PSHE Curriculum Intent

Our Personal, Social and Health Education (PSHE) curriculum at Riverside Primary School equips pupils with the knowledge, skills and attributes they need to keep themselves healthy and safe and to prepare them for life and work in modern Britain with an in-depth understanding of fundamental British Values. In addition we enable our children to become healthy, independent and responsible members of society whilst developing their skills in resilience; self-esteem; risk-management; team work and critical thinking.

They develop an understanding of how to tackle spiritual, moral, social and cultural issues as well as sensitive issues which they may encounter in their lives.

PSHE in Early Years

Within the Foundation Stage (Nursery and Reception), the Early Years Foundation Stage Framework is followed. The ‘PSHE’ aspect of the curriculum is followed mainly through the area 'Personal, Social and Emotional Development' but also 'Communication and Language' and 'Understanding the World'.

PSHE teaching is linked to the overall topics or themes of the half term. During EYFS, children learn to:

Express a point of view and to debate when they disagree with an adult or friend, using words as well as actions.

Develop their sense of responsibility and membership of a community. 

Show more confidence in new social situations. 

Play with one or more other children, extending and elaborating play ideas. 

Help to find solutions to conflicts and rivalries including talking with others.

Develop appropriate ways of being assertive.

Talk about their feelings using words like ‘happy’, ‘sad’, ‘angry’ or ‘worried’. 

Make sense of their own life-story and family’s history.

Show interest in different occupations.

Continue to develop positive attitudes about the differences between people.

Use talk to help work out problems and organise thinking and activities, explain how things work and why they might happen

See themselves as a valuable individual.

Build constructive and respectful relationships.

Express their feelings and consider the feelings of others.

Identify and moderate their own feelings socially and emotionally.

Think about the perspectives of others.

Know and talk about the different factors that support their overall health and wellbeing: regular physical activity, healthy eating, toothbrushing, sensible amounts of ‘screen time’, having a good sleep routine and being a safe pedestrian 

Talk about members of their immediate family and community.

Name and describe people who are familiar to them.

Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate.

Be confident to try new activities and show independence, resilience and perseverance in the face of challenge. 

Explain the reasons for rules, know right from wrong and try to behave accordingly.

Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices. 

Work and play cooperatively and take turns with others.

Show sensitivity to their own and others’ needs. 

Talk about the lives of people around them and their roles in society.

PSHE in Key Stage One

PSHE is taught through the following strands:

• Health and Wellbeing
• Relationships
• Living in the Wider World

PSHE lessons are taught discretely, however a range of opportunities to develop and build upon PSHE themes are incorporated into every part of the curriculum and school day.

In Key Stage One pupils are taught to:

Health and Wellbeing

• How to celebrate strengths and set challenging goals.
• How to communicate feelings and develop strategies for dealing with and managing feelings.
• Understand what constitutes a healthy lifestyles.
• To know the importance of maintaining personal hygiene.
• To know about how some diseases are spread and how to minimise risk.
• Being respectful to those with disabilities.

Relationships:

• Identify and respect differences between people.
• Identify special people in their lives.
• Understand the community groups they belong to.
• To know who looks after them and who to go to for support.
• How to manage conflicts within a friendship.
• Recognise types of bullying.
• Recognise what is fair and unfair.
• Understand that people’s bodies can be hurt.
• Loss and death or a pet or family member.

Living in the Wider World:

• Understand the Pants Rule (good touch/bad touch)
• To know what is meant be privacy.
• To know the difference between good and bad secrets.
• Understand rights and responsibilities.
• Recognise types of teasing and bullying.
• Develop strategies to deal with teasing bullying.
• About people who help us.
• About family networks for support.
• People who help in an emergency.

PHSE in Key Stage Two

PSHE is taught through the following strands:

• Health and Wellbeing
• Relationships
• Living in the Wider World

PSHE lessons are taught discretely, however a range of opportunities to develop and build upon PSHE themes are incorporated into every part of the curriculum and school day.

In Key Stage Two pupils are taught to:

Health and Wellbeing

• About the scale of emotions.
• About managing mental health.
• Impact of bullying on mental health.
• About Importance of health, lifestyle, diet, exercise and sleep to help our mental wellbeing.
• Benefits of physical exercise and time outdoors on mental health.
• Risks of an inactive lifestyle.
• About simple self care techniques.
• Importance of hygiene.
• About body changes.
• Personal hygiene and spreading of germs.
• Superhuman and Paralympics.
• Loneliness and depression.
• About phobias and poverty.
• Basic first aid.
• How to respond in an emergency situation.
• Facts and science relating to allergies, immunisation and vaccination.
• Addictive behaviour and OCD.
• To know the key facts about puberty and the changing adolescent body, particularly from age 9 through to 11 including physical and emotional changes.
• To know about menstrual wellbeing including the key facts about the menstrual cycle.

Relationships:

• Explore how families give love, security and stability.
• About different family types.
• Characteristics of healthy family life.
• Identify when to seek advice if family life makes them unhappy.
• Importance of self respect.
• Importance of friendships and the characteristics of friendships.
• Manage conflicts and recognise who to trust.
• How to report concerns of abuse.
• Online safety within relationships.
• About marriage and its legal binding.
• Tolerance of others
• About the terms: sex, gender identity and sexual orientation.
• Road safety
• Staying safe on scooters.
• About addiction
• About deaths caused by natural disasters.

Living in the Wider World:

• About respect, courtesy and convention of manners
• About online safety and people who pretend they are someone they are not.
• About online abuse, trolling, bullying and harassment.
• How to ask for advice and help
• Responding safely to adults
• About keeping secrets and staying safe
• Understanding bullying and responsibilities in different contexts.
• Types of bullying, the impact of bullying.
• Stereotypes, people living with different values and customs.
• Understanding personal boundaries and the right to privacy.
• About permission seeking within relationships
• Taking care of their body.
• Drugs education
• The role of money and managing money.
• About homelessness
• About radicalisation.
• About terrorism and extremism.

Today’s children and young people are growing up in an increasingly complex world and living their lives seamlessly on and offline. This presents many positive and exciting opportunities, but also challenges and risks. In this environment, children and young people need to know how to be safe and healthy, and how to manage their academic, personal and social lives in a positive way. This is why Relationships Education is compulsory in all primary schools in England. 

Relationships Education is taught in the provision of PHSE and includes all the statutory requirements that is required before children leave primary. Here they are stipulated as in the RSE document. 

Families and people who care for me

Pupils should know:

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 marriage 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

Pupils should know:

• 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

Pupils should know:

• 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.

Marriage in England and Wales is available to both opposite sex and same sex couples. The Marriage (Same Sex Couples) Act 2013 extended marriage to same sex couples in England and Wales. The ceremony through which a couple get married may be civil or religious. 

• 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

Pupils should know:

• 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-to face 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 Pupils should know
• 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.