Reception |
Year 1 |
Year 2 |
Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities |
Being healthy Exploring what a healthy lifestyle means.
Identifying the benefits of a healthy lifestyle.
Identifying ways of keeping healthy.
Recognising what they like and dislike.
Recognising that choices can have good and not so good consequences.
Setting simple goals.
Recognising the importance of personal hygiene.
Developing simple skills to help prevent diseases spreading |
Drug education Exploring the importance of physical, mental and emotional health.
Exploring how to make informed choices.
Understanding the role of drugs as medicines.
Identifying alternatives to taking medicines.
Identifying that household products, including medicines, can be harmful if not used properly.
Identifying rules for and ways of keeping safe.
Recognising they have a shared responsibility for keeping themselves and others safe |
Personal, social and emotional development Self-confidence and self-awareness: children are confident to try new activities, and say why they like some activities more than others.
They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities.
They say when they do or don’t need help. |
Difference and Diversity Understanding that they belong to different groups.
Identifying ways in which they are unique.
Sharing opinions on things that matter using discussions.
Identifying and respecting the differences and similarities between people. |
Being me Recognising they belong to different groups and communities such as family and school.
Exploring ways in which they are all unique Identify ways in which we are the same as all other people, what they have in common with everyone else.
Offer constructive support to others Identify what makes them special |
Managing feelings and behaviour: children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable.
They work as part of a group or class, and understand and follow the rules.
They adjust their behaviour to different situations, and take changes of routine in their stride. |
Exploring Emotions Recognising a range of feelings in ourselves and other people.
Recognising how others show feelings and how to respond.
Recognising that their behaviour can affect others.
Communicating feelings to others.
Developing simple strategies for managing feelings.
Using words to describe a range of feelings |
Changes Exploring what change means.
Exploring loss and change and the associated feelings.
Exploring the changes of growing from young to old.
Managing change positively.
Identifying strategies and where to go for help. |
Making relationships: children play co-operatively, taking turns with others.
They take account of one another’s ideas about how to organise their activity.
They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children. |
Relationships Recognising our behaviour can affect others.
Recognising what is fair and unfair, kind and unkind, what is right and wrong.
Listen to other people and play and work cooperatively (including strategies to resolve simple arguments through negotiation).
Offering constructive support and feedback to others.
Identifying their special people (family, friends, carers) and how they should care for each other. |
Growing up The process of growing from young to old.
Exploring growing and changing and becoming independent.
The correct names for the main parts of the body (including external genitalia).
Identifying people who they can ask for help and think about how they might do that.
Identifying ways of keeping safe and knowing they do not keep secrets.
About privacy in different contexts.
About respecting the needs of ourselves and other people.
Identifying similarities and differences.
What physical contact is acceptable?
That everybody is unique |
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Being responsible Identifying how they can contribute to the life of the classroom and school.
Construct and explore the importance of rules.
Explore and understand that everyone has rights and responsibilities.
Identify what improves and harms their environments.
Recognise what is fair/unfair, right/wrong. Kind/unkind |
Money matters Recognising what money looks like.
Identifying how money is obtained.
Understanding the ways money can be used.
Understanding how to keep money safe and what influences choices. |
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Bullying matters Recognising their behaviour can affect others.
Listening to others and working cooperatively.
Identifying that people’s bodies can be hurt.
Recognising when people are being unkind to them or others, who to tell and what to say.
Identifying different types of teasing and bullying, to identify that these are wrong and unacceptable.
Identifying strategies to resist teasing/bullying if experienced or witnessed. |
Being safe Identifying household products are hazards if not used properly.
Exploring rules for and ways of keeping safe in a range of situations.
Knowing who to go to if they are worried.
Recognising that they share a responsibility for keeping themselves and others safe.
Exploring what is privacy, their right to keep things private and the importance of respecting others’ privacy.
Understanding why rules are important in keeping us safe.
