PSHE/RSHE
Intent
At Aylesham Primary School, we aim to support and encourage pupil’s personal, social and health education, as well as their emotional development and well-being. We combine the non-statutory curriculum, alongside the ‘Spiral’ scheme of work JIGSAW, which enables us to provide consistency throughout our school and support staff with subject knowledge.
Our goal is to provide pupils with the knowledge, understanding, values, attitudes and skills they need in order to reach their potential as individuals within the community and wider world. The programme of study we use will empower them to learn life skills, to assist their personal, spiritual and physical growth. We examine the changes that everyone undergoes and to deal with today’s society. We enable pupils to spend time on understanding the rights and responsibilities that are part of being a remarkable individual.
Pupils at Aylesham Primary School use the ‘School Values’ Flying High, Resilience, Creativity and Team Work, alongside the school rules ‘Be Respectful, Be Safe and Be Ready’ in a wide range of activities and experiences across the curriculum, participating fully to school life and the community beyond. Pupils learn to identify their own abilities, to work with others and become responsible for their own learning. They learn to empathise and respect humanity, diversity and differences so that they can go on to form the real relationships that are an essential part of life. Likewise, our PSHE curriculum, Jigsaw, encompasses an age appropriate understanding of RSE, as determined in the statutory guidance as well as links to online safety. Today’s pupils are growing up in an increasingly complex world, living their lives seamlessly on and offline. This presents many positive and exciting opportunities, but also challenges and risks. We wish for our school and the wider community to equip children with the knowledge needed to make the best use of the internet and technology in a safe, considered and respectful way, so they are able to reap the benefits of the online world. We support all children, enabling them to be safe and to understand and develop healthy relationships which will prepare them for the future.
Implementation
Our whole school approach to PSHE and RSE is down to the belief that success in these areas will lead to excellence across the whole curriculum. At Aylesham we deliver the PSHE curriculum through the use of the online scheme JIGSAW and units from National Online Safety. The curriculum is ‘Spiral’ so each year group covers the same topic in a more in-depth way as they move through the school, building on all the knowledge they have previously learnt. It is split into 6 units, one for each half term in school.
>Being me in my world – Self-image and identity
>Celebrating differences- Online relationships
>Dreams and goals – Online reputation
>Healthy me- Health, wellbeing and lifestyle
>Relationships – Managing online relationships
>Changing me- online bullying
Throughout the themes Relationships and Sex Education (RSE) are threaded throughout but is at the heart of two cores themes Relationships and changing me.
Children have weekly PSHE sessions that are delivered by all teaching staff. The programme of study shows progression across all key stages within the PSHE core themes as titled in the grid above. The curriculum equips our children with meaningful content that places an emphasis on building resilience, nurturing both mental and physical health and communication and language skills. The use of PSHE curriculum is intended to equip our children with the knowledge and skills to make self-informed decisions. Each session that is taught can be recorded in a floor book Yr R and Yr 1, individual books Yr 2-6, or through classes discussions including the use of drama, circle time and some written activities. Evidence is gathered and then displayed within the floor book or individual books for children to look through to recap previous learning. If occasions arise within individual classrooms where teachers feel that an extra PSHE session may be appropriate due to a specific issue this would be encouraged.
EYFS
Through Personal, Social, Emotional Development children are supported to build constructive and respectful relationships that allow them to play, learn and develop alongside both adults and their peers. As children make friendships they learn to manage conflicts and rivalries with the support of adults. Children are empowered to envisage themselves as valuable individuals who are aware of what makes them unique In the Early Years children are encouraged to express their feelings and adults carefully model the handling of these feelings and emotions to support children in becoming independent in moderating their own feelings. Children are taught to manage their own physical needs and understand the importance of respecting others privacy. Online safety is also part of the PSHE strategy that we use. A large part of the curriculum in the Early Years supports the developing resilience within young children, children are encouraged to persevere to meet their goals and targets. As a part of the learning journey experienced in the Early Years developing the understanding of rules and routines is an integral part that runs parallel to all.
