PSHE
PSHE at Felbridge
What are we aiming for?
In line with our school vision – Finding the best in everyone - it is our intent that all children will be curious and creative ‘lifelong learners’ with the confidence and ability to develop their skills and understanding in new experiences, meeting new challenges and having courage when finding themselves in unfamiliar situations. We strive to develop caring and compassionate children who look after themselves, one another and the world around them.
How will we do it?
We offer a nurturing learning environment in which each child is encouraged to develop their full, holistic potential and where their achievements and successes are celebrated. As a school, we believe that children are all individuals and therefore, we aim to encourage mutual respect, responsibility and foster self-esteem in a happy and caring atmosphere. The teaching and learning of PSHE using the Jigsaw programme, along with many other complementary experiences, support this. Underpinning all of this, are our five key values – curiosity, challenge, courage, creativity, compassion.
How does PSHE at Felbridge Primary School promote diversity?
Through PSHE, our children learn to explore and understand their own feelings and values, and recognise and appreciate those of others. They recognise the need to stay safe in different situations, with different groups of people.
The Jigsaw spiral themes (Being me in my world, Celebrating differences, Dreams and goals, Healthy me, Relationships, Changing me) regularly promote diversity, with a particular focus during the ‘Celebrating differences’ unit.
How does PSHE at Felbridge Primary School help children develop an understanding of SMSC?
Intertwined within the PSHE curriculum, and underpinned by our school’s core values, is our children’s SMSC (Social, Moral, Cultural, and Spiritual) development.
Children’s spiritual development is promoted though exploring their ability to be reflective about their own beliefs, which in turn inform their perspective on life and their interest in, and respect for, different people’s faiths, feelings and values. We aim to promote a sense of enjoyment and fascination in learning about themselves, others and the world around them and a willingness to reflect on their experiences. Wherever possible, we encourage use of imagination and creativity in their learning.
Children’s moral development is encouraged through exploring their ability to recognise right from wrong and to readily apply this understanding in their own lives and in the wider world, understanding that actions have consequences. The children develop inquiring minds, investigating and offering reasoned views about moral and ethical issues and refining their ability to understand and appreciate the viewpoints of others on these issues.
Social development underpins much of school life. Through PSHE, the children explore a range of skills in different contexts, for example working and socialising with peers from a range of backgrounds, including those from different religious, ethnic and socio-economic backgrounds. Children develop a willingness to participate in a variety of communities and social settings, in and out of school, now and in later life, and explore resolving conflicts effectively. Through PSHE, an acceptance of and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance, is key. Children develop and demonstrate skills and attitudes that will allow them to participate fully in, and contribute positively to, life in modern Britain.
Children’s cultural development is indicated by their growing understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of others. They begin to understand and appreciate the range of different cultures within school and further afield, as an essential element of their preparation for life in modern Britain.
How does PSHE at Felbridge Primary School ensure that pupil premium, SEND and other disadvantaged children can fully access the curriculum?
PSHE is, by its very nature an inclusive subject. It’s celebration of individual differences and promotion of tolerance mean that all opinions and contributions are valued and heard. Children present their learning in a variety of ways, for example, in writing or pictures, through discussion and role play, in a supportive and stimulating environment, rooted in trust and mutual respect, which enables all children to explore their ideas in a depth which may not be possible otherwise. We are also currently exploring the possibility of using whole class ‘Floor Books’ to capture the ideas of all and document learning and progress in PSHE.
What will our approach result in?
Through using Jigsaw, our children acquire the knowledge, understanding and skills they need to manage their lives, now and in the future. It plays an important role in supporting the development of the qualities and attributes that children need to thrive as individuals, family members, friends, members of society and the global community.
