At St James’ Lanehead, we currently use a scheme of work to ensure that our PSHE coverage is broad and thorough. We are currently working with the PSHE Adviser to support the new framework. In addition to discrete lessons, PSHE is firmly embedded in everything we do and is enhanced further by our comprehensive, experienced and outstanding pastoral team.
Within EYFS Children are working towards
a) Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.
b) Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.
c) Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
During key stage 1, pupils should be taught the knowledge, skills and understanding through opportunities to: a. take and share responsibility [for example, for their own behaviour; by helping to make classroom rules and following them; by looking after pets well] b. feel positive about themselves [for example, by having their achievements recognised and by being given positive feedback about themselves] c. take part in discussions [for example, talking about topics of school, local, national, European, Commonwealth and global concern, such as ‘where our food and raw materials for industry come from’] d. make real choices [for example, between healthy options in school meals, what to watch on television, what games to play, how to spend and save money sensibly] e. meet and talk with people [for example, with outside visitors such as religious leaders, police officers, the school nurse] f. develop relationships through work and play [for example, by sharing equipment with other pupils or their friends in a group task] g. consider social and moral dilemmas that they come across in everyday life [for example, aggressive behaviour, questions of fairness, right and wrong, simple political issues, use of money, simple environmental issues] h. ask for help [for example, from family and friends, midday supervisors, older pupils, the police].
During key stage 2, pupils should be taught the knowledge, skills and understanding through opportunities to:
a. take responsibility [for example, for planning and looking after the school environment; for the needs of others, such as by acting as a peer supporter, as a befriender, or as a playground mediator for younger pupils; for looking after animals properly; for identifying safe, healthy and sustainable means of travel when planning their journey to school]
b. feel positive about themselves [for example, by producing personal diaries, profiles and portfolios of achievements; by having opportunities to show what they can do and how much responsibility they can take]
c. participate [for example, in the school’s decision-making process, relating it to democratic structures and processes such as councils, parliaments, government and voting]
d. make real choices and decisions [for example, about issues affecting their health and well-being such as smoking; on the use of scarce resources; how to spend money, including pocket money and contributions to charities]
e. meet and talk with people [for example, people who contribute to society through environmental pressure groups or international aid organisations; people who work in the school and the neighbourhood, such as religious leaders, community police officers]
f. develop relationships through work and play [for example, taking part in activities with groups that have particular needs, such as children with special needs and the elderly; communicating with children in other countries by satellite, e-mail or letters]
g. consider social and moral dilemmas that they come across in life [for example, encouraging respect and understanding between different races and dealing with harassment]
h. find information and advice [for example, through help lines; by understanding about welfare systems in society]
i. prepare for change [for example, transferring to secondary school].
Relationships and Sex Education (RSE) Policy
There is a new document from the Department for Education on RSE. This guidance will become compulsory from September 2020. We are currently reviewing our RSE policy in school, alongside this guidance and have a “working party” planned and will also ask parents’ views before we finalise our own policy. The new RSE guidance does not make sex education compulsory in primary schools, and our current views are that we agree that it is best covered in secondary school not primary. As soon as our policy is finalised, it will be attached to this part of our website.