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PSHE/RSE

PSHE/RSE Curriculum Intent

PSHE and RSE is at the heart of our whole school curriculum and school ethos. It aims to support the development of the ‘whole child’ by creating the foundations that enable our pupils to develop personally and socially.

Currently, children and young people are growing up in a rapidly changing world. We are aware that our community and school demographic limits exposure to a diverse society, therefore it is paramount that our school ethos offers children the chances and opportunities to develop their understanding of the world around them. We believe that our PSHE curriculum allows children to be respectful of others, celebrate their uniqueness and be proud of who they are, which will prepare them for life beyond the classroom. We aim to do this by allowing children to understand and demonstrate our Be Values through connecting children with their learning, community and others.

 

Connecting with learning:

Due to the COVID 19 pandemic, PSHE has been a fundamental part of our recovery curriculum. We have made the decision to purchase the Jigsaw Scheme to support planning, teaching and learning. Weekly sequenced lessons and regular circle times will allow depth and coverage of the curriculum, whilst building upon prior learning taught at the Infant School.  Along with a wider cross curricular approach, our PSHE teaching focusses upon the importance of mental health and wellbeing, developing independence and setting goals and aspirations. As our children are growing up in a complex world where their life is ever changing, both on and offline, we feel it is necessary as part of the RSHE curriculum to allow children to explore relationships, learn about the changes within their bodies and to know how to stay safe and healthy. Aligning with our curriculum intent, learning throughout PSHE and RSHE will be inclusive, active and engaging to ensure children achieve the best possible outcome.

 

Connecting with our community:

Our curriculum enables children to develop the ability to tackle the moral, cultural and social issues that occur as a part of growing up. Underpinning this learning is the focus on promoting children’s social, mental and physical development, allowing them to develop their sense of self-worth. Additionally, children will be given the opportunity to connect with the community through whole school events. In turn, we believe this plays a positive role in contributing to wider school life and helps the children to consider others.

 

Connecting with others:

We aim to create an environment where children feel valued, feel they can express themselves as well as promote an understanding of diversity and difference. We provide our children with opportunities which allow them to learn their rights and responsibilities as well as appreciate what it means to be a member of a diverse society. Through the discrete teaching of British Values, children are able to explore the themes of respect and tolerance, understand their place in society and take part in a democratic environment. Through the use of a pupil council rep, the children’s voices are placed at the heart of the school.  Beyond this, we think our children should be given the opportunity to reflect on and clarify their own values and attitudes as well as explore the complex and sometimes conflicting range of views that they will face now and in the future.

ROTJS PSHE/RSHE Curriculum

Jigsaw Scheme

  

Year 3

Year 4

Year 5

Year 6

Being Me in my World

Valuing and welcoming others.

I recognise my worth and can identify positive things about myself and my achievements.

I can set personal goals

 

I value myself and know how to make someone else feel welcome and valued

I know my attitudes and actions make a difference to the class team

 

I know how good it feels to be included in a group and understand how it feels to be excluded

I try to make people feel welcome and valued

I can face new challenges positively and know how to set personal goals.

 

I know what I value most about my school and can identify my hopes for this school year

  I can identify my goals for this year, understand my fears and worries about the future and know how to express them

 

  I feel welcome and valued and know how to make others feel the same

Being part of a community.

I can face new challenges positively, make responsible choices and ask for help when I need it.

 

I recognise how it feels to be happy, sad or scared and am able to identify if other people are feeling these emotions.

I understand who is in my school community, the roles they play and how I fit in.

 

I can take on a role in a group and contribute to the overall outcome

I understand my rights and responsibilities as a citizen of my country.

 

I can empathise with people in this country whose lives are different to my own.

 I know that there are universal rights for all children but for many children these rights are not met.

 

 I understand my own wants and needs and can compare these with children in different communities

Valuing others

Rights

 

 

I understand why rules are needed and how they relate to rights and responsibilities.

 

I know how to make others feel valued.

I understand how democracy works through the School Council

I understand my rights and responsibilities as a citizen of my country and as a member of my school

 

I can empathise with people in this country whose lives are different to my own

I understand that my actions affect other people locally and globally

 

I understand my own wants and needs and can compare these with children in different communities.

Understanding feelings and emotions.

