PSHE
We aim to encourage all students to develop an understanding of the ever-changing world through a holistic approach. By engaging in physical activities, making positive lifestyle choices and having an awareness of their own mental well-being, children will be able to manage their own lives effectively.
Classes follow the Kapow scheme of work which covers a range of Personal, Social and Health issues
These include:
Autumn 1: Linden Learners (includes rules and values in our communities, our emotions, communication and oracy in the classroom)
Autumn 2: Families and relationships (includes understanding friendship, family and other relationships, conflict resolution and communication skills)
Spring 1: Health and Well-Being (includes, self-esteem and confidence, mental well-being, setting goals as well as healthy lifestyle choices.
Spring 2: Economic Well-Being (includes where money comes from, budgeting, spending vs saving)
Summer 1: Citizenship (includes rights and responsibilities, community groups and democracy)
Summer 2: Safety and the Changing Body (includes the emergency services, drugs and alcohol education, safety online and puberty (UKS2))
The scheme provides opportunities to cover advised curriculum coverage, relevant in today’s society alongside exploring social and emotional skills.
Alongside the curriculum coverage, we address the British values strand as well as strong links to SMSC (Social, Moral, Spiritual and Cultural) development.
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Linden Learners |
My feelings
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Special relationships
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Taking on challenges Listening and following instructions |
My family and friends |
My well-being |
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Reception
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•Our Linden rules and values •Classroom rules and discussion guidelines •Talk tactics – instigate •Regulating our emotions •Identifying key adults and spaces in school • Discover |
• My feelings • Regulate my emotions •Recognising facial expressions •Calm corners |
• My family • My special people • Feeling valued • Sharing •What makes us unique? •My interests •Similarities and differences |
•Rules •Problem solving • Communicating with others • Perseverance • Being resilient • Playing games with rules
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• Special celebrations • Sharing • Being a good friend • Teamwork • Celebrating friendships |
•Exercise and its benefits •Yoga and relaxation •Looking after ourselves • Being a safe pedestrian • Eating healthily |
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Linden Learners |
Family and Relationships |
Health and Well-Being |
Economic Well-being |
Citizenship |
Safety and the Changing Body |
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Year 1
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•Our Linden rules and values •Classroom rules •Classroom discussion guidelines •Talk tactics – building on •Regulating our emotions •Identifying key adults and spaces in school •Making mistakes |
•What is family? • What are friendships? • Family and friends help and support each other • Making friends • Friendship problems • Healthy Friendships |
•Wonderful me • What am I like? • Ready for bed • Relaxation • Hand washing & personal hygiene • Sun safety • Allergies • People who help us stay healthy |
Money • Introduction to money • Looking after money • Banks and building societies • Saving and spending Career and aspirations • Jobs in school |
Responsibility • Rules • Caring for others: Animals • The needs of others Community • Similar, yet different • Belonging Democracy • Democratic decisions |
• Getting lost • Making a call to the emergency services • Asking for help • Appropriate contact • Medication • Safety at home • People who help to keep us safe |
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Year 2
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•Our Linden rules and values •Classroom rules and discussion guidelines •Talk tactics – challenge respectfully •Regulating our emotions •Identifying key adults and spaces in school •Perseverance |
• Families offer stability and love • Families are all different • Managing friendships • Unhappy friendships • Valuing me • Manners & courtesy • Loss and change |
Experiencing different emotions • Being active • Relaxation • Steps to success • Growth mindset • Healthy diet • Dental health |
Money • Where money comes from • Needs and wants • Wants and needs • Looking after money Career and aspirations • Jobs |
Responsibility • Rules beyond school • Our school environment • Our local environment Community • Job roles in our local community • Similar yet different: My local community Democracy • School Council • Giving my opinion |
• The Internet • Communicating online • Secrets and surprises • Appropriate contact • Road safety • Drug education |
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Year 3
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•Our Linden rules and values •Classroom rules and discussion guidelines •Talk tactics – probe •Regulating our emotions •Identifying key adults and spaces in school •Practice makes perfect |
•Healthy families • Friendships - conflict • Effective communication • Learning who to trust • Respecting differences • Stereotyping |
• My healthy diary • Relaxation • Who am I? • My superpowers • Breaking down barriers • Dental health |
Money • Ways of paying • Budgeting • How spending affects others • Impact of spending Career and aspirations • Jobs and careers • Gender and careers |
Responsibility • Rights of the child • Rights and responsibilities • Recycling Community • Local community groups • Charity Democracy • Local democracy • Rules |
• Basic first aid • Communicating safely online • Online safety • Fake emails • Drugs, alcohol & tobacco • Keeping safe out and about |
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Year 4
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•Our Linden rules and values •Classroom rules and discussion guidelines •Talk tactics – clarify •Regulating our emotions •Identifying key adults and spaces in school •Resilience |
• Respect & manners • Healthy friendships • My behaviour • Bullying • Stereotypes • Families in the wider world • Loss and change |
• Diet and dental health • Visualisation • Celebrating mistakes • My role • My happiness • Emotions • Mental health |