Identifying people who work in the community and how to ask for help. |
Key stage one skills
Reception |
Year 1 |
Year 2 |
Resilience Happiness Citizenship and community spirit Caring Moral compass Truthfulness British values Courtesy Problem solving Cooperation Teamwork Confidence Self-worth Bravery |
Resilience Flexibility Friendliness Citizenship and community spirit Helpfulness Honesty British values Fairness Respect Problem solving Cooperation Teamwork Confidence Self-worth Courage |
Resilience Curiosity Understanding Citizenship and community spirit Generosity Kindness British values Tolerance Problem solving Cooperation Teamwork Appreciation Confidence Self-worth Joyfulness |
Metacognition
Reception |
Year 1 |
Year 2 |
Self-improvement Reflection Being curious Continuously improving Resilience Cooperative learning |
Being resilient Self-improvement Continually improving Cooperative learning Concentrating Being creative |
Self-improvement Reflection Cooperative learning Continuously improving Being resilient Concentrating |
Growth mind-set
Reception |
Year 1 |
Year 2 |
Different ways to do something tricky Feelings when things are difficult Encouraging yourself and others to try again Identifying challenging things Setting challenges Characteristics of mind-set Growth mind-set Taking risks |
Characteristics of growth and fixed mind-sets How it feels to fail How to learn What happens in the brain when we learn? Personal challenges
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Working in specific roles in a learning group Strategies to help a fixed mind-set How we feel when we make a mistake Strategies which help us learn Effort Learning challenges Identifying progress
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PURPOSE OF STUDY
At Lons Infant School we aim to create a happy, purposeful and supportive environment where children are enabled to become successful learners, develop their full potential and achieve the highest educational standards they can. Our vision reflects a passionate commitment to learning and recognition of the uniqueness of individual learners. It is driven by our desire to offer the best possible education for our pupils in partnership with parents and the local community. We believe a collaborative culture is fundamental in enabling children to develop personally and emotionally, and as young citizens. Children grow up in a complex and ever changing world and are exposed to an increasing range of influences. As a school we aim to build on and complement the learning that has already started at home to provide the knowledge, understanding and skills that children need to lead healthy, fulfilling and meaningful lives, both now and in the future.
Personal, Social, Health and Economic Education (PSHE) are central to a school’s ethos, supporting children in their development, and underpinning learning in the classroom, school, and in the wider community. Values are fundamental expressions of what we think and believe. As a school we encourage children to think about personal and social values, to become aware of, and involved in the life and concerns of their community and society, and so develop their capacity to be active and effective future citizens. Personal, Social, Health and Economic (PSHE) education equips children with the knowledge, understanding, skills and strategies required to live healthy, safe, productive, capable, responsible and balanced lives. It encourages them to be enterprising and supports them in making effective transitions, positive learning and career choices, and in achieving economic wellbeing. A critical component of PSHE education is providing opportunities for children to reflect on and clarify their own values and attitudes, and explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future. PSHE education is taught as a planned, developmental programme of learning through which children acquire the knowledge, understanding and skills they need to manage their lives now and in the future. As part of a whole-school approach, PSHE education develops the qualities and attributes pupils need to thrive as individuals, family members and members of society. Further it can help reduce or remove many of the barriers to learning experienced by pupils, significantly improving their capacity to learn and achieve. PSHE education also makes a significant contribution to pupils’ spiritual, moral, social and cultural (SMSC) development, their behaviour and safety, and to their emotional wellbeing. PSHE education contributes to personal development by helping pupils to build their confidence, resilience and self-esteem, and to identify and manage risk, make informed choices and understand what influences their decisions. It enables them to recognise, accept and shape their identities, to understand and accommodate difference and change, to manage emotions and to communicate constructively in a variety of settings. Developing an understanding of themselves, empathy and the ability to work with others will help pupils to form and maintain good relationships, develop the essential skills for future employability and better enjoy and manage their lives.
AIMS
The overarching aim for PSHE education is to provide pupils with:
During Key Stages 1 learners gradually build on the skills, attitudes and values, knowledge and understanding they have started to acquire and develop during the Early Years Foundation Stage. PSHE education offers learning opportunities and experiences which reflect the increasing independence, and physical and social awareness of learners as they move through the primary phase. They learn skills to develop effective relationships, assume greater personal responsibility and keep themselves safe. It is important to remain flexible as events such as bereavement might require learning to be drawn into Key Stages 1.
