PSHCE

Home Page Image 21

Personal, Social, Health and Citizenship Education at Red Hill Primary School

Aims

At Red Hill School our Personal Social Health and Economic (PSHE) curriculum aims to:

  • Promote the spiritual, moral, mental and physical development of pupils
  • Prepare pupils for the opportunities, responsibilities and experiences of later life.

We have planned a PSHE curriculum that is relevant to our children and their current needs while preparing them for their future. It aims to be broadly based and balanced, developed to promote the well-being of all our pupils.

Our PSHE curriculum is not planned in isolation. It makes real and relevant links to many other subjects and policies such as safeguarding, equal opportunities and behaviour.

We have developed our curriculum in line with guidance from the PSHE association. We are members of this association.

We aim to provide learning opportunities that respect and take into account prior learning and personal experiences. We expect children to develop essential skills. Of particular significance are:

  • Intra personal skills (required for self-management)
  • Interpersonal skills (required for positive relationships)
  • Enquiry skills

All pupils will be provided with:

  • Accurate and relevant knowledge
  • Opportunities to reflect and make that knowledge relevant and personal to their understanding
  • Opportunities to explore, clarify and, when necessary, challenge their own and others’ values, attitudes, beliefs, rights and responsibilities
  • The skills and strategies they need in order to live healthy, safe, fulfilling, responsible and balanced lives, now and in the future.

The Curriculum

There are 3 core themes to the curriculum, which are developed in a ‘spiral programme’ ensuring that learning is revisited, reinforced and extended in age and developmentally appropriate contexts.

They build on Foundation Stage learning and there is a broad overlap and flexibility between them.

The themes are:

  1. Health and Wellbeing
  2. Relationships
  3. Living in the wider world

These themes are developed in different ways. They may be delivered through/within:

  • Whole school and phase assemblies
  • Whole school events/initiatives
  • Class topics and themes
  • Class induction at the beginning of a school year
  • As discrete planned units within the curriculum
  • As part of an on-going PSHE curriculum within year groups
  • In response to issues and matters arising within the class, community or wider world.

Health and Wellbeing

Pupils will be taught:

  • What is meant by a healthy lifestyle
  • How to maintain physical, mental and emotional health and wellbeing
  • How to manage risks to physical and emotional health and wellbeing
  • Ways of keeping physically and emotionally safe
  • About managing change, such as puberty, transition and loss
  • How to make informed choices about health and wellbeing and to recognise sources of help with this
  • How to respond in an emergency
  • To identify different influences on health and wellbeing

Health and Wellbeing Key Stage 1

Children will be given opportunities to learn:

Ongoing Year 1 and 2

As appropriate to the class or individuals

  • about change and loss and the associated feelings (including moving home, losing toys, pets or friends)

Staying safe:

  • Rules for and ways of keeping physically and emotionally safe (including road safety, safety in the environment, safety online, the responsible use of ICT, the difference between secrets and surprises and understanding not to keep adults secrets)
  • About people who look after them, their family networks, who to go to if they are worried and how to attract their attention, ways that pupils can help these people to look after them
  • To recognise that they share a responsibility for keeping themselves and others safe, when to say, ‘yes’, ‘no’, ‘I’ll ask’ and ‘I’ll tell’
  • Transition (between EYFS and KS1 –KS2)
  • about growing and changing and new opportunities and responsibilities that increasing independence may bring

Goals and targets (linked to the curriculum and their learning)

  • to think about themselves, to learn from their experiences, to recognise and celebrate their strengths and set simple but challenging goals

Curriculum link to science

  • about the process of growing from young to old and how people’s needs change

Health and Wellbeing curriculum (discrete or linked to topic)

Year 1:

  • the importance of and how to maintain personal hygiene
  • how some diseases are spread and can be controlled and the responsibilities they have for their own health and that of others
  • about growing and changing and new opportunities and responsibilities that increasing independence may bring
  • about good and not so good feelings, a vocabulary to describe their feelings to others and simple strategies for managing feelings

Year 2:

  • what constitutes a healthy lifestyle including the benefits of physical activity, rest, healthy eating and dental health
  • that household products, including medicines, can be harmful if not used properly
  • to recognise what they like and dislike, how to make real, informed choices that improve their physical and emotional health, to recognise that choices can have good and not so good consequences
  • the names for the main parts of the body

Health and Wellbeing KS2

Children will be given opportunities to learn:

