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RSHE/PSHE - One Life

One Life (RSHE and PSHE) 

We only get one Life, so let's learn how to live it well!

Subject Leader: Mrs G. Bedford 

Subject Governor: Miss C. Davies

Curriculum Intent

 

Pinders Primary School considers that Relationships and Sex Education and Health Education (RSHE) is an integral part of the Personal, Social, Citizenship, Health and Economic (PSCHE) Education curriculum.

 

We aim to offer pupils a carefully planned programme on human development, relationships and family life within a safe, comfortable atmosphere and in a relaxed relationship between teacher and pupil. The programme is set within a moral framework and matched to the pupils’ level of maturity. These aims complement those of the science curriculum in KS1 and KS2.

 

Our RSHE & PSHE is taught through our One Life programme following a deliberately planned and carefully sequenced curriculum which goes above and beyond the Department for Education’s statutory guidance.

One Life, is a universal offer for personal development, explicitly teaches all children how to live their ‘one life’ well. The clear end goal of the programme is to ensure that all pupils know how to live a healthy, safe and happy life and know to manage their academic, personal and social lives in a positive way.

 

At the heart of One Life is building strong mental, physical and social fitness. Each statutory requirement has been broken down into age-appropriate content which has been sequenced and connected to ensure that children know more and do better. The content is repeated deliberately to ensure that children know more, remember more and do more with it. The content also covers children’s spiritual, moral, cultural and social development whilst ensuring that they grow with their character with British Values at the heart.

 

Through One Life, RSHE content is broken down into 3 strands: 

  • Mental Fitness;
  • Physical Fitness and
  • Social Fitness.

We are passionate in our belief that, for our children to grow into happy, healthy and well-rounded young people and adults, we must teach them, explicitly, how to develop mentally, physically and socially. 

 

One Life helps to offer a relational approach into practice addressing the following:

  • Developing Relationships (staff to pupil, pupil to pupil and pupil to self)
  • Responding and Calming (supports co-regulation leading to improved self-regulation, calm responses, and managing crisis well)
  • Repairing and Restoring (staff to pupil, pupil to pupil and pupil to self)
  • Supporting inclusion (helps to support experiences of adversity and trauma as well as addressing the impact of being over-sanitised and entitled)
  • Setting boundaries (for themselves and understanding others)             (Wakefield Educational Psychology Service, Relate to Educate, August 2023)

The programme goes beyond the statutory requirements for RSHE to ensure that children really understand themselves, and how to show up as their best selves in this increasingly demanding and challenging world. It helps them to build their self-awareness and knowledge, so they can exercise their free will with love and care, for both themselves and others.

 

This programme of work covers the following statutory components of the Relationships and Sex Education (RSE) and Health Education guidance and ensures that all of this content is taught and not told:
• Families and People who Care for Me
• Caring Friendships
• Respectful Relationships
• Online Relationships
• Being Safe
• Personal Safety


Physical Health and Mental Well-being:
• Mental Wellbeing
• Online Safety and Harms
• Physical Health and Fitness
• Healthy Eating
• Drugs, Alcohol and Tobacco -Y5/Y6
• Health and Prevention
• Basic First Aid
• Changing Adolescent Body (Developing Bodies) -Y5/6

This should not be taught before year 4. Pupils should know: 1. about growth, change and the changing adolescent body. This topic should include the human lifecycle. Puberty should be mentioned as a stage in this process. 2. the key facts about the menstrual cycle, including physical and emotional changes.


It also supports the Spiritual, Moral, Social and Cultural development and ethos as well as promoting British Values and the Equal Opportunities Act and supports the awareness of the Protected Characteristics. It supports culture, character and personal attributes and growth for every pupil.

 

 

Our One Life content is broken down into key challenges:

A crucial element of our One Life programme is ensuring that our children understand the warning signs linked to their mental, physical and social fitness. We have a traffic light system which supports the children to quickly identify whether they are staying 'fit' across the 3 different areas.

Whole School Overview

 

 

Reading in RSHE/PSHE

Books are a central part of our RSHE/PSHE curriculum and every new topic starts with a book. Below is an overview of the books embedded into our RSHE/PSHE curriculum.

Teaching RSHE in EYFS

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.

 

 

One Life Morning Routine

Each morning we everyone starts the day in 4 steps:

* Meet and Greet using safe touch greetings

* Journaling to clear the mind

* Mindful minute to clear the mind and get into the 'Power of Now' Zone

* Positive Affirmations

* Words of Wisdom

One Life Achievement Celebration

Each week in celebration Assembly, each class teacher awards a certificate acknowledging the achievements in our PSHE/RSHE development.

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 they develop 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.

Curriculum documentation

Parental support/Advice/links

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/PSHE 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.

 

Pupil voice - wider opportunties

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Top tips for talking to your child... 

 

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 

more comfortable: 

✔ 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. 

 

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