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More than a school

PSHE

Purpose of the Curriculum

The curriculum is based on three core themes within which there will be a broad overlap and flexibility. The theme of British Values will run through all core themes:

  • Relationships
  • Health and Well Being
  • Living in the wider world

These core themes build upon Early Years Foundation stage learning and reflect universal needs shared by children and specific needs of children in the school. It is taught as a spiral programme, revisiting themes, increasing the level of challenge, broadening scope and deepening pupils thinking.

The purpose of the PSHE curriculum at Smith’s Wood Primary academy is: 

  • Provide pupils with the knowledge, understanding and skills they need to manage their lives now and in the future
  • Develop the qualities and attributes needed to thrive as individuals, family members, members of the school community and members of society
  • Give pupils the knowledge, skills, understanding and strategies they need to lead responsible, confident, healthy, and productive lives
  • Provide opportunities to explore, clarify and if necessary challenge, their own and others’ values, attitudes, beliefs, rights and responsibilities
  • Inspire pupils to recognise their own worth, work well with others and become increasingly responsible for their own learning.
  • Allow time for pupils to reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up
  • Develop an understanding and respect for our common humanity, diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning.
  • Create an understanding that rules are important for keeping ourselves and others safe and healthy
  • Build pupils knowledge and understanding of the effects and risks of using drugs and alcohol through enquiry and research.

Aim of the Curriculum

By the end of each Key stage at Smith’s Wood Primary Academy, all pupils should be able to:

At the end of Key Stage 1

Relationships

  • Identify and name some feelings.
  • Interpret facial expressions.
  • Express some of their own positive qualities.
  • Demonstrate that they can manage some feelings in a positive and effective way.
  • They begin to share their views and opinions.
  • They can set themselves simple goals.

Health and Wellbeing

  • Make simple choices about some aspects of their health and well-being
  • Know what keeps them healthy
  • Explain ways of keeping clean
  • Name the main parts of the body
  • Talk about the harmful aspects of some household products and medicines
  • Describe ways of keeping safe in familiar situations
  • They can explain that people grow from young to old.

Living in the wider world

  • Recognise that bullying is wrong
  • List some ways to get help in dealing with bullying
  • Recognise the effect of their behavior on other people cooperate with others
  • Identify and respect differences and similarities between people
  • Explain different ways that family and should care for one another

British Values

At the end of Key Stage 2

Relationships

  • Recognise their own worth and that of others
  • Express their views confidently
  • Listen to and show respect for the views of others.
  • Identify positive ways to face new challenges
  • Discuss some of the bodily and emotional changes at puberty, and can demonstrate some ways of dealing with these in a positive way.
  • 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.

Health and Wellbeing

  • Make choices about how to develop healthy lifestyles
  • Identify some factors that affect emotional health and well-being
  • Make judgments and decisions and list some ways of resisting negative peer pressure around issues affecting their health and wellbeing.
  • List the commonly available substances and drugs that are legal and illegal, and can describe some of the effects and risks of these.
  • Identify and explain how to manage the risks in different familiar situations

Living in the Wider World

  • Explain how their actions have consequences for themselves and others.
  • Describe the nature and consequences of bullying, and can express ways of responding to it.
  • Identify different types of relationship
  • Show ways to maintain good relationships
  • Respond to, or challenge, negative behaviors such as stereotyping and aggression.
  • Describe some of the different beliefs and values in society
  • Demonstrate respect and tolerance towards people different from themselves. 

British Values *    

  • The Rule of Law
  • Individual Liberty
  • Mutual Respect
  • Tolerance of different faiths and beliefs 

