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This site is a compilation of resources put together to support the delivery of the ESF RSE scope and sequence in schools, including training staff members and working with parents.

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ROCK essential agreement
R - RESPECT
O - Open-Minded
C - Confidentiality
K - Kindness/knowledge

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We are...

Providers of specialist educational services for the implementation and delivery of Comprehensive Sexuality Education (CSE) and Personal, Social, Health & Education (PSHE) programmes, working exclusively in international schools and colleges across Asia, the Americas, Europe, Middle East and Africa.

Our aim is to...

Empower and support school leadership teams to implement and develop their own context-appropriate CSE programmes

Train and coach staff to become confident, proficient, and motivated facilitators of CSE

Provide multi-year ongoing support to schools as they roll out their CSE programme - including help with content selection, developing policies and procedures, as well as regular online or onsite training.

To support the school's implementation, we will work directly with their students, parents and faculty

Encourage Student Voice, promote parental engagement and connect CSE principles with child protection and life-long learning

We collaborate closely with the field's thought-leaders, such as the Council of International Schools (CIS), Association for the Advancement of International Education (AAIE) and the UK's Sex Education Forum.

Our methods and content are adapted to local regulations, culture and customs; it is based upon best practice from state and private institutions.

We offer...

Bespoke training for teachers to develop knowledge, skills and confidence in delivering CSE in the classroom, with particular focus on addressing the relevant requirements set out in the CIS New Standards for Accreditation.

Training in an active learning environment, typically in a workshop style.

for schools administration and faculty teams...

Guidance on the development and implementation of a comprehensive "Sex Education" policy - based on CSE/PSHE principles - using a Whole School Approach, including remote reviews of current curriculum and policy.

Typical topics are experiential learning processes; curriculum content; appropriate use of resources; strategies for managing sensitive and controversial issues; handling 'disclosure' and compliant reporting procedures.

We believe in...

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​Enabling students to make good, informed choices concerning relationships and healthy lifestyles.

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Sexual health resilience can help young people understand consent, their own rights and what support is av ailable. Providing students with the knowledge to access local support services

Where we work

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SMC | Susie March Consulting | international

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Susie March Consulting | Child Protection Through Education for international schools

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This is our channel

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A place to share videos that might be useful in PSHE / PHE ...

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Photographs are an important stimulus for classroom discussion and should be used in the context of other classroom activities.

The photographs may be used in a variety of contexts. The teacher can either give pupils information to help them understand and interpret what might be happening, or pupils may be left to develop their own scenarios.

Where possible we should use photographs that show a diverse range of people.

Pupils can develop enquiry questions to help them explore what is
happening in the picture, for example:

■ Who might have taken the photo?
■ Why was it taken?
■ What might have happened before the photo was taken?
■ What could have happened afterwards?
■ What is the bigger story behind the picture?

To develop empathy, pupils can explore the links between their own lives and the events and people in the photographs.

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Best photographs of the day | News | The Guardian

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Each day the picture editor of the Guardian brings you a selection of photo highlights

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What can I control and what can't I?

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Stop controlling things outside the circle!

#life #teens #adult #parents #parenting #experiment #explore #lifehacks #school #holistree

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Stop controlling things outside the circle!

#life #teens #adult #parents #parenting #experiment #explore #lifehacks #school #holistree https://t.co/96GGJaxh2M

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Stop controlling things outside the circle!#life #teens #adult #parents #parenting #experiment #explore #lifehacks #school #holistree pic.twitter.com/96GGJaxh2M
— HolisTree (@theholistree) February 17, 2017

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Stop controlling things outside the circle!

#life #teens #adult #parents #parenting #experiment #explore #lifehacks #school #holistree https://t.co/96GGJaxh2M

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Stop controlling things outside the circle!

#life #teens #adult #parents #parenting #experiment #explore #lifehacks #school #holistree https://t.co/96GGJaxh2M

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Stop controlling things outside the circle!

#life #teens #adult #parents #parenting #experiment #explore #lifehacks #school #holistree

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Big PDF with loads of active strategies ...

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A jigsaw activity is when, after a group discussion or activity, pupils number themselves from 1 to 4 if there are four in the group. Then all the number 1s from each group join together, all the number 2s do the same, and so
on.

Each person then becomes a spokesperson for their original or ‘home’ group, sharing the results of their discussion with the new group.

To help pupils feedback to the new group they can ask their home group
questions – for example:

■ What are our main points?
■ What do we all agree on?
■ Where do we differ in our views and ideas?
■ Why do our viewpoints differ?
■ Could we make up a rule or law to apply to the situation to make it fairer?
■ What might be the best outcome for all concerned?

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Micro-debating and ‘briefings’
Full class debates can offer an opportunity for young people to develop the skills of research, analysis and creating powerful arguments.
However they can also use a lot of curriculum time and some learners may be more involved than others. An alternative is a ‘micro-debate’ where two pupils research and debate an issue in front of two other pupils, who then have their turn.
This can increase the involvement of learners.‘Briefings’ can offer a more balanced approach, inviting young people to provide information to a fictitious Minister on both the pros and cons of an issue in readiness to face questioning from a fictional ‘press’.

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Circle time approaches provide opportunities to explore pupils’ concerns,
develop relationships, create a sense of belonging and experience silence
and reflection.

Within the ground rules, pupils speak in turn in response to
prompts or a previously agreed agenda.

They listen to each other without comment or making judgements.

Circle time encourages pupils to talk positively about themselves and to
affirm their achievements.

Conducted in an atmosphere of trust, cooperation and mutual respect, and in conjunction with group work and role play, circle time develops communication skills and helps raise self-esteem in pupils.

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Pupils could use the following questions to discuss fiction:

■ Imagine you are X. What do you think she/he is thinking? What reason

would you give for her/his actions?

■ Who was affected by that situation? How? How much does it matter?

■ What might it feel like to be in that situation?

■ Can you think of a similar situation in real life?

■ Was X right to do that?

■ Why do you think that was right/wrong?

■ How far do you think the character’s ideas come from her/his religion,

culture, family, friends, own thoughts?

■ Can you think of other examples from your own experience?

■ If the character could ask you for your advice, what would you say?

■ How far does what we have been thinking about apply to people in general?

■ What kind of community do you/we want?

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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A good way to get to know your students is to decide on a category and then students are able to answer it when their name is called out instead of saying 'here'.

E.g. favourite colour, film, food, etc. Biggest fear and so on. Students can come up with categories.

A fairly low stakes way to get everyone to have said something at the start of the lesson.

If they can't think of anything they can always say "pass" or sometimes you can give them an option between two choices. E.g. something kind you have done for someone else or someone has done for you.