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PSHE & RSE

Aims and Objectives

“Personal, Social, Health and Economic (PSHE) education is a school subject through which pupils develop the knowledge, skills and attributes they need to manage their lives, now and in the future. These skills and attributes help pupils to stay healthy, safe, and prepare them for life and work in modern Britain. PSHE education helps pupils to achieve their academic potential, and leave school equipped with skills they will need throughout later life.” PSHE Association, 2016

Teaching and Learning

At Lime Tree our PSHE teaching and learning experiences are taught using Laughology: Happy-Centre Schools programme of study that suits our pupils, school and community, because it dovetails our school ethos, aims and our pupils’ needs. It is a spiral programme that revisits themes, gradually extending thinking, expanding knowledge and developing skills. We avoid where possible, ‘one-off’, stand-alone sessions that will not be revisited, and instead make constant links to previous learning and experiences, and build upon these across our whole school curriculum.

We are also members of the PSHE Association and use their resources to supplement from the three core themes: Health and Wellbeing; Relationships; and Living in the Wider World. Each year group covers content related to each theme every year and where possible, we make cross-curricula links between PSHE and other subjects; this is particularly true and relevant in English, Maths, Art/DT, Religious Education, Physical Education, History and Geography with other explicit content linking to Science and Computing (ie e-safety).

PSHE learning comes in many different forms: through whole-class teaching, group activities, individual tasks, assemblies, outside speakers, cross-curricular lessons and discrete lessons.

During PSHE sessions children are encouraged to both ask and answer questions, to deepen their knowledge and understanding. A great deal of time is spent considering scenarios and possible responses to them.

Assessment and Recording

PSHE learning is recorded in PSHE class books: these books contain a range of evidence of the children’s learning, which can include (but is not limited to) photocopies of cross-curricular learning; children’s verbal or written comments; photographic evidence of activities and experiences.

Teachers assess children’s knowledge, understanding and skills in PSHE by making observations and notes of children’s comments during lessons. As part of our assessment for learning process (and in line with our school’s Assessment Policy), children will receive both verbal and written feedback in order to aid progress in the subject (where appropriate). Periodically, foundation subject formative assessments are completed by class teachers, showing children’s attainment in the following three topics: Health and Wellbeing; Relationships; Living in the Wider World. The PSHE Leader analyses this data and feedbacks to classes, teachers, the Governors and Senior Leaders in order to inform and improve future practice.

Inclusion

Lessons and activities are planned to include all children by using a range of approaches. This includes: questioning, use of resources, and mixed ability grouping to enable children to offer peer support. Lessons are planned to facilitate the best possible outcome for all children within the class.

Online Resources

Click here to see some of the many excellent resources online that you can access from home to support and enrich your child's learning.

Spiritual, moral, social and cultural development and British Values

Spiritual, moral, social and cultural development are promoted through all PSHE teaching

Spiritual development: We explore the beliefs and experiences of ourselves and others; discuss the importance of respecting all beliefs and faiths; learn about and discuss our feelings and values and those of others.

Moral development: We learn about and discuss things that are right and wrong; learn about the law and the importance of it; begin to consider our actions and the consequence of them; consider, discuss and debate ethical issues; offer reasoned views.

Social development: We consider all of the groups and communities that we are part of; participate in our local community; learn how to resolve conflict; engage with the British Values of democracy, the rule of law, individual liberty, mutual respect and tolerance.

Cultural development: We become aware of cultural influences; learn about the role of Britain’s parliamentary system; understand, accept, respect and celebrate diversity.

Lime Tree pupil's school life journey and School Ethos

HEALTHY HEART

  • That bullying (including cyberbullying) has a negative and often lasting impact on mental wellbeing.

  • The characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other’s lives.

  • What a stereotype is, and how stereotypes can be unfair, negative or destructive.

  • The importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs.

  • The conventions of courtesy and manners.

  • How to report concerns or abuse, and the vocabulary and confidence needed to do so.

