PSHE at Birdsedge First School Intent and Overview

Aim

Teaching PSHE at KS1 and KS2 Section 2.5 of the National Curriculum Framework states that all schools should make provisions for PHSE education, drawing on good practice.

Birdsedge First School uses the PHSE Programme of Study (PHSE Association) to ensure that key concepts, skills and attributes are developed through our PSHE curriculum. As a partnership we aim to support pupils’ spiritual, moral, cultural, mental and physical development and prepare them for the opportunities, responsibilities and experiences of life. In line with the PSHE Association we follow the key aims of providing pupils with:  accurate, balanced and relevant knowledge 

opportunities to turn that knowledge into personal understanding

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opportunities to explore, clarify and if necessary challenge, their own and others’ values, attitudes, beliefs, rights and responsibilities

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the skills, language and strategies they need in order to live healthy, safe, fulfilling, responsible and balanced lives

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opportunities to develop positive personal attributes such as resilience, self-confidence, self-esteem, and empathy

Themes

What is PSHE?

As outlined by the PSHE Association, PSHE is defined as: ‘a planned, developmental programme of learning through which children and young people acquire the knowledge, understanding and skills they need to manage their lives now and in the future. As part of a whole-school approach, PSHE education develops the qualities and attributes pupils need to thrive as individuals, family members and members of society’.

Furthermore, PSHE education equips pupils to live healthy, safe, productive, capable, responsible and balanced lives. It encourages them to be enterprising and supports them in making effective transitions, positive learning and career choices and in achieving economic wellbeing. A critical component of PSHE education is providing opportunities for children and young people to reflect on and clarify their own values and attitudes and explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future. PSHE education contributes to personal development by helping pupils to build their confidence, resilience and self-esteem, and to identify and manage risk, make informed choices and understand what influences their decisions. It enables them to recognise, accept and shape their identities, to understand and accommodate difference and change, to manage emotions and to communicate constructively in a variety of settings. Developing an understanding of themselves, empathy and the ability to work with others will help pupils to form and maintain good relationships, develop the essential skills for future employability and better enjoy and manage their lives.

The Birdsedge First School curriculum for PSHE is based on 3 Core Themes:

1. Living in the Wider World 2. Health and Wellbeing 3. Relationships In order to support our pupils in an ever changing world, the learning opportunities outlined within the above three Core Themes should be used as a context to develop the concepts, skills and attributes shown on the next page.

Overarching Concepts Skills and Attributes Managing Riask

1. Identity (their personal qualities, attitudes, skills, attributes and achievements and what influences these; understanding and maintaining boundaries around their personal privacy, including online) 2. Relationships (including different types and in different settings, including online) 3. A healthy (including physically, emotionally and socially), balanced lifestyle (including within relationships, work-life, exercise and rest, spending and saving and lifestyle choices) 4. Risk (identification, assessment and how to manage risk, rather than simply the avoidance of risk for self and others) and safety (including behaviour and strategies to employ in different settings, including online in an increasingly connected world 5. Diversity and equality (in all its forms, with due regard to the protected characteristics set out in the Equality Act 2010) 6. Rights (including the notion of universal human rights), responsibilities (including fairness and justice) and consent (in different contexts) 7. Change (as something to be managed) and resilience (the skills, strategies and ‘inner resources’ we can draw on when faced with challenging change or circumstance) 8. Power (how it is used and encountered in a variety of contexts including online; how it manifests through behaviours including bullying, persuasion, coercion and how it can be challenged or managed through negotiation and ‘win-win’ outcomes) Personal Effectiveness Interpersonal and Social Effectiveness 1. Self-improvement (including through constructive self-reflection, Empathy and compassion (including impact on decision-making and seeking and utilising constructive feedback and effective goal-setting) behaviour) 2. Identifying unhelpful ‘thinking traps’ (e.g. generalisation and 2. Respect for others’ right to their own beliefs, values and opinions stereotyping) 3. Discernment in evaluating the arguments and opinions of others 3. Resilience (including self-motivation, perseverance and adaptability) (including challenging ‘group think’) 4. Self-regulation (including promotion of a positive, growth mind-set1 4. Skills for employability, including and managing strong emotions and impulses) Active listening and communication (including assertiveness skills) 5. Recognising and managing peer influence and the need for peer Team working approval, including evaluating perceived social norms Negotiation (including flexibility, self-advocacy and compromise within 6. Self-organisation (including time management) an awareness of personal boundaries) 7. Strategies for identifying and accessing appropriate help and Leadership skills support Presentation skills 8. Clarifying own values (including reflection on the origins of personal 5. Enterprise skills and attributes (e.g. aspiration, creativity, goal setting, values and beliefs) and re-evaluating values and beliefs in the light of identifying opportunities, taking positive risks) 6. Recognising, evaluating and utilising strategies for managing new learning, experiences and evidence 9. Recalling and applying knowledge creatively and in new influence situations 7. Valuing and respecting diversity 10. Developing and maintaining a healthy self-concept (including self8. Using these skills and attributes to build and maintain healthy confidence, realistic self-image, self-worth, assertiveness, self-advocacy relationships of all kinds and self-respect) 1. Identification, assessment (including prediction) and management of positive and negative risk to self and others 2. Formulating questions (as part of an enquiring approach to learning and to assess the value of information) 3. Analysis (including separating fact and reasoned argument from rumour, speculation and opinion) 4. Assessing the validity and reliability of information 5. Identify links between values and beliefs, decisions and actions 6. Making decisions

