PSHE

A great PSHE curriculum should enhance the personal, social, emotional and economic wellbeing and happiness of everyone, as well as supporting children's mental health. Increasing happiness in children can help break the deeply ingrained, limiting beliefs and self-perceptions that stifle aspiration and hamper the ability to achieve.

- Steph Caswell - Happy-Centred Schools

PSHE INTENT

Personal, Social, Health and Economic (PSHE) education enables children to develop the knowledge, skills and attributes they need to navigate their lives in an ever changing world. It supports children’s development as human beings, to enable them to understand and respect who they are, to empower them with a voice and to equip them for life and learning.

These skills and attributes support pupils to stay healthy, safe both emotionally and physically. This will prepare them for their next steps as they move on from from primary school and, ultimately, into life and work in modern Britain. 

The teaching of PSHE at Greenlands Primary School is underpinned by the the Relationships Education, Relationships and Sex Education (RSE), and Health Education guidance 2019 and we include statutory Relationships and Health Education within our whole-school PSHE Programme. To ensure progression we use the Kapow scheme of work as our chosen teaching and learning programme and tailor it to children’s needs.

PSHE (Personal, Social, Health and Economic) education is a crucial part of a child’s education. It gives children access to critical information about themselves and the many facets of the diverse world around them. At Greenlands Primary School, we provide a curriculum that is both broad and balanced. We give pupils access to big ideas and conversations, alongside practical experiences.

• We aim to promote children’s knowledge, self-esteem, emotional wellbeing, and resilience, and to help them to form and maintain worthwhile and positive relationships.
• Children will be taught to have respect for themselves, and for others, within our local, national, and global communities.
• We aim to develop key character skills, including decision making, informed risk taking, good communication, and self-regulation strategies.
• We encourage the exploration of, and respect for, values held by different cultures and groups within our local community and promote the development of positive attitudes. We encourage honesty and respect in all relationships, and nurture sensitivity to the needs and feelings of others.
• We aim to enable children to develop a deepening knowledge of their health and wellbeing, including their mental and physical health.
• We aim to equip children and young people with information, skills, and values to understand and to be able to cope with the physical and emotional changes that happen during puberty. The information provided will be relevant and appropriate to the age and maturity of pupils.

PHSE IMPLEMENTATION

Learning in PSHE is divided into six topics . Each topic is taught at the same time across Key Stage 1 and Key Stage 2. This strands within each topic form part of every day teaching. However, lessons and learning within each topic is differentiated across the school and the topics taught are relevant to the age and maturity of the children.

Our termly topics are as follows:

Term 1 - Citizenship - rules, looking after our environment, government, rights

.

Term 2 - Families & Relationships - family, friendships, respectful relationships, change & loss

 

Term 3 & 4 - Health & Wellbeing - health and prevention, physical health and wellbeing, mental wellbeing.

 

Term 5 - Economic Wellbeing- money, debt, banks, budgeting

 

Term 6 - Safety & The Changing Body - being safe (including online), drugs, alcohol and tobacco, the changing adolescent body, basic first aid

 

Not all topics are covered by all year groups as some are not appropriate for younger children.  EYFS follow a modified sequence of learning as below:

Term 1 - Citizenship - self regulation, listening and following instructions 

 

Term 2  - Families and Relationships - my family and friends, building relationships

 

Term 3 - Health and Wellbeing - Self regulation, my feelings

 

Term 4 - Health and Wellbeing - Managing self, my wellbeing

 

Term 5 - Health and Wellbeing - Managing self, coping with challenges

 

Term 6 - Families and Relationships - building relationships, special relationships

 

LEARNING & PROGRESSION WITHIN EACH TOPIC

 Below is the learning journey for each topic as it progresses from EYFS to Year 6

TERM 1 - Citizenship

 

citizenship .pdf

   

TERM 2 - Families & Relationships

 

families and relationships.pdf

   

TERM 3 & 4 - Health and Wellbeing

 

health and wellbeing.pdf

   

TERM 5 - Economic Wellbeing

 

economic wellbeing.pdf

   

TERM 6 Safety & the Changing Body

 

safety and the changing body.pdf

   

IMPACT

The impact of a good PSHE education forms the preparation for adult life, enabling a child to understand and face the challenges, complexities and questions that arise in a diverse world. Impact can be measured in a variety of ways. At Greenlands, we recognise and celebrate the importance of the child’s voice, and their individual experience of PSHE education. Pupil voice, and work captured in class PSHE Journals forms the heart of how we measure the impact of our teaching.

The skills that children at Greenlands will develop will include, but are not limited to: 

• An understanding of their inherent, indivisible, inalienable, unconditional and universal rights, and how these rights can and should be protected
• An understanding of our diverse and complex world, and an empathy and respect for the rights all people share
• Positive and constructive communication skills which will enable them to voice and share their ideas and opinions respectfully and meaningfully
• Resilience and self-regulation, and a keen understanding of their own health and wellbeing, especially supporting their mental and emotional development
• Risk management and balanced decision making, within the context of an ever changing, complex and challenging world.

These skills are transferable to all other areas of the curriculum, help children to understand them in new ways and form the basis of a child’s wider development and experience. These  are the skills that will equip our children for life in our school and beyond.