PSHE

Purpose – Why is this subject important?

Our aim is for our children to leave Great Harwood Primary School with the knowledge, skills and vocabulary to be able to play an active, positive and successful role in today’s diverse society. We want our children to have high aspirations and high self-esteem.

Our PSHE curriculum supports children in becoming healthy, independent and responsible citizens in their community and develops children’s ability to recognise all their feelings and emotions and understand how to manage them. Our curriculum develops children’s confidence in tackling moral, social and cultural issues that they may experience in their whole lives, not just their time with us at Great Harwood Primary School. Our PHSE curriculum holds mindfulness at its core and puts a huge emphasis on the mental health of all children and staff in its care.

Children will learn about their rights and responsibilities in the school community and beyond. Our children are encouraged to develop their sense of self-worth and self-esteem by contributing within the school community through many planned varied experiences. Our curriculum is accessible and inclusive, meeting the needs of all of our pupils.

What are the distinctive ways of knowing, working and learning in this subject?

We teach our PSHE using the Jigsaw PSHE approach. This means we teach our curriculum in six distinct topics or ‘puzzle pieces’ each year – Being Me in My World, Celebrating Differences, Healthy Me, Dreams and Goals, Relationships and Changing Me. There is progression throughout the spiral curriculum and age-appropriate key vocabulary is taught and built upon each year. Our PSHE curriculum links to our schools ‘Core Values’ and is promoted in a variety of ways e.g., class assemblies, whole school assemblies, through promoting responsibly in class councils and self-esteem is developed through out of school activities eg school talent shows. 

There are strong cross curricular links to the wider curriculum, such as computing (Online Safety), and PE (living healthy and active lives). Speaking and listening skills are developed through asking and answering questions and building upon others’ ideas.

We want resilience to be developed and nurtured through our core values across the whole curriculum.

 Emphasis is placed on the importance of physical and mental health and children are equipped with the skills and strategies to develop in these areas. All children will know how they can access support for this in school and out.

We want lessons to be delivered in a manner that will engage our pupils and actively inspire them. It will allow children to debate, discuss and share their opinions in a respectful manner.

We promote British Values in our PSHE lessons, assemblies and across other areas of the curriculum where links can be made.

What does success look like at Great Harwood Primary School?

Our children are able to understand and manage their emotions even in challenging situations.

We want our children to develop positive and healthy relationships with their peers, both now and in the future.

All our children will have positive self-esteem and respect for themselves and others.

Our children should be able to demonstrate they are resilient and show perseverance.

Children are on their way to becoming healthy, open-minded, respectful and responsible members of society.

Children can problem solve and apply problem solving strategies to real-life situations and can make the correct moral choices.

All children should appreciate difference and diversity.

We want all children know where to gain help from in school and at home. 

We would like the children to be strong enough to question decisions that are not right and to speak their truth respectfully.

At Great Harwood Primary School, we will be covering additional topics related to our children's needs and our local area.

Autumn 1- What our bodies need to help us learn better, good sleep routines, not too much playing on electronics and we will revisit how to brush their teeth and what a healthy diet looks like.

Autumn 2 - How to stay safe in the dark, reflective clothing and bonfire safety.

Spring 1 -  Railway safety.

Spring 2 -  Stranger danger.

Summer 1 - Water safety to link to all areas of water in local area and how to behave around them and what to do if in trouble.

Summer 2 - Water safety – link to beaches, what to do when in trouble at a beach and how to recognise a safe beach.

We define Relationships and Sex Education as the curriculum used to encompass many aspects of the Personal, Social, Health Education (PSHE) curriculum as well as contributing to promoting the spiritual, moral, cultural, mental and physical development of pupils. Our school policy on RSE is based on the Department for Education (DfE) Relationships Education, Relationships and Sex Education (RSE) and Health Education (2019).

The DfE provides the following definition in its guidance:

‘It is lifelong learning about physical, moral and emotional development. It is about the understanding of the importance for family life, of stable and loving relationships, respect, love and care. It is also about the teaching of sex, sexuality and sexual health. It is not about the promotion of sexual orientation or sexual activity.’

The intent of our Relationships and Sex Education is to help and support young people through their physical, emotional and moral development. A successful programme, firmly embedded in PSHE, will help young people learn to respect themselves and others and move with confidence from childhood, through adolescence into adulthood.

Our programme aims to provide the basis for an ongoing programme of RSE that begins in Reception and continues through to Year 6 that will assist children to:

• Develop positive values and a moral framework that will guide pupils’ decisions, judgements and behaviour as they move into adolescence and adulthood
• Understand the consequences of their actions and behave responsibly within all relationships
• Have the confidence and self-esteem to value themselves and others and to have respect for individual conscience and the skills to judge what kind of relationships they want
• Communicate effectively
• Avoid being exploited or exploiting others
• Avoid being pressurised into behaviours or situations they do not feel comfortable with
• Understand the processes of puberty, conception and birth
• Show respect for their own bodies and other people’s
• Recognise their emotions and express them effectively and appropriately
• Understand the importance of family life for all and, in particular in the development of a child,
• Recognise and respect that different people make different decisions about the relationships they choose to enter into.