Upperwood
Academy

PSHE/SRE

Personal, Social and Health Education (PSHE)

At Upperwood Academy, we have a whole school approach to PSHE. Our PSHE curriculum is designed to give children opportunities to develop and establish friendships and healthy relationships, keep themselves safe, raise their aspirations and self-esteem and to have a deeper understanding of the world around them. We endeavour to give our young people the academic and non-academic skills needed to thrive, and in particular our most vulnerable and disadvantaged children. 

To ensure maximum progression and repeated coverage of knowledge and skills, we repeat areas of knowledge regularly to embed this knowledge into the long term memory. Half termly PSHE themes identify the key knowledge and skills of each topic and very careful consideration has been given to ensure progression across other PSHE topics and indeed other subjects throughout each year group across the school. 

The British values of respect, rule of law, democracy, tolerance and individual liberty are an integral part of our PSHE curriculum and also our wider school ethos and curriculum. 

Our PSHE curriculum is made up of four core themes: 

  • Personal Safety/E-Safety
  • Friends, families and relationships
  • Health and Wellbeing 
  • Living in the wider world

Sex and Relationships Education (SRE)

At Upperwood Academy we have a whole school approach to SRE, relationships play a key part in every child or young persons wellbeing. We teach the fundamental building blocks of positive relationships with reference to friends and family relationships, relationships with other children and with adults. This involves teaching about the characteristics of positive and healthy friendships and relationships.

Key Stage One children are taught how to recognise if a relationship is unhealthy and ways to seek support. The children develop strategies to resolve conflict and how to recognise types of bullying and how to ask for help. They will understand that each person’s body belongs to them and to know the rules for unwanted touch. They will explore some of the differences between males and females and to understand how this is part of the lifecycle [links with Science] . They explore different types of families and identify who can help when families make us feel unhappy or unsafe.

For Key Stage Two children, this will also involve consent and respecting the boundaries of others, how to recognise peer on peer abuse and ways to seek help. This includes on-line safety.

Our Year Six pupils are prepared for the changes that adolescent brings, so they are ready for transition into secondary school. They learn when it is appropriate to share personal/private information in a relationship. They will also have the knowledge of how to seek support when online. They will also learn the importance of showing respect in a relationship.

The children are taught PSHE both as a thematic part of their half termly topic work and as discrete teaching of knowledge and skills.

Teachers are provided with additional planning time on top of their PPA, to plan their curriculum. As part of this planning process, our PSHE teacher plans the following:

  • A knowledge organiser which outlines knowledge (including vocabulary) all children must master; 
  • A cycle of lessons for each subject, which carefully plans for progression and depth; 
  • A low stakes quiz which is tested regularly to support learners’ ability to block learning and increase space in the working memory; 
  • Trips and visiting experts who will enhance the learning experience; 
  • A means to display and celebrate the pupils’ artwork in their class.

In PSHE, the teacher carries out a baseline assessment at the beginning of each unit of work to elicit knowledge which children already have about a subject area.

Impact

Our PSHE Curriculum is planned to demonstrate progression. If children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods: 

A reflection on standards achieved against the planned outcomes recorded on an assessment tool (Eazmag); 
A celebration of learning for each unit of work evidenced in a workbook;
Monitoring of workbooks;
Pupil discussions about their learning.

Three and Four year olds

Personal, Social and Emotional Development

  • Select and use activities and resources, with help when needed. This helps them to achieve a goal they have chosen or one which is suggested to them.
  • Develop their sense of responsibility and membership of a community.
  • Become more outgoing with unfamiliar people, in the safe context of their setting.
  • Show more confidence in new social situations.
  • Play with one or more other children, extending and elaborating play ideas.
  • Help to find solutions to conflicts and rivalries. For example, accepting that not everyone can be Spider-Man in the game, and suggesting other ideas.
  • Increasingly follow rules, understanding why they are important.
  • Do not always need an adult to remind them of a rule.
  • Develop appropriate ways of being assertive.
  • Talk with others to solve conflicts.
  • Talk about their feelings using words like ‘happy’, ‘sad’, ‘angry’ or ‘worried’.
  • Begin to understand how others might be feeling.

Physical Development

  • Starting to eat independently and learning how to use a knife and fork.
  • Be increasingly independent as they get dressed and undressed. For example, putting coats on and doing up zips.
  • Be increasingly independent in meeting their own care needs, e.g. brushing teeth, using the toilet, washing and drying their hands thoroughly.
  • Make healthy choices about food, drink, activity and toothbrushing.

Understanding the world

  • Begin to make sense of their own life-story and family’s history.
  • Show interest in different occupations.
  • Continue to develop positive attitudes about the differences between people.
  • Know that there are different countries in the world and talk about the differences they have experienced or seen in photos.

Communication and language

  • Be able to express a point of view and to debate when they disagree with an adult or friend, using words as well as actions.
  • Can start a conversation with an adult or a friend and continue it for many turns.