I understand that my actions affect myself and others and I care about other people’s feelings

 

I understand that my behaviour brings rewards/consequences

I understand that my actions affect myself and others; I care about other people’s feelings and try to empathise with them

 

I understand how rewards and consequences motivate people’s behaviour

I can make choices about my own behaviour because I understand how rewards and consequences feel

 

I understand that my actions affect me and others

 I can make choices about my own behaviour because I understand how rewards and consequences feel and
I understand how these relate to my rights and responsibilities.

 

I understand that my actions affect myself and others; I care about other people’s feelings and try to empathise with them

Working collaboratively

I can make responsible choices and take action.

 

I can work cooperatively in a group.

I understand how groups come together to make decisions.

 

I can take on a role in a group and contribute to the overall outcome.

I understand how an individual’s behaviour can impact on a group.

 

I can contribute to the group and understand how we can function best as a whole.

I understand how an individual’s behaviour can impact on a group

 

I can contribute to the group and understand how we can function best as a whole

Celebrating difference

Accepting difference and including others.

I understand that everybody’s family is different and important to them

I understand that differences and conflicts sometimes happen among family members

 

I appreciate my family/the people who care for me

I understand that, sometimes, we make assumptions based on what people look like and can be easily influenced.

 

I try to accept people for who they are

I understand that cultural differences sometimes cause conflict

 

I understand what racism is

 

I am aware of my own culture

 

I am aware of my attitude towards people from different races

I understand there are different perceptions about what normal means

I understand how being different could affect someone’s life

 

I am aware of my attitudes and can emphasise with people who are different

Friendship: Understanding bullying and solving problems

I know what it means to be a witness to bullying

 

I know that witnesses can make the situation better or worse by what they do

 

I know some ways of helping to make someone who is bullied feel better

 

I can problem-solve a bullying situation with others

I know that sometimes bullying is hard to spot and I know what to do if I think it is going on but I’m not sure

 

I can problem-solve a bullying situation with others

I understand how rumour-spreading and name-calling can be bullying behaviours

 

I can explain the difference between direct and indirect types of bullying

 

 

I can explain some of the ways in which one person or a group can have power over another

 

I know some of the reasons why people use bullying behaviours

Giving and receiving compliments

I recognise that some words are used in hurtful ways

 

I can give and receive compliments and know how this feels

I can identify what is special about me and value the ways in which I am unique

 

I can explain why it is good to accept people for who they are

I can compare my life with people in the developing world

 

I can understand a different culture from my own

 

I respect my own and other people’s cultures

 

I can appreciate the value of happiness regardless of material wealth

I can give examples of people with disabilities who lead amazing lives

 

I can explain ways in which difference can be a source of conflict and a cause for celebration

 

I appreciate people for who they are

 

I can show empathy with people in either situation

Dreams and Goals

Understanding motivation and setbacks.

I can tell you about a person who has faced difficult challenges and achieved success.

 

I can identify a dream/ambition that is important to me

 

 

I can tell you about some of my hopes and dreams and understand they may not always come true.

 

I know how disappointment feels and can identify when I have felt that way

I understand that I will need money to help me achieve some of my dreams

 

I know about a range of jobs carried out by people I know and have explored how much people earn in different jobs

 

I appreciate the contributions made by people in different jobs

I know my learning strengths and can set challenging but realistic goals for myself and I can work out the learning steps needed to achieve the goal.

 

I understand why it is important to stretch the boundaries of my current learning and set success criteria to see if I have met them.

Developing a positive attitude.

I am motivated and enthusiastic about achieving our new challenge

 

I know that I am responsible for my own learning and can use my strengths as a learner to achieve the challenge

I know how to make a new plan and set new goals even if I have been disappointed

 

I know what it means to be resilient and to have a positive attitude

I can identify a job I would like to do when I grow up and understand what motivates me and what I need to do to achieve it

 

I can describe the dreams and goals of young people in a culture different to mine

 

 

I can identify problems in the world that concern me and talk to other people about them.

 

I can empathise with people who are suffering or who are living in difficult situations.

Overcoming problems.

I can recognise obstacles which might hinder my achievement and can take steps to overcome them

 

I can evaluate my own learning process and identify how it can be better next time

 

I can manage the feelings of frustration that may arise when obstacles occur

I know how to work out the steps to take to achieve a goal, and can do this successfully as part of a group

 

I can enjoy being part of a group challenge

I understand that communicating with someone in a different culture means we can learn from each other and I can identify a range of ways that we could support each other.

 

I can support and motivate my peers.

