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PSHE & RSE

Vision

New Haw Community School’s RSHE and PSHE curriculum will equip pupils with the knowledge, skills and attributes they need to successfully manage their lives, now and in the future.  We will help pupils to stay healthy, safe and prepare them to play an active, positive and successful role in today’s diverse society.  The curriculum will help pupils to achieve their academic potential by supporting their wellbeing and tackling issues that can affect their ability to learn, such as anxiety and unhealthy relationships.  Pupils will develop skills and aptitudes like collaboration, communication, sound judgement and resilience, which are crucial to navigating the challenges and opportunities of the modern world.  RSHE and PSHE, combined with the school’s ethos and behaviour expectations of both pupils and staff, will support our pupils to become adults who can manage risk and make informed choices.

Curriculum design

Curriculum Map

  Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Year 3 Being a good friend Privacy and permission Different families and groups Being part of the community Having a healthy lifestyle The value of money
Year  4 Treating each other with respect Keeping safe outside Drugs common to everyday life/Making healthy choices Our strengths, skills and interests Rights and responsibilities

Dealing with feelings, bereavement and loss.

How we grow and change. 

Year 5 Resolving conflict How can drugs common to everyday life affect health? What decisions can people make with money? How can we keep healthy? Discrimination and digital resilience How we grow and change
Year 6 Peer pressure Mental Health Keeping physically safe Careers Building resilience How babies are conceived and born


PSHE and RSHE at New Haw is taught through a clear and comprehensive scheme of work.   The PSHE and RSHE curriculum is built around the core themes of Health and Well-Being, Relationships and Living in the Wider World.  Statutory Health Education and Relationships Education guidance, published by the DfE, has been used to inform planning. PSHE and RSHE is delivered through a spiral curriculum.   As children progress through key stage 2, they revisit the three key themes, each time accessing them at a deeper level.   As pupils grow and develop, they will encounter many first experiences, from making responsible decisions about friendships to choosing their career path.  Therefore, the curriculum has been planned to encompass not just the first experiences children will encounter at New Haw Community School but those they will experience when they leave us.

Rationale

Due to the continuous developments in technology and greater opportunities for children to interact online, at New Haw we recognise that many children already have active online lives.  The knowledge and skills they learn in Relationships Education will enable them to navigate the online world safely and understand what is and is not appropriate behaviour. Through Relationships Education, pupils also gain the knowledge they need to recognise and report abuse, including emotional, physical and sexual abuse and to keep themselves safe.

Health Education is mandatory under Relationships Education. This will give pupils the vital skills and strategies and awareness to manage their own mental health. Topics include: physical health benefits to mental health, sleep, first aid, positive and emotional wellbeing and learning when and how to get help, as well as tackling the stigma of mental health.  Importantly, it outlines the link between physical and mental health, and how one can impact on the other. At the end of Year 4, children will be introduced to the changes that occur during puberty and this will be revisited and developed in both Year 5 and Year 6.

We acknowledge that PSHE cannot be taught solely in PSHE lessons. Therefore, at New Haw, it is part of a whole school approach and our curriculum provides a range of opportunities for children to make links to other areas of learning and explore a wide range of social, moral, cultural and behavioural issues.  For example, in RE, English, history and geography pupils will explore the complex and sometimes conflicting range of values and attitudes they will encounter in the wider world.  Other aspects of the PSHE curriculum, including keeping healthy and safe, will also be taught through science and computing lessons.

In their final term, Year 6 will include a unit on Sex Education, which builds on the related biological knowledge covered within the Year 5 science curriculum.  Though not a statutory requirement, the decision was made to include Sex Education in Year 6, primarily to ensure that children received accurate information, rather than relying on the misconceptions obtained through playground discussions.  Each unit’s content is planned based on the needs and maturity of pupils and so will be regularly reviewed to ensure it remains current and impactful. 

 

Year 3

Year 4

Year 5

Year 6

Vocabulary

family, friend, friendship, group, care, respect, permission, privacy, boundaries, unsafe, disagreement, conflicts. solution,

peers, influence, appropriate, inappropriate,

stereotype, discrimination, prejudice, differences, gender, sexual orientation, disputes, reconcile,

Peer pressure, gang culture, stigma, bias

Valuing differences

To know there are different types of relationships.

To know and respect that there are different types of families, including single parents, same-sex parents, step-parents, blended families, foster and adoptive parents.

To respect and accept differences and appreciate similarities between people.

To know about trusted people and everyone’s right to be treated with respect.

To respect the differences and similarities between people.

To recognise what they have in common with other members of their community.

To know the importance of having compassion towards others.

 

To know what a stereotype is and the negative impacts they can have.

To know what discrimination is.

To know how to challenge discrimination.

To know people may be attracted to someone emotionally, romantically and sexually.

To know that people may be attracted to someone of the same sex or different sex to them.

To understand what is meant by the term stigma.

To know that stigma and discrimination around mental health exist and can have a negative effect.

 

Healthy Relationships

To know about the importance of friendship.

To know about what makes a good friend

To know how to build positive and healthy friendships.

To know how to solve disagreements and conflicts

To recognise hurtful behaviour and bullying, and how to get help.

To know that being part of a family provides support, stability and love.

To know about the positive aspects of being part of a family, such as spending time together and caring for each other.

To know about the different ways that people can care for each other.

Identify if/when something in a family might make someone upset or worried.

To know how to respond safely to adults they may encounter whom they do not know.

To know to give/not give and seek permission in different situations.

To know about privacy, boundaries and when to keep or share secrets.

To know how to manage pressure to say or do something that makes them worried or uncomfortable.

To know what to do and whom to tell if family relationships are making them feel unhappy or unsafe.

To know how people can be influenced by their peers.

To know how people’s online actions can impact on other people.

To know how to keep safe online, including managing requests for personal information and recognising what is appropriate to share or not share online.

To know how to report concerns, including about inappropriate online content and contact.

To know what makes a healthy friendship and how they make people feel included.

To know strategies to help someone feel included.

To know about peer influence and how it can make people feel or behave.

To know the impact of the need for peer approval in different situations, including online.

To know strategies to manage peer influence and the need for peer approval. 

To know that it is common for friendships to experience challenges.

To know strategies to positively resolve disputes and reconcile differences in friendships.

To know that friendships can change over time and the benefits of having new and different types of friends.

To understand unacceptable behaviour when gaming or on profiles.

To know how to recognise if a friendship is making them feel unsafe, worried, or uncomfortable.

To know when, where and how to seek support in relation to friendships.

To recognise how friendships change and develop as they get older.

To recognise and manage peer influence within their own friendships.

To know how to recognise pressure from others to do something unsafe or that makes them feel uncomfortable and strategies for managing this.

To recognise the effect online actions, have on others.

To know how to respond safely and appropriately to adults they may encounter (in all contexts including online) whom they do not know.

Know where to get advice and report concerns if worried about their own or someone else’s personal safety (including online).

To know the different types of bullying, the impact of bullying and the different roles (bystander, victim, bully).