Personal, Social, Health and Emotional Development
Aims
By ensuring that PSHE is a central aspect of each pupils learning experience, we aim to enable children to:
Intent: Personal, Social, Health and Economic Education Curriculum
Every pupil has a learning journey made up of descriptors that are designed to map pupils’ development and understanding. This ensures personalised learning, focused on skills that are important to each individual. Rights Respecting is taught across the whole year and is included in all areas of the curriculum. Pupils are taught about their rights and encouraged to consider their own morals and values, whilst understanding the importance of being able to voice their opinion.
PSHE is taught in five main areas link closely to the core themes set out within the programme of study.
|
Health and Wellbeing |
Relationships |
Living in the Wider World |
|
1. Self-Care: Where pupils learn how to look after themselves to the best of their ability. This ranges from toileting and dressing/undressing to making the bed, washing clothes and being able to shave safely. |
2. Social Skills: Where pupils learn the skills needed to be around and communicate appropriately with others both in school and out of school. This ranges from basic play skills to forming and maintaining friendships. |
3. Life Skills: Where pupils have the opportunities to develop skills that they are going to need when they leave school to have as much of an independent life as possible. This ranges from basic table etiquette to understanding and accessing public amnesties. |
|
4. Physical Health and Mental Wellbeing: Where the pupils learn the skills to lead healthy lives, to learn new sporting skills, to recognise what they need to do to feel good. This ranges from gross motor skills to fine motor skills. |
5. Relationship and Sex Education (RSE): Where pupils are split into groups based around level of understanding and sometimes gender. The aim is to develop their friendship and relationship skills, as well as providing a vital insight into their own bodies and the changes that happen, the opposite sex, sexual relationships and consent and the law. |
The Coates Centre: Life Skills Flat
The Coates Centre is a one bedroom flat designed to provide Winchelsea pupils and the wider community with real life learning experiences in a supportive and purpose-built environment. It is used to explicitly teach life skills for future independence, allowing our pupils to consolidate essential skills in a real life context. This unique learning environment provides opportunities to practice everyday life skills such as; table skills, food preparation, cleaning, tidying, care of clothing, managing household tools and repairs, health and safety, personal hygiene and money management skills. Learning these skills in this environment will give our young people the confidence required to develop their independent living skills, which are vitally important as they prepare for adulthood.
Curriculum Intent
The curriculum delivery will depend upon the curriculum pathway and level of learning that the pupil is working within. This will be clearly sequenced through the PSHE Curriculum Model.
|
Explorers Oceans and Harbour |
Our youngest learners pupils are learning to engage in activities, following the Early Years Framework pupils will develop core and wider skills. Pupils will be developing their communication and interaction skills so that they feel comfortable working with and near others and joining with group activities. Pupils are developing their awareness of self-regulation and executive function. |
|
Early Discoverers Starfish, Oysters and Octopus |
Pupils move from the Early Years Framework and are continuing to develop their ability to self-regulate. Learning is not subject specific and there is a broad range of learning opportunities to develop physical, social, communication, problem solving and creative skills. |
|
Discoverers Coral, Jellyfish and Dolphin |
Pupils are learning functional life skills through opportunities to be in the community. They continue to develop communication skills, which become more personal to their individual needs. Problem solving, maths, and social interaction skills remain a key focus as well as opportunities to improve physical and creative skills. |
|
Early Enquirers Penguin, Sea Lions, Sea Turtles |
Pupils begin subject specific learning through lots of practical application. Communication, social interactions and self-regulation skills continue to be an important part of the daily curriculum within a broad thematic curriculum.
|
|
Enquirers Puffin, Lobsters, Seahorses, Magna 1 |
Subject specific learning taught through the thematic curriculum. There continues to be a strong focus on communication, personal development and life relevant opportunities to embed learning. |
|
Navigators Magna 2, Manta, Orca |
Subject specific learning has greater challenge. Learning is at greater depth to allow pupils to access higher-level academic and vocational examinations. |
|
Term |
Cycle 1: Subject Intent linked to Thematic Learning |
Assessment |
|
1 |
Heroes that Help Us: (History)
Developing understanding of Mental Wellbeing by exploring the importance of; understanding emotions (linked to the Winchelsea Zones), maintaining mental wellbeing, keeping emotionally safe, managing emotional changes (helpful choices for learning and personal toolkits), making informed choices for mental wellbeing, identifying influences on emotional wellbeing.
|
Self-assessment of own work and peer assessment of others work. Pupil work, both self-written and worksheets. Photographic evidence in file. Evidence of learning sheet per pupil for each half term. Pupils levelled against the relevant PSHE and RSE ladder statements. |
|
2 |
Light Fantastic: (Science)
Developing understanding of Life Skills including; at the table and eating out, setting and clearing a table, washing dishes, preparing food, taking care of the kitchen, making the bed, cleaning and tidying a room, managing household tools and repairs.
