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Eynesbury Church of England Primary School

Eynesbury Church of England Primary School

Love to learn, learn to love

 

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PSHE

Curriculum Intent

Eynesbury Church of England Primary School is committed to providing a high quality educational experience for all pupils. At Eynesbury, the PSHE programme of study brings together citizenship with personal well-being, while promoting a British values based education.

 

We believe that PSHE helps to give all pupils the knowledge, skills and understanding that they need to be happy and healthy. It supports them in leading active independent lives and becoming informed, responsible citizens. 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 them to develop their sense of self-worth.  We teach them about rights and responsibilities.  They learn to appreciate what it means to be a positive member of a diverse multicultural society. PSHE reaches across every curricular area as well as into every strand of school life forming an important and intrinsic part of our school ethos.

 

At Eynesbury C of E Primary School, we are making the necessary preparations to transition from PSHE being a non-statutory subject to a statutory subject in September 2020.

 

This curriculum provides a context for the school to fulfil our responsibilities to: 

• Promote the physical, social and emotional well-being of pupils.

• Provide sex and relationships education (RSE).

• Promote British values.

• Provide a safe place for discussion of current, relevant social issues.

• Protect our children from radicalisation. 

 

Curriculum Implementation

At Eynesbury C of E Primary School, children are taught to: 

  • Know and understand what constitutes a healthy lifestyle.
  • To raise an awareness of the importance of a healthy lifestyle.
  • To understand and manage their emotions.
  • To develop a sense of citizenship and an understanding of how society helps individuals and the contributions that individuals can make to society.
  • Appreciate that having freedom involves accepting some responsibility.
  • To develop an appreciation of stable and caring relationships.
  • To develop an informed appreciation of people’s beliefs, attitudes and values, also respecting others whilst challenging stereotypes.
  • To create a caring and supportive environment where concerns can be discussed, questions asked and experiences shared.
  • To foster self-esteem, self-respect, self-worth and positive self-image.
  • To value the differences between people and the needs of self and others.
  • To make PSCHE a whole school responsibility, working in collaboration with parents and the wider community.
  • To develop skills such as those to enable the sharing of feelings and opinions, risk awareness, informed decisions, getting help, and understanding the needs of others.
  • To provide unbiased and accurate information using appropriate language in order to keep ourselves, and others, safe and healthy.
  • To provide reassurance that the physical and emotional changes that take place as children grow towards adolescence and adulthood are normal and acceptable.
  • To provide positive role models.
  • To help children understand that they have rights and should have control over who touches their bodies.

 

In EYFS: 

The provision is planned to ensure development in Physical, Social and Emotional Development (PSED), which occurs daily. In provision, children will explore the ideas of relationships, feelings and appropriate behaviours, self-confidence and self-awareness, rules and routines, empathy and restorative justice.

 

In KS1 and KS2: 

A long term plan has been created based on the Cambridgeshire scheme of work that allows progression between the year groups. Throughout their PSHE journey, the children cover the following topics:

  • Myself and my relationships
  • Healthy and safer lifestyles
  • Citizenship
  • Conflict resolution and peer mediation
  • Economic well being
  • Sex and relationship education

Anti-bullying is taught yearly in every year group (during anti- bullying week)

 

SEND:

Planning is adapted to support children with special educational needs and those that may be particularly vulnerable to ensure that they are able to access the curriculum, understand appropriate behavior so that they can keep themselves safe. In addition, particular focus will be given to ensure that children know who their trusted adults are (within and outside of school) and what to do if someone makes them feel uncomfortable in any way. Support strategies may include but are not limited to: pre – teaching, simplifying language, using role play, social stories and over learning

 

In autumn 2020 the new unit of digital safety will be introduced into the long term plan.

 

CURRICULUM IMPACT

Summative assessments take place throughout the year which informs future planning. Pupil voice surveys are completed which identify work that children are proud of, areas of strength and achievement as well as areas for development.

Class learning journeys are monitored to ensure appropriate coverage and progression within the year groups.

From summer 2021, a PSHE statement will be made of pupil’s individual reports focussing on their ability to take care of their well-being.

Children also have a variety of additional opportunities to develop their PSHCE skills in other areas of school life. For example, school trips, residential visits, school visitors as well as cross curricular links.

 

 

 

 

PERSONAL, SOCIAL, HEALTH AND CITIZENSHIP EDUCATION 

The school is actively committed to a Personal, Social, Health and Citizenship Education (PSHCE) programme which continues from Nursery to Year 6. Through this, we aim to help children value themselves, their health and well-being, and to value those around them. 

We aim to enhance their self-esteem and help them to develop an inner strength and confidence. 

Awareness of self, relationships with others, health education, personal safety and communication skills are taught through a range of activities such as role play, parachute games and ‘circle time’. 

 

RELATIONSHIPS EDUCATION, RELATIONSHIPS and SEX EDUCATION (RSE)

As with other aspects of health education, sex education is an ongoing process which starts with the parents and continues at school in many ways. It encompasses understanding, not only of reproduction but of human sexuality in the broadest sense. It requires understanding of animal and plant reproduction and the place of humans as one of many species inhabiting our world. Sex education is therefore an intrinsic element in learning about relationships, personal development and growth. A series of video programmes are used with Year 6 pupils. Parents are invited into school to see the materials and discuss the lessons. If parents wish to view these beforehand they should contact the school. 

The governors consider the participation of pupils in the sex education programme as much a requirement as for other parts of the secular curriculum. Parents may inform the school, in writing, that they intend to withdraw their child from those parts of the course that are not required by any National Curriculum Orders. 

 

 
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