PSHE Curriculum for Primary Department
PSHE is an essential part of our curriculum and has been specifically designed to cater for the every changing needs of our young people. PSHE is delivered as a standalone lesson once a week but also threaded throughout our curriculum on a daily basis. PSHE is delivered through a spiral approach through three specific topics under the umbrella of PSHE.
The three topics have been split into:
Objectives have been taken from the Derbyshire Healthcare Support Service, the National Curriculum and the PSHE Association. A close collaboration with the School Nurse, SSSC staff and Healthy Schools Awarding body took place to ensure the curriculum is appropriate and relevant for our young people. The curriculum is taught through a spiral approach so the concepts and objectives are being revisited and reinforced throughout the academic year.
The concept of this is so student’s prior knowledge is built on, revisited and enhanced as the students’ progress throughout their education and promoting independent living.
The Primary curriculum has been predominantly taken from a Key Stage 1 objectives and split into three sections. Each objective has been carefully written to ensure age appropriate delivery is apparent irrelevant of their baseline. Subjects will be delivered sensitively and through various methods and styles. Prior knowledge will be revisited and consolidated whilst stretching students understanding with an underpinning of independence and keeping safe.
RSE:- Relationships and Sex Education for Primary:
Know about the importance of personal hygiene
PSHE:- Health and Well-being for Primary:
The three topics have been split into:
- Health and Well being
- Relationships and Sex Education (RSE)
- Living in the Wider World
Objectives have been taken from the Derbyshire Healthcare Support Service, the National Curriculum and the PSHE Association. A close collaboration with the School Nurse, SSSC staff and Healthy Schools Awarding body took place to ensure the curriculum is appropriate and relevant for our young people. The curriculum is taught through a spiral approach so the concepts and objectives are being revisited and reinforced throughout the academic year.
The concept of this is so student’s prior knowledge is built on, revisited and enhanced as the students’ progress throughout their education and promoting independent living.
The Primary curriculum has been predominantly taken from a Key Stage 1 objectives and split into three sections. Each objective has been carefully written to ensure age appropriate delivery is apparent irrelevant of their baseline. Subjects will be delivered sensitively and through various methods and styles. Prior knowledge will be revisited and consolidated whilst stretching students understanding with an underpinning of independence and keeping safe.
RSE:- Relationships and Sex Education for Primary:
- Pupils can name the main parts of the body.
- Develop a positive attitude to body parts.
- Pupils can explain that people grow from young to old
- Recognise that there are different stages in life.
- Reflect on the fact that the children entered the world as babies and that this event is referred to as birth.
- Understand that babies have special needs compared to an adult
- Recognise that change is a part of growing up.
- Understand that people are part of the cycle of nature.
- Understand how girls and boys bodies change in puberty.
- Begin to learn about the emotional changes during puberty.
- Understand how the need to keep clean changes during puberty.
Know about the importance of personal hygiene
- Students can name some personal hygiene products and what they are used for
- Pupils can describe some of the different beliefs and values in society.
- Pupils can demonstrate respect and tolerance towards people different from themselves.
- Pupils can respond to, or challenge negative behaviors such as stereotyping and aggression.
- Understand how to keep safe using the internet and other technology.
- Pupils can list some ways to get help.
- Pupils can describe ways of keeping safe in familiar situations.
- Understand the difference between good and bad secrets.
- Manage the toilet independently and learn about the importance of hand washing.
- Identify the people who they love and are special to them.
- Explore the feelings they experience with special people.
- Develop skills for dealing with unwanted physical contact.
- Pupils can explain different ways that family and friends can care for each other.
- Pupils can describe different kinds of relationships.
- Pupils can demonstrate that they recognise their own worth and that of others.
- Develop strategies for resisting peer pressure.
PSHE:- Health and Well-being for Primary:
- Pupils can share their likes and dislikes.
- Have the ability to express and demonstrate some positive qualities
- Describe good and bad feelings.
- Have the ability to manage a range of feelings
- Learn about change and loss and associated feelings
- Have some understanding of how to improve their physical health
- Have some understanding of how to improve their emotional health
- Able to list and describe some things that keep us healthy
- Able to name at least one of the food groups as part of a balanced diet
- Know how to keep their teeth healthy
- Know about some diseases and how they can be spread and controlled.
- Able to identify some dangerous situations
- Able to suggest some ways you could avoid being in a dangerous situation
- Able to identify some dangerous household products and medicines
- Ability to think of the health risks that smoking can cause
- Ability to think of the health risks that alcohol can cause
- Pupils can give some reasons why some people take drugs
- Ability to think of health risks that drugs can cause
- Know different ways you can keep safe (Online, Road, Cycle, Environment, Rail, Water and Fire)
- To recognise how images in the media (and online) do not always reflect reality and can effect how people feel about themselves.
- Understand that they do not have to keep secrets
- Know who to talk to if they are worried and how to attract attention
- To recognise that choices can have good and not so good consequences
- Pupils can set short term goals
- Have high aspirations and goals
- Pupils can learn from experiences and celebrate their strengths
- Pupils can describe simple similarities and differences between people (family and friends).
- Pupils know how to be kind and care for each other
- Able to give some reasons why it is good to have friends
- Able to describe what a bully is and recognise that it is wrong
- Know different types of bullying
- Have the ability to share own ideas and listen carefully to other ideas.
- Pupils can take part in discussions about fairness
- Ability to discuss topical issues, problems and events that are a concern to them
- Pupils know that people and other living things have rights and that everyone has responsibilities to protect those rights.
- To know what being part of a community means
- Pupils can describe some of the groups and communities they might belong to
- Can recognise that people in their communities are different
- Ability to contribute to the looking after of the environment
- Can take part in some decisions that affect them and their communities
- Understand some features of democracy and know that people have a say in what happens locally and nationally
- Understand that we all have an individual identity but that we also share similarities and differences
- Have an understanding about the ‘special people’ who work in their community and who are responsible for looking after them and protecting them.
- How to contact those ‘special people when they need their help, including 999 in an emergency.
- Know why and how rules and laws protect them and others.
- Know about basic human rights
- Can explain in simple terms where money comes from and some different ways it can be used.
- Students are gaining knowledge of how to keep money safe, choices about spending or saving money and what influences those choices.
- Pupils can think of what is fair and unfair
- Ability to recognise the difference between right and wrong
- Ability to confidently make choices between right and wrong
- Can think of some ideas of what they would like to do in the future
- Can begin to describe how needs are different to wants
- Have an understanding that they are all unique; understand that there has never been and will never be another ‘them.’
- Pupils can contribute positively to the life of the classroom and school
- Pupils can help construct and agree to follow, group class and school rules and to understand how these rules help them