Ongoing yrs 3 4 5 6

As appropriate to the class or individuals

  • about change, including transitions (between Key Stages and schools), loss, separation, divorce and bereavement

E-safety (revisited termly)

  • the importance of protecting personal information, including passwords, addresses and images
  • strategies for keeping physically and emotionally safe including safety online (social media, the responsible use of ICT and mobile phones)

Safety

  • strategies for keeping physically safe including road safety (annual road safety assembly and visits from road safety officers, ‘park well’ competitions)
  • to deepen their understanding of risk by recognising, predicting and assessing risks in different situations and deciding how to manage them responsibly (including sensible road use and risks in their local environment, school trips, playground activities) and to use this as an opportunity to build resilience
  • school rules about health and safety, basic emergency aid procedures, where and how to get help (phase assemblies termly)

Goals and targets (linked to the curriculum and their learning)

  • to reflect on and celebrate their achievements, identify their strengths, areas for improvement, set high aspirations and goals

Drug Education (year 3 and 5)

  • which, why and how, commonly available substances and drugs (including alcohol and tobacco) could damage their immediate and future health and safety, that some are legal, some are restricted and some are illegal to own, use and supply to others

Sex Education (links to ‘Relationships’ core strand) years 5 and 6

  • how their body will change as they approach and move through puberty
  • about human reproduction including conception

Transition Year 6

  • about change, including transitions (between Key Stages and schools), the positives, benefits and how to manage the negatives and worries
  • to deepen their understanding of risk by recognising, predicting and assessing risks in different situations, around moving on to secondary school and deciding how to manage them responsibly (including sensible road use and risks in their local environment) and to use this as an opportunity to build resilience
  • to recognise their increasing independence brings increased responsibility to keep themselves and others safe (transition work with external agencies

Year 3 Curriculum links to science and Healthy Living topic

  • to recognise opportunities to make their own choices about food, what might influence their choices and the benefits of eating a balanced diet
  • that bacteria and viruses can affect health and that following simple routines can reduce their spread
  • about people who are responsible for helping them stay healthy and safe and ways that they can help these people.
  • what is meant by the term ‘habit’ and why habits can be hard to change

Health and Wellbeing curriculum (discrete or linked to topic)

Years 3 and 4

  • to recognise when and how to ask for help and use basic techniques for resisting pressure to do something dangerous, unhealthy, that makes them uncomfortable, anxious or that they believe to be wrong
  • to deepen their understanding of good and not so good feelings, to extend their vocabulary to enable them to explain both the range and intensity of their feelings to others
  • to differentiate between the terms, ‘risk’, ‘danger’ and ‘hazard’

Years 5 and 6

  • what positively and negatively affects their physical, mental and emotional health (including the media)
  • how to make informed choices (including recognising that choices can have positive, neutral and negative consequences) and to begin to understand the concept of a ‘balanced lifestyle’
  • to recognise how images in the media do not always reflect reality and can affect how people feel about themselves
  • that pressure to behave in an unacceptable, unhealthy or risky way can come from a variety of sources, including people they know and the media

Relationships

Pupils will be taught:

  • How to develop and maintain a variety of healthy relationships, within a range of social/cultural contexts
  • How to recognise and manage emotions within a range of relationships
  • How to recognise risky or negative relationships including all forms of bullying and abuse
  • How to respond to risky or negative relationships and ask for help
  • How to respect equality and diversity in relationships.

Relationships Key stage 1

Children will be given opportunities to learn:

Ongoing year 1 and 2

  • to share their opinions on things that matter to them and explain their views through discussions with one other person and the whole class
  • that there are different types of teasing and bullying, that these are wrong and unacceptable
  • how to resist teasing or bullying, if they experience or witness it, whom to go to and how to get help.
  • to recognise how their behaviour affects other people
  • to listen to other people and play and work cooperatively (including strategies to resolve simple arguments through negotiation)
  • to recognise what is fair and unfair, kind and unkind, what is right and wrong (links to playground games and PE)

Relationships curriculum (discrete or linked to topic)

Year 1 and 2

  • to identify their special people (family, friends, carers), what makes them special and how special people should care for one another
  • to identify and respect the differences and similarities between people
  • that people’s bodies and feelings can be hurt (including what makes them feel comfortable and uncomfortable)
  • to recognise when people are being unkind to either them or others, how to respond, who to tell and what to say

