Bodies, Boundaries & Consent

On safeguarding specificity at primary, RSHE does this directly. Pupils learn "each person's body belongs to them, and the differences between appropriate and inappropriate or unsafe contact" [rshe-pilot-extracts §29] and "how to recognise when a relationship is harmful or dangerous". [rshe-pilot-extracts §30] For young children, this terminal-knowledge specificity is exactly what protects them — and RSHE's statutory floor locks it at age. REAL's LT 4.1 includes the same primary safeguarding content within a broader consent arc to Band F. [real-framework-overview §41, §42]

CfW addresses bodily-safety territory through WM5 — "Learners need to recognise when relationships are unhealthy and need to be aware of how to keep safe, and seek support for themselves and others". [cfw-what-matters §19] The framing is healthy-relationships generally; consent sits in the separate RSE Code. [cfw-rse-statutory-principles §5] REAL's LT 4.1 names consent directly: at Band B, what a clear request and clear answer sound like; at Band D, analysis of power imbalance in pressure scenarios. [real-framework-overview §42, §43]

CASEL's Relationship Skills at G4–5 covers "demonstrate positive and respectful communication" and "practice resolving conflicts with peers independently and/or with adult support". [casel-pilot-extracts §23] The framing is positive communication and conflict resolution; explicit consent as an analytical construct doesn't appear. REAL's LT 4.1 develops consent specifically: at Band B, what a clear yes sounds like and how pressure or fear can render an apparent yes meaningless; [real-framework-overview §42] at Band F, surfacing and correcting common consent myths. [real-framework-overview §44]