Intent

Our Programme of Study for Personal, Social and Health Education aims to develop skills and attributes such as resilience, self-esteem, risk-management, team working and critical thinking in the context of three core themes: health and wellbeing, relationships and living in the wider world (including economic wellbeing).

KS1 and KS2

Overarching concepts developed in PSHE at Holy Trinity CE Primary School

• 1. Identity (children’s personal qualities, attitudes, skills, attributes and achievements and what influences these; understanding and maintaining boundaries around their personal privacy, including online)
• 2. Relationships (including different types and in different settings, including online)
• 3. A Healthy and Balanced life style (including physically, emotionally and socially and relationships within work-life, exercise and rest, spending and saving and lifestyle choices)
• 4. Risk (identification, assessment and how to manage risk, rather than simply avoidance of risk for self and others) and safety (including behaviour and strategies to employ in different setting, including online and in an increasingly connected world) At Holy Trinity Church of England Primary School, every child is recognised as a unique individual. We celebrate and welcome differences within our diverse school community, encouraging all to grow and flourish as precious children of God. Learning is centred around experiencing the joy of discovery. The ability to learn is underpinned by the teaching of basic skills, knowledge, concepts and values, with a vision to prepare our children to be life-long learners, rooted in our school motto: To be the best we can be: For God, for others and for ourselves. Christian Values Love Hope Forgiveness Trust Peace Reverence Justice 3
• 5. Diversity and equality (in all its forms, with due regard to the protected characteristics set out in the Equality Act 2010)
• 6. Rights (including the notion of universal human rights), responsibilities (including fairness and justice) and consent (in different contexts)
• 7. Change (as something to be managed) and resilience (the skills, strategies and ‘inner resources’ we can draw on when faced with challenging change or circumstance)
• 8. Power (how it is used and encountered in a variety of contexts including online; how it manifests through behaviours including bullying, persuasion, coercion and how it can be challenged or managed through negotiation and ‘win-win’ outcomes)
• 9. Career (including enterprise, employability and economic understanding)

Early Years Foundation Stage

As outlined in Development Matters, Personal, Social and Emotional Development is a prime area of learning in Reception. Through the EYFS curriculum children are taught to play co-operatively, taking turns with others and to learn to show sensitivity to others’ needs and feelings. Children are also shown how to form positive relationships with adults and other children and they talk about how they and others show feelings.

The programme ‘Friendship Terrace’ is used in the Autumn term of Reception to explore thoughts, feelings and ideas around making relationships through different characters. These characters are displayed in the classroom and revisited throughout the year. Where possible these concepts will be supported by age appropriate stories to enable the children to discuss various thoughts and feelings in relation to the stories they have heard.

Whilst learning about ‘Understanding the World’ children learn that others do not always enjoy the same things and they are taught about similarities and differences between themselves and others, and among families, communities and traditions. Children make observations of animals and plants and explain why some things occur and talk about changes.

Implementation

The Personal, Social and Health Education curriculum  is carefully and coherently sequenced to enable our children to develop a growing knowledge of the themes outlined above. Pupils’ knowledge builds towards clearly defined end points so teachers and leaders know what we expect our pupils to achieve by the end of each topic, each year and each key stage. To meet the educational needs of our school community we have selected the following core knowledge concepts as a focus for our teaching. These are explored in increasing depth as pupils move through the school.

Health and Wellbeing

• What is meant by a healthy lifestyle
• How to maintain physical, mental and emotional health and wellbeing
• How to manage risks to physical and emotional health and wellbeing
• Ways of keeping physically and emotionally safe
• About managing change, including puberty, transition and loss
• How to make informed choices about health and wellbeing and to recognise sources of help with this
• How to respond in an emergency
• To identify different influences on health and wellbeing

Relationships

• How to develop and maintain a variety of healthy relationships, within a range of social/cultural contexts
• How to recognise and manage emotions within a range of relationships
• How to recognise risky or negative relationships including all forms of bullying and abuse
• How to respond to risky or negative relationships and ask for help
• How to respect equality and diversity in relationships

Living in the Wider World (economic wellbeing and being a responsible citizen)

• About respect for self and others and the importance of responsible behaviours and actions
• About rights and responsibilities as members of families, other groups and ultimately as citizens
• About different groups and communities
• To respect diversity and equality and how to be a productive member of a diverse community
• About the importance of respecting and protecting the environment
• About where money comes from, keeping safe and the importance of managing it effectively
• The part that money plays in peoples’ lives
• A basic understanding of enterprise

PSHE is taught as a discrete subject, though meaningful links are made with other subjects in our curriculum such as science, computing and RSE (Relationship and Sex Education.  The topics we teach are outlined in the curriculum map for Personal, Social and Health Education (see Appendix 1). This is published on our website.

To support the high quality knowledge rich teaching lessons we aim for, the school subscribes to the PSHE Association.   All teaching materials are adapted to meet the requirements of our Christian vision and curriculum intent.

Relationships and Sex Education

We believe that we are fulfilling this command when we enable children of all faiths and none to flourish in our schools and to gain every opportunity to live fulfilled lives. 

In order for this to happen, the Liverpool Diocesan Schools Trust (LDST) works with schools and families to ensure children learn about (and have modelled for them) good, healthy relationships, so that they can secure, develop and sustain such relationships and recognise when and how relationships go wrong. Relationships and Sex Education and RSE must give pupils the understanding, vocabulary and strategies they require to keep themselves safe and to thrive within good, stable long-term relationships of all kinds. This is in keeping with advice and guidance contained in the Relationships Education, Relationships and Sex Education (RSE) and Health Education Statutory guidance for governing bodies’ (DfE 2019), which states: “The focus in primary school should be on teaching the fundamental building blocks and characteristics of positive relationships, with particular reference to friendships, family relationships, and relationships with other children and with adults.”  

“The Relationships Education, RSE, and Health Education (England) Regulations 2019 have made Relationships Education compulsory in all primary schools. Sex education is not compulsory in primary schools." Our Trust’s vision embraces the spiritual, physical, intellectual, emotional, moral and social development of children and young people, and through an agreed approach to RSE, we believe that we can promote the development of the whole child so that children can grow in wisdom and stature, understanding both the emotional, social and physical aspects of growing spiritual, as well as moral aspects of relationships within a context of a Christian vision for the purpose of life.

LDST believes Teachers, Parents, Carers, Pupils and all members of each school’s community have an important contribution in preparing children for a healthy and fulfilled life where positive relationships enable them to flourish, and to do this, we aim to work with parents and carers in a spirit of hope and compassion. This Policy sets out how we will achieve this together.