PSHE at Felbridge
What are we aiming for?
PSHE is the promotion of spiritual, moral, social and cultural, mental and physical development of pupils at the school and of society and prepares pupils at Felbridge for the opportunities, responsibilities and experience of later life. The aims are:
- To provide pupils with the knowledge, understanding, attitudes, values and skills they need in order to reach their potential as individuals and within a multicultural society.
- To encourage pupils to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of their school and communities.
- For pupils to recognise own worth, work well with others and become increasingly responsible for their own learning.
- To reflect on their experiences and understand how they are developing personally and socially and learn how to deal with the spiritual, moral, social and cultural issues that are part of growing up.
- To learn to understand and respect our common humanity, diversity and differences so that they can go on to form the effective, fulfilling relationships that are essential part of life and learning.
How will we achieve our aims?
At Felbridge we use resources provided by 'Jigsaw' as a basis for teaching PSHE across the school, as well as the REAL PE curriculum, which weaves elements of PSHE throughout physical activity lessons. PSHE as a subject is taught in weekly lessons. Jigsaw equips children to succeed in today’s world, building resilience and self-worth and helping them understand real issues.
There are six themes. All year groups cover the same theme at the same time each year, with the themes developing in content and maturity each year:
- Being Me in My World
- Celebrating Difference
- Dreams and Goals
- Healthy Me
- Changing Me
The Jigsaw approach is underpinned by mindfulness and at Felbridge we incorporate this with Mind Up. Mindfulness teaches the children to observe and understand their thoughts and feelings as they happen. This is through both taught lessons and the ‘Mindfulness’ exercises from Mind Up. Learning opportunities are also provided through the delivery of regular lessons when conversations arise. Assemblies also play an important part in the delivery of PSHE at Felbridge.
What will our approach result in?
The real impact of PSHE is measured in the way our children think, act and live out our values as a school. Quality PSHE will help us to achieve a culture where everyone is listened to and valued, and where we can ask questions in a safe environment to develop our understanding of the world and ourselves.
As a curriculum subject, the impact for PSHE may also be measured through assessments of children's understanding, including by speaking to children, looking at their written responses and touring lessons (learning walks). There is often no correct 'answer' to written responses in a PSHE lesson, as the objective is always about developing in ourselves and in our understanding. Governors may also help us to reflect on our provision.
Being me in my world
Dreams and Goals
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.
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.
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.
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.
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.
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.
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.