  • The importance of self-respect and how this links to their own happiness.

HEALTHY BODY

  • What constitutes a healthy diet (including understanding calories and other nutritional content).

  • The principles of planning and preparing a range of healthy meals.

  • The characteristics of a poor diet and risks associated with unhealthy eating (including, for example, obesity and tooth decay) and other behaviours (e.g. the impact of alcohol on diet or health).

  • The characteristics and mental and physical benefits of an active lifestyle.

  • How and when to seek support including which adults to speak to in school if they are worried about their health.

  • How to recognise early signs of physical illness, such as weight loss, or unexplained changes to the body.

  • About safe and unsafe exposure to the sun, and how to reduce the risk of sun damage, including skin cancer.

HEALTHY BRAIN

  • Simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests.

  • How important friendships are in making us feel happy and secure, and how people choose and make friends.

  • That families are important for children growing up because they can give love, security and stability

  • Isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support.

  • That stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children’s security as they grow up.

  • The importance of sufficient good quality sleep for good health and that a lack of sleep can affect weight, mood and ability to learn.

  • About dental health and the benefits of good oral hygiene and dental flossing, including regular check-ups at the dentist.

  • About personal hygiene and germs including bacteria, viruses, how they are spread and treated, and the importance of hand-washing.

  • The facts and science relating to allergies, immunisation and vaccination.

EYFS Milestones

Managing feelings and behaviour:

Children should 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.

Children should be confident to try new activities, and to say why they like some activities more than others.

They say when they do or don’t need help.

Making relationships:

To play cooperatively, taking turns with others.

Children know how to take account of one another’s ideas about how to organise their activity.

Children can show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.

People and communities:

Children should be able to talk about past and present events in their own lives and in the lives of family members.

Children recognise that they are a part of a school community and it is reflected in how their voice is recognised and value; the school uniform and ethos.

Year 1 Milestones

Managing feelings and behaviour:

Name a variety of different feelings and explain how these might make me behave.

Give a wide range of examples of how to deal with some of the ‘not so good’ feelings and how to help others to do this.

Know when I need help and who to go to for help.

Know a range of classroom rules and explain why we have them.

Self-confidence and self-awareness: They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities.

Making relationships:

Describe ways in which people are similar as well as different.

Explain why things sometimes seem unfair, even if they are not.

Recognise what I can do if I find something difficult

Give examples of how I keep myself healthy.

People and communities:

Give examples of how I look after myself and my environment - at school or at home.

Describe some ways that we look after money.

Know why certain foods are healthy and why it’s important to eat at least five portions of vegetables/fruit a day.

Year 2 Milestones

Managing feelings and behaviour:

Know ways that I can get help, if I am being bullied and what I can do if someone teases me.

Suggest rules that will help to keep us happy and friendly and what will help me keep to these rules.

Self-confidence and self-awareness:

Give ideas about what makes a good friend and describe how I try to be a good friend.

Explain how I could help myself if I was being left out.

Making relationships:

Recognise if someone else is being left out, and I can say some ways I could help them.

Give examples of good listening skills and explain why listening skills help us to understand a different point of view.

People and communities:

Give examples of safe and unsafe secrets and describe of safe people who can help if something feels wrong.

Give examples of touches that are ok or not ok (even if they haven’t happened to me) and identify a safe person to tell if I felt ‘not OK’ about something.

Explain what medicines are for.

Give examples of things that help me to be settled and calm in the classroom.

Give examples of when I’ve used some of these ideas to help me when I am not settled.

Describe things that I can do to help keep me healthy and a range of healthy foods.

Year 3 Milestones

Managing feelings and behaviour:

Recognise ways of helping others to resolve arguments or disputes.

Self-confidence and self-awareness:

Talk about ideas about how to be a good friend how to make up with a friend if we’ve fallen out.

People and communities:

Give examples where respect and tolerance have helped to make our classroom a happier, safer place.

Explain ways that prejudice can be safely challenged.

