"Each person must live their life as a model for others"
Subject Leader: Mrs Bedford and Mrs Kemplay
Subject Governor: Ed Fairfield
The intent of our RSHE / PSHE curriculum is to deliver a curriculum which is accessible to all and that will maximise the outcomes for every child so that they know more, remember more and understand more. At Pinders Primary School, we provide our children with opportunities for them to learn about rights and responsibilities and appreciate what it means to be a member of a diverse modern society. Our children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community. The curriculum will demonstrate appropriate subject knowledge, skills and understanding to fulfil the duties of the Relations Education (RE), Relationship and Sex Education (RSE) and Health Education HE) whereby schools must provide a ‘balanced and broadly-based curriculum which promotes the spiritual, moral, cultural, mental and physical development of pupils and prepares them for the opportunities and responsibilities and experiences for later life.
Aims and Objectives for Relationship and Sex Education and Health Education (RSHE)
The aim of RSHE is to provide children with age appropriate information, opportunities to explore attitudes and values and develop skills in order to empower them to make positive decisions about their relationships, health and wellbeing. Helping the children to:
understand the fundamental building blocks of and characteristics of positive relationships, with reference to friendships, family relationships and relationships with other children and adults
know how to take turns, how to treat each other with kindness, consideration and respect, the importance of honesty and truthfulness, permission seeking and giving, and the concept of personal privacy
understand personal space and boundaries, showing respect and understanding the differences between appropriate and inappropriate or unsafe physical, and other, contact
respect themselves and others, their views, backgrounds, cultures and experiences
develop positive values and a moral framework that will guide their decisions and behaviour
develop loving, caring relationships based on mutual respect
be supported through their physical, emotional and moral development and move with confidence from childhood, through adolescence
develop a secure sense of identity and to function well in the world
accept the responsibility for their own actions
operate freely and safely in the online world
make good decisions about their own health and wellbeing
Our RSHE Statutory Gudiance - By the end of primary school
At Pinders Primary School a clear and comprehensive scheme of work in line with the statutory guidance is in place. A two year, long term rolling programme maps out the coverage of the discrete teaching and learning opportunities for children to use and explore different RSHE/PSHE themes. At our school, we use the PSHE Association Programme of Study and have tailored it to meet the needs of our school and community context.
The Programme of Study sets out learning opportunities for key stage 1 & 2 , based on three core themes:
CORE THEME 1: HEALTH AND WELLBEING
CORE THEME 2: RELATIONSHIPS
CORE THEME 3: LIVING IN THE WIDER WORLD
Within these core themes, the following areas will be covered:
Health and wellbeing:
Ourselves, growing and changing
Drugs, alcohol and tobacco
Families and close positive relationships
Managing hurtful behaviour and bullying
Respecting self and others
Living in the wider world:
Media literacy and digital resilience
Economic well-being: Aspirations, work and careers
RHSE is intertwined throughout our EYFS curriculum.
Our children learn how to:
Ask questions and express their ideas
Care for the natural world around them
Show empathy to others
Be resilient in the challenges they face
Curiosity about the world around them
Appreciate different religions and cultural communities in their hometown and around the world
Children’s personal, social and emotional development (PSED) is fundamental for children to live healthy and happy lives. At Pinders we teach our children key skills that enable them to build positive relationships, manage their emotions and those of others, develop a positive sense of self and build their resilience. Through high quality adult interactions, children will be taught how to build good friendships, co-operate and resolve conflict leading them to become independent, confident learners in all aspects of school life.
Each prime area is divided into early learning goals, for PSED these are:
Self-Regulation - 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.
Managing Self - 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.
Building Relationships - Work and play cooperatively and take turns with others; Form positive attachments to adults and friendships with peers; Show sensitivity to their own and to others' needs.
How do we develop cultural capital in RSHE/PSHE?
Cultural capital is the accumulation of knowledge, behaviours, and skills that a child can draw upon and which demonstrates their cultural awareness, knowledge and competence; it is one of the key ingredients a pupil will draw upon to be successful in society, their career and the world of work.
