Why is PSHE part of the RFA curriculum?
PSHE is central to our school ethos, supporting our children in their development, and underpinning learning in the classroom, school, and in the wider community. PSHE education equips children with the knowledge, understanding, skills and strategies required to live healthy, safe, productive, capable, responsible and balanced lives. It encourages them to be enterprising and supports them in making effective transitions, positive learning and career choices, and in achieving economic wellbeing. A critical component of PSHE education is providing opportunities for children to reflect on and clarify their own values and attitudes, and explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future.
PSHE education develops the qualities and attributes pupils need to thrive as individuals, family members and members of society. Furthermore, it can help reduce or remove many of the barriers to learning experienced by pupils, significantly improving their capacity to learn and achieve. PSHE education also makes a significant contribution to pupils’ spiritual, moral, social and cultural (SMSC) development, their behaviour and safety, and to their emotional wellbeing.
What is taught as part of the PSHE curriculum?
Personal, social and emotional development (PSED) is one of three prime areas of learning in the EYFS Curriculum Framework. It involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities. PSED has three aspects: Self-confidence and self-awareness: Children are confident to try new activities, and say why they like some activities more than others. 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. They say when they do or don’t need help. Managing feelings and behaviour: Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride. Making relationships: Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.
KS1 and KS2:
PSHE education contributes to personal development by helping pupils to build their confidence, resilience and self-esteem, to identify and manage risk, make informed choices and understand what influences their decisions. It enables them to recognise, accept and shape their identities, to understand and accommodate difference and change, to manage emotions and to communicate constructively in a variety of settings. Developing an understanding of themselves, empathy and the ability to work with others will help pupils to form and maintain good relationships, develop the essential skills for future employability and better enjoy and manage their lives.
The PSHE curriculum is split into 5 different areas:
- Developing Confidence, Responsibility and Making the Most of the Abilities
- Preparing to play an active role as citizens
- Breadth of Opportunities
- Developing Good Relationships and Respecting the Differences Between People
- Developing a Healthy, Safer Lifestyle
It is now statutory that all Primary Schools teach ‘Relationships Education’. Our curriculum has been tailored to incorporate this in an age appropriate manner and tailored to suit the children’s needs. As a school, we retain the right to teach our children age-appropriate sex education. For upper KS2 (Year 5 and 6), the children will begin to develop their knowledge of how the body changes as they reach puberty and how to deal with the range of emotions and feelings that go alongside this change. Planning for these lessons will be done with sensitivity and care.
PSHE Road Map and Vocabulary lists
To help you understand the sequential progression in PSHE learning from one year group to another, we have produced a roadmap. Please see the document below for a more detailed explanation of how concepts will be built upon from year to year.
You will also find a progressive list of vocabulary, detailing the subject specific language that pupils will be exposed to in each year group.