Teaching PSHE Knowledge Organisers

At Birdsedge First School we stay loyal to ensuring that our PSHE curriculum is not a series of ‘one-off’ stand alone lessons. Instead we ensure that the core values and concepts wrap around everything we do. With limited curriculum time we priorities topic areas most relevant to our pupils in the community we serve. We do this through:  Having an active School Council with weekly meetings and Class Council sessions  Whole School Behaviour Management system based on a coaching tool  Weekly PSHE assemblies  Weekly PSHE lesson  A school culture focused on developing children’s personal, social and emotional skills in every conversation and interaction

Living in the Wider World

Health and Wellbeing

Relationships

Autumn Term

Spring Term

Summer Term

This core theme focuses on:

This core theme focuses on:

This core theme focuses on:

1. about respect for self and others and the importance of responsible behaviours and actions 2. about rights and responsibilities as members of families, other groups and ultimately as citizens 3. about different groups and communities 4. to respect diversity and equality and how to be a productive member of a diverse community 5. about the importance of respecting and protecting the environment 6. about where money comes from, keeping it safe and the importance of managing it effectively 7. the part that money plays in people’s lives 8. a basic understanding of enterprise

1. what is meant by a healthy lifestyle 2. how to maintain physical, mental and emotional health and wellbeing 3. how to manage risks to physical and emotional health and wellbeing 4. ways of keeping physically and emotionally safe 5. about managing change, including puberty, transition and loss 6. how to make informed choices about health and wellbeing and to recognise sources of help with this 7. how to respond in an emergency 8. to identify different influences on health and wellbeing

1. how to develop and maintain a variety of healthy relationships, within a range of social/cultural contexts 2. how to recognise and manage emotions within a range of relationships 3. how to recognise risky or negative relationships including all forms of bullying and abuse 4. how to respond to risky or negative relationships and ask for help 5. how to respect equality and diversity in relationships

*It is important to read this section alongside any guidance produced by citizenship education organisations such as the Association for Citizenship Teaching.

Through this theme the 5 key areas of Relationship Education are taught: 1. Families and people who care for me 2. Caring Friendships 3. Respectful Relationships 4. Online Relationships 5. Being Safe

Suggested Learning Opportunities for the above are outlined in the PSHE Associations Programme of Study The DfE Guidance for Relationship and Sex Education should be used to support the coverage of theme 3 – particularly pages 20 – 22.

National Curriclulm Minimum Requirements

Key Stage 1 Children can identify and name some feelings (for example through interpreting facial expressions) and express some of their positive qualities. They can demonstrate that they can manage some feelings in a positive and effective way. They begin to share their views and opinions (for example talking about fairness). They can set themselves simple goals (for example sharing toys). Children can make simple choices about some aspects of their health and well-being (for example by choosing between different foods and between physical activities, knowing that they need sun protection) and know what keeps them healthy (for example exercise and rest). They can explain ways of keeping clean (for example by washing their hands and keeping their hair tidy) and they can name the main parts of the body. Children can talk about the harmful aspects of some household products and medicines, and describe ways of keeping safe in familiar situations (for example knowing how and where to cross the road safely). They can explain that people grow from young to old. Children can recognise that bullying is wrong and can list some ways to get help in dealing with it. They can recognise the effect of their behaviour on other people, and can cooperate with others (for example by playing and working with friends or classmates). They can identify and respect differences and similarities between people, and can explain different ways that family and friends should care for one another (for example telling a friend that they like them, showing concern for a family member who is unwell)

Key Stage 2 Children can demonstrate that they recognise their own worth and that of others (for example by making positive comments about themselves and classmates). They can express their views confidently and listen to and show respect for the views of others. They can identify positive ways to face new challenges (for example the transition to secondary school). They can discuss some of the bodily and emotional changes at puberty, and can demonstrate some ways of dealing with these in a positive way. They can talk about a range of jobs, and explain how they will develop skills to work in the future. They can demonstrate how to look after and save money. Children can make choices about how to develop healthy lifestyles (for example by knowing the importance of a healthy diet and regular exercise). They can identify some factors that affect emotional health and well-being (for example exercise or dealing with emotions). They can make judgements and decisions and can list some ways of resisting negative peer pressure around issues affecting their health and wellbeing. They can list the commonly available substances and drugs that are legal and illegal, and can describe some of the effects and risks of these. They can identify and explain how to manage the risks in different familiar situations (for example discussing issues connected to personal safety). Children can explain how their actions have consequences for themselves and others. They can describe the nature and consequences of bullying, and can express ways of responding to it. They can identify different types of relationship (for example marriage or friendships), and can show ways to maintain good relationships (for example listening, supporting, caring). They can respond to, or challenge, negative behaviours such as stereotyping and aggression. They can describe some of the different beliefs and values in society, and can demonstrate respect and tolerance towards people different from themselves.