 

Reception

Personal, Social and Emotional Development

  • See themselves as a valuable individual.
  • Build constructive and respectful relationships.
  • Express their feelings and consider the feelings of others.
  • Show resilience and perseverance in the face of challenge.
  • Identify and moderate their own feelings socially and emotionally.
  • Think about the perspectives of others.
  • Manage their own needs.

Physical development

  • Know and talk about the different factors that support their overall health and wellbeing:
    o regular physical activity
    o healthy eating
    o toothbrushing
    o sensible amounts of ‘screen time’
    o having a good sleep routine
    o being a safe pedestrian
    • Further develop the skills they need to manage the school day successfully:
    o lining up and queuing
    o mealtimes
    o personal hygiene

Understanding the world

  • Talk about members of their immediate family and community.
  • Name and describe people who are familiar to them.
  • Recognise that people have different beliefs and celebrate special times in different ways.

ELGs

  • Hold conversation when engaged in back-and forth exchanges with their teachers and peers.
  • Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher
  • Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly.
  • Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate.
  • Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.
  • Be confident to try new activities and show independence, resilience and perseverance in the face of challenge.
  • Explain the reasons for rules, know right from wrong and try to behave accordingly.
  • Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.
  • Work and play cooperatively and take turns with others.
  • Form positive attachments to adults and friendships with peers.
  • Show sensitivity to their own and others’ needs.
  • Negotiate space and obstacles safely, with consideration for themselves and others.
  • Talk about the lives of people around them and their roles in society.

 

HEALTH AND WELLBEING fits into the importance of exercise, nutrition and the long term benefits of maintaining a healthy diet and a healthy mind in a positive way. 

In Year 1 we learn about what medicine is, food groups and benefits of physical activity.

In Year 2 we recap on what is medicine, where we get medicine from, where we keep medicine and who gives us medicine. We also learn about benefits of a healthy balanced diet. We also begin learning about understanding our feelings and our mental health.

In Year 3 and 4 we begin learning about self-esteem including body image and how we can develop this. We learn about being aware of our mental health and how we deal with negative feelings, who to go to and ways to help ourselves. We also learn that medicines are also drugs and do not always help us as well as how a healthy balanced diet can have long term benefits. 

In Year 5 and 6 we learn about drugs, smoking and alcohol, nutrition, mental and physical health We also undertake some basic first aid training. We learn about drugs including smoking and alcohol and how they harm our bodies and what addiction is.

PERSONAL SAFETY We ensure children have the skills needed to keep themselves safe in a number of ways including on-line, particularly around social media.

In Year 1 we learn about keeping safe through road safety, sun safety and on-line safety. We also learn about personal safety. 

In Year 2 we learn about keeping safe online and recognising when we are not safe on line including the use of mobile phones. We learn about where/who to go to, to get help.

In Year 3 and 4 we build on skills taught in key stage one including how to report and recognise on line abuse. We learn about appropriate use of mobile phones and social media.

Year 5 and 6 we learn about wider aspects of personal safety as they approach high school.

In Year One we learn about what money is and that it comes in different forms. The difference between needs and wants. We learn about how to manage change when moving into a new year group or class. To know what can harm the local environment; how they and others care for it. We learn how kind and unkind behaviour can affect others; how to be polite and courteous; how to play co-operatively.

In Year Two we build on the skills taught in year 1, we learn about what kind of jobs people can do and how jobs help people to earn money to pay for the things we need. We learn about a range of jobs, including those done by people who work in the community or volunteer. We also learn how people have different strengths to be able to do different jobs.

In Year Three we learn about how we belong to different community groups, e.g.. friendships, faith, clubs and year groups. We learn what is meant by a diverse community; how different groups make up the wider/local community around school. Importantly, we learn how to be respectful towards people who may behave differently to us.

In Year Four we learn about how it is everyone’s responsibility  look after the world around them, including our local and global community. We learn to show care and concern for others including animals. We learn the skills and vocabulary to share our thoughts, ideas and opinions in discussion about topical issues.

In Year Five we build on the skills taught in Key Stage 1 when learning about how people make decisions about spending and saving money and what influence us. We learn how people make choices about how to pay for things they want and need e.g from current accounts, savings, store card, credit card and loans. We learn that there is risk associated with money; it can be won, lost or stolen. We also learn how money can affect feelings and emotions. We learn about the broad range of jobs and people often have more than one during their careers and over a lifetime.

In Year Six we learn that there are different ways into jobs and careers, including college, apprentices and university. We learn how we might choose a career or job when we are older, why we would choose it and what might influence our decisions, including interests and pay.

Washing our hands to learn about self care in Year 1.

Washing our hands to learn about self care in Year 1.

Learning about our community in Year 4.

Learning about our community in Year 4.

Learning some basic first aid in Year 5.

Learning some basic first aid in Year 5.

Learning social skills in social times.

Learning social skills in social times.

Sharing stories with a friend at playtime.

Sharing stories with a friend at playtime.