Why do we learn Personal, Social, Health and Emotional Education (PSHE)?
Our personal development curriculum aims to ensure our pupils are safe, happy and successful people both in their time with us in our school community and out in the wider world over the rest of their lives. We know that through music, sports, volunteering and a wider range of other opportunities, our pupils will flourish.
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Nick Walters
Our approach
Personal, Social and Health Education (PSHE), including Relationships and Sex Education (RSE), delivered via the curriculum, the school environment and the school ethos is an essential part of a child’s development. Not only does it provide information, it helps children develop their skills and form positive beliefs, values and attitudes.
It is our belief that effective PSHE and RSE has a positive impact on self-esteem and enables our pupils to have a positive and healthy view of personal, social and health education, relationships, sexuality and sex and embeds a culture of both personal and mutual acceptance and respect.
Although it is important that the PSHE and RSE programme recognises that there may be different cultural or faith-based views relating to this area of the curriculum, it is essential that what is taught reflects the diverse society in which we live, which includes LGBT+, and that all children have access to age-appropriate information free from stereotyping or discrimination.
Since September 2020, the Health Education and Relationships Education (Primary) and the Secondary Relationships and Sex Education (‘RSE’) aspects of PSHE education are compulsory in all schools.
In response to national and local policy change and a media spotlight on some key safeguarding issues for children and young people, we have reviewed our whole PSHE and RSE policy and curriculum. We have consulted widely on this, running:
- Focus groups with pupils from Year 5-Year 13
- Parent consultation coffee morning, an open consultation period on the website followed by a second follow-up coffee morning
- Staff consultation
We have therefore updated our PSHE and RSE curriculum to ensure we prioritise learning more about consent, e-safety, peer-on-peer abuse and sexual harassment and sexual abuse. Our lessons are age-appropriate and we make every effort to ensure our pupils are prepared for the wider world.
We teach PSHE along three themes:
- Health and Wellbeing
- Relationships
- Living in the Wider World
We teach PSHE in Drop Down Days every term. This allows our teachers to dive into greater depth with our pupils on complex and important subjects giving them the time and space to commit to learning new knowledge and discussing it properly.
King Solomon Academy is a proud member of the PSHE Association.
The PSHE Association works in partnership with organisations around the UK to provide diverse, stimulating lesson plans to support children’s understanding of themselves and the world around them. Organisations include the NHS, Winston’s Wish, Every Mind Matters and even the Premier League! KSA takes the best of these and adapts them to our setting to meet the local needs and priorities of our pupils.
The objectives of the PSHE and RSE curriculum at our school are:
- To provide the knowledge and information to which all pupils are entitled;
- To clarify and reinforce existing knowledge and correct misconceptions and myths;
- To develop and use communication skills and assertiveness skills to effectively manage the influences of their peers and the media;
- To help gain access to information and support;
- To raise pupils’ self-esteem and confidence;
- To enable pupils to feel confident in building and sustaining positive healthy relationships with their own identity, and in their current and future relationships with family members, peers and the wider world;
- To enable pupils to develop positive mental and physical health and emotional wellbeing;
- To enable pupils to manage risk and make good decisions;
- To enable pupils to make good financial choices, knowing about work and career opportunities as well as setting their own goals and targets
- To develop media literacy and digital resilience;
- To respect and care for their bodies;
- To help pupils understand their sexual feelings and behaviours, so they can lead fulfilling and enjoyable lives;
- To be prepared for puberty and adulthood (including parenthood).
Below is our PSHE Overview which maps our learning outcomes all through King Solomon Academy. A key advantage of being an all-through school is our unique ability to plan for progression of children’s learning as they journey through KSA.
For further information about PSHE at KSA, please see our Personal, Social and Health Education Policy.
PSHE and Assembly Overviews
Year 1
| Autumn |
|---|
|
The Protected Characteristics What rules are; caring for others’ needs; looking after the environment Using the internet and digital devices; communicating online Strengths and interests; jobs in the Community |
| Spring |
|---|
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Keeping healthy; food and exercise, hygiene routines; sun safety Recognising what makes them unique and special; feelings; managing when things go wrong Growing older; naming body parts How rules and age restrictions help us; keeping safe online |
| Summer |
|---|
|
Roles of different people; families; feeling cared for Recognising privacy; staying safe; seeking permission How behaviour affects others; being polite and respectful |
All Year 1 subjects Next Year 1 Subject - Religious Education
Year 2
| Autumn |
|---|
|
The Protected Characteristics Belonging to a group; roles and responsibilities; being the same and different in the community The internet in everyday life; online content and information What money is; needs and wants; looking after money |
| Spring |
|---|
|
Why sleep is important; medicines and keeping healthy; keeping teeth healthy; managing feelings and asking for help Safety in different environments; risk and safety at home; emergencies |
| Summer |
|---|
|
Making friends; feeling lonely and getting help Managing secrets; resisting pressure and getting help; recognising hurtful behaviour Recognising things in common and differences; playing and working cooperatively; sharing opinions |
All Year 2 subjects Next Year 2 Subject - Religious Education
Year 3
| Autumn |
|---|
|
The Protected Characteristics The value of rules and laws; rights, freedoms and responsibilities How the internet is used; assessing information online Different jobs and skills; job stereotypes; setting personal goals |
| Spring |
|---|
|
Health choices and habits; what affects feelings; expressing feelings Personal strengths and achievements; managing and reframing setbacks Risks and hazards; safety in the local environment and unfamiliar places |
| Summer |
|---|
|
What makes a family; features of family life Personal boundaries; safely responding to others; the impact of hurtful behaviour Recognising respectful behaviour; the importance of self-respect; courtesy and being polite |
All Year 3 subjects Next Year 3 Subject - Religious Education
Year 4
| Autumn |
|---|
|
The Protected Characteristics What makes a community; shared responsibilities How data is shared and used Making decisions about money; using and keeping money safe |
| Spring |
|---|
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Maintaining a balanced lifestyle; oral hygiene and dental care Medicines and household products; drugs common to everyday life |
| Summer |
|---|
|
Positive friendships, including online Responding to hurtful behaviour; managing confidentiality; recognising risks online Respecting differences and similarities; discussing difference sensitively |
All Year 4 subjects Next Year 4 Subject - Religious Education
Year 5
| Autumn |
|---|
|
The Protected Characteristics Protecting the environment; compassion towards others How information online is targeted; different media types, their role and impact Identifying job interests and aspirations; what influences career choices; workplace stereotypes |
| Spring |
|---|
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Healthy sleep habits; sun safety; medicines, vaccinations, immunisations and allergies Personal identity; recognising individuality and different qualities; mental wellbeing Keeping safe in different situations, including responding in emergencies, first aid and FGM |
| Summer |
|---|
|
Managing friendships and peer Influence Physical contact and feeling safe Puberty Responding respectfully to a wide range of people; recognising prejudice and discrimination |
All Year 5 subjects Next Year 5 Subject - Religious Education
Year 6
| Autumn |
|---|
|
The Protected Characteristics Valuing diversity; challenging discrimination and stereotypes Evaluating media sources; sharing things online Influences and attitudes to money; money and financial risks |
| Spring |
|---|
|
What affects mental health and ways to take care of it; managing change, loss and bereavement; managing time online Increasing independence; managing transition Keeping personal information safe; regulations and choices; drug use and the law; drug use and the media |
| Summer |
|---|
|
Attraction to others; romantic relationships; civil partnership and marriage, puberty Recognising and managing pressure; consent in different situations Expressing opinions and respecting other points of view, including discussing topical issues |
All Year 6 subjects Next Year 6 Subject - Religious Education