PSHE

What is PSHE?

PSHE can help the children at Badby to gain a measure of knowledge, skills and understanding on which to build confident, healthy, independent lives.

We recognise the importance of the role of PSHE in helping our children really understand themselves and others. Through the positive work we do in this area, we feel that we are equipping our children with the knowledge and skills to prepare them for life, not only within our school community, but also in the wider world.

Through our 3D scheme, theme days/weeks, circle time and their own experiences, all children are encouraged to explore their own worth in the school community and within their wider community. In doing so, the aim is for each individual to become increasingly responsible for their own actions and learning.

PSHE is embedded within all that we do at Badby School and is closely linked with our work in other areas of the curriculum. Through our approach we aim to help our children develop by increasing their confidence, helping them to keep safe, building on their sense of identity, developing their self-understanding as well as empathy for others, and by helping them to develop positive and productive relationships throughout their lives.

Through active participation and personal reflection, the children will learn to respect each other and understand our diversities and differences. Our aim at Badby is to help and encourage all the children to form effective and fulfilling friendships both now and in the future.
 

Why is PSHE important?

PSHE teaches us how to make informed choices and be enterprising and ambitious.

Through PSHE education, we focus on achieving our potential by supporting our wellbeing and tackling issues that can affect our ability to learn, such as anxiety and unhealthy relationships.

In PSHE, we learn the importance of a healthy lifestyle and positive relationships.

 

When is PSHE taught?

PSHE is taught both discretely and through thematic units. The Satellite View maps out which thematic units feature this subject and clearly shows the objectives taught. Separate lessons are also planned in across each phase. Our 3D scheme is taught alongsige our Dimensions curriculumn and covers a host of topic areas but ultimately it’s all about helping children grow into  happy, healthy adults who respect other people and know their rights and responsibilities.  

 

How is PSHE taught?

PSHE is taught through a combination of subject knowledge and skill building. Learning takes place both inside and outside the classroom.

 

What do we learn in PSHE?

We learn about:

• Physical, emotional and mental health
• Healthy lifestyles
• Hygiene
• Nutrition and food
• Aspirations
• Changing and growing
• Emotions
• Keeping Safe
• First Aid
• Similarities and differences
• Healthy relationships
• Discrimination
• Communication
• Collaboration
• Bullying
• Fairness
• Family and friends
• Rules and responsibilities
• Communities
• Money and finance
• Diversity
• Enterprise

 

End Goals:

Explorers (EYFS): Our aim in teaching PSHE in Explorers is to begin to develop pupils’ self-awareness as individuals and their place in their class environment. Pupils should be able to communicate with both adults and their peers in the classroom, expressing how they feel, what they need and using language appropriately to solve simple social disagreements. Pupils should be able to make friends in their class and show kindness and thoughtfulness towards others. As well as the adults in their classroom and school, they will be aware of people in the wider community who can help them. They should also be able to give some simple suggestions of ways in which they can help their peers and other members of the school community if they need it. For example, if someone has hurt themselves, they should know that they need to let an adult know. 

By the end of this phase, pupils should be able to recognise similarities and differences between them, particularly physical differences. They should also be able to name some basic body parts. They will have been made aware that some people have disabilities that make certain tasks challenging and they should be able to suggest some ways in which they could help others achieve a task. Pupils should also be able to set themselves some simple targets, such as being able to climb a little higher on the climbing frame or to write their own name. This phase also allows pupils to become aware of the rules of the classroom, follow them without needing much prompting from adults and to take some responsibility for keeping their classroom safe and tidy. 

Pathfinders (KS1): Our aim in teaching PSHE in Pathfinders is to expand and build on pupils’ awareness of themselves and others and develop skills learnt in Explorers. Pathfinders should be able to, not only communicate more clearly with their peers and adults, but also show signs of careful and attentive listening. They will have had opportunity to talk in more depth about how they and others may be feeling in a given situation, and offer some suggestion for how they could make someone feel happier if they were sad or hurt. Pupils should be aware of what bullying is in simple terms and what they should do if they, or someone else, is being bullied. They will have discussed ways in which they can take responsibility for their own behaviour and how their responsibilities can extend beyond the classroom into the wider community.

At the end of the Pathfinders phase, pupils should have an initial awareness of what makes a healthy lifestyle, recognising the importance of  physical activity and a varied diet. They will be made more aware of the similarities and differences between people based on gender. Pupils will have also been introduced to financial literacy and be made aware, in basic terms, of keeping safe online.  

Adventurers (Years 3 & 4): Our aim in teaching PSHE in Adventurers is to encourage pupils to become more aware of their own strengths and weaknesses and to broaden their horizons in terms of recognising diversity and celebrating difference within their close and wider communities. Pupils should be able to show sensitivity to people from  backgrounds different to their own and learn about the life experiences that some people have had, or are currently experiencing. In this phase, the idea of what makes a family is looked at in more details and pupils should be aware that a family can look very different from their own; not everyone has the same family set up as them. They should show awareness and sensitivity when talking about families and understand that some people may not want to share much about their family environment.

By the end of the Adventurers phase, pupils should be able to work more collaboratively with their peers and understand the terms ‘resilience’ and ‘perseverance’ when tackling a task that requires more effort and a sense of teamwork. They should have developed their communication skills in order to discuss, listen and delegate tasks to their peers and have improved skills for resolving conflicts more effectively.

Pupils will have continued to be aware of their body and recognise some ways it grows and changes as they get older. They will also be able to talk about nutrition and physical activity in more detailed terms and how these features contribute to a healthy lifestyle.

Finally, pupils should have a better understanding of online safety, having looked at the reasons for age restrictions on social media and gaming, as well understanding ways in which they can keep themselves safe online. 

Navigators (Years 5 & 6): Our aim in teaching PSHE in Navigators is to continue to build on the knowledge and skills acquired across the previous three phases by giving pupils a broader, more global viewpoint. By the end of this phase, pupils should be able to clearly articulate their own ideas and draw their own conclusions in discussions and when assessing scenarios. They should be able to share why a conflict has occurred and offer the best solution resolving it.

In the Navigators phase, pupils will have come across some difficult, hard-hitting topics. They will have needed to draw on all their knowledge and skills to approach these issues with sensitivity and empathy. Through the global events of September 11th 2001, pupils will have explored what can lead people towards extremist and radicalised views and pupils should be able to offer suggestions as to how they could help someone who appears to be vulnerable and potentially harbouring some extremist views. Pupils should also be able to discuss the feelings associated with death and loss and know that it is normal to be very upset and go through the process of grieving when someone or something beloved dies.

As well as approaching some difficult topics, pupils should also have a deeper understanding of more complex financial issues and financial literacy. In terms of health, they should be aware that health doesn’t just cover aspects of physical wellbeing, but also mental wellbeing and know what to do if they are feeling anxious, unhappy or suffering from low self-esteem. Finally, pupils should know what the term ‘anarchy’ means and have a good understanding of rules and responsibilities far beyond the classroom.