overwhelming for children and young people
• Follow up can be challenging
• Can devalue the subject
• Challenging to include all the necessary content
• Children and young people who are absent miss all the content


Cross curricular approach – content is mapped into other subjects and covered as part of those lessons

Advantages
• Can provide links in learning for children and young people
• Helps to ease concerns about overcrowded timetables

Disadvantages
• Subject can become lost in other topic areas
• Time might not be given to explore attitudes and skills
• Children and young people might not recognise their learning and progress in PSHE education


Timetabled lessons – a regular slot is put on the timetable and delivered either by the class teacher, form teacher or a specialist team

Advantages
• Increases the status of the subject
• Allows time to develop themes effectively
• Provides the opportunity to reflect on learning and revisit in the next lesson if necessary
• Makes it easier to plan a progressive curriculum

Disadvantages
• Finding sufficient time
• Subject being taught by staff who do not have adequate training

The best practice approach is to have timetabled lessons and to use the other two methods to reinforce and enhance learning. In terms of what format these lessons might take it is suggested that they are regular i.e. weekly or fortnightly. They should also be of sufficient length to allow children and young people to fully engage in the learning. For example, in Key Stage 1, 40 – 45 minutes, in Key Stage 2, 50 to 60 minutes and in Key Stages 3 and 4 at least 1 hour.

If you need any further information, please feel free to contact me sarah.huggins@personaldevelopmentmatters.co.uk