PSHE Curriculum Intent
Our Personal, Social and Health Education (PSHE) curriculum at Riverside Primary School equips pupils with the knowledge, skills and attributes they need to keep themselves healthy and safe and to prepare them for life and work in modern Britain with an in-depth understanding of fundamental British Values. In addition we enable our children to become healthy, independent and responsible members of society whilst developing their skills in resilience; self-esteem; risk-management; team work and critical thinking.
They develop an understanding of how to tackle spiritual, moral, social and cultural issues as well as sensitive issues which they may encounter in their lives.
PSHE in Early Years
Within the Foundation Stage (Nursery and Reception), the Early Years Foundation Stage Framework is followed. The ‘PSHE’ aspect of the curriculum is followed mainly through the area 'Personal, Social and Emotional Development' but also 'Communication and Language' and 'Understanding the World'.
PSHE teaching is linked to the overall topics or themes of the half term. During EYFS, children learn to:
Express a point of view and to debate when they disagree with an adult or friend, using words as well as actions.
Develop their sense of responsibility and membership of a community.
Show more confidence in new social situations.
Play with one or more other children, extending and elaborating play ideas.
Help to find solutions to conflicts and rivalries including talking with others.
Develop appropriate ways of being assertive.
Talk about their feelings using words like ‘happy’, ‘sad’, ‘angry’ or ‘worried’.
Make sense of their own life-story and family’s history.
Show interest in different occupations.
Continue to develop positive attitudes about the differences between people.
Use talk to help work out problems and organise thinking and activities, explain how things work and why they might happen
See themselves as a valuable individual.
Build constructive and respectful relationships.
Express their feelings and consider the feelings of others.
Identify and moderate their own feelings socially and emotionally.
Think about the perspectives of others.
Know and talk about the different factors that support their overall health and wellbeing: regular physical activity, healthy eating, toothbrushing, sensible amounts of ‘screen time’, having a good sleep routine and being a safe pedestrian
Talk about members of their immediate family and community.
Name and describe people who are familiar to them.
Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate.
Be confident to try new activities and show independence, resilience and perseverance in the face of challenge.
Explain the reasons for rules, know right from wrong and try to behave accordingly.
Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.
Work and play cooperatively and take turns with others.
Show sensitivity to their own and others’ needs.
Talk about the lives of people around them and their roles in society.
PSHE in Key Stage One
PSHE is taught through the following strands:
PSHE lessons are taught discretely, however a range of opportunities to develop and build upon PSHE themes are incorporated into every part of the curriculum and school day.
In Key Stage One pupils are taught to:
Health and Wellbeing
Relationships:
Living in the Wider World:
PHSE in Key Stage Two
PSHE is taught through the following strands:
PSHE lessons are taught discretely, however a range of opportunities to develop and build upon PSHE themes are incorporated into every part of the curriculum and school day.
In Key Stage Two pupils are taught to:
Health and Wellbeing
Relationships:
Living in the Wider World:
Today’s children and young people are growing up in an increasingly complex world and living their lives seamlessly on and offline. This presents many positive and exciting opportunities, but also challenges and risks. In this environment, children and young people need to know how to be safe and healthy, and how to manage their academic, personal and social lives in a positive way. This is why Relationships Education is compulsory in all primary schools in England.
Relationships Education is taught in the provision of PHSE and includes all the statutory requirements that is required before children leave primary. Here they are stipulated as in the RSE document.
Families and people who care for me
Pupils should know:
• that families are important for children growing up because they can give love, security and stability.
• the characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other’s lives.
• that others’ families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care.
• that stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children’s security as they grow up.
• that marriage represents a formal and legally recognised commitment of two people to each other which is intended to be lifelong.
• how to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed.
Caring friendships
Pupils should know:
• how important friendships are in making us feel happy and secure, and how people choose and make friends.
• the characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties.
• that healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded.
• that most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right.
• how to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed.
Respectful relationships
Pupils should know:
• the importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs.
• practical steps they can take in a range of different contexts to improve or support respectful relationships.
• the conventions of courtesy and manners.
• the importance of self-respect and how this links to their own happiness.
• that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority.
Marriage in England and Wales is available to both opposite sex and same sex couples. The Marriage (Same Sex Couples) Act 2013 extended marriage to same sex couples in England and Wales. The ceremony through which a couple get married may be civil or religious.
• about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help.
• what a stereotype is, and how stereotypes can be unfair, negative or destructive.
• the importance of permission-seeking and giving in relationships with friends, peers and adults.
Online relationships
Pupils should know:
• that people sometimes behave differently online, including by pretending to be someone they are not.
• that the same principles apply to online relationships as to face-to face relationships, including the importance of respect for others online including when we are anonymous.
• the rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them.
• how to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met.
• how information and data is shared and used online. Being safe Pupils should know
• what sorts of boundaries are appropriate in friendships with peers and others (including in a digital context).
• about the concept of privacy and the implications of it for both children and adults; including that it is not always right to keep secrets if they relate to being safe.
• that each person’s body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact.
• how to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know.
• how to recognise and report feelings of being unsafe or feeling bad about any adult. • how to ask for advice or help for themselves or others, and to keep trying until they are heard.
• how to report concerns or abuse, and the vocabulary and confidence needed to do so.
• where to get advice e.g. family, school and/or other sources.
Unfortunately not the ones with chocolate chips.
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