Key Stage 1 Objectives 

Health and Well Being

  1. To know what constitutes a healthy lifestyle (including the benefits of physical activity, rest, healthy eating and dental health)
  2. To recognise what they like and dislike, how to make real, informed choices that improve their physical and emotional health, to recognise that choices can have good and not so good consequences
  3. To think about themselves, to learn from their experiences, to recognise and celebrate their strengths and set simple but challenging goals
  4. To know about good and not so good feelings, a vocabulary to describe their feelings to others and simple strategies for managing feelings
  5. To know about change and loss and the associated feelings (including moving home, losing toys, pets or friends)
  6. To be aware of the importance of and how to maintain personal hygiene
  7. To understand how some diseases are spread and can be controlled and the responsibilities they have for their own health and that of others
  8. To know about the process of growing from young to old and how people’s needs change
  9. To understand about growing and changing and new opportunities and responsibilities that increasing independence may bring
  10. To know the names for the main parts of the body (including external genitalia) the similarities and differences between boys and girls
  11. To understand that household products, including medicines, can be harmful if not used properly
  12. To know rules for and ways of keeping physically and emotionally safe (including safety online, the responsible use of ICT, the difference between secrets and surprises and understanding not to keep adults’ secrets; road safety, cycle safety and safety in the environment (including rail , water and fire safety))
  13. To know about people who look after them, their family networks, who to go to if they are worried and how to attract their attention, ways that pupils can help these people to look after them
  14. To recognise that they share a responsibility for keeping themselves and others safe, when to say, ‘yes’, ‘no’, ‘I’ll ask’ and ‘I’ll tell’

Relationships

  1. To communicate their feelings to others, to recognise how others show feelings and how to respond
  2. To recognise how their behaviour affects other people
  3. To know the difference between secrets and surprises and the importance of not keeping adults’ secrets, only surprises
  4. To recognise what is fair and unfair, kind and unkind, what is right and wrong
  5. To share their opinions on things that matter to them and explain their views through discussions with one other person and the whole class
  6. To listen to other people and play and work cooperatively (including strategies to resolve simple arguments through negotiation)
  7. To offer constructive support and feedback to others
  8. To identify and respect the differences and similarities between people
  9. To identify their special people (family, friends, carers), what makes them special and how special people should care for one another
  10. To judge what kind of physical contact is acceptable, comfortable, unacceptable and uncomfortable and how to respond (including who to tell and how to tell them)
  11. To know that people’s bodies and feelings can be hurt (including what makes them feel comfortable and uncomfortable)
  12. To recognise when people are being unkind either to them or others, how to respond, who to tell and what to say To know that there are different types of teasing and bullying, that these are wrong and unacceptable
  13. To know how to resist teasing or bullying, if they experience or witness it, whom to go to and how to get help

Living in the Wider World

  1. To understand how to contribute to the life of the classroom
  2. To help construct, and agree to follow, group and class rules and to understand how these rules help them
  3. To know that people and other living things have needs and that they have responsibilities to meet them (including being able to take turns, share and understand the need to return things that have been borrowed)
  4. To understand that they belong to various groups and communities such as family and school
  5. To understand what improves and harms their local, natural and built environments and about some of the ways people look after them
  6. To know that money comes from different sources and can be used for different purposes, including the concepts of spending and saving
  7. To know about the role money plays in their lives including how to manage their money, keep it safe, choices about spending money and what influences those choices 

Key Stage 2 OBJECTIVES 

Health and Well Being

Building on Key stage 1 children will

  1. To know what positively and negatively affects their physical, mental and emotional health (including the media)
  2. To know how to make informed choices (including recognising that choices can have positive, neutral and negative consequences) and to begin to understand the concept of a ‘balanced lifestyle’
  3. To recognise opportunities to make their own choices about food, what might influence their choices and the benefits of eating a balanced diet
  4. To recognise how images in the media do not always reflect reality and can affect how people feel about themselves
  5. To reflect on and celebrate their achievements, identify their strengths, areas for improvement, set high aspirations and goals
  6.  To deepen their understanding of good and not so good feelings, to extend their vocabulary to enable them to explain both the range and intensity of their feelings to others
  7. To recognise that they may experience conflicting emotions and when they might need to listen to their emotions or overcome them
  8. To know about change, including transitions (between Key Stages and schools), loss, separation, divorce and bereavement
  9. To differentiate between the terms, ‘risk’, ‘danger’ and ‘hazard’
  10. To deepen their understanding of risk by recognising, predicting and assessing risks in different situations and deciding how to manage them responsibly (including sensible road use and risks in their local environment) and to use this as an opportunity to build resilience
  11. To recognise their increasing independence brings increased responsibility to keep themselves and others safe
  12. To know that bacteria and viruses can affect health and that following simple routines can reduce their spread
  13. To understand that pressure to behave in an unacceptable, unhealthy or risky way can come from a variety of sources, including people they know and the media
  14. To recognise when and how to ask for help and use basic techniques for resisting pressure to do something dangerous, unhealthy, that makes them uncomfortable, anxious or that they believe to be wrong
  15. To understand school rules about health and safety, basic emergency aid procedures, where and how to get help
  16. To understand what is meant by the term ‘habit’ and why habits can be hard to change
  17. To understand which, why and how, commonly available substances and drugs (including alcohol and tobacco) could damage their immediate and future health and safety, that some are legal, some are restricted and some are illegal to own, use and supply to others
  18. To understand how their body will, and emotions may, change as they approach and move through puberty
  19. To know about human reproduction
  20. To know about taking care of their body, understanding that they have autonomy and the right to protect their body from inappropriate and unwanted contact their body autonomy and rights; understanding that actions such as female genital mutilation (FGM) constitute abuse, are a crime and how to get support if they have fears for themselves or their peers.
  21. To know strategies for keeping physically and emotionally safe including road safety (including cycle safety- the Bikeability programme), safety in the environment (including rail , water and fire safety), and safety online(including social media, the responsible use of ICT and mobile phones)
  22.  To understand the importance of protecting personal information, including passwords, addresses and the distribution of images of themselves and others  
  23. To know about people who are responsible for helping them stay healthy and safe and ways that they can help these people

