RSHE - Please note this section is under contstruction whilst we combine PSHE and RSE
PSHE:
Opportunities are provided for pupils to reflect on and clarify their own values and attitudes, and explore those of others around them. The will be supported in building their confidence, resilience, and self-esteem and be able to identify and manage risk, make informed choices, and understand what influences their decisions.
Pupils will develop an understanding of themselves, empathy, and the ability to be, play and work with others and will be supported to recognise, accept, and shape their identities, to understand and accommodate difference and change, to manage emotions and to communicate effectively in a variety of settings
Citizenship:
Whilst not mandatory within the National Curriculum until Key Stage 3, such is our emphasis on developing skills for life and safeguarding knowledge we ensure Citizenship is embedded within our PSHE teaching and learning from Key Stage 1 (building on early years’ goals). A Citizenship subject lead liaises closely with the PSHE coordinator to ensure robust focus on specific Citizenship knowledge and skills, and the learning area has a dedicated assessment section ensuring robust coverage across school.
Based on the pupils’ individual needs and requirements, a strong range of teaching will support them to learn about themselves, developing confidence, social skills, appropriate behaviour, keeping healthy and safe, understanding the views of other children and adults, fairness, rules, relationships and rights and responsibilities. They will reach their potential in using their voice and playing an as-active role possible in their immediate surroundings, school and home environments, the neighbourhood, and wider society. Above all, Citizenship will enrich and intensify pupils’ lives with the sense of belonging so vital to their wellbeing – and the wellbeing of society.
Our curriculum is split into a pre-formal, semi-formal and formal pathways. Through these pathways, pupils learn about healthy lifestyles, growing and changing, managing feelings, self-awareness, self-care, support and safety.
Pre-Formal: At this level pupils are encountering experiences and beginning to anticipate and demonstrate like/dislike. They are becoming aware of themselves as individuals and are becoming aware of the ability to control and influence their environment
Semi-Formal: At this level pupils are clearly expressing their feelings, sharing and participating. They are taught to understand what is acceptable behaviour from both themselves and others. The concept of sharing and taking personal responsibility are introduced both in a social situation and in terms of personal independence skills
Formal: pupils learn about themselves as growing and changing individuals with their own experiences and ideas, and as members of their communities. They learn about the wider world and the interdependence of communities within it. They begin to learn a sense of social justice and moral responsibility. They learn to understand that their own choices and behaviour can affect others. They learn how to take part more fully in school and community activities. They learn how to make more confident and informed choices about their health and environment and to take more responsibility, individually and as a group,
