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Mount Carmel Catholic School
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Our RSE CurriculumLoading...
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The Power of Learning through RSELoading...
'I have come so that they may have life and have it to the full.' Mark 10:10
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Mount Carmel Values
Our aim is for every child to leave here an Ambassador of Christ.
Our values are deeply rooted in the high expectations that we have of each child in the school. Our Values permeate across the school through children's learning, friendships, behaviour and leadership.
Our values come from the Church.
C - consideration
H - helpfulness
U - unity
R - respect
C - commitment
H - honesty
Our aim is for every child to leave here an Ambassador of Christ.
Our values are deeply rooted in the high expectations that we have of each child in the school. Our Values permeate across the school through children's learning, friendships, behaviour and leadership.
Our values come from the Church.
C - consideration
H - helpfulness
U - unity
R - respect
C - commitment
H - honesty
Our British Values
Our children learn about our British Values through 5 areas. These are discussed at whole school liturgies and during lunch times. We are committed to serving our community, with the strong belief that we are one school for all.
Our children learn about our British Values through 5 areas. These are discussed at whole school liturgies and during lunch times. We are committed to serving our community, with the strong belief that we are one school for all.
Our Power Values
Our aim is for every child to leave with the power to make a positive change in the world. Through our subjects there are five themes that we believe are integral with teaching children how to become powerful adults.
We ensure that these themes run through our subjects. Children learn about 5 areas of power - Education, Religion, Resources, People and Legacy.
Our aim is for every child to leave with the power to make a positive change in the world. Through our subjects there are five themes that we believe are integral with teaching children how to become powerful adults.
We ensure that these themes run through our subjects. Children learn about 5 areas of power - Education, Religion, Resources, People and Legacy.
Our aim for your child by the time they leave Mount Carmel.
Your child will know
• that families are important for children growing up because they
can give love, security and stability.
• the characteristics of healthy family life, commitment to each
other, including in times of difficulty, protection and care for
children and other family members, the importance of spending
time together and sharing each other’s lives.
• that others’ families, either in school or in the wider world,
sometimes look different from their family, but that they should
respect those differences and know that other children’s families
are also characterised by love and care.
• that stable, caring relationships, which may be of different types,
are at the heart of happy families, and are important for children’s
security as they grow up.
• that marriage represents a formal and legally recognised
commitment of two people to each other which is intended to be
lifelong.
• how to recognise if family relationships are making them feel
unhappy or unsafe, and how to seek help or advice from others if
needed.
Your child will know
• how important friendships are in making us feel happy and secure,
and how people choose and make friends.
• the characteristics of friendships, including mutual respect,
truthfulness, trustworthiness, loyalty, kindness, generosity, trust,
sharing interests and experiences and support with problems and
difficulties.
• that healthy friendships are positive and welcoming towards
others, and do not make others feel lonely or excluded.
• that most friendships have ups and downs, and that these can
often be worked through so that the friendship is repaired or even
strengthened, and that resorting to violence is never right.
• how to recognise who to trust and who not to trust, how to judge
when a friendship is making them feel unhappy or uncomfortable,
managing conflict, how to manage these situations and how to
seek help or advice from others, if needed.
Our aim for your child by the time they leave Mount Carmel.
Your child will know
• the importance of respecting others, even when they are very
different from them (for example, physically, in character,
personality or backgrounds), or make different choices or have
different preferences or beliefs.
• practical steps they can take in a range of different contexts to
improve or support respectful relationships.
• the conventions of courtesy and manners.
• the importance of self-respect and how this links to their own
happiness.
• that in school and in wider society they can expect to be treated
with respect by others, and that in turn they should show due
respect to others, including those in positions of authority.
• about different types of bullying (including cyberbullying), the
impact of bullying, responsibilities of bystanders (primarily
reporting bullying to an adult) and how to get help.
• what a stereotype is, and how stereotypes can be unfair, negative
or destructive.
• the importance of permission-seeking and giving in relationships
with friends, peers and adults.
Your child will know
• that people sometimes behave differently online, including by
pretending to be someone they are not.
• that the same principles apply to online relationships as to face-to-face relationships, including the importance of respect for others
online including when we are anonymous.
• the rules and principles for keeping safe online, how to recognise
risks, harmful content and contact, and how to report them.
• how to critically consider their online friendships and sources of
information including awareness of the risks associated with
people they have never met.
• how information and data is shared and used online.
• the importance of respecting others, even when they are very
different from them (for example, physically, in character,
personality or backgrounds), or make different choices or have
different preferences or beliefs.
• practical steps they can take in a range of different contexts to
improve or support respectful relationships.
• the conventions of courtesy and manners.
• the importance of self-respect and how this links to their own
happiness.
• that in school and in wider society they can expect to be treated
with respect by others, and that in turn they should show due
respect to others, including those in positions of authority.
• about different types of bullying (including cyberbullying), the
impact of bullying, responsibilities of bystanders (primarily
reporting bullying to an adult) and how to get help.
• what a stereotype is, and how stereotypes can be unfair, negative
or destructive.
• the importance of permission-seeking and giving in relationships
with friends, peers and adults.
Your child will know
• that people sometimes behave differently online, including by
pretending to be someone they are not.
• that the same principles apply to online relationships as to face-to-face relationships, including the importance of respect for others
online including when we are anonymous.
• the rules and principles for keeping safe online, how to recognise
risks, harmful content and contact, and how to report them.
• how to critically consider their online friendships and sources of
information including awareness of the risks associated with
people they have never met.
• how information and data is shared and used online.
Our aim for your child by the time they leave Mount Carmel.
Your child will know
• what sorts of boundaries are appropriate in friendships with peers
and others (including in a digital context).
• about the concept of privacy and the implications of it for both
children and adults; including that it is not always right to keep
secrets if they relate to being safe.
• that each person’s body belongs to them, and the differences
between appropriate and inappropriate or unsafe physical, and
other, contact.
• how to respond safely and appropriately to adults they may
encounter (in all contexts, including online) whom they do not
know.
• how to recognise and report feelings of being unsafe or feeling
bad about any adult.
• how to ask for advice or help for themselves or others, and to
keep trying until they are heard.
• how to report concerns or abuse, and the vocabulary and
confidence needed to do so.
• where to get advice e.g. family, school and/or other sources.
• what sorts of boundaries are appropriate in friendships with peers
and others (including in a digital context).
• about the concept of privacy and the implications of it for both
children and adults; including that it is not always right to keep
secrets if they relate to being safe.
• that each person’s body belongs to them, and the differences
between appropriate and inappropriate or unsafe physical, and
other, contact.
• how to respond safely and appropriately to adults they may
encounter (in all contexts, including online) whom they do not
know.
• how to recognise and report feelings of being unsafe or feeling
bad about any adult.
• how to ask for advice or help for themselves or others, and to
keep trying until they are heard.
• how to report concerns or abuse, and the vocabulary and
confidence needed to do so.
• where to get advice e.g. family, school and/or other sources.
The Power of Learning
How RSE is taught in the Early Years Foundation Stage
EYFS
EYFS
Children will learn that they are created and loved by God. Rooted in the teaching that we are created by God out of love and for love, children will develop an understanding of the importance of valuing themselves as the basis for personal relationships.
EYFS
Children explore the individual’s relationship with others. Building on the understanding that we have been created out of love and for love, children will explore how we take this calling into our family, friendships and relationships, and teaches strategies for developing healthy relationships and keeping safe.
Children will explore their relationship with the wider world. Here we explore 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