PSHE Policy

Personal, Social, Health and Economic Education (PSHE) is a planned programme of learning where the children at Duke Street Primary School acquire the knowledge, understanding and skills they need to manage their lives, through primary school and beyond. As part of our whole school approach, PSHE develops the qualities and attributes that children need to thrive as individuals, family members and members of society.

PSHE also prepares children to manage change and challenge and helps them apply the knowledge and understanding they learn in all subjects to practical, real-life situations while helping them to feel safe and secure enough to fulfil their academic potential.

PSHE provides children with life skills which promote their spiritual, moral, cultural, mental and physical development, preparing them for the opportunities, responsibilities and experiences of later life.

The National Curriculum states that ‘all schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice.’ (DFE, 2013)

The Department for Education states that ‘all primary schools will be required to provide relationships education (and will retain their current choice to teach age-appropriate sex education).’ This forms part of our PSHE curriculum. More detail can be found in the PSHE Subject Policy.

 

Duke Street have a statutory duty to…

  • promote children and young people’s wellbeing (Wellbeing is defined in the Children Act 2004 as the promotion of physical and mental health; emotional wellbeing; social and economic wellbeing; education, training and recreation; recognition of the contribution made by children to society; and protection from harm and neglect.)
  • promote community cohesion (Education and Inspections Act 2006; Education Act 2002)

 

Our Approach:

In order to provide a high-quality education in PSHE, we have adopted the Coram Life Education SCARF scheme and our staff have received training in delivering this effectively. The programme of study ensures all statutory objectives are taught and allows us to adapt our teaching to the needs of our pupils. We link our learning with our Core Values: Individuality, Creativity, Aspire and Achieve, Resilience and Empathy. This ensures our pupils are encouraged in their personal and emotional development and supports them in growing into well-rounded young people. Each half term, pupils will study a different area of PSHE, namely:

Me and My Relationships, Valuing Difference, Keeping Myself Safe, Rights and Responsibilities, Being My Best and Growing and Changing.

Some of our key learning throughout the programme of study is outlined below. The listed outcomes are intended to provide a snapshot of the key learning throughout our journey, and do not include every aspect covered.

 

By the end of Key Stage One, pupils will be able to:

  • Identify what makes a positive relationship and learn skills associated with cultivating healthy relationships.
  • Recognise the ways in which people are different and the similarities they share.
  • Give examples of ways in which they can keep themselves healthy and safe.
  • Give some examples of how we look after ourselves and our environment - at school or at home.
  • Identify some of the skills needed in achieving their goals and how this will help them.
  • Name some of the ways in which they have grown since being younger and identify who they can talk to when they need support.
  •  

By the end of Key Stage Two, pupils will be able to:

  • Demonstrate an understanding of their emotional needs and those of others, along with why these are important.
  • Understand people’s similarities and differences, how this impacts beliefs and behaviours and how to be respectful of others.
  • Identify risks and strategies to keep themselves safe in a wide range of circumstances, including online.
  • Show an awareness of their responsibilities towards themselves and others and how this relates to the wider world.
  • Explain ways of overcoming obstacles to achieve their goals and become increasingly independent.
  • Understand some of the changes they will go through, both physically and emotionally and develop resilience and strategies to cope with change.

 

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