Curriculum PSHE Leader: Miss R Dempsey
Hindsford CE Primary School is committed to ensuring that its pupils have access to a PSHE & Citizenship curriculum which addresses the key social issues of the local area; enables children to learn about themselves as they are developing/growing and becoming responsible individuals and members of a community; develops understanding of how children should keep themselves safe and healthy and guides them to understand the impact of behaviours on themselves and others. It is also committed, in consultation with parents, to teach a Sex Education programme of study which goes beyond the statutory aspects of the Science curriculum (see Sex and Relationships Policy). The aims of the curriculum are wide ranging: to ensure that all pupils have access to a rich programme of study which builds on prior knowledge to develop their skills and understanding; to provide education about the social issues which are prevalent in their locality; to equip children with the skills to become ‘good citizens’; to enable children to know how to stay safe and healthy; to ensure children have a basic financial literacy; to ensure that pupils have access to Sex and Relationships Education; to ensure that children recognise what a healthy relationship is; and to ensure that children understand the things which impact on their mental health and know how to remain in positive mental health. It is our intent that children will have regular access to a complete Relationships and Health Education programme of study which meets the full requirements of the Statutory Programme of Study.
Early Years Foundation Stage: In the EYFS, PSHE is encouraged through the ‘Personal, Social and Emotional Development’ strand of the curriculum.
Within the EYFS, PSHE is about making connections and is strongly linked to play. PSHE is taught through activities that are part of topics, as well as on an individual basis to develop personal skills such as dressing and toileting. Positive experiences are built through daily opportunities to share and enjoy a range of different activities. The children are given the opportunity to engage in social activities, as members of a small group or occasionally during whole school activities. Regular timetabled PSHE sessions/circle times are carried out to teach explicit PSED skills and links across all areas, for example technology are used to support the development of knowledge and skills in readiness for Key Stage 1. The SEAL resources are used to support the development of PSED.
Key Stage 1 and 2: At Hindsford CE Primary School, staff follow the Programme of Study from the PSHE Association. From this programme of study, staff deliver PSHE Education in 3 core themes: Relationships (Families and Friendships, Safe Relationships, and Respecting Ourselves and Others), Health and Well-being (Physical Health and Mental Wellbeing, Keeping Safe, and Growing and Changing) and Living in The Wider World (Belonging to a Community, Media Literacy and Digital Resilience, and Money and Work). Depending upon the issues being faced by children at the time of long-term planning, these units may be split up so that each element is taught once across a term, or 2 of the elements are taught across the term.
Teachers plan weekly PSHE sessions at Hindsford CE Primary School, recognising the importance of regular teaching of this knowledge and the key skills. Medium term planning is carried out using the PSHE Association programme builders and this content is fully mapped to the programme of study for Citizenship across Key Stages 1 and 2, and to the statutory requirements outlined in the 2020 Relationships and Health Education Programme of Study. Click below to see how the content is mapped out to meet the statutory requirements and how knowledge progresses from Key Stage 1 to Key Stage 2
At the start of each academic year, staff work together to analyse the Child Health Profile for the local area to extrapolate the key issues which directly impact on children. Medium term plans are then adapted to ensure coverage of this content and enhancement days, where possible, are identified to ensure that these areas are given heightened emphasis. Click below to view the medium term plans for the Autumn and Spring Terms for Years 1 to 6.
PSHE lessons at Hindsford CE Primary School follow a set pattern:
-Objectives for the session are introduced
-Prior learning and knowledge is shared
-Direct teaching using stimulating, up to date and relevant resources is delivered
-A practical activity is completed by the children (this takes many forms including games, debates, discussions, role play, use of technology)
-Learning is recorded by the teacher in a log book
-Children reflect on their learning and an example of this is added to the log book
Whilst the programme of study for Physical Health and Mental Wellbeing at Hindsford CE Primary will cover most of the statutory outcomes through the Health and Well-being units, Health Education will also be linked to PSHE lessons around Relationships, and Living in the Wider World. Our programme of study covers the statutory areas: Mental Wellbeing; Internet Safety and Harms; Physical Health and Fitness; Healthy Eating; Drugs, alcohol and tobacco; Health and prevention; Basic First Aid; and Changing Adolescent body (see document which links coverage to the statutory pupil outcomes and shows progression from Key Stage 1 to 2).
At Hindsford, it is our intention to promote positive mental health across school with a wide range of provision aimed at supporting social, emotional and behavioural issues. A full list of these of these interventions can be found in the school’s Behaviour Policy.
Role of parents/carers
Parents/carers are regularly consulted about the planned PSHE learning for their child each term so that they are able to prepare for any questions which may arise at home. Resources, such a social stories, are available to support parents with any situations they may find difficult. Parents do not have a right to withdraw their child from PSHE Lessons including Relationships and Health Education but do continue to have a right to withdraw their child from Sex Education which goes beyond the Statutory Programme of Study for Science. Parents are consulted on the content of Sex and Relationships Education (see separate policy). In September 2020, parents took part in an online consultation to shape our policy.
