PSHE
PSHE Aims
- To promote the personal, social, health and economic development of pupils at the school and within society.
- To prepare pupils at the school for the opportunities, responsibilities and experiences of later life.
- To deepen the children’s understanding of themselves, enabling them to make the most of their skills and talents.
- To promote the fundamental British Values (democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs) across the school life.
- To develop the children’s sense of moral responsibility, to themselves, to others and to the world we live in; to develop an understanding of global issues.
- To develop and enhance the children’s relationship skills.
- To develop an understanding of and respect for our common humanity, diversity and differences.
- To encourage the children to make positive choices regarding a healthy lifestyle.
- To encourage children to be active members of our school community, carrying out responsibilities with a sense of commitment, duty and pride.
- To encourage our children to become mature, confident individuals, capable of embracing the opportunities and challenges of life.
- To participate in a variety of fundraising activities ( e.g., Children in Need, Red Nose Day, NSPCC) to help others in the greater community.
- To encourage all staff, parents and governors to work together to promote all aspects of our School’s key values.
- To ensure children feel safe and enjoy coming to school.
- To ensure staff present information in an unbiased way and try to break stereotypes.
*For additional information on ensuring the safety of our pupils, please refer to the Anti-Bullying and Prevention of Radicalisation Policies.
Head of PSHE - Mrs S Fewings
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Families and friendships |
Safe relationships |
Respecting ourselves and others |
Belonging to a community |
Media literacy and digital resilience |
**Money and work |
Physical health and Mental wellbeing |
Growing and changing |
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YEAR 3 What makes a family; features of family life |
Personal boundaries; safely responding to others; the impact of hurtful behaviour |
Recognising respectful behaviour; the importance of self-respect; courtesy and being polite |
The value of rules and laws; rights, freedoms and responsibilities |
How the internet is used; assessing information online |
Different jobs and skills; job stereotypes; setting personal goals |
Health choices and habits; what affects feelings; expressing feelings |
Personal strengths and achievements; managing and reframing setbacks |
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YEAR 4 Positive friendships, including online |
Responding to hurtful behaviour; managing confidentiality; recognising risks online |
Respecting differences and similarities; discussing difference sensitively |
What makes a community; shared responsibilities |
How data is shared and used |
Making decisions about money; using and keeping money safe |
Maintaining a balanced lifestyle; oral hygiene and dental care |
Personal identity; recognising individuality and different qualities; mental wellbeing |
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YEAR 5 Managing friendships and peer influence |
Physical contact and feeling safe |
Responding respectfully to a wide range of people; recognising prejudice and discrimination |
Protecting the environment; compassion towards others |
How information online is targeted; different media types, their role and impact |
Identifying job interests and aspirations; what influences career choices; workplace stereotypes |
Healthy sleep habits; sun safety; medicines, vaccinations, immunisations and allergies |
Physical and emotional changes in Puberty; external genitalia; personal hygiene routines; support with puberty |
Keeping safe in different situations, including responding in emergencies, first aid |
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YEAR 6 Attraction to others; romantic relationships; civil partnership and marriage |
Recognising and managing pressure; consent in different situations |
Expressing opinions and respecting other points of view, including discussing topical issues |
Valuing diversity; challenging discrimination and stereotypes |
Evaluating media sources; sharing things online |
Influences and attitudes to money; money and financial risks |
What affects mental health and ways to take care of it; managing change, loss and bereavement; managing time online |
Human reproduction and birth; increasing independence; managing transition |
Keeping personal information safe; regulations and choices; drug use and the law; drug use and the media |
*Units only have a half term block so some units may just be one or 2 lessons. The coverage will depend on the needs of the year group and will be decided upon by the teachers. Some units may require more coverage than others, depending on the needs of the particular year group and events prior to learning (National pandemic - may require to complete Wellbeing lessons for the first unit.)
**This unit is mainly fulfilled during Aspirations week which has no set term that it is in. Therefore units may need to be juggled to accommodate this. If Aspirations Week does not occur for whatever reason then lessons will need to be planned to clever the objectives.
***At the moment there is no timetabled slot for these units of work for Upper School. But year 5 does cover the unit on puberty, this is within the Science curriculum but does respond to the need of the children.
Children in upper school also cover some of these topics in Assembly, Aspiration week, Science lessons and Computing lessons. When reflecting on the year group stand alone lessons may be accessed depending on the need of the Year group.
Physical and emotional changes in puberty; external genitalia; personal hygiene routines; support with puberty
Children do not learn about FGM but teachers are trained in what to look out for. This can be assessed and rethought if deemed necessary.