Impact
Our teaching of PSHE will lead to children meeting the standards of attainments across the school and those that are expected of our children nationally. Children will each make progress relative to their own individual starting point. The implementation and impact of the PSHE curriculum is assessed across school to ensure that children are provided with the best possible chance at succeeding. We strive to ensure that by the end of their time with us at Aylesham each child will:
>Recognise and apply the British Values
>Be able to recognise, understand and manage their own emotions
>Understand who they can rely on and ask for support.
>Look after their own mental health and ask for support where necessary.
>Be on their way to maintaining a healthy lifestyle.
>Recognise differences and have an understanding of diversity.
>Apply learnt skills in real life situations
>To have a good understanding of online safety.
>Demonstrate self-confidence and self-esteem.
>Have developed and maintained healthy relationships with peers and adults.
>Understand the physical aspects involved in the teaching of RSE at the level appropriate to them as an individual.
>Show respect to themselves and others.
| Autumn 1 BEING ME | Autumn 2 CELEBRATING DIFFERENCES | Spring 1 DREAMS AND GOALS | Spring 2 HEALTHY ME | Summer 1 RELATIONSHIPS | Summer 2 CHANGING ME |
Year R | Self-identity Understanding feelings Being in a classroom Being gentle Rights and responsibilities | Identifying talents Being special Families Where we live Making friends Standing up for yourself | Challenges Perseverance Goal-setting Overcoming obstacles Seeking help Jobs Achieving goals | Exercising bodies Physical activity Healthy food Sleep Keeping clean Safety
| Family life Friendships Breaking friendships Falling out Dealing with bullying Being a good friend
| Bodies Respecting my body Growing up Growth and change Fun and fears Celebrations |
National Online Safety Unit Self- image and identity.
| National online safety Unit Online relationships | National online safety Unit Online reputation | National online safety Unit Health, wellbeing and lifestyle. | National online safety Unit Managing online information
| National online safety Unit Online bullying | |
Year 1 | Feeling special and safe Being part of a class Rights and responsibilities Rewards and feeling proud Consequences | Similarities and differences Understanding bullying and knowing how to deal with it Making new friends Celebrating the differences in everyone | Setting goals Identifying successes and achievements Learning styles Working well and celebrating achievement with a partner Tackling new challenges Identifying and overcoming obstacles Feelings of success | Keeping myself healthy Healthier lifestyle choices Keeping clean Being safe Medicine safety/safety with household items Road safety Linking health and happiness | Belonging to a family Making friends/being a good friend Physical contact preferences People who help us Qualities as a friend and person Self-acknowledgement Being a good friend to myself Celebrating special relationships
| Life cycles – animal and human Changes in me Changes since being a baby Differences between female and male bodies (correct terminology) Linking growing and learning Coping with change Transition |
National Online Safety Unit Self- image and identity. | National online safety Unit Online relationships | National online safety Unit Online reputation | National online safety Unit Health, wellbeing and lifestyle. | National online safety Unit Managing online information
| National online safety Unit Online bullying | |
Year 2 | Hopes and fears for the year Rights and responsibilities Rewards and consequences Safe and fair learning environment Valuing contributions Choices Recognising feelings | Assumptions and stereotypes about gender Understanding bullying Standing up for self and others Making new friends Gender diversity Celebrating difference and remaining friends
| Achieving realistic goals Perseverance Learning strengths Learning with others Group co-operation Contributing to and sharing success
| Motivation Healthier choices Relaxation Healthy eating and nutrition Healthier snacks and sharing food
| Different types of family Physical contact boundaries Friendship and conflict Secrets Trust and appreciation Expressing appreciation for special relationships
| Life cycles in nature Growing from young to old Increasing independence Differences in female and male bodies (correct terminology) Assertiveness Preparing for transition
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National Online Safety Unit Self- image and identity.
| National online safety Unit Online relationships | National online safety Unit Online reputation | National online safety Unit Health, wellbeing and lifestyle.
