P.S.H.E

Curriculum Areas

Relationships

Health and Wellbeing

Living in the Wider World

Being Me

INTENT: Children to create a class charter.

IMPLEMENTATION: Each class discussed the type of environment they would like in the classroom and in the wider school. Collectively, we established how we would behave to fulfil this. We populated a class charter with these actions and children designed a name card to sign their charter.

IMPACT: Children created a class charter to follow for the rest of the year.

INTENT: Children to identify safe adults they could approach for help.

IMPLEMENTATION: Children began by miming emotions and discussing how identifying how people are feeling is important to develop empathy towards others.

We explored what a 'nightmare' school might look like and how we'd feel if we went there. This helped us to feel gratitude for our school.

We explored the perspective of a new student and what they might worry about before starting Beacon Rise. We discussed the people and policies in school that help us.

The children ended the lesson by playing a game of helpful bingo.

IMPACT: Children can now identify safe adults they could approach for help inside and outside of school.

INTENT: Children to understand why rules are important in upholding our rights and responsibilities.

IMPLEMENTATION: Children revisited the ideas of their 'nightmare' school and helpful adults from last week. In this lesson, they worked collaboratively to design their dream school, thinking about what rights and responsibilities would uphold it.

We drew comparisons between children's dream school and our class charter.

IMPACT: Children now understand how following rules honours our rights and responsibilties.

INTENT: Children to discuss how their actions have consequences.

IMPLEMENTATION: Collaboratively, children have discussed their ideal learning environment and collectively agreed actions to facilitate this.

IMPACT: Children are now aware of the positive and negative consequences of their actions.

L5 & L6

INTENT: Children to discuss how to make a responsible decision about a given scenario.

IMPLEMENTATION: Children were given a hypothetical letter from a child wanting to join Beacon Rise. In the letter, this child outlined different concerns about starting a new school.

In these lessons children discussed and wrote replies.

IMPACT: Children have shown how to they would act responsibly in given situations.

INTENT: Children to identify when they are feeling worried and what to do when they feel worried.

IMPLEMENTATION: Children explored the story 'Huge Bag of Worries' by Lewis Kirk.

We then engaged in a discussion about main character and the different ways she dealt with her worries.

Children then had a opportunity to reflect on something they were / are worried about and how they could solve that worry, considering who they might talk to about it.

IMPACT: Children can now identify when they feel worried and implement a variety of strategies.

Celebrating Differences

INTENT: Understand differences between families.

IMPLEMENTATION: Children explored common differences that can arise between families such as siblings fighting over the TV or parents having different opinions.

Children discussed what they thought had caused the conflict between family members and how each person felt, in addition to suggesting possible resolutions.

We also explored how, in each image, the conflict wasn't putting anyone in danger.

IMPACT: Children can now identify how or why conflicts may arise in families and apply strategies to resolve conflict.

INTENT: Know what bullying is and how to respond to it.

IMPLEMENTATION: Children began reflecting on their prior knowledge of bullying and how they would define this to an alien.

Children were introduced to S.T.O.P acronym which defines bullying as unkind behaviour that happens 'several times on purpose'.

Children watched a documentary about Jake's experience with bullying. After, we discussed the behaviours of others that are classified as bullying.

IMPACT: Children now understand what bullying is, why it is wrong.

INTENT: Know how to help someone who is being bullied.

IMPLEMENTATION: Children recalled their understanding of bullying from the previous lesson.

We explored hypothetical scenarios and discussed whether they were bullying or not based on the S.T.O.P criteria.

We discussed the roles of witnesses or bystanders and how we can help people who are being bullied.

IMPACT: Children now know how to help someone who is being bullied.

L5 & L6:

INTENT: Understand how words can effect people.

IMPLEMENTATION: Children began by discussing the statement 'words don't hurt' with their partners.

We then explored the impact of unkind words by writing them on a piece of paper and crumpling it each time. After, we practiced saying sorry and smoothed the paper out.

Even though we had apologised, it didn't undo the damage to the paper. We linked this to the long term impact unkind words can have on people.

To end the lesson, children wrote a compliment to someone in the class to form a compliment tree. As we read each others compliments we discussed the positive impact words can have on people.

IMPACT: Children know understand the impact their words can have on people.

Dreams and Goals

INTENT: Children to learn about people who face challenges and achieved success by overcoming obstacles

IMPLEMENTATION: Children learnt about various challenges that people may face each and every day and how they can overcome these difficulties.

IMPACT: Children are now able to know how people overcome obstacles each and every day and what feelings may occur during each process.

INTENT: Children to learn about facing new challenges and working how to achieve them

IMPLEMENTATION: Children learnt about working together in groups to complete a garden task together.

IMPACT: Children learnt how to work effectively in a group and be able to delegate various roles out to the correct people.