Year 2

  • to offer constructive support and feedback to others
  • to judge what kind of physical contact is acceptable, comfortable, unacceptable and uncomfortable and how to respond (including who to tell and how to tell them)
  • the difference between secrets and surprises and the importance of not keeping adults’ secrets, only surprises
  • to communicate their feelings to others, to recognise how others show feelings and how to respond

Relationships Key Stage 2

Children will be given opportunities to learn:

Ongoing yrs 3 4 5 6

  • to work collaboratively towards shared goals, including establishing class rules
  • to listen and respond respectfully to a wide range of people, to feel confident to raise their own concerns, to recognise and care about other people's feelings and to try to see, respect and if necessary constructively challenge their points of view
  • to recognize and respond appropriately to a wider range of feelings in others
  • to realise the nature and consequences of discrimination (links to history curriculum and assembly events calendar), teasing, bullying and aggressive behaviours (including cyber bullying, use of prejudice-based language, how to respond and ask for help) Anti-bullying week

As appropriate to the class or individuals

  • to judge what kind of physical contact is acceptable or unacceptable and how to respond
  • to develop strategies to resolve disputes and conflict through negotiation and appropriate compromise and to give rich and constructive feedback and support to benefit others as well as themselves

Relationships curriculum (discrete or linked to topic)

Year 3

  • to recognise and manage ‘dares’

Year 4

  • the concept of ‘keeping something confidential or secret’, when we should or should not agree to this and when it is right to ‘break a confidence’ or ‘share a secret’

Year 5

  • to recognise what constitutes a positive, healthy relationship  to develop the skills to develop and maintain positive and healthy relationships

Year 6

  • that differences and similarities between people arise from a number of factors, including family, cultural, ethnic, racial and religious diversity, age, sex, gender identity, sexual orientation, and disability (see ‘protected characteristics’ in the Equality Act 2010)
  • to be aware of different types of relationship, including those between friends and families.

Living In The Wider World

Children will be given opportunities to learn:

September class transition unit

  • that they belong to various groups and communities such as family and school
  • how to contribute to the life of the classroom
  • to help construct, and agree to follow, group and class rules and to understand how these rules help them
  • that people and other living things have needs and that they have responsibilities to meet them (including being able to take turns, share and understand the need to return things that have been borrowed)

Living in the wider world curriculum  linked to maths (Money week)

  • That money comes from different sources and can be used for different purposes, including the concepts of spending and saving
  • About the role money plays in their lives including how to manage their money, keep it safe, choices about spending money and what influences those choices.

Living in the wider world curriculum curriculum ( linked to topic)

  • what improves and harms their local, natural and built environments and about some of the ways people look after them.

Living in the wider world Key stage 2

Children will be given opportunities to learn:

September class transition unit

  • how to contribute to the life of the classroom and the school, year group roles and responsibilities
  • why and how rules and laws that protect themselves and others are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules

RE/Geography curriculum links

  • to appreciate the range of national, regional, religious and ethnic identities in the United Kingdom

Ongoing yrs 3 4 5 6

  • to resolve differences by looking at alternatives, seeing and respecting others’ points of view, making decisions and explaining choices
  • to research, discuss and debate topical issues, problems and events concerning health and wellbeing and offer their recommendations to appropriate people (links with home learning and responses to world events)

Assembly lead and class follow-up

  • What being part of a community means, and about the varied institutions that support communities locally and nationally
  • To recognise the role of voluntary, community and pressure groups, especially in relation to health and wellbeing
  • that there are different kinds of responsibilities, rights and duties at home, at school, in the community and towards the environment
  • to realise the consequences of anti-social and aggressive behaviours such as bullying and discrimination on individuals and communities

Living in the wider world curriculum (discrete or linked to topic or maths and Money week)

Year 3 and 4

  • to think about the lives of people living in other places, and people with different values and customs

Year 5

  • to explore and critique how the media present information
  • about the role money plays in their own and others’ lives, including how to manage their money and about being a critical consumer
  • that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment
  • to recognise the role of voluntary, community and pressure groups, especially in relation to health and wellbeing

Year 6

  • to develop an initial understanding of the concepts of ‘interest’, ‘loan’, ‘debt’, and ‘tax’ (e.g. their contribution to society through the payment of VAT)
  • about enterprise and the skills that make someone ‘enterprising’, enterprise project with secondary school

SRE (Sex and Relationship Education)

As part of PSHE, the school will also be teaching the children SRE (Sex and Relationship Education)- please see below the details regarding what will be taught in your child's year group along with the resources that will be used.