PSHE & RSE
PSHE Curriculum
INTENT
At Tarporley C E Primary School, we recognise the vital and unique role that personal, social, health, citizenship and economic education (PSHCE) has in developing the whole child, celebrating what makes us all special, to see ourselves as members of a local and global community and above all, tolerance.
The teaching of PSHCE enables our children to become healthy, independent and responsible members of society. It aims to help them understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up. We encourage our pupils to play a positive role in contributing to the life of the school and the wider community. In so doing we help develop their sense of self-worth. We teach them how society is organised and governed. We provide our children with opportunities for them to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society. It also introduces them to some of the principles of financial planning and understanding. Our children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community.
Through PSHCE we:
- know and understand what constitutes a healthy lifestyle;
- be aware of safety issues;
- understand what makes for good relationships with others;
- have respect for others;
- be independent and responsible members of the school community;
- be positive and active members of a democratic society;
- develop self-confidence and self-esteem, and make informed choices regarding personal and social issues;
- understand some basic principles of finances.
- make a positive contribution to the life of the school
- develop confidence and responsibilities and make the most of their abilities, through recognising their own worth.
- work well with others.
- prepare to play an active role as citizens in a diverse society.
- develop good relationships and respect the differences between members of the school and the wider community.
Our curriculum is planned and delivered through our BOOKS approach. In order that all learners grow and reach their full potential, we want our PSHCE curriculum to:
Demonstrate BRAVERY
Be OUTWARD-FACING
Create memorable OPPORTUNITIES
Develop KNOWLEDGE and SKILLS
Nurture SPIRITUALITY
…while always having high-quality BOOKS and reading at the heart of our teaching and learning!
IMPLEMENTATION
PSHE is an important and necessary part of all pupils’ education. We teach PSHE and citizenship in a variety of ways. At Tarporley C E Primary School, we use a range of resources and teaching techniques to support our teaching of PSHE. In some instances, e.g. drugs education, we teach PSHCE and citizenship as a discrete subject.
Children learn through:
• No Outsiders – ideas such as equality, diversity, tolerance and respect are explored through high-quality texts that encourage children to think, question and reconsider. Often complex and thought-provoking topics are covered through age-appropriate books to promote inclusive education and community cohesion as well as preparing our young people for life as global citizens.
• Picture News – pupils learn about the world around us through weekly, current news stories. In Class Worships, as stand alone lessons or linked to the teaching of another subject, pupils are encouraged to look beyond our locality and circumstances through stories, articles, images and questions.
• Science & Change 4 Life – Pupils learn about being healthy through our science curriculum and Change 4 Life ‘My Healthy Year’ resources are used in EYFS and UKS2
• Moneysense – pupils learn about money and economic wellbeing
• HEARTSMART – teaches pupils about the HEARTSMART High Five - five principles that build strength in a child’s heart and mind
Some of the time, we introduce PSHCE through other subjects, e.g. when teaching about local environmental issues in geography. We offer the pupils the opportunity to investigate the problem of litter and to develop their own solutions for dealing with playground litter. As there is an overlap between the programme of study for Religious Education and the aims of PSHCE, we teach certain concepts through our RE lessons.
We also develop PSHCE through activities and whole-school events, e.g. helping charities such as The Shoebox Appeal, Children in Need, Comic Relief and many more. We offer a residential visit to children in Year 2 and each class in Key Stage 2, where there is a particular focus on developing pupils’ self-esteem and giving them opportunities to develop leadership and co-operative skills.
RSE Curriculum
INTENT
We teach RSE in the context of the school’s vision and values. While RSE in our school means that we give children information about sexual development, we do this with an awareness of the moral code and values which underpin all our work in school. In particular, we teach RSE in the belief that:
- RSE should be taught in the context of family life;
- RSE is part of a wider social, personal, spiritual and moral education process;
- children should be taught to have respect for their own bodies;
- children should learn about their responsibilities to others;
- it is important to build positive relationships with others, involving trust and respect.
IMPLEMENTATION
We teach RSE through different aspects of the curriculum. Under the National Curriculum, the basics of RSE fall within the science curriculum. ‘The statutory content requires maintained schools to teach children about human development, including puberty, and reproduction,’ says Lucy Emmerson, coordinator of the RSE Forum.
In Year 6 we teach children about relationships, and we encourage children to discuss issues. We teach about the parts of the body and how these work, and we explain to them what will happen to their bodies during puberty. For example, we tell the boys that their voices will change during puberty and we explain to the girls about menstruation. We encourage the children to ask for help if they need it.
In science lessons in both key stages, we follow national curriculum guidance material for teachers to use. For this aspect of the school’s teaching, we follow the national curriculum. In Key Stage 1 we teach children about how animals, including humans, move, feed, grow and reproduce, and we also teach them about the main parts of the body. Children learn to appreciate the differences between people and how to show respect for each other. In Key Stage 2 we teach about life processes and the main stages of the human life cycle in greater depth. Topics in Science that may fall under the RSE policy are:
- Year 1 – Animals including Humans (Sc1/2.2d identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.)
- Year 2 – Animals including Humans (Sc2/2.3a notice that animals, including humans, have offspring which grow into adults)
- Year 3 – Plants (Sc3/2.1d explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.)
- Year 4 – Living things and their Habitat (Reproduction is named as one of the 7 aspects that makes something a Living thing)
- Year 5 – Living things and their Habitat (Sc5/2.1b describe the life process of reproduction in some plants and animals.) Animals including Humans (Sc5/2.2a describe the changes as humans develop to old age)
In Year 6 we place a particular emphasis on health education, as many children experience puberty at this age. We liaise with the Local Health Authority about suitable teaching materials to use with our children in these lessons. Teachers do their best to answer all questions with sensitivity and care. By the end of Key Stage 2, we ensure that both boys and girls know how babies are born, how their bodies change during puberty, what menstruation is, and how it affects women. We always teach this with due regard for the emotional development of the children (as stated earlier in this policy).
As a school we use the ‘No Outsiders’ Programme to teach a range of different relationships through beautiful storybooks. Issues addressed include: gender and gender identity, religion, sexual orientation, disability and age.
These areas of learning are taught within the context of family life, taking care to make sure that there is no stigmatisation of children based on their home circumstances (families can include single parent families, LGBT parents, families headed by grandparents, adoptive parents and foster parents/carers, amongst other structures), along with reflecting sensitively that some children may have a different structure of support around them (for example, looked-after children or young carers).
IMPACT
Through a positive caring environment, we provide the opportunity for every child to reach their full potential. We embrace Christian values and ensure all children are ready for their next steps. We have based our school’s RSE policy on the DfE guidance document Sex and Relationship Education Guidance (ref DfEE 0116/2000). In this document, RSE is defined as ‘learning about physical, moral and emotional development. It is about understanding the importance of family life, stable and loving relationships, respect, love and care. It is also about the teaching of sex, sexuality, and sexual health’. RSE is part of the personal, social and health education curriculum in our school. While we use RSE to inform children about sexual issues, we do this with regard to matters of morality and individual responsibility, and in a way that allows children to ask and explore moral questions. We do not use RSE as a means of promoting any form of sexual orientation.
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