Our PSHE Curriculum is sequenced to demonstrate progression. If children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods:
- A reflection on standards achieved against the planned outcomes;
- Scrutiny of Learning Logs to evaluate taught content and pupils’ reflections of learning
- Pupil discussions about their learning
- Observations will be made of children during other activities alongside general conduct around school.
- Discussions with parents which identify positive change
- Children’s self-reflection
- Vulnerable pupil evaluations
- Intervention Impact documentation
- Successful Early Help closure
Response to Covid-19
Due to the 2021 national lockdown, we taught PSHE remotely. As the school opted to record or live teach all PSHE lessons, the long-term plan continued as planned during this time. Teachers however adapted tasks or activities set each week so that they could be carried out easily at home as well as in school. PSHE was taught once a week in addition to the children taking part in Children’s Mental Health & Well-Being Week.
Here are some examples of PSHE lessons (Reception to Year 6) from during lockdown:
Below are some of the reflections on learning which the children made:
“A conversation can be private.” Year 1 Pupil
“Sharing a book is kind.” Year 1 Pupil
“We have learnt the scientific names of our body parts.” Year 2 Pupil
“I learnt the importance of money. I know you need to spend money on things you need.” Year 2 Pupil
“You can keep your personal information safe by not talking to anyone about yourself on the internet.” Year 3 Pupil
“When someone is sad, they might cry but they could just be quiet and want to be left alone.” Year 3 Pupil
“We have learnt that we are all different because we have different DNA, gender, imagination and senses.” Year 4 Pupil
“Things on social media aren’t always true. This can make us feel bad about ourselves if we think we are not like the people we see.” Year 4 Pupil
“Community is important to me because I know I’m loved and I have someone to talk to about my feelings. The community I’m in offers me support and somewhere to go where I feel safe.” Year 5 Pupil
“I’ve learnt that there is more than one thousand chemicals in a cigarette. I’ve also learnt that nicotine makes cigarettes addictive.” Year 5 Pupil
“One thing I have realised that I didn’t know at the start is that they photoshop celebrities for advertisements.” Year 5 pupil
“I have found out that when adults divorce, the child can feel like it is their fault. This can sometimes lead to depression where the child feels very sad.” Year 6 Pupil
“Today I have learnt how bacteria viruses spread very easily and in many different ways. Also, I have learnt you should always wash your hands with soapy water.” Year 6 Pupil
Key Stage 2
Key Stage 1
Nut Allergy Awareness
At Hindsford, we ensure that our PSHE curriculum takes account of our local community and their needs. Nut Allergy Awareness was something which we all agreed was a key issue for our school so we dedicated a week to finding out all about the different types of nut allergy; looking at packaging to learn about how we can prevent nut products from coming into school; and thinking about what we could do if a child in our school did suffer a severe nut allergy.
Following our staff meeting looking at the Wigan Child Health Profile, as a staff we recognised the need for an Enhancement Week around teeth and oral hygiene. This took place in October during Dental Hygiene Month.
Safer Internet Day
This year, our work during Safer Internet Day seemed even more important with so many of our children learning remotely and spending increased amounts of time on technology. Our lessons for 2021, took the form of Live Zoom lessons and recorded lesson. Here is some of our work:
(In order from most recent)
June 2022 – PSHE Network Meeting for Subject Leader (HH Kids)
March 2022 – PSHE Network Meeting for Subject Leader (HH Kids)
November 2021 – Subject Leader Training (consortia)
September 2021 – Whole Staff training on PSHE Assessment – moving away from data towards a child-centred approach which assesses individual personal development
May 2021 – Consortia PSHE Subject Leader Training
September 2020 – Full staff INSET looking at the statutory content for PSHE including Relationships and Sex Education; consultation around policy; study of Wigan Child Health Profile in order to adapt medium term plans to match local issues
February 2020 – Spring Term PSHE Network Meeting
October 2019 – Corsotium PSHE Training
September 2019 – Autumn Term PSHE Network Meeting
February 2019 – Consortium Sex and Drug Education Training
February 2019 – Spring Term PSHE Network Meeting
October 2019 – Autumn Term PSHE Network Meeting
September 2018 – Consortium PSHE Training – Sharing Good Practice
September 2018 – Staff Training – Constructing the New Curriculum (During this session, all staff worked together to sort the PSHE objectives from the PSHE Association into year groups to ensure that coverage for this year is age-appropriate and also to ensure that key learning will be re-visited as the children move through the school.)
Pupil voice shows that the children in school enjoy PSHE. Some of the following comments were captured during a pupil voice session following two questions: What do you like about PSHE in school and what more would you like to do?
You learn new things.
The activities are fun.
We meet new visitors and they come on for different reasons.
We enjoy it when we have our PSHE days in house teams.
We learn about our bodies.
The learning is very interactive.
We have learnt lots about health relationships.
We would like to learn more about nature.
We would like some themed bingo activities.
We would like to learn more about human features.
We would like to do some more mindfulness or relaxing activity.