• The PSHE Curriculum

    PSHE is an important and necessary part of all pupils’ education. Through a planned programme of learning, we aim to provide our pupils with the knowledge, understanding and skills that they need in order to manage their lives both now and in the future. As part of a whole school approach, we aim to develop the attributes our pupils need to thrive as individuals, as part of a family and as a confident member of the wider community.

    Our school is committed to serving its community and surrounding areas. We recognise the multicultural, multi faith and ever-changing nature of the United Kingdom. We also understand the vital role we have in ensuring that groups or individuals within the school are not subjected to intimidation or radicalization by those wishing to unduly, or illegally, influence them.

    We want our children to learn to understand and respect our common humanity, diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning.

  • Pupil Learning Outcomes

    We want our children to develop self-awareness, positive self-esteem and confidence, enabling them to:

    Develop confidence and independence,

    Encourage everyone to take responsibility for their own actions

    Develop healthy, positive and respectful relationships so that everyone lives well together.

    Work collaboratively with others

    Celebrate diversity

    Have a sense of purpose

    Value self and others

    Make and act on informed decisions

    Communicate effectively

    Be active citizens within the local community

    Explore issues related to living in a democratic society

    Become healthy and fulfilled individuals

  • PSHE is taught through a planned programme of work that brings together Health Education, emotional literacy, personal and social skills, relationships education and spiritual development. Our scheme of work is designed to be a whole school approach, with all year groups working on the same theme at the same time, at an age appropriate level

    Our curriculum covers all areas of PSHE for the primary phase, as the table below shows:

     

    EYFS UnitsMain Content
    Me and My SchoolListening to others
    Asking questions
    Self-awareness
    Understanding an following rules
    Taking turns
    Happy and Healthy MeFollowing instructions
    Good health
    Keeping healthy and safe
    Basic hygiene
    Me in the WorldSelf-confidence and awareness
    Behaviour and consequences
    Similarities and differences
    Me and My SafetyDifference between right and wrong
    Making safe choices
    Using equipment safely
    Me and My RelationshipsPlaying co-operatively
    Sharing
    Negotiating and solving problems
    Developing social skills
    Me and Other PeopleCommunicating with others
    Finding out about others
    Resolving conflicts
    Different cultures
    KS1 UnitsKey Content
    Me and My School
    • Class rules
    • Laws that adults follow
    • Positive and negative feelings
    • Dealing with feeling
    Happy and Healthy Me• Growing and changes as we grow
    • Hygiene, hand washing
    • Germs and infections
    • Healthy eating and lifestyle
    • Making good choices
    • Good emotional health
    • The body
    Me in the World• Likes and dislikes
    • Right and wrong/fair and unfair
    • Needs to humans
    • Saving and spending
    • Making choices with money
    Me and My Safety• Safety in the home inc medicines
    • People who help us
    • Emergencies –how to contact using 999
    • Road safety
    • Stranger danger
    • Secrets and dangers
    Me and My Relationships
    • Different types of families
    • How families care for them
    • Working together, cooperating with others children
    • Teasing and bullying
    Me and Other People• Groups and including others
    • Similarities and differences with people
    • Girls/boys
    • Families
    • Different groups of people in the UK
    • Understanding diversity of people
    KS2 UnitsKey Content
    Me and My School• Self worth
    • Decision making
    • Democracy
    Happy and Healthy Me• Balanced diet
    • Healthy choices
    • Growing up and changing
    • Bacteria and viruses
    • Allergies
    • Medicines an drugs
    Me in the World
    • Managing money
    • Economic choices
    • Sustainability
    • Responsibility to each other, the community and the environment
    • Rights, Responsibilities and Duties
    Me and My Safety
    • Identifying risks and dangers
    • School rules to stay safe
    • Medicine safety
    • Peer pressure
    • Personal safety
    Me and My Relationships• Different families
    • Emotions
    • Choices and consequences
    • Dealing positively with feelings
    • Safe and unsafe touches
    • Taking responsibility
    Me and Other People• Diversity
    • Different communities
    • Respect and tolerance

    Opportunities for linking aspects of PSHE to other areas of the curriculum will also be identified and developed by class teachers our long term planning. We also may cover aspects of PSHE through special theme days.

  • In line with our Learning and Teaching Policy, a range of teaching strategies will be used to ensure that learning is purposeful, active and exciting.