Relationships

Building on Key stage 1 children will

  1. To recognise and respond appropriately to a wider range of feelings in others
  2. To recognise what constitutes a positive, healthy relationship and develop the skills to form and maintain positive and healthy relationships
  3. To recognise ways in which a relationship can be unhealthy and who to talk to if they need support.
  4. To be aware of different types of relationship, including those between acquaintances, friends, relatives and families,
  5. To be aware that civil partnerships and marriage are examples of stable, loving relationships and a public demonstration of the commitment made between two people who love and care for each other and want to spend their lives together and who are of the legal age to make that commitment
  6. To be aware that marriage is a commitment freely entered into by both people, that no one should enter into a marriage if they don’t absolutely want to do so
  7.  To understand that their actions affect themselves and others
  8. To judge what kind of physical contact is acceptable or unacceptable and how to respond  
  9. To understand the concept of ‘keeping something confidential or secret’, when we should or should not agree to this and when it is right to ‘break a confidence’ or ‘share a secret’
  10. To listen and respond respectfully to a wide range of people, to feel confident to raise their own concerns, to recognise and care about other people's feelings and to try to see, respect and if necessary constructively challenge their points of view
  11. To work collaboratively towards shared goals
  12. To develop strategies to resolve disputes and conflict through negotiation and appropriate compromise and to give rich and constructive feedback and support to benefit others as well as themselves
  13. To know that differences and similarities between people arise from a number of factors, including family, cultural, ethnic, racial and religious diversity, age, sex, gender identity, sexual orientation, and disability (see ‘protected characteristics’ in the Equality Act 2010)
  14. To realise the nature and consequences of discrimination, teasing, bullying and aggressive behaviours(including cyber bullying, use of prejudice-based language, how to respond and ask for help)
  15. To recognise and manage ‘dares’
  16. To recognise and challenge stereotypes

Living in the Wider World

Building on Key stage 1 children will

  1. To research, discuss and debate topical issues, problems and events concerning health and wellbeing and offer their recommendations to appropriate people
  2. To understand why and how rules and laws that protect themselves and others are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules
  3. To understand that everyone has human rights, all peoples and all societies and that children have their own special rights set out in the United Nations Declaration of the Rights of the Child
  4. That these universal rights are there to protect everyone and have primacy both over national law and family and community practices
  5. To know that there are some cultural practices which are against British law and universal human rights, such as female genital mutilation
  6. To realise the consequences of anti-social and aggressive behaviours such as bullying and discrimination of individuals and communities
  7. To know that there are different kinds of responsibilities, rights and duties at home, at school, in the community and towards the environment
  8. To resolve differences by looking at alternatives, seeing and respecting others’ points of view, making decisions and explaining choices
  9. To understand what being part of a community means, and about the varied institutions that support communities locally and nationally
  10. To recognise the role of voluntary, community and pressure groups, especially in relation to health and wellbeing
  11. To appreciate the range of national, regional, religious and ethnic identities in the United Kingdom
  12. To think about the lives of people living in other places, and people with different values and customs
  13. To know about the role money plays in their own and others’ lives, including how to manage their money and about being a critical consumer
  14. To develop an initial understanding of the concepts of ‘interest’, ‘loan’, ‘debt’, and ‘tax’ (e.g. their contribution to society through the payment of VAT)
  15. To know that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment
  16. To know about enterprise and the skills that make someone ‘enterprising’
  17. To explore and critique how the media present information