Personal, Social, Health and Economic (PSHE) & Relationships (RSE) Education
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.
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.
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
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.
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
Year 3 Milestones
To know why we need to save money for things or a goal.