Resources and information to support the RSHP curriculum (Scotland) by STEP KE Centre

What this padlet is for

stepeducationproject — 2026-09-02 11:41:05 UTC

This padlet brings together useful starting points for Scottish schools and teachers who are planning or reviewing Relationships, Sexual Health and Parenthood (RSHP) learning with Gypsy, Traveller and Roma children, young people and families. The focus is on respectful partnership working, cultural sensitivity and practical support rather than assumptions about any community.

Key principles before you begin

stepeducationproject — 2026-09-02 11:41:06 UTC

Begin with trust, listening and consistency. Use plain language, explain the purpose of RSHP learning clearly, and recognise that views on family life, gender roles, privacy and relationships may differ across households. Avoid treating Gypsy, Traveller and Roma communities as one group; ask what matters locally and co-design from there.

RSHP in the Scottish curriculum

stepeducationproject — 2026-09-02 11:41:06 UTC

In Scotland, RSHP education sits within Health and Wellbeing. Schools are expected to provide learning that is age and stage appropriate, rights-based and inclusive. When adapting learning for particular communities, the core entitlement remains important, but the way content is introduced, discussed and partnered with families may need careful planning.

Using RSHP resources well

stepeducationproject — 2026-09-02 11:41:11 UTC

National RSHP resources can support planning, but they should not simply be lifted and delivered without context. Review language, examples, images and case studies. Consider what might need pre-teaching, family communication or alternative discussion formats so that pupils can engage safely and confidently.

What co-design can look like in practice

stepeducationproject — 2026-09-02 11:41:16 UTC

Co-design means families and communities help shape how learning is introduced, communicated and supported. This may include listening sessions with parents and carers, work with community link staff, feedback on letters home, and discussion of the most appropriate sequencing of sensitive topics. The aim is not to remove pupils’ learning entitlement, but to build understanding and trust around it.

Helpful questions for engagement

stepeducationproject — 2026-09-02 11:41:16 UTC

Useful questions include: What concerns do families have? Which terms need clearer explanation? What helps parents feel informed rather than surprised? Who are the trusted people in the community? What previous experiences with school or health services might affect confidence? These questions can make planning more responsive and respectful.

Being sensitive to cultural values and tensions

stepeducationproject — 2026-09-02 11:41:19 UTC

Sensitive practice involves noticing where there may be tension between school expectations and family values, especially around modesty, gender, relationships and discussion of sexual health. Staff should stay calm, factual and respectful. It helps to explain learning aims, reassure families about safeguarding and wellbeing, and create space for dialogue without stereotyping or making deficit-based judgements.

Avoiding stereotypes

stepeducationproject — 2026-09-02 11:41:19 UTC

Not all Gypsy, Traveller and Roma families will share the same views, experiences or preferences. Some may welcome open discussion with school; others may prefer gradual engagement. Good practice is to ask, listen and review rather than presume. Use strengths-based language and remember that community knowledge is an asset in curriculum planning.

Ideas for school leaders and staff teams

stepeducationproject — 2026-09-02 11:41:23 UTC

Consider staff learning on anti-racism, inclusion, trauma-informed practice and community engagement. Review whether policies, communication methods and pastoral systems help families feel welcome. Named contacts, predictable communication, and flexible opportunities to talk can make a significant difference when introducing sensitive RSHP learning.

Building your local resource set

stepeducationproject — 2026-09-02 11:41:31 UTC

A strong local repository might include: national RSHP guidance, family-friendly summaries, translated or plain-English materials where needed, local authority inclusion contacts, third-sector organisations, and examples of consultation questions. You could also add notes on what has worked in your own setting so the padlet becomes a living resource over time.

STEP: RSHP school case study

stepeducationproject — 2026-09-02 12:26:43 UTC

STEP:Co-designing the RSHP curriculum with Gypsy/Traveller families

stepeducationproject — 2026-09-02 13:30:10 UTC

STEP RSHP case study support materials: Teacher CfE reference document

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Reflective questions

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What range of data and information do we use to understand the social and cultural context of our local Gypsy/Traveller community?

How do we know that staff are confident in their knowledge of Gypsy/Traveller beliefs and values?

To what extent have we established processes for reaching out and building trusting relationships with the Gypsy/Traveller community?