Cultural capital is at the heart of all our RSHE lessons at Pinders Primary School, helping our children navigate through the ever changing world around them. Citizenship at school and community are a vital part of our RSHE lessons, providing knowledge and skill development for all children.
As part of our wider RSHE/PSHE curriculum we build in experiences and knowledge by immersing the children in the world around them and national events so that theydevelop their sense of self-worth by developing competencies and by playing a positive role in contributing to school life and the wider community.
What does RSHE and PSHE look like at Pinders Primary?
Alongside our RSHE curriculum, we also have whole school days that focus on a particular RSHE theme. Some of these are national events and some our specific just to us. All add to our RSHE provision that we offer our pupils.
What is Relationships and Sex & Health Education (RSHE) and why teach it?
The government have produced a new statutory curriculum to ensure all children take part in the learning of Relationships Education, Relationship and Sex Education and Health Education during their school career.
At Pinders Primary School, we believe that the curriculum promotes many values, which will help us to nurture our children to become caring, responsible, respectful and aspirational citizens.
* It is the curriculum subject that gives children the knowledge, understanding, attitudes and practical skills to live safe, healthy, productive lives and meet their full potential.
* It is about the understanding of the importance of loving and caring relationships.
* It is about understanding the importance of a family life of stable loving relationships, marriage, mutual respect and love and care for others.
* It allows them to embrace the challenges of creating a happy and successful adult life, pupils need knowledge that will enable them to make informed decisions about their wellbeing, health and relationships.
Our aim is for the children at Pinders Primary School to have a RSHE curriculum that fully supports the children in their development and that goes beyond the statutory requirements to also cover areas such as jobs, careers, and enterprise.
We have adopted the PSHE Association Programme of Study and related resources to meet the needs of our curriculum and our pupils needs. The PSHE Association worked closely with the Government to develop this curriculum and featured heavily in the Government consultation, which also involved the consultation of parents and carers. Each unit will begin with a book stimulus to allow the children to access concepts and themes being addressed in the unit, in a manner consistent with the rest of our school curriculum.
PSHE education is taught throughout the school and is monitored and reviewed regularly by the staff and governing body. All PSHE teaching that takes place will be in a safe learning environment.
To address any questions you might have, a FAQ (frequently asked questions) document, produced by the Government, is below.
The following is an outline of our Intent, Implementation and Impact.
Talking to your child about their feelings, relationships and changing body is important. Building good channels of communication throughout childhood can help your child to communicate with you as future issues of increasing seriousness arise.
Your child needs to know that it's OK to talk, and that you're happy to talk. They will learn this through your body language, tone and manner when you talk so try to behave as you would in any other topic of conversation.
Below are simple strategies to make talking about feelings, relationships and the body
✔ Start by talking about something that you both find comfortable, such as feelings and emotions.
✔ Ask your child what they think their friends know/think about the topic, as this provides a way to talk about your child’s views indirectly.
✔ Avoid ‘The Chat’. Talk about these topics little and often over everyday events like playing, drawing, whilst driving in the car or watching TV. This can help to normalise the conversation, easing uncomfortable feelings.
✔ Reading a story book containing relevant content is a helpful way to stimulate discussion with your child.
✔ Don’t leave it too late. Start talking about relevant topics before you feel your child is approaching a level of curiosity about it, so you establish strong channels of communication in readiness.
✔ Be prepared to listen. Your child will want to have their voice heard without feeling judged.
Feeling listened to will encourage your child to talk about issues in the future.
✔ If your child asks you a question you are not sure how to answer, don’t panic! Let them know that you will answer it at another time, making sure you remember to. Sometimes a simple answer can provide a sufficient response.
✔ Try to listen calmly, even if what they say surprises or concerns you. Remember that it is good that they are comfortable to discuss issues with you. They need to trust that you will not respond negatively.
Make sure your child knows they can always talk to you anytime, about anything.
Unfortunately not the ones with chocolate chips.
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