 

I understand why I am motivated to make a positive contribution to supporting others

I can describe some ways in which I can work with other people to help make the world a better place.

 

I can give praise and compliments to other people when I recognise their contributions and achievements.

 

Healthy Me

Making healthy choices.

I know how exercise and food affects my body and health.

I can understand why my heart and lungs are such important organs.

I know what it feels like to make a healthy choice.

I can recognise how different friendship groups are formed, how I fit into them and the friends I value the most.

 

I can understand that there are people who take on the roles of leaders or followers in a group, and I know the role I take on in different situations.

 

I can identify the feelings I have about my friends and my different friendship groups

I know the health risks of smoking and can tell you how tobacco affects the lungs, liver and heart.

I know some of the risks with misusing alcohol, including anti-social behaviour, and how it affects the liver and heart

I can make an informed decision about whether or not I choose to drink alcohol or smoke and know how to resist pressure

 

 I can take responsibility for my health and make choices that benefit my health and well-being

 

I know about different types of drugs and their uses and their effects on the body particularly the liver and heart

 

I am motivated to care for my physical and emotional health and can find ways to be happy and cope with life’s situations.

Understanding how we can try to keep ourselves and others safe.

I can tell you my knowledge and attitude towards drugs.

I can identify things, people and places that I need to keep safe from and know some strategies for keeping myself safe, who to go to for help and how to call emergency services.

I can express how being anxious or scared feels.

I understand the facts about smoking and its effects on health, and also some of the reasons some people start to smoke.

 

I understand the facts about alcohol and its effects on health, particularly the liver, and also some of the reasons some people drink alcohol

 

I can recognise negative feelings in peer pressure situations (such as embarrassment, shame, inadequacy and guilt) and know how to act assertively to resist pressure from myself and others

I know and can put into practice basic emergency aid procedures (including recovery position) and know how to get help in emergency situations.

 

I can understand how the media, social media and celebrity culture promotes certain body types.

 

I know how to keep myself calm in emergencies.

 

I can reflect on my own body image and know how important it is that this is positive and I accept and respect myself for who I am.

I understand that some people can be exploited and made to do things that are against the law.

I know why some people join gangs and the risks this involves.

I can suggest ways that someone who is being exploited can help themselves

 

I can suggest strategies someone could use to avoid being pressurised.

Understanding how to enjoy healthy friendships as well as deal with difficult situations.

I can identify things, people and places that I need to keep safe from

I know some strategies for keeping myself safe, who to go to for help and how to call emergency services.

I can take responsibility for keeping myself and others safe

 

I can recognise when people are putting me under pressure and can explain ways to resist this when I want

 

I know myself well enough to have a clear picture of what I believe is right and wrong

 

I can identify feelings of anxiety and fear associated with peer pressure. I know how to be assertive.

I can describe the different roles food can play in people’s lives and can explain how people can develop eating problems (disorders) relating to body image pressures.

 

I know what makes a healthy lifestyle including healthy eating and the choices I need to make to be healthy and happy.

 

I am motivated to keep myself healthy and happy.

 

I understand what it means to be emotionally well and can explore people’s attitudes towards mental health/illness.

 

I can recognise stress and the triggers that cause this and I understand how stress can cause drug and alcohol misuse.

 

I know how to help myself feel emotionally healthy and can recognise when I need help with this.

 

I can use different strategies to manage stress and pressure

                                    Relationships

Understanding how to make friends and solve friendship problems when they occur.

I can identify the roles and responsibilities of each member of my family and can reflect on the expectations for males and females.

 

I can identify and put into practice some of the skills of friendship eg. taking turns, being a good listener.

 

I can describe how taking some responsibility in my family makes me feel.

 

I know how to negotiate in conflict situations to try to find a win-win solution.

I can recognise situations which can cause jealousy in relationships.

 

I can identify someone I love and can express why they are special to me.

 

I can identify feelings associated with jealousy and suggest strategies to problem-solve when this happens.

 

I know how most people feel when they lose someone or something they love.

 I have an accurate picture of who I am as a person in terms of my characteristics and personal qualities.

 

I understand that belonging to an online community can have positive and negative consequences.

 

I know how to keep building my own self- esteem.

 

I can recognise when an online community feels unsafe or uncomfortable.

I know how to take care of my mental health.

 

I understand that people can get problems with their mental health and that it is nothing to be ashamed of.

 

I can help myself and others when worried about a mental health problem.

