Clifford Primary School

Clifford Primary School

P.S.H.E.

INTENT        

What PSHE looks like in our school:

  • It follows the long-term plan.
  • There is a key question for each half term. These begin in key stage 1 as ‘What? and ‘Who?’’ questions and build throughout Key Stage 2 into ‘Why?’ and ‘How?’ questions.
  • The three core themes from the PSHE Programme of Study are fully covered. 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. Teaching builds according to the age and needs of the pupils throughout the primary phase with developmentally appropriate learning objectives given to respond to each key question.
  • Regular weekly timetabled lessons, plus additional opportunities across the curriculum and enrichment activities ensure continuity and progression.
  • Circle time also addresses any issues which teachers need to provide pastoral care for their pupils.
  • PSHE teaching involves watching video clips, looking at photographs, discussion, listening, reading, ordering, sorting, drama, art and responding to music.
  • Activities from staff and visitors are provided to enhance knowledge and understanding.
  • It uses local community expertise e.g. police, road safety, Bikeability, NSPCC, MPs etc.
  • Special assemblies address issues in the world today e.g. Guide dogs for the Blind, Water Aid and other charities.
  • Fundraising activities linking with health and fitness g. Children in Need, BHFR Jump Rope for Heart, Sport Relief.
  • Children learn about PSHE in many different ways including through discussion, drama, art, PE, music and written responses. ( Cross-curricular links)
  • Children are taught to understand and appreciate the views and values of other people who live both in their local community and in the wider world.
  • They are taught to understand how what people believe affects the way they live their lives.
  • The teaching of PSHE in our school is linked closely with the  learning of the British Values of

mutual tolerance, respectful attitudes, democracy, the rule of law and individual liberty.

  • School Parliament meetings ensure that the children understand the concept of democracy and are fully involved with the decision making processes of the school.
  • Older children are trained as peer mediators to support relationships between pupils.
  • A teaching assistant serves as a learning mentor to support children with personal worries

       which they can post in a worry box if preferred. She also runs groups like friendship groups                

              to teach specific social skills to children.

  • Sports, dance, yoga, mindfulness (breathing and body awareness), relaxation, massage and guided meditation activities in school and in after school clubs support the physical and mental wellbeing of our pupils.

 

For Relationships Education (Primary)

By the end of primary school:

Pupils should know

 

Families and people who care for me

  • 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 marriage13 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

  • 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

  • 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
  • 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 ( ICT Link)

  • 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-toface 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

  • 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.

  

Physical health and mental wellbeing: Primary

By the end of primary school:

Mental wellbeing

  • that mental wellbeing is a normal part of daily life, in the same way as physical health.
  • that there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations.
  • how to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings.
  • how to judge whether what they are feeling and how they are behaving is appropriate and proportionate.
  • the benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness.
  • simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests.
  • isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support.
  • that bullying (including cyberbullying) has a negative and often lasting impact on mental wellbeing.
  • where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or someone else’s mental wellbeing or ability to control their emotions (including issues arising online).
  • it is common for people to experience mental ill health. For many people who do, the problems can be resolved if the right support is made available, especially if accessed early enough.

 

Internet safety and harms

  • that for most people the internet is an integral part of life and has many benefits.
  • about the benefits of rationing time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others’ mental and physical wellbeing. how to consider the effect of their online actions on others and know how to recognise and display respectful behaviour online and the importance of keeping personal information private.
  • why social media, some computer games and online gaming, for example, are age restricted.
  • that the internet can also be a negative place where online abuse, trolling, bullying and harassment can take place, which can have a negative impact on mental health.
  • how to be a discerning consumer of information online including understanding that information, including that from search engines, is ranked, selected and targeted.
  • where and how to report concerns and get support with issues online

 

Physical health and fitness          

  • the characteristics and mental and physical benefits of an active lifestyle.
  • the importance of building regular exercise into daily and weekly routines and how to achieve this; for example walking or cycling to school, a daily active mile or other forms of regular, vigorous exercise.
  • the risks associated with an inactive lifestyle (including obesity).
  • how and when to seek support including which adults to speak to in school if they are worried about their health.

Healthy eating

  • what constitutes a healthy diet (including understanding calories and other nutritional content).
  • the principles of planning and preparing a range of healthy meals.
  • the characteristics of a poor diet and risks associated with unhealthy eating (including, for example, obesity and tooth decay) and other behaviours (e.g. the impact of alcohol on diet or health).

Drugs, alcohol and tobacco 

  • the facts about legal and illegal harmful substances and associated risks, including smoking, alcohol use and drug-taking.

