PSHE/Relationship Education
Intent
The intent of our PSHE curriculum is to deliver a curriculum which is accessible to all and that will maximise the outcomes for every child enabling them to become healthy, independent and responsible members of a society. To help them understand how they are developing personally and socially, and tackle many of the moral, social and cultural issues that are part of growing up. We provide our children with opportunities for them to learn about rights and responsibilities. Our children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community.
We have identified key intentions that drive our PSHE curriculum. At Prospect Hill Infant and Nursery School our PSHE curriculum intentions are:
To build a PSHE curriculum which develops learning and results in the acquisition of knowledge and skills which enables children to access the wider curriculum and to prepare children to be a global citizen now and in their future roles within a global community.
To design a curriculum with appropriate subject knowledge, skills and understanding to fulfil the duties of the NC whereby schools must provide a ‘balanced and broadly-based curriculum which promotes the spiritual, moral, cultural, mental and physical development of pupils and prepares them for the opportunities and responsibilities and experiences for later life.
To build a PSHE curriculum that incorporates the understanding of RSE which enables all children to be safe and to understand and develop healthy relationships both now and in their future lives.
To design, and resource, an RSE programme of work within the PSHE curriculum which enables pupils to explore the complexity of the relationships they will have both now and throughout their lives.
Implementation
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Clear and comprehensive scheme of work in line with the National Curriculum: The Key Stage One curriculum will focus on three core learning themes: health and wellbeing, relationships and living in the wider world. In Foundation stage the curriculum is based on the Early years framework. The PSHE curriculum also includes opportunities to link British Values, SMSC and the school’s Key skills into the curriculum. The curriculum will build in developmental progression of skills and knowledge by revisiting themes year on year building on existing learning. The curriculum takes into consideration the needs of our children and the community in which they live. Our PSHE curriculum is informed by the Public Health Children and Maternal Health report. The curriculum overview is question based and this is structured around an overarching question for each term or half term, ‘what? And ‘who?’’ questions. Children are exposed to a specific topic vocabulary during each PSHE unit of work.
Working Walls/Values: Working Walls and values displayed in each classroom exemplify the terminology used throughout the teaching of PSHE, BV and SMSC which enables pupils to make links across the wider curriculum. Wider Curriculum: All subjects make a link to PSHE, BV, SMSC and the language is used consistently by all staff. This is so our children have resilience, confidence and independence skills. Assemblies: Whole school, Key Stage and class assemblies always make a link to PSHE value of the week and British values |
Impact
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Children will demonstrate and apply the British Values of Democracy, Tolerance, Mutual Respect, Rule of Law and Liberty. Our PSHE education helps our pupils to know when they can support each other, manage their own behaviour and get helps for themselves when they need it. The curriculum meets the needs of the children and the school has an awareness of the social issues within the community in which the school serves this is done through using Public Health England and researching child and maternal health for Nottinghamshire. Children will demonstrate a healthy outlook towards school – attendance will be in-line with national and behaviour will be good. Lessons timetables regularly so that provision is being delivered effectively and consistently. Children will achieve age related expectations across the wider curriculum. |
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Children will develop positive and healthy relationship with their peers both now and in the future. Children will understand the physical aspects involved in RSE at an age appropriate level. Children will have respect for themselves and others. Children will have positive body images.
We deliver the PSHE curriculum by utilising first hand experience and sharing good practice. However, we are aware that the delivered curriculum must reflect the needs of our pupils therefore changes may be made depending on the new cohort of children and their needs. We expect teachers to use a PSHE programme to equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions. We believe that the purpose of PSHE education is to build, where appropriate, on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on: i.e. drug education, financial education, citizenship, personal safety, and relationship education (SRE) and the importance of physical activity and diet for a healthy lifestyle. We believe that PSHE plays a vital part of primary education and needs to be taught at least weekly. This enables staff to ensure full coverage of PSHE and SEAL (Social and Emotional Aspects of Learning) is taught in their year group. However there are always occasions where teachers may feel it necessary to teach PSHE as a result of an issue arisen in their own class. PSHE is integral to the development of children values in order for them to become a positive citizen in a forever changing community. PSHE is an important part of school assemblies were children’s spiritual, moral, social and cultural curiosity is stimulated, challenged and nurtured. |
Click here to read our Relationship Education policy.
Click here to read the curriculum overview for PSHE in Key Stage One.
The curriculum overview is structured around an overarching question for each half term ‘What? and ‘who?’’ questions.
The colour-coding highlights whether the overall topic focus is Health and Wellbeing, Relationships or Living in the Wider World, although some half term blocks will draw on more than one core theme. ( pink – Relationships ,green – Health And Wellbeing and blue Living In The Wider World ) Along with a question in each box there is also the specific learning objectives that should be covered during the unit.