Helping others to feel part of a group and showing respect in how we treat others.

I know and can use some strategies for keeping myself safe online.

 

I can explain how some of the actions and work of people around the world help and influence my life.

 

I know who to ask for help if I am worried or concerned about anything online.

 

I can show an awareness of how the actions of others could affect my choices.

I can tell you about someone I know that I no longer see.

 

I can recognise how friendships change, know how to make new friends and how to manage when I fall out with my friends.

 

I understand that we can remember people even if we no longer see them.

 

I know how to stand up for myself and how to negotiate and compromise.

I understand there are rights and responsibilities in an online community or social network.

 

I know there are rights and responsibilities when playing a game online.

 

I can recognise when an online community is helpful or unhelpful to me.

 

I can recognise when an online game is becoming unhelpful or unsafe.

I understand that there are different stages of grief and that there are different types of loss that cause people to grieve

 

I can recognise when people are trying to gain power or control.

 

I can recognise when I am feeling those emotions and have strategies to manage them.

 

I can demonstrate ways I could stand up for myself and my friends in situations where others are trying to gain power or control.

How to help ourselves and others when they feel upset or hurt.

I understand how my needs and rights are shared by children around the world and can identify how our lives may be different.

 

I know how to express my appreciation to my friends and family.

 

I can empathise with children whose lives are different to mine and appreciate what I may learn from them.

 

I enjoy being part of a family and friendship groups.

I understand what having a boyfriend/ girlfriend might mean and that it is a special relationship for when I am older.

 

I know how to show love and appreciation to the people and animals who are special to me.

 

I understand that boyfriend/girlfriend relationships are personal and special, and there is no need to feel pressurised into having a boyfriend/ girlfriend.

 

I can love ad be loved.

I can recognise when I am spending too much time using devices (screen time).

 

I can explain how to stay safe when using technology to communicate with my friends.

 

I can identify things I can do to reduce screen time, so my health isn’t affected.

 

I can recognise and resist pressures to use technology in ways that may be risky or may cause harm to myself or others.

I can judge whether something online is safe and helpful for me.

 

I can use technology positively and safely to communicate with my friends and family.

 

I can resist pressure to do something online that might hurt myself or others.

 

I can take responsibility for my own safety and well-being.

Changing Me 

Understanding that everyone is unique and special.

I understand that in animals and humans lots of changes happen from birth to fully grown, and that usually it is the female who has the baby.

 

I understand how babies grow and develop in the mother’s uterus

I understand what a baby needs to live and grow.

I can express how I feel when I see babies or baby animals

I can express how I might feel if I had a new baby in my family

I understand that some of my personal characteristics have come from my birth parents and that this happens because I am made from the joining of their egg and sperm.

 

I can correctly label the internal and external parts of male and female bodies that are necessary for making a baby.

 

I can appreciate that I am a truly unique human being.

 

I can understand that having a baby is a personal choice and can express how I feel about having children when I am an adult.

 I am aware of my own self-image and how my body image fits into that.

 

I know how to develop my own self esteem.

I am aware of my own self-image and how my body image fits into that.

 

I can explain how girls’ and boys’ bodies change during puberty and understand the importance of looking after yourself physically and emotionally.

 

I know how to develop my own self-esteem and can express how I feel about the changes that will happen to me during puberty.

Understanding
and respecting the changes that we see in ourselves and other people.

I understand that boys’ and girls’ bodies need to change so that when they grow up their bodies can make babies

I can identify how boys’ and girls’ bodies change on the outside during this growing up process

I can identify how boys’ and girls’ bodies change on the inside during the growing up process and can tell you why these changes are necessary so that their bodies can make babies when they grow up

 

I can recognise how I feel about these changes happening to me and know how to cope with those feelings.

 

 

I can describe how a girl’s body changes in order for her to be able to have babies when she is an adult, and that menstruation (having periods) is a natural part of this.

 

I know how the circle of change works and can apply it to changes I want to make in my life.

 

I have strategies to help me cope with the physical and emotional changes I will experience during puberty.

 

I am confident enough to try to make changes when I think they will benefit me.

I can explain how a girl’s and boy’s body changes during puberty and understand the importance of looking after yourself physically and emotionally.

 

I understand that sexual intercourse can lead to conception and that is how babies are usually made

I also understand that sometimes people need IVF to help them have a baby.

I understand that puberty is a natural process that happens to everybody and that it will be ok for me.