 

Health and prevention

  • how to recognise early signs of physical illness, such as weight loss, or unexplained changes to the body.
  • about safe and unsafe exposure to the sun, and how to reduce the risk of sun damage, including skin cancer.
  • the importance of sufficient good quality sleep for good health and that a lack of sleep can affect weight, mood and ability to learn.
  • about dental health and the benefits of good oral hygiene and dental flossing, including regular check-ups at the dentist.
  • about personal hygiene and germs including bacteria, viruses, how they are spread and treated, and the importance of handwashing.
  • the facts and science relating to allergies, immunisation and vaccination.

 Basic first aid

  • how to make a clear and efficient call to emergency services if necessary.
  • concepts of basic first-aid, for example dealing with common injuries, including head injuries.

  

Changing adolescent body

  • key facts about puberty and the changing adolescent body, particularly from age 9 through to age 11, including physical and emotional changes.
  • about menstrual wellbeing including the key facts about the menstrual cycle.

 

IMPLEMENTATION

This is how it works:

 

  • The long term plan is based on the PSHE Association Programme of Study which covers the latest RSE statutory guidance. However, it sets out a broader, more comprehensive programme that also covers economic wellbeing, careers and enterprise education, as well as education for personal safety, including assessing and managing risk.
  • The PSHE programme addresses both pupils’ current experiences and preparation for their future.
  • Lessons are taught through a question that is explored over a half term.
  • The questions allow them to build on their learning through the years.
  • During key stages 1 and 2, PSHE education offers both explicit and implicit learning opportunities and experiences which reflect pupils’ increasing independence and physical and social awareness, as they move through the primary phase.
  • It builds on the skills that pupils started to acquire during the Early Years Foundation stage (EYFS) to develop effective relationships, assume greater personal responsibility and manage personal safety, including online.
  • The PSHE long term plan helps pupils to manage the physical and emotional changes at puberty, introduces them to a wider world and enables them to make an active contribution to their communities.
  • The long-term plan sets out a logical progression from one year to the next.
  • It builds in developmental progression by revisiting themes year on year, building on and extending prior learning (a spiral curriculum).
  • The teaching and learning approach for each year of the long term plan has three core themes Health and Wellbeing, Relationships and Living in the Wider World.
  • Some half term block questions will draw on more than one core theme.
  • Teaching builds according to the age and needs of the pupils throughout the primary phase with developmentally appropriate learning objectives given to respond to each key question.
  • Teachers plan a unit of work to address the key question and use the evidence gained from the cold task that children complete at the beginning of the unit to address any misconceptions/ gaps in knowledge.
  • Each lesson has a learning objective (or a question) which is highlighted in green if the children have met the objective.
  • A hot task at the end of the unit of work enables assessment of the impact of the teaching.
  • Visitors, trips and events bring the subject to life.
  • Teachers make very good use of the resources we have in school (ICT/artefacts/books in PSHE cupboard in the resources room).

PSHE often has strong cross-curricular links e.g. to PE, Science and English in particular

  

 

IMPACT

This is what we might see in a typical lesson: 

  • A review of prior learning.
  • Children are given lots of opportunity for partner talk, group and whole class discussions to explore their own feelings, opinions and to look at questions from different points of view.
  • Feeding back to others and to the teacher instils children with the confidence to voice their thoughts.
  • Children learning from a wide range of sources, including information technology.
  • Children encouraged to ask and answer questions, reflect upon and review their learning.
  • Not all lessons will not have an individual written outcome as it often focuses on paired work, response to photographs, videos, drama, art and discussion.
  • Children encouraged to process information in a variety of different ways.
  • Children supported by peers, adults or adapted work to support the less able.
  • More able children are encouraged to go further in their learning by comparing and contrasting views, more in depth discussion, further questioning, extra research or challenges.
  • Plenaries and mini-plenaries provide opportunities for reinforcement, consolidation and self-assessment.
  • Teachers with excellent subject knowledge who are enthusiastic about sharing it with the children.

 

How do we know how well children are doing in PSHE in Clifford Primary School?

  • Book scrutinies
  • Learning walk
  • Children interviews
  • Teacher questioning and observations

 

The impact of the teaching:

  • Children enjoy learning about PSHE.
  • They understand that it is ok to be different.
  • They understand that all opinions should be valued and respected.
  • The long term plan provides a spiral curriculum to develop knowledge, skills and attributes, where prior learning is revisited, reinforced and extended year on year.
  • Reviewing and building upon learning strengthens their understanding and knowledge of PSHE.
  • They understand what good and bad choices are.
  • They have grown in self – confidence from YR.
  • Children understand the importance of physical and mental wellbeing.
  • Children know how to get help and support.
  • Children know how to keep healthy and safe.
  • Children confidently present their knowledge and understanding in a range of ways.
  • Children make progress in line with the national average, building on their understanding from one year to the next.