PSHE/RSHE Intent and Implementation

At St Faith’s, PSHE (Personal, Social and Health Education) is a whole-school approach that enables and inspires our children to become healthy and happy, whilst developing and understanding positive relationships with others and preparing them for their future. From a young age, we want our children to make the right choices, be sensitive to the needs of others, be respectful and kind.

We aim to provide your child with the knowledge and skills they need to make good decisions about their own health and wellbeing, to recognise issues and know how to seek support for themselves and others. Our children are encouraged to develop their sense of self-worth by learning about their rights and responsibilities and how to play a positive role in contributing to school life and their role within the wider community.

The Fundamental British Values of Democracy, Mutual Respect, Tolerance, Individual Liberty and Rule of Law are taught through our distinctive Christian values of respect, compassion, trust, justice, friendship and community are promoted through the experiences we offer to every child, in all areas of the curriculum.

Implementation of PSHE/RSHE

We aim to encourage our children to remember knowledge and build on their prior learning by ensuring our curriculum is carefully sequenced in delivering the knowledge and skills our children need to thrive. Teachers must understand what pupils must know and be able to do in each subject by the end of each academic year; they must recognise what has come before and what pupils will continue to learn in the next year. Children are given opportunities to practise key skills and all resources and teaching materials are age appropriate.

Our curriculum design is based on these two main principles:
1) Learning is most effective when spaced rather than blocked.
2 Retrieval of previously learned content is frequent and regular, which increases both storage and retrieval strength.

Some of our content is subject specific, whilst other content is combined in a cross-curricular approach.

Early Years

In the Early Years, PSHE is known as PSED (Personal, Social and Emotional Development). The new EYFS reforms have made changes to self-care, particularly oral health and healthy eating. The new Early Years Foundation Stage Curriculum has been updated to make sure that children from birth to five develop well and are kept healthy and safe. In Nursery and Reception, the three aspects are:

Building Relationships

In the Early Years, children learn to work and play cooperatively and take turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to their own and others’ needs and feelings and form positive attachments to adults and friendships with peers.

Managing Self

The children are encouraged to be confident to try new activities and show independence, resilience and perseverance in the face of challenge. The children are expected to be able to explain the reasons for rules, know right from wrong and try to behave accordingly. Children are taught to manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.

Self –Regulation

Children are encouraged to show an understanding of their own feelings and those of others’ and begin to regulate their behaviour accordingly. Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate. The children are encouraged to give focused attention to what the teacher says, respond appropriately even when engaged in an activity and show an ability to follow instructions, involving several ideas or actions.

Children are taught PSHE through the following core themes:

Key Stage 1

We are proud to be a Natterhub certified school. In KS1, we use Natterhub’s online platform to support delivery of online safety and digital citizenship, with core links between the Computing and PSHE curriculums.

Core Theme 1: Health and Wellbeing.

• The pupils have the opportunity to learn about the process of growing from young to old and how people’s needs change. 
• Pupils are taught about growing and changing and new opportunities and responsibilities that increasing independence may bring. 
• In an age appropriate way, children are taught about the names of the main parts of the body (including external genitalia) and the similarities and differences between boys and girls. 
• Pupils are taught rules for and ways of keeping physically and emotionally safe (including road safety, safety in the environment, safety online, the responsible use of ICT, NSPCC PANTs). 
• Pupils are taught about people who look after them, their family networks, who to go to if they are worried and how to attract their attention, ways that pupils can help these people to look after them. 
• Pupils are taught to recognise that they share a responsibility for keeping themselves and others safe, when to say ‘yes’, ‘no’, ‘I’ll ask’ and ‘I’ll tell’.

Core Theme 2: Relationships

• How to develop and maintain a variety of healthy relationships, within a range of social/cultural contexts.
• How to recognise risky or negative relationships, including all forms of bullying and abuse.
• How to respond to risky or negative relationships and ask for help.
• Pupils are given the opportunity to learn:
• The difference between secrets and surprises, including the importance of not keeping adults’ secrets, only surprises.
• To recognise what is fair and unfair, kind and unkind, what is right and wrong.
• To judge what kind of physical contact is acceptable, comfortable, unacceptable and uncomfortable and how to respond (including who to tell and how to tell them).
• That people’s bodies and feelings can be hurt (including what makes them feel comfortable and uncomfortable).
• To develop a healthy, safer lifestyle
• To develop good relationships and to respect differences between people.

Core Theme 3: Living in the Wider World

• About respect for self and others and the importance of responsible behaviours and actions and to realise the consequences of anti-social and aggressive behaviours such as bullying, and discrimination of individuals and communities.
• About rights and responsibilities as members of families, other groups and ultimately as citizens
• About different groups and communities and to think about the lives of people living in other places and people with different values and customs.
• To respect equality and to be a productive member of a diverse community and to appreciate the range of national, regional, religious and ethnic identities in the UK.
• About the importance of respecting and protecting the environment
• About where money comes from, keeping it safe and the importance of managing it effectively
• How money plays an important part in people’s lives 
• A basic understanding of enterprise.