Developing understanding of Social Skills, Relationship Education and Sex Education including; play skills, conversational skills, friendship skills, making choices and resolving conflict, introduction to relationships, starting a relationship, developing a relationship, coping with problems, when a relationship ends, looking to the future, body awareness, sex rules, sex aware.
|
|
|
3 |
Feast for the Senses: (Science)
Developing understanding of Physical Health by exploring the importance of; a healthy lifestyle (exercise, rest and healthy eating), assessing and managing risks to physical health, keeping physically safe, physical emergencies and first aid, making informed choices for physical health, identifying influences on physical health.
|
|
|
4 |
Food, glorious food: (Geography)
Developing understanding of Life Skills including; out and about, managing money out and about, budgeting, using the telephone, public amenities, leisure-time activities.
Developing understanding of Social Skills, Relationship Education and Sex Education including; play skills, conversational skills, friendship skills, making choices and resolving conflict, introduction to relationships, starting a relationship, developing a relationship, coping with problems, when a relationship ends, looking to the future, body awareness, sex rules, sex aware.
|
|
|
5 |
Bee Happy: (Science) Alive or Dead? Developing understanding of Physical Health by exploring the importance of; a healthy lifestyle (exercise, rest and healthy eating), assessing and managing risks to physical health, keeping physically safe, physical emergencies and first aid, making informed choices for physical health, identifying influences on physical health.
|
|
|
6 |
You’ve Got a Friend in ME: (History)
Developing understanding of Life Skills including; out and about, managing money out and about, budgeting, using the telephone, public amenities, leisure-time activities.
Developing understanding of Social Skills, Relationship Education and Sex Education including; play skills, conversational skills, friendship skills, making choices and resolving conflict, introduction to relationships, starting a relationship, developing a relationship, coping with problems, when a relationship ends, looking to the future, body awareness, sex rules, sex aware.
|
|
Cross-curricular Links |
How does PSHE support this? |
|
STEAM
|
Understanding the body, healthy eating, exercise, using cooking equipment, using public amenities, use of money, budgeting, ordering and buying items, time.
|
|
English Skills
|
Reading – Menus, instructions, recipes, signs, care labels, rules.
Writing – Lists, instructions, orders, personal information.
Speaking and Listening – Following instructions, ordering and buying items, requesting information or help, sharing thoughts and feelings, lay/conversational/friendship skills.
|
|
Cross-curricular
|
Maths - Use of money, budgeting, ordering and buying items, time.
Science - Understanding the body, healthy eating and exercise.
PE – Leisure time activities, dressing/undressing, hand washing, showering, selection of clothing, play skills, healthy lifestyle, assessing and managing risks, making informed choices for physical health, understanding and managing emotions.
|
|
SMSC and British Values
|
We promote spiritual development: By developing awareness of and responding to others’ needs and wants. By exploring meaning and purpose for individuals and society. By developing resilience and inner strength.
We promote moral development: By exploring what is right and wrong and to work out what we need to do in this particular community to make sure everyone thrives.
We promote social development: By helping pupils to engage in a democratic process for agreeing the rules for community life. By creating opportunities for pupils to exercise leadership and responsibility; pupils might be asked ‘Why do we think this important?’ ‘What could we do about it?’ ‘Who would like to take it further?’
We promote cultural development: By exploring how different cultures can offer great insights into how we lead our lives. By providing pupils with opportunities to make choices about some aspects of classroom and school life.
|
Extended Opportunities/ Celebration:
Road Safety Day Life Skills (Out and About)
PH and M-WB Day Physical Health and Mental Wellbeing (All)
Lunch Life Skill (At the Table, Setting and Clearing the Table)
Playtimes Social Skills (Play Skills, Conversational Skills, Friendship Skills,
Making Choices and Resolving Conflict)
Physical Education - Self-Care (Use of the Toilet, Dressing and Undressing)
- Physical Health and Mental Wellbeing (Healthy Lifestyle)
Food Technology Life Skills (At the Table and Eating Out, Setting and Clearing the
Table, Washing the Dishes, Preparing Food, Taking Care of the
Kitchen)
Swimming Self-Care (Use of the Toilet, Dressing and Undressing, Showering)
Educational Visits Life Skills (Out and About, Managing Money, Budgeting, Using the
Telephone, Public Amenities, Leisure Time Activities)