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
Context | Being me in my world | Celebrating differences | Dreams and Goals | Healthy Me | Relationships | Changing Me |
PSHE YR | I can understand how it feels to belong and that we are similar and different. I can start to recognise and manage my feelings. | I can identify something I am good at and understand everyone is good at different things. I know how to give and receive compliments. | I can set a goal and work towards it. I can say how I feel when I achieve a goal and know what it means to feel proud. | I can understand how to keep my body healthy. I know what a stranger is and how to stay safe if a stranger approaches me. | I know how to make friends to stop myself from feeling lonely. I know how to be a good friend. | I can name parts of the body. I can talk about my worried and/ or the other things I am looking forward to about being in Year 1. |
PSHE Y1 | I can recognise the choices I make and understand the consequences. | I can tell you some ways I am different from my friends. I understand these differences make us all special and unique. | I can tell you how I felt when I succeeded in a new challenge and how I celebrated it. I know how to store the feelings of success in my internal treasure chest. | I can tell you why I think my body is amazing and can identify some ways to keep it safe and healthy. I can recognise how being healthy helps me to feel happy. | I can tell you why I appreciate someone who is special to me and express how I feel about them. | I can identify the parts of the body that makes boys different to girls and can use the correct names for these; penis, testicles, vagina. I respect my body and understand which parts are private. |
PSHE Y2 | I can identify some of my hopes and fears for this year. I can listen to other people and contribute my own ideas about rewards and consequences. | I can identify some ways in which my friend is different from me. I can tell you why I value this difference about him/ her. | I can explain some of the ways I worked cooperatively in my group to create the end product. I can express how it felt to be working as part of this group. | I can make some healthy snacks and explain why they are good for my body. I can express how it feels to share healthy foods with my friends. | I can identify some of the things that cause conflict between me and my friends. I can demonstrate how to use the positive problem solving tech | I can recognise the physical differences between boys and girls, use the correct names for parts of the body (penis, testicles, vagina) and appreciate the some parts of my body are private. I can tell you what I like/ don’t like about being a boy/girl. |
PSHE Y3 | I can recognise my worth and can identify positive things about myself and my achievements. I understand my actions affect others and try to see things from their points of view. | I can tell you about a time when my words affected someone’s feelings and what the consequences were. I can give and receive compliments and know how this feels. | I can evaluate my own learning process and identify how it can be better next time. I am confident in sharing my success with others and know how to store my feelings of success in my internal treasure chest. | I can identify things, people and places that I need to keep safe from and can tell you some strategies for keeping myself safe including who to go to for help. I can express how being anxious or scared feels. | I can explain how some of the actions and work of people around the world help and influence my life and can show an awareness of how this could affect my choices. | I can identify how boys’ and girls’ bodies change on the inside during the growing up process and can tell you why these changes are necessary so that their bodies can make babies when they grow up. I recognise how I feel about these changes happening to me and know how to cope with these feelings. |
PSHE Y4 | I know my attitudes and actions make a difference to the class team. I understand how democracy and having a voice benefits the school community. | I can tell you a time when my first impression of someone changed as I got to know them. I can explain why it is good to accept people for who they are. | I know how to make a new plan and set new goals even if I have been disappointed. I know what it means to be resilient and have a positive attitude. | I can recognise when people are putting me under pressure and can explain ways to resist this when I want to. I can identify feelings of anxiety and fear associated with peer pressure. | I can explain different points of view on an animal right issue and express my own opinion and feelings on this. | I can identify what I am looking forward to when I am in Year 5. I can reflect on the changes I would like to make when I am in Year 5 and can describe how to go about this. |
PSHE Y5 | I can face new challenges positively and know how to set personal goals. I understand how democracy and having a voice benefits the school community and know how to participate in this. | I can explain the differences between direct and indirect types of bullying. I know some ways to encourage children who use bullying behaviours to make other choices and now how to support children who are being bullied. | I can describe the dreams and goals of a young person in a culture different from mine and can reflect on how these relate to my own. | I can describe the different roles food can play in people’s lives and can explain how people can develop eating problems (disorders) relating to body image pressure. I respect and value my body. | I can explain how to stay safe when using technology to communicate with my friends. I can recognise and resist pressure to use technology in ways that may be risky or cause harm to myself or others. | I can describe how boys’ and girls’ bodies change during puberty. I can express how I feel about the changes that will happen to me during puberty. |
PSHE Y6 | I can identify my goals for this year, understand my fears and worries about the future and know how to express them. I understand how democracy and having a voice benefits the school community. | I can explain ways in which difference can be a source if conflict or cause for celebration and show empathy with people in either situation. | I can describe some ways in which I can work with other people to help make the world a better place. I can identify why I am motivated to do this. | I can evaluate when alcohol is being used responsibly, anti-socially or being misused. I can tell you how I feel about using alcohol when I am older and my reasons for this. | I can recognise when people are trying to gain power or control. I can demonstrate ways I could stand up for myself and my friends in situations where others are trying to gain power or control. | I can describe how a baby develops from conception through the nine months of pregnancy and how it is born and I recognise how I feel when I reflect on the development of a baby. |
Relationships and Sex Education will be addressed during Summer 2. | ||||||