Money • Spending choices/ value for money • Keeping track of money • Looking after money Career and aspirations • Influences on career choices • Jobs for me |
Responsibility • What are human rights? • Caring for the environment Community • Community groups • Contributing • Diverse communities Democracy • Local councillors |
•Online restrictions • Share aware • Basic first aid • Privacy and secrecy • Consuming information online • The changing adolescent body (puberty) |
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Year 5
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•Our Linden rules and values •Classroom rules and discussion guidelines •Talk tactics – summarise •Regulating our emotions •Identifying key adults and spaces in school •Growth mindset |
• Build a friend • Resolving conflict • Respecting myself • Family life • Bullying |
•Relaxation • The importance of rest • Embracing failure • Going for goals • Taking responsibility for my feelings • Healthy meals • Sun safety |
Money • Borrowing • Income and expenditure • Risks with money • Prioritising spending Career and aspirations • Stereotypes in the workplace |
Responsibility • Breaking the law • Rights and responsibilities • Protecting the planet Community • Contributing to the community • Pressure groups Democracy • Parliament |
•Online friendships • Identifying online dangers • The changing adolescent body (puberty, including menstruation) • First aid • Drug education |
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Year 6
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•Our Linden rules and values •Classroom rules and discussion guidelines •Talk tactics •Regulating our emotions •Identifying key adults and spaces in school •Goal setting |
• Respect • Developing respectful relationships • Stereotypes • Bullying • Being me • Loss and change |
•What can I be? • Mindfulness • Taking responsibility for my health • Resilience toolkit • Immunisation • Health concerns • Creating habits • The effects of technology on health |
Money • Attitudes to money • Keeping money safe • Gambling Career and aspirations • What jobs are available • Career routes |
Responsibility • Human rights • Food choices and the environment • Caring for others Community • Prejudice and discrimination • Valuing diversity Democracy • National democracy |
•Drugs alcohol & tobacco • First aid • Critical digital consumers • Social media • The changing adolescent body (puberty, conception, birth) |
Relationship and Sex Education Questionnaire Results
A parent and carer consultation has been carried out, obtaining viewpoints and feedback in regard to our updated Relationships and Sex policy. Alongside this, the new compulsory objectives, which link to the corresponding year groups, have beenshared. As a school, we felt it vital for the opinions of all stakeholders to be listened to, therefore, pupils also spent time discussing what PSHE means to them and shared what they would like to see being taught. Following on from this and in response to any feedback received, a Frequently Asked Question sheet was formed ( see below).
In response to some of the comments received we have constructed a FAQ sheet to both respond and give further information.
- Will parents be informed before content linked to Sex education is taught? Can we know what is taught so we can discuss this with our children?
Yes! As a whole school, before any content is taught parents will be contacted through SZAPP with both a reminder as to when lessons will be taught (Summer term 2) as well as an overview of objectives that will be covered. This will provide parents with an understanding of content if they wish to discuss this further at home.
- How are the children taught? Are images used of sexual organs?
All PSHE lessons are taught in classrooms which foster a supportive learning environment. Children are taught from KS1 to listen to each other and to be respectful to each others ideas and discussions. Lessons can consist of discussions, mind maps and matching activities to written outcomes, dependent on the age of the child and the lesson objective. Images are used to illustrate all body parts and are labelled with their scientific name. As you can see below the images are illustrations and are in no way done in graphic detail. This becomes normal for children and is discussed using the correct terminology throughout the school.
As children move into upper key stage 2, videos are used to, again illustrate, puberty and the physical changes in an adolescent body.
3. Is PSHE focusing heavily on sexual content?
No, Linden’s PSHE and Relationship education curriculum covers a whole range of objectives vital in supporting the whole child to develop and grow, whilst being inclusive of modern society. As included in the overviews, coverage includes a wide range of objectives;
- - mental well being
- - first aid
- - online safety and wellbeing
- - healthy relationships (friendships, different family structures etc).
Units also focus on celebrating differences, including race, gender and gender identity, physical attributes but recognises how each and every one of us is special. Setting dreams and goals for the future and keeping healthy both physically but also mentally (body confidence, self awareness, media influences).
One unit out of the six taught throughout the year focuses on sex education which is called ‘changing me.’ Lessons taught will cover aspects of body parts, menstrual cycles and how to deal with changes in their lives (asking for help, looking towards the next school year.) All of which remain at age appropriate levels and set within government guidance.
Useful Websites
To continue supporting your child(ren) in regards to PSHE and its coverage below are some useful websites.
https://www.jigsawpshe.com/wp-content/uploads/2019/06/Information-for-parents-and-carers-leaflet.pdf
Jigsaw parent information leaflet: RSE Guide for Parents and Carers leaflet
https://www.outspokeneducation.com/ (click on the tips by age to ensure age appropriate content)
https://kidshealth.org/en/parents/talk-about-puberty.html
Additional support and guidance to areas more specific to them and their family
https://mermaidsuk.org.uk/parents/ ( Information in supporting your child with transgender and gender dysphoria
https://kidshealth.org/en/parents/positive/?WT.ac=p-nav-positive (Topics include first aid, staying healthy, making friends.)
https://www.stonewall.org.uk/help-advice/coming-out/coming-out-advice-and-guidance-parents (LGBT)