| National online safety Unit Managing online information
| National online safety Unit Online bullying | |
Year 3 | Setting personal goals Self-identity and worth Positivity in challenges Rules, rights and responsibilities Rewards and consequences Responsible choices Seeing things from others’ perspectives _____________________
| Families and their differences Family conflict and how to manage it (child-centred) Witnessing bullying and how to solve it Recognising how words can be hurtful Giving and receiving compliments
| Difficult challenges and achieving success Dreams and ambitions New challenges Motivation and enthusiasm Recognising and trying to overcome obstacles Evaluating learning processes Managing feelings Simple budgeting
| Exercise Fitness challenges Food labelling and healthy swaps Attitudes towards drugs Keeping safe and why it’s important online and off line scenarios Respect for myself and others Healthy and safe choices
| Family roles and responsibilities Friendship and negotiation Keeping safe online and who to go to for help Being a global citizen Being aware of how my choices affect others Awareness of how other children have different lives Expressing appreciation for family and friends | How babies grow Understanding a baby’s needs Outside body changes Inside body changes Family stereotypes Challenging my ideas Preparing for transition
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National Online Safety Unit Self- image and identity | National online safety Unit Online relationships | National online safety Unit Online reputation | National online safety Unit Health, wellbeing and lifestyle | National online safety Unit Managing online information
| National online safety Unit Online bullying | |
Year 4 | Being part of a class team Being a school citizen Rights, responsibilities and democracy (school council) Rewards and consequences Group decision-making Having a voice What motivates behaviour | Challenging assumptions Judging by appearance Accepting self and others Understanding influences Understanding bullying Problem-solving Identifying how special and unique everyone is First impressions | Hopes and dreams Overcoming disappointment Creating new, realistic dreams Achieving goals Working in a group Celebrating contributions Resilience Positive attitudes | Healthier friendships Group dynamics Smoking Alcohol Assertiveness Peer pressure Celebrating inner strength | Jealousy Love and loss Memories of loved ones Getting on and Falling Out Girlfriends and boyfriends Showing appreciation to people and animals
| Being unique Having a baby Girls and puberty Confidence in change Accepting change Preparing for transition Environmental change
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National Online Safety Unit Self- image and identity.
| National online safety Unit Online relationships | National online safety Unit Online reputation | National online safety Unit Health, wellbeing and lifestyle. | National online safety Unit Managing online information | National online safety Unit Online bullying | |
Year 5 | Planning the forthcoming year Being a citizen Rights and responsibilities Rewards and consequences How behaviour affects groups Democracy, having a voice, participation
| Cultural differences and how they can cause conflict Racism Rumours and name-calling Types of bullying Material wealth and happiness Enjoying and respecting other cultures
| Future dreams The importance of money Jobs and careers Dream job and how to get there Goals in different cultures Supporting others (charity) Motivation
| Smoking, including vaping Alcohol Alcohol and anti-social behaviour Emergency aid Body image Relationships with food Healthy choices Motivation and behaviour
| Self-recognition and self-worth Building self-esteem Safer online communities Rights and responsibilities online Online gaming and gambling Reducing screen time Dangers of online grooming SMARRT internet safety rules | Self- and body image Influence of online and media on body image Puberty for girls Puberty for boys Conception (including IVF) Growing responsibility Coping with change Preparing for transition
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National Online Safety Unit Self- image and identity. | National online safety Unit Online relationships | National online safety Unit Online reputation | National online safety Unit Health, wellbeing and lifestyle. | National online safety Unit Managing online information
| National online safety Unit Online bullying | |
Year 6 | Identifying goals for the year Global citizenship Children’s universal rights Feeling welcome and valued Choices, consequences and rewards Group dynamics Democracy, having a voice Anti-social behaviour Role-modelling | Perceptions of normality Understanding disability Power struggles Understanding bullying Inclusion/exclusion Differences as conflict, difference as celebration Empathy
| Personal learning goals, in and out of school Success criteria Emotions in success Making a difference in the world Motivation Recognising achievements Compliments
| Taking personal responsibility How substances affect the body Exploitation, including ‘county lines’ and gang culture Emotional and mental health Managing stress
| Mental health Identifying mental health worries and sources of support Love and loss Managing feelings Power and control Assertiveness Technology safety Take responsibility with technology use
| Self-image Body image Puberty and feelings Conception to birth Reflections about change Physical attraction Respect and consent Boyfriends/girlfriends Sexting Transition
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National Online Safety Unit Self- image and identity. | National online safety Unit Online relationships | National online safety Unit Online reputation | National online safety Unit Health, wellbeing and lifestyle. | National online safety Unit Managing online information
| National online safety Unit Online bullying |