Translate
Health and Wellbeing - PE and PHSCE
Personal ,Social, Health Education (PSHE):
Our vision:
At Rillington we follow the PSHE Associations’ three core themes: Health and wellbeing; Relationships and Living in the Wider World. Each year group covers content related to each theme every year, ensuring that a spiral programme is in place: one 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. We ensure our PSHE curriculum suits our pupils, school and community; giving careful consideration to our school ethos and aims and our pupils’ needs.
Where possible we make cross-curricula links between PSHE and other subjects; learning comes in many different forms: through whole-class teaching, group activities, individual tasks, assemblies, outside speakers, cross-curricula lessons and discrete lessons. During 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.
At Rillington Primary School, we strive to develop the qualities and attributes all pupils need to thrive as individuals, family members and members of society.
Our PSHE curriculum:
|
|
Autumn |
Spring |
Summer |
||||||
|
|
Families and friendships |
Safe relationships |
Respecting ourselves and others |
Belonging to a community |
Media literacy and digital resilience |
Money and work |
Physical health and mental wellbeing |
Growing and changing |
Keeping safe |
|
Our school values |
Encourage 5 weeks |
Safe 5 weeks |
Respect 4 weeks |
Inclusive 4 weeks |
Curiosity/safe 5 weeks |
Enthusiasm 4 weeks |
Thrive 5 weeks |
Pride 4 weeks |
Safe 4 weeks |
|
1 |
Roles of different people; families; feeling cared for |
Recognising privacy; staying safe; seeking permission |
How behaviour affects others; being polite and respectful |
What rules are; caring for others’; looking after the environment |
Using the internet and digital devices; communicating online |
Strengths and interests; jobs in the community |
Keeping healthy; food and exercise, hygiene routines; sun safety |
Recognising what makes them unique and special; feelings; managing when things go wrong |
How rules and age restrictions help us; keeping safe online |
|
2 |
As above plus making friends; feeling lonely and getting help |
As above plus managing secrets, resisting pressure and getting help, recognising hurtful behaviour |
As above plus recognising things in common and differences, playing and working cooperatively, sharing opinions |
As above plus belonging to a group, roles and responsibilities, being the same and different in the community |
As above plus The internet in everyday life, online content and information |
As above plus What money is, needs and wants, looking after money |
As above plus Why sleep is important, medicines and keeping healthy, keeping teeth healthy, managing feelings and asking for help |
As above plus Growing older, naming body parts, moving class or year |
As above plus Safety in different environments, risk and safety at home, emergencies |
|
3 |
As year two plus What makes a family, features of family life |
As year two plus personal boundaries, safely responding to others, the impact of hurtful behaviour |
As year two plus recognising respectful behaviour, the importance of self-respect, courtesy and being polite |
As year two plus the value of rules and laws, rights, freedoms and responsibilities |
As year two plus how the internet is used, assessing information online |
As year two plus different jobs and skills, job stereotypes, setting personal goals |
As year two plus health choices and habits, what affects feelings, expressing feelings |
As year two plus personal strengths and achievements, managing and re-framing setbacks |
As year two plus risks and hazards, safety in the local environment and unfamiliar places. |
|
4 |
As year three plus positive friendships, including online |
As year three plus responding to hurtful behaviour, managing confidentiality, recognising risks online |
As year three plus respecting differences and similarities, discussing difference sensitively |
As year three plus what makes a community, shared responsibilities |
As year three plus how data is shared and use |
As year three plus making decision about money, using and keeping money safe |
As year three plus maintaining a balanced lifestyle, oral hygiene and dental care |
As year three plus physical and emotional changes in puberty, external genitalia, personal hygiene routines, support with puberty |
As year three plus medicines and household products, drugs common to everyday life |
|
5 |
As year four plus managing friendships and peer influence |
As year four plus physical contact and feeling safe |
As year four plus responding respectfully to a wide range of people, recognising prejudice and discrimination |
As year four plus protecting the environment, compassion towards others |
As year four plus how information online is targeted, different media types, their role and impact |
As year four plus identifying job interests and aspirations, what influences career choices, workplace stereotypes |
As year four plus healthy sleep habits, sun safety, medicine, vaccinations, immunisations and allergies |
As year four plus personal identity, recognising individuality and different qualities, mental wellbeing. |
As year four plus keeping safe in different situations, including responding in emergencies, first aid and FGM |
|
6 |
As year five plus attraction to others, romantic relationships, civil partnership and marriage |
As year five plus recognising and managing pressure, consent in different situations |
As year five plus expressing opinions and respecting other points of view, including discussing topical issues |
As year five plus valuing diversity, challenging discrimination and stereotypes |
As year five plus evaluating media sources, sharing things online |
As year five plus influences and attitudes to money, money and financial risks |
As year five plus what affects mental health and ways to take care of it, managing change, loss and bereavement, managing time online |
As year five plus managing transition, increasing independence |
As year five plus keeping personal information safe, regulations and choices, drug use and the law, drug use and the media |
PSHE Priorities 2021 - 2022:
Priorities for PSHE in Rillington:
- There is a well-sequence PSHE curriculum in place across school.
- Children’s mental health and wellbeing is supported through lessons, the learning environment and targeted support.
- Staff health and wellbeing is a priority for leaders at Rillington Primary School.
- Healthy schools silver status is achieved for PSHE, Emotional wellbeing and staff wellbeing.
