PSHE
INTENT - Why do we teach PSHE at J.H Godwin?
To embrace the challenges of creating a happy and successful adult life, pupils need knowledge that will enable them to make informed decisions about their wellbeing, health and relationships and to build their self-efficacy. Pupils can also put this knowledge into practice as they develop the capacity to make sound decisions when facing risks, challenges and complex contexts. Everyone faces difficult situations in their lives. Our PSHE curriculum can support young people to develop resilience, to know how and when to ask for help, and to know where to access support.
At J.H Godwin primary school, we strive to provide a structured programme of personal development to nurture the ‘whole child’ and increase learning capacity, underpinned by mindfulness philosophy and practice. We want our children to develop their skills in order to become resilient, respectful and confident members of society in the future. Our catchment area currently does not have a huge amount of diversity shown within it and our children can be heavily influenced by the media and parental views so we have a duty to balance that by providing children with as many opportunities as possible to see equality within our lessons as possible. We learn about other cultures, religions, current affairs and trending issues so that our children have the knowledge to challenge stereotypical views and bias. We also spend a lot of time supporting our children to develop their social skills in order to effectively resolve conflicts and self-regulation techniques to manage their emotions in order to promote good mental health and self-care.
We aim to:
* offer opportunities for children’s spiritual, moral, social and cultural (SMSC) development within our curriculum lessons.
*provide structured opportunities to practice and enhance the five skills associated with the emotional literacy (self-awareness, social skills, empathy, motivation and managing feelings).
We believe that these opportunities are vital for children’s development, their understanding of themselves and others and in increasing their capacity to learn.
IMPLEMENTATION: How do we teach PSHE at J.H Godwin?
Each term, the classes in our school have a PSHE focus which usually features at the beginning of the half term and then is revisited at the end.
| Autumn Term 1: Good relationships |
Autumn Term 2: Online safety |
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Spring Term 1: Equality (No Outsiders in our school) "Everyone is an insider, no matter their beliefs, whatever their colour, gender or sexuality" (No Outsiders Project Team, 2010, ix).South African social rights activist Desmond Tutu (2004).
We want the children in our school to be happy and excited about living in a community full of difference and diversity whether that difference is through race, gender, ability, sexual orientation, gender identity, age or religion. This term, we use a whole school resource - No Outsiders in Our School: Teaching the Equality Act in Primary Schools by Andew Moffat which is a whole school curriculum that promotes equality for all sections of the community and enables us to deliver the objectives outlined in the Equality Act 2010.
The No Outsiders resource includes lesson plans based on children’s picture books. Each year group works through five picture books during this term. The class discussion is child-led and offers opportunity for the children to make observations and consider the simple messages in the text, which link to the Equality Act in an age appropriate way. An overview of all of the books used is provided below. |
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Spring Term 2: Drugs and alcohol education (following the Christopher Winters project planning) An overview of the planning structure for each year group from year 1 to year 6 is available in the documents at the bottom of this page. The Christopher Winter Project materials are used annually with classes throughout the school as part of the Personal, Social and Health Education programme recommended by the National Curriculum and the Local Authority. The project has been working successfully with schools since 1995. Such programmes are recommended by our local authority and many national organisations, such as the Association for Science Education. |
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Summer Term 1: Relationships and sex education (following the updated Christopher Winters project planning) An overview of the planning structure for each year group from Foundation 2 to year 6 is available in the documents at the bottom of this page. The Science National Curriculum in Key Stage 2 (Years 3-6) also now includes the statutory requirement to teach pupils to describe the changes as humans develop to old age. This may include the changes experienced during puberty. OFSTED also recommends that ‘schools have regard to the Department for Education guidance on teaching children about puberty before they experience the onset of physical changes’, which can happen as early as Year 5. |
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Summer Term 2: Goal setting (We reflect on current academic year at the beginning of the half term and then we set goals and targets for our new academic year group during transition week in our new classes).
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