Understand what tolerance and respect mean and how they can help everyone.

Explain how different families and communities can experience prejudice and why this can happen (fear, ignorance, media-fuelled etc.).

Understand the risks of cigarettes and alcohol.

Explain why things other than drugs can be helpful and harmful to a person’s health, and what can influence a person to take risks.

Explain how as I get older, I start to take more responsibility for keeping myself safe and give an example of this.

Describe aspirations I have for when I’m older, and give examples of the goals I need to set in order to achieve these.

To be aware of online safety codes.

To know why we need to save money for things or a goal.

Year 4 Milestones

Managing feelings and behaviour:

Describe how I can tell a person is feeling worried just by their body language.

Explain the difference between teasing and bullying.

Give an example of how to say ‘no’ to someone, without being aggressive (mean or unkind).

Self-confidence and self-awareness:

Explain what being ‘assertive’ means and give a few examples of ways of being assertive.

People and communities:

Describe ways that people are different besides how they look, including religious or cultural differences.

Explain how stereotyping can limit some people’s thinking about what they can do or become (aspirations) and why it’s important for us to challenge this.

Understand that people have choices about whether they take risks.

Recognise the risks of smoking or drinking alcohol on a person’s body and give reasons for why most people choose not to smoke, or drink too much alcohol.

Making relationships:

Explain how a ‘bystander,’ can have a positive effect on negative behaviour they witness (see happening) by working together to stop or change that behaviour.

Explain how money is a limited resource and we have choices and decisions to make about how to spend it, give examples of these decisions and how they might relate to me.

Explain the benefits of looking after myself both now and in the future.

Year 5 Milestones

Managing feelings and behaviour:

Give examples of our emotional needs and explain why they are important.

Give examples of how to be a good friend and explain why these qualities are important.

Self-confidence and self-awareness:

Give examples of how to stand up for myself (be assertive) and say when I might need to use assertiveness skills.

Give examples of risky situations that happen online (e.g. on a phone) and what I can do to make them less risky.

People and communities:

Give examples of how having different groups of people is something to celebrate.

Give examples of different faiths and cultures and positive things about having these differences.

Describe how religious and cultural differences can be a source of conflict and explain some of the reasons for this (fear, ignorance, misunderstanding etc).

Making relationships:

Explain how people sometimes aim to create an impression of themselves in what they post online that is not real and what might make them do this.

Understand why people to choose not to smoke, and reflect on how this might be the case for other drugs, including alcohol and illegal drugs.

Explain things that might create obstacles to maintaining a healthy life.

Explain that local councils spend money on services, where I live and give examples of one of these services.

Year 6 Milestones

Managing feelings and behaviour:


Know the difference between an active and passive bystander giving examples of how these two different behaviours have an impact on a situation where someone is being bullied.


Explain how to help other people to use negotiation and compromise skills, and give positive feedback during tasks needing these skills.

Self-confidence and self-awareness:

Describe myself as a successful learner, and how I manage challenges.

People and communities:

Reflect on and give reasons for why some people show prejudiced behaviour.

Know types of touch that are against the law and how to get help.

Making relationships:


Describe how empathy can help people to be more tolerant, and understanding of those who are different from them.


Explain why emotional needs are as important as physical needs, and what might happen if a person doesn’t get their emotional needs met.

Explain some ways of keeping myself safe using a mobile phone, including safety around sharing personal information or images, and that there are laws relating to this


i.e., sharing inappropriate images. Explain why the law has been made.

Explain why substance abuse is harmful to ourselves and others.

Explain how people’s social media profiles often give a biased view of them.

Explain ‘what ‘environmentally sustainable living,’ means and give examples of how we can live in a more ‘sustainable’ way.

Describe different ways of saving money and understand the advantages and disadvantages of different ways of saving money.


Give examples of ways that I’ve overcome challenges and barriers to achieving my goals.


Describe the things I (and others) can do to reduce or remove risk in different situations.