PSHE and RSE

INTENT

Our school’s intent is for all children to experience a PSHE curriculum that provides them with the skills to develop and thrive physically, socially and emotionally. Our intention is that children will leave Darton Primary School as well-rounded individuals who are respectful, compassionate, kind, honest and positive in line with our school values. We aim to develop children’s initiative and confidence in being able to seek support when needed. Part of our school’s curriculum intent is for all children to become confident, articulate and kind young people and our PHSE curriculum helps enable them to do this.

IMPLEMENTATION

Teaching in the Early Years Foundation Stage

In the Early Years Foundation Stage, PSHE is referred to as personal, social and emotional development. Within the Early Years Foundation Stage, activities and experiences for children are based on the seven areas of learning and development. The PSED area of your child's learning is concerned with wellbeing – knowing who you are, where you fit in and feeling good about yourself. It is also about developing respect for others, social competence and a positive disposition to learn.

Teaching PSHE in KS1and 2

PSHE in KS1 and KS2 is referred to as ‘Life Lessons’. Children will develop their PSHE understanding through the delivery of six core themes:

• People Around Me
• Keeping Safe
• Healthy Body and Mind
• World-Wide Citizens
• Savvy Spending (Finance Education)
• Growing Up

Life Lessons is taught as a stand alone subject but the topics covered are very much part of children’s everyday lives. Some areas of the RSE statutory curriculum are taught within Life Lessons and some of the areas, for example online safety, are taught within the Science, Computing and D.T. curriculum. Our school values and assemblies reinforce the life lessons curriculum and we also provide real-life opportunities for children to embed their learning. Life Lessons is taught weekly for half an hour, or fortnightly for one hour, depending on the objectives covered and class timetabling. Some areas (for example growing up) will be taught as longer block lessons to enable year groups to come together for the sessions. 

In order to ensure coverage, staff plan their Life Lessons sessions using objectives from the school’s progression document. Due to mixed classes, many objectives are repeated to ensure that children do not miss out on key objectives. The growing up strand is taught in the Summer Term in year group sessions rather than in classes due to the content of the strand.

All children have a Life Lessons book where they record some of their learning. We also ensure that children are given the opportunities to take part in deep discussions, drama and role play, and practical activities within lessons.

IMPACT

Through the teaching of PSHE and RSE in this way it is hoped that we offer both explicit and implicit learning opportunities and experiences which reflect children’s increasing independence and physical and social awareness as they move through primary school. It builds on the skills that pupils acquire during EYFS to develop effective relationships, assume greater personal responsibility and manage personal safety, including online. Life Lessons sessions help pupils to cope with the changes at puberty, introduces them to the wider world and enables them to make an active contribution to their communities.

To measure the impact of our Life Lessons curriculum, termly pupil voice takes place, led by our curriculum leader. Termly pupil and parent voice takes into account how children display our school values and the skills taught in our Life Lessons curriculum around school and into their wider lives.