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St Paul's CofE Primary School

In your light shall we see light

Implementation Statement

At St Paul’s, we use the PSHE Association curriculum, which has been amended to meet the specific needs of our children. In Reception, PSHE is taught as parts of the ‘Personal, social and emotional development’ and the ‘Understanding the World’ aspects of the curriculum. Our curriculum is delivered through whole class, small group and 1:1 learning with a mixture of adult-led learning and some child-initiated learning with sustained shared thinking. Across the rest of the school, PSHE is taught as part of our Topic curriculum alongside Art, History and Design and Technology. This is a deliberate decision in response to the teachers’ views as well as the high priority we place on deepening knowledge. In order for children to be excited and inspired, it is important to us that they are fully immersed in the learning and can make links to other knowledge acquired – within PSHE and across the curriculum, rather than seeing learning in isolation. Within each year group, the timetabling of PSHE is flexible, depending on the topic-learning journey. However, the timings average to approximately 1 hour per week. This ensures breadth and depth of knowledge and secure knowledge retention and skills progression.

 

Our curriculum focuses upon the three main strands: relationships; living in the wider world; and health and well-being. These focuses are re-visited each yeah on a spiral curriculum. Each year, we aim to build upon current skills, ensuring it is age appropriate and relevant to the needs of our children. As a school, we actively seek opportunities to enrich our curriculum with real-life experiences and scenarios. Within each year group, we have invited a range of guest speakers, such as local police, councilors, care workers, nurses and other important members of our community who help to bring our learning to life. We are always actively looking for new and inspiring experiences which can enhance our PSHE provision.

 

Subject Progression Map: PSHE (including RSE)

 

Autumn: Relationships

Spring: Living in the wider world

Summer: Health and Wellbeing

 

Families and friendships

Safe relationships

Respecting ourselves and others

Belonging to a community

Media literacy and digital resilience

Money and work

Physical health and Mental wellbeing

Growing and changing

Keeping Safe

EYFS

  • Talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable.
  • Work as part of a group or class, and understand and follow the rules. Adjust their behaviour to different situations, and take changes of routine in their stride.
  • Play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity.
  • Show sensitivity to others’ needs and feelings, and form positive relationships with adults and peers.

Talk about past and present events in their own lives and in the lives of family members.

Know that other children don’t always enjoy the same things, and are sensitive to this.

Know about similarities and differences between themselves and others, and among families, communities and traditions. 

Know about similarities and differences in relation to places, objects, materials and living things.

Talk about the features of their own immediate environment and how environments might vary from one another.

Make observations of animals and plants and explain why some things occur, and talk about changes

Know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. Manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Show good control and co-ordination in large and small movements.

Move confidently in a range of ways, safely negotiating space. Handle equipment and tools effectively, including pencils for writing.

 

Year 1

Roles of different people; families; feeling cared for

Recognising privacy; staying safe; seeking permission

How behaviour affects others; being polite and respectful

What rules are; caring for others’ needs; looking after the environment

Using the internet and digital devices; communicating online

Strengths and interests; jobs in the community

Keeping healthy; food and exercise’ hygiene routines; sun safety

Recognising what makes them unique and special; feelings; managing when things go wrong

How rules and age restrictions help us; keeping us safe online

Year 2

Making friends; feeling lonely and getting help

Managing secrets; resisting pressure and getting help; recognising hurtful behaviour

Recognising things in common and differences; playing and working co-operatively; sharing opinions

Belonging to a group; roles and responsibilities; being the same and different in the community

The internet in everyday life; online content and information

What money is; needs and wants; looking after money

Why sleep is important; medicines and keeping healthy; keeping teeth healthy; managing feelings and asking for help

Growing older; naming body parts; moving class or year

Safety in different environments; risk and safety at home; emergencies

Year 3

What makes a family; features of family life

Personal boundaries; safely responding to others; the impact of hurtful behaviour

Recognising respectful behaviour; the importance of self-respect; courtesy and being polite

The value of rules and laws; rights, freedoms and responsibilities

How the internet is used; assessing information online

Different jobs and skills; job stereotypes; setting personal goals

Health choices and habits; what affects feelings; expressing feelings

Personal strengths and achievements; managing and re-framing setbacks

Risks and hazards; safety in the local environment

Year 4

Positive friendships including online

Responding to hurtful behaviour; managing confidentiality; recognising risks online

Respecting differences and similarities; discussing difference sensitively

What makes a community; shared responsibilities

How data is shared and used

Making decisions about money; using and keeping money safe

Maintaining a balanced lifestyle; oral hygiene and dental care

Physical and emotional changes in puberty; external genitalia; personal hygiene routines; support with puberty

Medicines and household products; drugs common to everyday life

Year 5

Managing friendships and peer influence

Physical contact and feeling safe

Responding respectfully to a wide range of people; recognising prejudice and discrimination

Protecting the environment; compassion towards others

How information online s targeted; different media types, their role and impact

Identifying job interests and aspirations; what influences career choices; workplace stereotypes

Healthy sleep habits; sun safety; medicines, vaccinations, immunisations and allergies

Personal identity; recognising individuality and different qualities; mental wellbeing

Keeping safe in different situations, including responding in emergencies, first aid and FGM

Year 6

Attraction to others; romantic relationships; civil partnership and marriage *Nick the Vic*

Recognising and managing pressure; consent in different situations

Expressing opinions and respecting other points of view, including discussing topical issues *Jesse Norman/Jim*

Valuing diversity; challenging discrimination and stereotypes *BLM*

Evaluating media sources; sharing things online *Paul Broome*

Influences and attitudes to money; money and financial risks *Paul Rushton*

What affects mental health and ways to take care of it; managing change, loss and bereavement; managing time online

Human reproduction and birth; increasing independence; managing transition *BHBS/Aylestone*

Keeping personal information safe; regulations and choices; drug use and the law; drug use and the media

*County Lines*            

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