 

I can express how I feel about the changes that will happen to me during puberty.

 

I appreciate how amazing it is that human bodies can reproduce in these ways.

I can describe how a baby develops from conception through the nine months of pregnancy, and how it is born.

 

I understand how being physically attracted to someone changes the nature of the relationship and what that might mean about having a girlfriend/ boyfriend.

 

I can recognise how I feel when I reflect on the development and birth of a baby.

 

I understand that respect for one another is essential in a boyfriend/girlfriend relationship, and that I should not feel pressured into doing something I don’t want to.

 

 

Understanding who to ask for help if you are worried about change.

I can start to recognise stereotypical ideas I might have about parenting and family roles.

 

I can identify what I am looking forward to when I move to my next class.

 

I can express how I feel when my ideas are challenged and might be willing to change my ideas sometimes.

 

I can start to think about changes I will make next year and know how to go about this.

I can identify changes that have been and may continue to be outside of my control that I learnt to accept.

 

I can identify what I am looking forward to when I move to a new class.

 

I can express my fears and concerns about changes that are outside of my control and know how to manage these feelings positively.

 

I can reflect on the changes I would like to make next year and can describe how to go about this.

I can identify what I am looking forward to about becoming a teenager and understand this brings growing responsibilities (age of consent)


I can identify what I am looking forward to when I move to my next class.

I am confident that I can cope with the changes that growing up will bring.

I am aware of the importance of a positive self-esteem and what I can do to develop it

 

I can identify what I am looking forward to and what worries me about the transition to secondary school /or moving to my next class

 

I can express how I feel about my self-image and know how to challenge negative ‘body-talk’.

 

I know how to prepare myself emotionally for the changes next year.

Vocabulary

 

Self-respect, self-care, relationship, family, empathy,  fairness,  difference, family,  similar , identity,  belonging,   agreement,  disagreement,  conflict,  resolution,  problem solving,  rights,   responsibility

Empathy, puberty, oral hygiene, health, respect, community, responsibility, value, appreciate, identify, belonging, decision,  views, (i.e. different views to their own), respect, confidentiality, online safety

 Diversity,culture,   society,  equality  rights and responsibilities,   racism,  sexism,   stereotype,   discrimination,  prejudice,   challenge,   conflict,  resolve (in relation to conflict), prevent (in relation to conflict),  solution (in relation to conflict),  rule/law 

 

Society, equality, contribution,

Racism, stereotype, discrimination, empathy,  impact,  bias/opinion, marriage, partnership, consent, agreement, influence, attitude, legal, illegal, independence, change

Sticky Knowledge 

 

To value myself and know how to make someone else feel welcome and valued.

 

To understand different emotions.

 

I understand that my behaviour brings rewards/consequences

 

I understand that everybody’s family is different and important to them

To understand what bullying is and how to solve situations.

 

To set goals and aspirations and understand you may have to overcome barriers.

 

To understand how to keep myself healthy and to be aware of the dangers to my body.

 

To understand that girl’s and boy’s bodies change as they grow up.

 

To understand change overall.

To understand a school community and wider community and how I am a part of it.

 

To understand difference and ways to work with others.

 

To set goals and have realistic expectations of what I can achieve.

 

To begin to develop resilience and know how to respond in certain situations.

 

To recognise negative emotions and how to deal with these.

 

To negotiate and compromise in group work.

 

To understand what relationships are and that having a child is a personal choice.

 

To understand deeper changes in puberty.

 To recognise my own rights and empathise with others in different countries.

 

To recognise others cultures and respect differences.

 

To understand what a job is and have an idea as to what they would like to do when they are older.

 

To understand the impact of drinking alcohol and taking drugs.

 

To know what to do and how to stay calm in an emergency situation.

 

To understand body image.

 

To understand self-esteem and how to build it and in contrast how it can be affected.

 

To understand contraception leads to a baby and that sometimes IVF is necessary.

 

To understand the needs of myself and others and how I can support myself and someone else.

 

To understand how difference can cause conflict but also celebration.

 

To recognise the celebration of those with a physical disability.

 

To understand my own learning strengths and weaknesses and can act accordingly.

 

To understand different types of drugs and how they affect the body.

 

To understand the problems with gangs.

 

To understand different strategies to manage stress and pressure.

 

To develop an awareness of mental health.

 

To know how a baby is conceived.

 

To be aware of negative body talk.  

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