    All pupils will work within a safe, secure climate to be able to explore their own and others’ attitudes, values and skills. Lessons will involve a high level of interaction where each pupil has planned opportunities for learning which will give them scope to work to their full potential.

    In KS1 and KS2, PSHE lessons are a regular part of the time-table. Learning opportunities in other subjects through our curriculum are identified and activities are planned into the school year to enrich learning. Teachers will choose the method most appropriate for their whole class to meet the objectives of the lesson. All classes use circle time to promote and discuss issues within PSHE.

  • Relationships Education can make a significant contribution to the development of the personal skills needed by pupils if they are to establish and maintain relationships. It also enables children and young people to make responsible and informed decisions about their health and well-being.

    Sensitivity and respect will be shown to all children when teaching about relationship education, and it is taught in a way to ensure that there is no stigmatization of children based on their home/personal circumstances.

    Lessons are set within a context that is consistent with the school’s Christian ethos and values:

    • It is based on inclusive Christian principles and values emphasising respect, compassion, loving care and forgiveness.
    • It is taught in the light of the belief in the absolute worth of all people
    • It is sensitive to the circumstances of all children and is mindful of the expressions of family life in our culture.

     

    Whilst pupils are given the opportunity to explore their own attitudes, values and beliefs and to develop an individual moral code that will guide their actions, this is exercised within an understanding of the right of people to hold their own views within a framework of respect for others.

    Our focus is on building healthy attitudes and positive relationships in an environment where difference is celebrated and everyone is included and valued for who they are.

  • The grid below shows specific Relationships Education learning intentions for each key stage:

    Key Stage Learning Intentions ‘Pupils will be able to…’
    EYFS• Learn how to be friends
    • Learn about different families
    Key Stage 1• name body parts, including boy’s and girl’s parts describe simple differences between boys and girls (vulva, penis, testicles)
    • describe how they might change in the future, growing from baby to child to adult. Identify things they will be able to do, not do and changes that will have happened.
    • know that all families are different but they are all special.
    Key Stage 2• recognise the difference between males and females and know the agreed names of body parts (vulva, penis, testicles, vagina)
    • consider how they have already changed and how they may look in the future
    • understand that changes are a natural part of growing up (puberty, male, female, boy, girl, changes, physical, emotional, social, teenager, adult, bigger, taller, heavier, stronger)
    • recognise the different sorts of families
    • judge what type of physical contact is acceptable or unacceptable

    • understand specific changes around menstruation (Y4 Girls)

    The Church of England Guidelines state that Relationships Education should be based on the following principles and is something that we will adhere to. Children should learn:

    – the importance of family and committed relationships (including marriage) as key building blocks of community and society.

    – physical and emotional development.

    – respect for their own and others peoples’ bodies

    – the importance of building positive relationships that involve trust and respect.

    – how to keep themselves safe when using the internet and other forms of technology.

  • Withdrawal from Relationships Education Lessons

    Parents/carers do not have the right to withdraw their children the Relationships

    Education provided at this school as there is no specific sex education content up to Year 4. Those parents/carers wishing to understand more about the curriculum are invited in to see the head teacher who will address any concerns/queries.

    The one exception to this is the consent based Year 4 girls’ talk around menstruation.

  • Teaching Sensitive and Controversial Issues

     

    Sensitive and controversial issues may arise in learning from real-life experience. Teachers will be prepared to handle personal issues arising from the work, to deal sensitively with, and to follow up appropriately, disclosures made in a group or individual setting.

    .

    Teachers will seek to establish a classroom climate in which all pupils are free from any fear of expressing reasonable points of view that contradict those held either by their class teachers or their peers.

     

     

    Answering Difficult Questions and Sensitive Issues

     

    Staff members are aware that views around PSHE related issues are varied.

     

    Both formal and informal PSHE arising from pupils’ questions are answered according to the age and maturity of the pupil(s) concerned. Questions do not have to be answered directly, and can be addressed individually later. The school believes that individual teachers must use their skill and discretion in this area and refer to the designated safeguarding lead if needed.

  • Examples of our Progression Grids and Lessons/Resources

    A Key Stage 2 example topic, for Me and My Safety…. Year 3 4 Me and My Safety

    A Key Stage 1 example topic, for Me and My Relationships… Year 1 2 Me and My Relationships

    PSHE Progression Grid…RSHE Progression Ladder

    Example of Resources… Year 3 Me and My Safety Resource B

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