CURRICULUM PLANNING
In key stage one we use Derbyshire county council PSHE Matters document as a basis. Links are made to termly themes and other curriculum subjects where appropriate and these are identified on the termly theme Curriculum Maps and individual Medium Term Plans. Long-term plans identify individual PSHE units taught across the year group phases and follow a two-year cycle. PSHE education is taught by class teachers who take responsibility for planning, resourcing and delivering the PSHE curriculum. Beyond the planned programme for PSHE education, the curriculum provides children with a variety of experiences that have the potential to promote their personal, social development and economic education. These include:
EARLY YEARS FOUNDATION STAGE
Personal, social and emotional development (PSED) is one of three prime areas of learning in the EYFS Curriculum Framework. It involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
PSED has three aspects:
Self-confidence and self-awareness: Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.
Managing feelings and behaviour: Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
Making relationships: Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.
SPECIAL EDUCATIONAL NEEDS
PSHE education is taught to all children, whatever their ability, in accordance with the school curriculum policy of providing a broad and balanced education to all children. Teachers provide learning opportunities matched to the needs of children with learning difficulties.
SPIRITUAL, MORAL, SOCIAL & CULTURAL DEVELOPMENT
PSHE education gives children specific opportunities to explore the range of attitudes and values in society, and to consider the kind of society they want to live in. Through exploration and discussion of topical political, spiritual, moral, social and cultural issues they develop skills and attitudes that promote:
PSHE education promotes:
Spiritual development, through fostering children’s awareness and understanding of issues that involve differing beliefs and values in human society. It helps children develop self-knowledge through an exploration of their identity and belonging, their ideals and commitment and the meaning or purpose they see in life.
Moral development, through helping children to acquire a critical appreciation of issues of right and wrong, justice, fairness, rights and obligations in society. Children have opportunities to explore the ethical and moral dimensions of legal, political, social, economic and environmental issues and to exercise responsibility at a personal and social level.
Social development, through helping children to acquire the understanding and skills they need to become responsible and effective members of society. They develop an understanding of how society works and how decisions are influenced and made. They take part in community and social activities that help to promote personal and social skills.
Cultural development, through helping children to understand the nature and role of the different groups to which they belong, to learn about the origins and implications of the diversity in society, and to develop respect for difference. Opportunities to reflect on spiritual, moral, social and cultural dimensions occur through many aspects of PSHE education. Children are encouraged to consider their own views and opinions about them, for example, as they investigate and think about global and topical issues, problems and events, and as they participate in activities in school, in their neighbourhood and communities.
ASSESSMENT & RECORDING
In PSHE education there are two broad areas for assessment:
Assessment in PSHE education should be active and participatory, helping children to recognise the progress they are making in developing and taking part, as well as in their knowledge and understanding. Children should learn to reflect on their experiences, ask questions, make judgements about their strengths and needs, and begin to plan how to make progress and set personal targets. Teachers assess children’s work in PSHE education by making informal judgements as they observe them during lessons and at other times during the school day. Just as in all NC subjects, opportunities for both Assessment for Learning and Assessment of Learning are built into provision. Baseline assessment, in order to understand pupils’ prior learning, is essential to ensure new learning is relevant and progress can be assessed. Assessment should encompass teacher, peer and self-assessment. Progress in PSHE education should be recorded and reported to parents as part of the child’s annual school report.
MONITORING & REVIEW
It will be important to know that our policy is working effectively, and the extent to which it is having a positive impact on the personal and social development of pupils. Judgements will be made on the extent to which pupils are:
If effectively implemented, this policy will help ensure that:
PSHE |
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Co-operation |
Kindness |
Respect |
Honesty |
Determination |
Responsibility |
Reception |
New beginnings |
Getting on and falling out |
Going for goals
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Good to be me |
Relationships |
Changes |
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Year 1 |
Being healthy |
Difference and diversity |
Exploring emotions |
Relationships |
Being responsible |
Bullying matters |
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Year 2 |
Drug education |
Being me |
Changes Growing up
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Money matters |
Being safe |