At The Saint’s Academies, the PSHE programme of study brings together citizenship with personal well-being through a values-based education. It is intended to support the school in developing a coherent whole-school approach to personal, social, health and economic well-being (PSHE).
It provides a context for school to fulfil our responsibilities to:
PSHE also provides school with an opportunity to focus on the delivery of social and emotional aspects of learning.
Throughout PSHE, we endeavour to foster the notions of responsibility and empowerment to promote a sense of achievement and to enhance self-confidence. PSHE education is guided by our Christian values of:
PSHE is an integral part of the school’s curriculum, as relationships are built when individuals feel valued and respected. Every child should have the opportunity, whilst in our care, to develop to their full potential as individuals, as class members and later as citizens within the community. We prepare children to cope with the physical and emotional challenges of growing up and encourage them to develop a considerate and caring attitude to each other and to society.
What we teach in PSHE:
EYFS
| When taught: | Topic: | Objectives covered: |
| Autumn 1 | Self-regulation: My feelings
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Understanding feelings and emotions by recognising specific emotions, expressing them appropriately and managing strong feelings effectively. The children identify their own and others’ emotions and learn strategies to respond positively. |
| Autumn 2 | Building relationships: Special relationships
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Learning about families, friendships and positive relationships by exploring the importance of special people in the children’s lives. They consider the value of sharing, learn strategies for sharing fairly and recognise their own strengths as individuals. |
| Spring 1 | Managing self: Taking on challenges
|
Considering the value of perseverance in facing challenges, the children learn to communicate effectively with others, recognise the importance of rules and practise simple coping strategies. |
| Spring 2 | Self-regulation: Listening and following instructions
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Developing listening and communication skills through stories and games that encourage careful attention to spoken language. The children explore how information can change as it is passed from person to person and how rumours spread. |
| Summer 1 | Building relationships: My family and friends
|
Developing an understanding of sharing, turn-taking and positive relationships. The children consider the qualities of a good friend, recognise how kind words affect others and work collaboratively to develop teamwork skills. |
| Summer 2 | Managing self: My wellbeing
|
Identifying why exercise is important for physical and mental health, the children discuss ways to take care of themselves, learn how to be safe pedestrians and consider the importance of a balanced diet. |
Y1 / Y2
| When taught: | Topic: | Objectives covered: |
| Autumn 1 | Connecting with others: How can I help myself and others feel happy and safe? | Identifying what makes them and others special, pupils learn how friends, family and classmates can help and support each other. They explore how respect is shown through behaviour in different situations and identify simple strategies for managing disagreements in families and friendships. |
| Autumn 2 | The online world: How do we spend time online?
|
Understanding how to stay safe and respectful online and recognising the different ways people use the internet in everyday life. Pupils compare online and offline activities, explore appropriate online behaviour and identify strategies for staying safe and responding to unsuitable content. |
| Spring 1 | Health protection: How can I protect myself and others in daily life?
|
Exploring illnesses and injuries, understanding the roles of different healthcare workers in prevention and treatment and practising how to get medical help. Pupils investigate how germs spread, practise ways to reduce the risk of illness and learn when and how to seek help in an emergency. |
| Spring 2 | Staying safe: How can I stay safe?
|
Recognising how rules help to keep people safe by identifying everyday hazards and understanding situations that could cause harm. Pupils explore ways to stay safe around roads and potentially dangerous items, recognise body clues that signal a problem and learn how to seek help from a trusted adult when needed.
|
| Summer 1 | Connecting with others: How can I build safe, kind and caring relationships with others?
|
Recognising how families and communities can be similar and different, pupils learn about kindness, respect and positive relationships. Pupils recognise unkind behaviour, including bullying, explore personal space, privacy and boundaries and identify trusted adults who can help them when they feel worried or unsafe. |
| Summer 2 | The online world: How can we stay safe online?
|
Developing an understanding of how people use the internet safely, including sharing information, protecting private information and recognising that not everything online is real. Pupils apply their understanding by identifying safe and unsafe online situations, evaluating online content and explaining how to respond safely when they need help.
|
Y3/4
| When taught: | Topic: | Objectives covered: |
| Autumn 1 | Connecting with others: What helps us feel safe and included? | Recognising their own strengths, qualities and boundaries, pupils develop self-worth and confidence in expressing themselves respectfully. Pupils explore how families and friendships provide support, practise ways to repair friendships and identify different types of bullying and how to respond to them. |
| Autumn 2 | The online world: How should we communicate online?
|
Exploring online and in-person communication, including respectful behaviour, misunderstandings and how communication can affect safety online. Pupils identify unsafe online situations, consider how to respond to online bullying and apply their understanding to communicate safely and respectfully online. |
| Spring 1 | Citizenship | What careers do people choose and why? |
| Spring 2 | Staying safe: What signs help me recognise what is safe or unsafe?
|
Developing personal safety skills by recognising warning signs, responding to uncomfortable situations and seeking help in an emergency. Pupils identify safe ways to cross roads, explore the dangers of water and learn how to distinguish between medicines and harmful substances. |
| Summer 1 | Connecting with others: How can we respect each other?
|
Examining respectful and disrespectful behaviour by considering how actions and expectations can vary in different settings. Pupils develop strategies for building trust and resolving friendship challenges, practise responding to bullying and learn how stereotypes can negatively affect people and communities. |
| Summer 2 | The online world: How can we decide what to trust online? | Developing critical thinking skills through exploring how information is found, shared and presented online. Pupils evaluate the reliability of digital content by checking sources, identifying misleading information and comparing evidence before deciding what to believe. |
As part of our PSHE we have been thinking about careers we might like to do in the future. We have thought about what we enjoy doing and what we would need to do in the future in order to follow our chosen career. We have had lots of parents and friends of the school come in and give up their time to talk to us about what they do.
We have had a fireman who told us all about firefighters rescuing people and animals from dangerous situations as well as helping to put fires out. We had a team of professionals from Leek and Biddulph Primary Care Network, they completed role play to show us who might help us in different situations. A chef taught us all about different foods that come from different countries and a camera man showed us the technical equipment he uses and let us have a go with it. A pilot showed us the special maps that are linked to computers that they use and a fair dresser let us cut the hair of a doll!
We had an amazing morning and have all thought about the different jobs we might do in the future.