INTENT: Children to learn about how to be responsible for part of a task which will be added to a group challenge.

IMPLEMENTATION: Children learnt about working together in their groups to create a project.

IMPACT: Children learnt how to complete their part of the task and be able to listen to others instructions.

INTENT: Children to recognise obstacles which might make their achievement hard and how to overcome these.

IMPLEMENTATION: Children learnt how to complete their task together and how each part of the process becomes hard. They also learnt that support from their group will help them overcome the challenges.

IMPACT: Children presented their task and were able to self reflect on their impact within the task.

Healthy Me

INTENT: Children to learn about how the food they put into their bodies will affect their health.

IMPLEMENTATION: Children learnt about what could be considered as 'healthier' choices and 'less healthier' choices and the impact this has on our bodies. Children were introduced to food labels and the difference in red, amber and green labels and looked specifically at the amount of sugar in different food products.

IMPACT: Children could identify food labels on products and understand the quantities of sugar, with some products being more surprising than others.

INTENT: Children to be able to distinguish between 'safe' and 'unsafe' situations and to understand when something might be an emergency.

IMPLEMENTATION: Whole class discussions based on safe and unsafe situations and thinking about the strategies they could use if they find themselves in an unsafe situation.

IMPACT: Children understand what they could do if they need help and who they can reach out too.

INENT: Children to understand how to deal with unfamiliar situations and therefore developing the skills to identify ways to keep themselves safe.

IMPLEMENTATION: A variety of challenging scenarios explored within small groups - children discussing what they would do if they were in that situation.

IMPACT: Children have developed an understanding of what they could do if they were faced with an unfamiliar situation.

Relationships

INTENT: Children develop an understanding of the roles and responsibilities of themselves and their family members alongside understanding the meaning of stereotypes.

IMPLEMENTATION: Whole class discussion about different job types and questioning whether only certain genders can partake in them or if anyone can. Small group discussions looking at a range of household jobs and deciding if they are male, female or unisex jobs.

IMPACT: Children can understand and reflect on the responsibilities of each family member and identify the expectations in society for males and females.

INTENT: Children to understand the actions and work of people around the world and how this can influence upon their own lives.

IMPLEMENTATION: A variety of different images and products shown to the children so they could guess and then learn which countries have produced those items. Discussion about why this has an impact on our everyday life.

IMPACT: Children gained a wider understanding of how we are connected with people around the world and are able to identify why this is important.

INTENT: Children learn what conflict means and the steps that could be taken to resolve it.

IMPLEMENTATION: Thoughts and discussions about situations where we might experience conflict. Introduce the 'Solve it' technique to the children. Model what this could look like and when it might be used. Children looked at a range of scenarios and had an attempt at applying the Solve it technique, explaining what they would do if it was them in this situation.

IMPACT: Children learnt a new technique they can use if in conflict themselves, promoting independence.

INTENT: To help children understand that all children have the same basic needs and rights, regardless of where they live, and to begin recognising the similarities and differences in children's lives around the world.

IMPLEMENTATION: Children explored the difference between wants and needs through paired discussions and shared their views with the class. They were introduced to key rights from the UN Convention on the Rights of the Child and considered what these look like in real life. In groups, they created posters to show their understanding of a specific right, which were then shared and discussed with the class.

IMPACT: Children developed a clearer understanding of their own rights and how these are shared by children globally. They were able to recognise that while all children are entitled to the same rights, access to them can differ depending on individual circumstances. Pupils showed empathy when discussing real-life situations and demonstrated an increased awareness of global inequality and fairness.

Changing Me

INTENT: To help children understand that changes to the body’s appearance are a natural part of growing up and to encourage a positive, respectful attitude towards these changes.

IMPLEMENTATION: In this lesson, we introduced the concept of puberty in a sensitive and age-appropriate way. The focus was on helping children understand that physical changes to the outside of the body are a normal and natural part of growing up. We aimed to reassure the children that these changes happen at different times for everyone and that it’s okay to feel a mix of emotions about them.

IMPACT: The children took part in discussions and activities to explore the changes that happen during puberty. They learned which changes can and cannot be controlled and were encouraged to share their thoughts and feelings about growing up.

INTENT: In this lesson, we aimed to help children understand what stereotypes are, particularly around gender and family roles. We wanted them to recognise that tasks or responsibilities within a family should not be limited by whether someone is male or female.

IMPLEMENTATION: Children identified whether certain family roles were male, female, or either. They then discussed their answers with a partner and shared ideas with the class, considering whether they wanted to change their views based on the discussion. Key vocabulary such as "stereotype" was explained and explored. To reinforce the learning, children worked in same-gender groups to design duvet covers for the opposite gender.

IMPACT: By the end of the lesson, children were able to explain what a stereotype is and give examples of how these can appear in everyday.

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