PSHE - Personal, Social, Health and Economic
Parent powerpoint June 2021 - information about how we teach PSHE and RSE at Bishopstone
Parent introduction to KiVa. We are taking part in this trial 2021-2022.
How we have developed our PSHE/RSE over 2020-2021 to meet the DfE requirements
July 2020 - adopted a new scheme - PSHE association. We utilise the thematic version that means the whole school is focusing on the same area together, alongside meeting the challenges that mixed year groups can create.
January 2021 - Retired our previous RSE scheme - Living and Growing and replaced this with one recommended by the PSHE association - Yasmine and Tom. This then needed splitting up between the individual year groups and slotted into the PSHE curriculum ready for the summer term. Click here to go to the website with information about Yasmine and Tom.
January 2021 - To support the teaching of the PSHE association scheme we needed to sign up for supplemental units to support teaching and allow consistency across the school. One of these is using 1decision, click here. This scheme provides scenarios that teach the children to make the correct 'choice' going through the consequences of both the positive and negative choice each time.
February 2021 - Weaving our schemes together. Click here for an example of the yearly overview that includes the PSHE association scheme, 1decision and 'Goodness and Mercy'.
March 2021 - Improving friendships after the impact of Covid in KS2. An example of how we have worked with the children to identify not only the things that they are finding difficult but also how they may be causing some of the friction on the playground. Looking at taking responsibility for this. Click here for the results of a class discussion. We then followed this up with random 'who has been a good friend to you this week' slips, reinforcing positivity.
April 2021 - worked with KS2 children on what they feel that they should learn within their lessons. A selection of questions was asked and we then analysised these for trends, ensuring that these elements are firmly embedded in the curriculum coverage. Click here for results. This questionnaire also allowed us to look at individual children's opinions, allowing us to work 1:1 if needed.
May 2021 - Competed a block of work with KS2 children around what PSHE/RSE covers. The children then created a 'pyramid' where they had to rank how important they felt the different areas were to them. The areas that they ranked were Rights and responsibilities, Keeping safe, Valuing difference, Healthy relationships, Hurtful behaviour and anti-bullying, Media influence, Healthy lifestyles, Growing and Changing, Money. We were surprised at the answers! Click here for how we then took the average and ranked them according to the children. Again this feeds into their understanding of the subject and how they perceive this relating to them in everyday life.
May 2021 - Follow up work on playground issues. Click here for the reflections that KS2 made.
June 2021 - Information sent to parents explaining the changes. Sent home parent letter, Yasmine and Tom overview for parents, questionnaire and ranking questionnaire. A survey to understand their perceptions of PSHE/RSE and what they feel is important to be taught. Parents were also given the ranking activity to complete allowing us to compare importance for parents against the children's view.
June 2021 - As a Church school ensuring that our ethos flows through these subject areas is crucial. Into our overall scheme we added the elements that we reinforce when teaching the PSHE association units. This is taken from the Bristol Diocese scheme - Goodness and Mercy. Click here. It makes it easy when teaching to see how the elements overlap and can be discussed with the children.
June 2021 - draft PSHE policy disseminated from staff to Governors and parents for comments. Click here.
- draft RSE policy disseminated from staff to Governors and parents for comments. Click here.
June 2021 - survey results and comments from parents gathered.
At our school
At our school we cover elements of PSHE throughout many of our lessons and it is firmly embedded within our Christian Values that we maintain. However some areas require to be taught alone. Changes have been made by the DfE which we are integrating with our current scheme which is the 'Programme of Study' from the PSHE Association. Click here for the programme of study that our MTP follows, from September 2020.
"The new curriculum will be compulsory from September 2020. Schools should start teaching from that date if they meet the statutory requirements. If they are not ready, or are unable to meet the requirements, they should begin teaching by at least the start of the summer term 2021."
We also utilise the Dimensions Curriculum for various units including 'Radicalisation' for Year 5/6. This is taught at the basic level of understanding, to make children aware that they can stand firm in their opinions, not to 'follow' others.
We also supplement the above schemes with Stonewall resources which cover issues of 'acceptance without exception'. Click here for their website. Miss Lindsay completed the Stonewall’s Tackling Homophobic, Biphobic and Transphobic Bullying course that was aimed at Faith schools in November 2017.
Every two years we welcome the NSPCC into school with their 'Speak Out, Stay Safe' programme where they work with Year 5 and 6. They were most recently in - September 2019. Click here for their website, see below for their parent handouts.
We take much of our guidance for PSHE from the PSHE Association. As they state on their website and something we truly believe:
'PSHE education is a planned programme of learning through which children and young people acquire the knowledge, understanding and skills they need to manage their lives. As part of a whole school approach, PSHE develops the qualities and attributes pupils need to thrive as individuals, family members and members of society.'
Click here for their website
By the end of primary children are required to have covered:
Families and people who care for me
Pupils should know:
- that families are important for children growing up because they can give love, security and stability
- the characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other’s lives
- that others’ families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care
- that stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children’s security as they grow up
- that marriage represents a formal and legally recognised commitment of two people to each other which is intended to be lifelong
- how to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed
Marriage in England and Wales is available to both opposite sex and same sex couples. The Marriage (Same Sex Couples) Act 2013 extended marriage to same sex couples in England and Wales. The ceremony through which a couple get married may be civil or religious.
Pupils should know:
- how important friendships are in making us feel happy and secure, and how people choose and make friends
- the characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties
- that healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded
- that most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right
- how to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed
Pupils should know:
- the importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs
- practical steps they can take in a range of different contexts to improve or support respectful relationships
- the conventions of courtesy and manners
- the importance of self-respect and how this links to their own happiness
- that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority
- about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help
- what a stereotype is, and how stereotypes can be unfair, negative or destructive
- the importance of permission-seeking and giving in relationships with friends, peers and adults
Pupils should know:
- that people sometimes behave differently online, including by pretending to be someone they are not
- that the same principles apply to online relationships as to face-to-face relationships, including the importance of respect for others online including when we are anonymous
- the rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them
- how to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met
- how information and data is shared and used online
Pupils should know:
- what sorts of boundaries are appropriate in friendships with peers and others (including in a digital context)
- about the concept of privacy and the implications of it for both children and adults; including that it is not always right to keep secrets if they relate to being safe
- that each person’s body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact
- how to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know
- how to recognise and report feelings of being unsafe or feeling bad about any adult
- how to ask for advice or help for themselves or others, and to keep trying until they are heard,
- how to report concerns or abuse, and the vocabulary and confidence needed to do so
- where to get advice, for example family, school or other sources