PSHE & RSE
PSHE
Intent
Why do we teach this? Why do we teach it in the way we do?
At Rosedale Primary School, PSHE (Personal, Social, Health Education) is central to all aspects of pupil learning, both in the classroom and beyond. It is taught both as timetabled weekly lessons and across the school day in every aspect of school life.
We teach PSHE following the Jigsaw whole school approach which establishes consistency. Jigsaw is a comprehensive PSHE programme underpinned by mindfulness, philosophy and practice. Jigsaw nurtures our pupils to become confident and successful, increasing their capacity to learn and preparing them for the challenges of the modern world. Our PSHE lessons also provide pupils with opportunities to develop their emotional intelligence and life skills. Our teachers are able to confidently adapt Jigsaw lessons based on their own class needs and supplement learning if issues or new concepts arise.
Teaching pupils about our Protected Characteristics is underpinned through our PSHE curriculum design and is mapped through assemblies and key learning opportunities throughout Each Key Stage and throughout the Year. Children learn about specific concepts to ensure that they leave primary school well equipped to be strong, respectful and tolerant citizens in the wider world. Some concepts are also taught explicitly within our PSHE lessons or working alongside outside agencies.
Implementation
What do we teach? What does this look like?
Through the PSHE curriculum, we aim to:
- develop pupils’ understanding of the world and of personal, social, health, emotional and citizenship concepts and relevant vocabulary
- provide pupils with a relevant, age appropriate and broad curriculum
- understand issues relating to their own health, personal care, sexual development and relationships
- enable pupils to make choices
- provide pupils with strategies to maintain personal wellbeing, promote resilience and equip pupils with skills to keep themselves and others safe
- promote an atmosphere celebrating equality and diversity
- enable learners to form appropriate relationships and give them a sense of dignity and respect for each other
- develop personal responsibility, self-confidence and assertiveness
- empower learners so they have more control over their own life
- enhance their self esteem
Our half term units of work include:
· Being Me in My World
Includes lessons on Self-Identity, Group Identity, Responsibilities, Consequences, Teamwork and introduces the Jigsaw Charter.
· Celebrating Difference
Includes lessons on Similarity & Difference, Bullying, Stereotyping, Racism, Discrimination and Celebrating Differences and Individuality.
· Dreams and Goals
Includes lessons on Aspirations, Goals, Challenges, Teamwork, Resilience, Jobs and Careers and Simple Budgeting.
· Healthy Me
Includes lessons on Drugs and Alcohol Education, Self-Esteem and Confidence as well as Healthy Lifestyle choices.
· Relationships
Includes lessons on Friendship, Family and other Relationships, Conflict Resolution, Communication, Loss and Bereavement.
· Changing Me
Includes lessons on Coping Positively with Change, Puberty, Environmental and Life Cycles (includes Human Reproduction).
Impact
Children leave Rosedale Primary School fully prepared for the next steps in their learning journey and as well equipped to be strong, respectful and tolerant citizens in the wider world. We want our children to be ambitious and aspire to achieve to their full potential as they explore the wider world, having a strong sense of self belief and at the same time being tolerant of other’s beliefs and show them respect.
RSE
Relationships and Sex Education
Right from Nursery, our pupils are taught about what a relationship is, what friendship is, what family means and who the people are who can support them. Even from this very young age, pupils will be taught how to take turns, how to treat each other with kindness, consideration and respect, the importance of honesty and truthfulness, permission seeking and giving, and the concept of personal privacy. Establishing personal space and boundaries, showing respect and understanding the differences between appropriate and inappropriate or unsafe physical, and other, contact – preparing children for what they will learn in regards to consent as they reach Secondary School.
The features of healthy friendships, family relationships and other relationships which young children are likely to encounter are spoken about and taught again from a young age in a very sensitive way. Drawing attention to these in a range of contexts will enable pupils to form a strong early understanding of the features of relationships that are likely to lead to happiness and security. This will also help children recognise any less positive relationships when they encounter them.
Teaching about families requires sensitive and well-judged teaching based on knowledge of pupils and their circumstances. Again, from a very young age we introduce the concept of many different types of families to encourage tolerance and respect for how other people choose to live. (Families can include for example, single parent families, LGBT+ parents, families headed by grandparents, adoptive parents, foster parents/carers amongst other structures.) Care is taken to ensure that there is no stigmatisation of children based on their home circumstances and teaching needs to reflect sensitively that some children may have a different structure of support around them; e.g. looked after children or young carers. Children are taught that all families are unique and special. Teachers use picture books from a young age to teach these concepts in a way in which children can really relate to and understand.