PHSE
The Sholing PHSE curriculum seeks to reduce or remove many of the barriers to learning experienced by pupils, significantly improving their capacity to learn and achieve well. Sholing pupils learn about themselves as growing and changing individuals, acquiring the knowledge, understanding and skills they need to manage their lives now and in the future. They develop their sense of social justice and moral responsibility and understand how their own choices, through the conscious application of our learning behaviours and British values, can impact across all communities in which they belong. Sholing Junior School’s carefully considered and sequenced PHSE curriculum, builds on prior knowledge and equips pupils with the understanding, skills and strategies required to live healthy, safe, productive, capable, responsible and balanced lives.
Sholing Junior School – Long Term Planning
| Year Group | Autumn Term | Spring Term | Summer Term |
|---|---|---|---|
| Year 3 | Growing and Changing: Personal strengths and achievements; managing setbacks. | Media literacy and digital resilience: How the internet is used; assessing information. | Families and Friendships: What makes a family; features of family life. |
| Keeping Safe: Hazards in the local environment and unfamiliar places. | Safe Relationships: Personal boundaries; showing respect to others; recognizing behavior. | Money and Work: Different jobs in the community; role of money; stereotypes. | |
| Year 4 | Respecting Ourselves and Others: Respecting differences; discussing personal experiences. | Families and Friendships: Positive relationships and managing friendship challenges. | Growing and Changing: Changes experienced in puberty and emotions. |
| Belonging to a Community: The value of rules and laws; rights, freedoms, responsibilities. | Physical Health and Mental Wellbeing: Maintaining a balanced diet and good hygiene. | Safe Relationships: Responding to risks online and offline. | |
| Year 5 | Respecting Ourselves and Others: Strategies to manage setbacks; boundaries. | Keeping Safe: Keeping safe in different situations; managing emergencies. | Money and Work: Identifying jobs and careers; financial decision-making and risks. |
| Money and Work: Identifying jobs in various industries. | Physical Health and Mental Wellbeing: Maintaining mental health and resilience. | Media Literacy and Digital Resilience: Evaluating online information. | |
| Year 6 | Belonging to a Community: Valuing diversity; challenging stereotypes. | Safe Relationships: Managing transitions and different situations. | Families and Friendships: Managing romantic and non-romantic relationships. |
| Keeping Safe: Medicines, drugs, and substance use. | Physical Health and Mental Wellbeing: Taking care of mental health and physical activity. | Growing and Changing: Human reproduction, birth, and consent. |
Personal, Social, Health and Economic Education (The National Curriculum)
Personal, social, health and economic (PSHE) education is an important and necessary part of all pupils’ education. All schools should teach PSHE, drawing on good practice, and this expectation is outlined in the introduction to the proposed new national curriculum.
PSHE is a non-statutory subject. To allow teachers the flexibility to deliver high-quality PSHE we consider it unnecessary to provide new standardised frameworks or programmes of study. PSHE can encompass many areas of study. Teachers are best placed to understand the needs of their pupils and do not need additional central prescription.
However, while we believe that it is for schools to tailor their local PSHE programme to reflect the needs of their pupils, we expect schools to use their PSHE education programme to equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions.
Schools should seek to use PSHE education to build, where appropriate, on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on: drug education, financial education, sex and relationship education (SRE) and the importance of physical activity and diet for a healthy lifestyle
The aim of Prevent is to stop people becoming or supporting terrorists and to do this by challenging ideologies, protecting vulnerable individuals and supporting institutions, such as schools. It is part of the National Counter Terrorism Strategy known as CONTEST.
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