PSHE
Personal, Social and Health Education
Personal, Social, Health and Education (PSHE) enables pupils to develop the skills, knowledge and understanding to lead confident, healthy, independent lives and to become informed, active and responsible citizens.
PSHE Endpoints
To know how to feel safe and to be able to identifying people they can talk with if they aren’t safe for any reason.
To have someone to talk to about Mental Health.
To know what the British Values are and begin to apply these in my day to day life.
The knowledge and skills that we learn through PSHE come under 3 main headings:
Health
Relationships
Living in the wider world
EYFS PSHE Intent
By the end of EYFS we intend for the children:
To use high quality, inclusive literature to support learning for example in recognising feelings and understanding social situations.
To achieve their Early Learning Goal for PSED through play, discussion and specific lessons.
To use role play, building on communication and language skills, as a means to problem solve, and build self-awareness e.g. helicopter stories.
To share stories from across the world that are representative of difference.
To experience events that support those less fortunate.
KS1 PSHE Intent
By the end of KS1 we intend for the children:
To use high quality, inclusive literature across the PSHE curriculum to support learning for example the importance of kindness e.g. ‘Have You Filled a Bucket’ by Carol Mc Cloud and bible stories e.g. ‘The Good Samaritan’.
For learning tasks to require children to apply English skills e.g. to present information learnt in a variety of formats and maths skills e.g. looking at value of money and using venn diagrams as a means to sort items related to PSHE topics such as healthy foods.
Pupils will be explicitly taught and experience the importance of resilience, a growth mindset and perseverance as life skills for becoming successful and happy adults.
To work individually, in pairs and in groups on a wide variety of tasks to improve their ability to communicate their ideas and opinions.
For children to have an awareness of the British Values so that they respect differences and understand how values such as democracy apply in school.
To have opportunities and activities which require children to problem solve and give reasoning about their choices.
To have an awareness of people from a wide range of backgrounds, their achievements and how they have influenced our world e.g. ‘Goodnight Stories for Rebel Girls’ by Elena Favilli and Francesca Cavallo.
To experience events that support those less fortunate.
For children to appreciate what they have by looking at the differences between needs and wants.
KS2 PSHE Intent
By the end of KS2 we intend for the children:
To use high quality, inclusive literature to support learning for example understanding of feelings and strategies to manage these feelings e.g. ‘Sad’ by Michael Rosen to look at feelings of grief and ‘You are Awesome’ by Matthew Syed to link with teaching on resilience.
To have opportunities to interpret data linked to risk factors e.g. drug awareness. To use comprehension skills to understand texts on a given PSHE topic. To be able to debate and discuss issues maturely. To use written skills to present information learnt in a range of styles and formats e.g. leaflets, posters.
Pupils will be explicitly taught and experience the importance of resilience, a growth mindset and perseverance as life skills for becoming successful and happy adults.
To work individually, in pairs and in groups on a wide variety of tasks to improve their ability to communicate their ideas and opinions with clarity.
To know the importance of being assertive and communicating in healthy relationships.
To study the British Values; take part in a tolerance debate and address the importance of respect for beliefs, cultures, different world views and all that makes us unique.
To have ample opportunity to role play, review and discuss real-life scenarios and to use critical thinking and problem-solving skills to come up with strategies and solutions.
For pupils to have a deep understanding of the world in which they live including what it means to be a member of a diverse community (British Values, Cultural Awareness Days) and the importance of caring for our environment (Eco-School Captains to feedback to classes).
To know how key events and individuals, from a wide range of backgrounds, have influenced laws, beliefs and attitudes today e.g. Rosa Parks – civil rights movement.
For children to be aware of privilege and to foster an appreciation through awareness of the wider world (including money, democracy and education).
To lead and experience events that support those less fortunate.
Promoting British Values
The five fundamental British values are: democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs.
Promoting Positive Mental Health (MOLAR)
Each letter stands for a particular area to support positive mental health:.
M: Mindfulness O: Others L: Learning A: Active R: Relationship
What our children say
“I enjoy doing well-being days in PSHE because I like the assemblies.” - Thomas Year 2
“I like making posters in PSHE because I get to share my talent.” - Sia Year 4
“I liked learning about what other people think and feel. I like showing what I’ve learnt through art.” - Lois year 6
Social and Emotional Aspects of Learning (SEAL)
At St Paul’s, we are still dipping into the SEAL programme which covers a wide range of themes. Year groups decide which are most suitable for the cohort on a year by year basis. Themes include: New beginnings, Getting on and falling out, Say no to bullying, Going for goals, Good to be me, Relationships and Change.
Barnet Scheme of Work
At St Paul's, we use and adapt some of the units from the Barnet Emotional Well-being and PSHE Framework. There are three core themes to choose from: Health and Well-being, Relationships and Living in the Wider World.
Well-being Days
From September 2016, we have introduced new off-curriculum days to help promote positive mental health.
PANTS Campaign
Every year, across the school, the children are reminded of the PANTS campaign by PANTOSAURUS! They are also asked to identify trusted adults both at home and school, who they can talk to should they need to.
SugarSmart
We are now a 'SugarSmart' school! St Paul's recognises that for the first time in history that there are more people who are overweight than underweight and children today are predicted to be the first generation to live shorter lives than their parents due to diet and inactivity. 1 in 3 children enter secondary school overweight or obese and St Paul's wants to encourage a healthy lifestyle. Therefore, all classes are encouraged to participate in 'The Golden Mile' - an initiative to run as many miles as possible over the course of a school year - and to monitor the amount of sugar we eat.
A whole school 'SugarSmart' competition was launched where children were able to create a project that offered healthy alternatives to some sugary treats. Check out our entrance hall display for some of the winners!
Each class participated in lessons that looked at being 'SugarSmart'. Some classes looked a food labels, others had homework which required finding lower sugar alternatives to food sucha s yoghurt and baked beans and some classes even made their own low sugar treats!