Personal Social Health and Economic Education, including Relationships Education

Our Vision

At Southborough Church of England Primary School, we seek to teach PSHE in a faith sensitive, supportive and inclusive way while respecting all points of view. This is underpinned by our Christian ethos and vision.

 We believe everyone has limitless potential and that all of our children can achieve if given rich opportunities, experiences, care and guidance

It is vital, in an ever-changing world, we equip the new generation with the skills and knowledge they will need to become the best they can be throughout later life. Within all subjects we are working on building our children’s resilience to challenge and for them to be able to recognise how to challenge themselves. This strand of personal development is critical for the future generations to develop self-confidence and awareness.

Our Christian vision and values, Peace, Joy, Forgiveness, Perseverance, Compassion, Hope, underpin all of our actions.  With children who are eager to learn, parents and Governors who are supportive, our team of dedicated staff promote an inspirational culture of creativity with high aspirations where there are no barriers to a child’s success. We challenge our children and ourselves to be the best we can be in a safe, rich and purposeful environment, while relishing life and learning at Southborough.

Our PSHE lessons

Lessons and activities are adapted from SCARF plans, from Coram Life Education. SCARF stands for Safety, Caring, Achievement, Resilience, Friendship. This spiral curriculum allows all children to build on their knowledge year upon year. We then create lessons that utilise: use of child specific resources, differentiated questioning and mixed ability grouping to enable children to offer peer support. ​Lessons are planned with the aim of best possible understanding and integration for all children within the class.

Term 1 PSHE

As we embrace a spiral curriculum, across the school this term we are focusing on the 'Me and My Relationships' unit, each year the knowledge is recovered and built upon to ensure the greatest impact.

Reception 

By the end of the year your child will have been taught to :

• 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. 

Year 1 - Term 1  

I can:

• Name a variety of different feelings and explain how these might make me behave.
• Think of some different ways of dealing with ‘not so good’ feelings.
• Know when I need help and who to go to for help.
• Tell you some different classroom rules.

This term your children will be answering questions such as:

Feelings

Do we have the same feelings?

Why do we have different feelings?

How do we show our feelings?

What can we do when we have ‘not so good’ feelings? What are safe and healthy ways to get angry energy out?

How can we help our feelings come out?

Getting Help

When do you need to ask for help?

Who can help you if you need help?

Classroom Rules

Who are classroom rules for?

Why do we need classroom rules?

What would school be like if we didn’t have classroom rules?

Are classroom rules for the children or the teachers? What can help children to keep the classroom rules?

Key vocabulary that will be used:

friends     help      rules       family       hurt        safe         feelings    listen

Year 2 Term 1

I can:

• I can tell you some ways that I can get help, if I am being bullied and what I can do if someone teases me.
• I can suggest rules that will help to keep us happy and friendly and what will help me keep to these rules.​​​​​​
• I can also tell you about some classroom rules we have made together.
• I can give you lots of ideas about being what makes a good friend and also tell you how I try to be a good friend. Most of the time I can express my feelings in a safe, controlled way.

This term your children will be answering questions such as:

Bullying and Teasing

What is bullying? What is teasing?

Does bullying happen a lot?

How can you help someone who is being bullied?

School Rules About Bullying

What helps our classroom to be happy & friendly?

Do classroom rules help to stop bullying? How?

Being a Good Friend

Who is a good friend and why?

What makes a good friend? How are you a good friend?

Could you be a better friend?

How can you help others to be a good friend?

Feelings and Self-Regulation

Do we have the same feelings?

Why do we have different feelings?

How do we show our feelings?

 What are safe and healthy activities to get angry energy out?

How can we help our feelings come out?

Key vocabulary that will be used:

feelings    happy    teasing    bullied    care repeated    bullying    friendship   help    rules    friendly    safe   break

Year 3 Term 1

I can:

• I can usually accept the views of others and understand that we don’t always agree with each other. I can give you lots of ideas about what I do to be a good friend and tell you some different ideas for how I make up with a friend if we’ve fallen out.

This term your children will be answering questions such as:

Cooperation

Can people disagree and still be friends?

 Do people need to accept the views of others? Why?

How can arguments and disputes be settled?

Friendships

What do I do to be a good friend?

How can I make up with a friend if we have fallen out? What different ideas can I suggest to friends who have fallen out?

 How can I help others to sort out their argument?

Key vocabulary that will be used:

apologise    respect    disagree    responsibility   calm     disputes   arguments feelings    persuade    friendship    opinions listening    family    friendship    falling out special people

Year 4 Term 1

I can:

• I can give a lot of examples of how I can tell a person is feeling worried just by their body language. I can say what I could do if someone was upsetting me or if I was being bullied. I can explain what being ‘assertive’ means and give a few examples of ways of being assertive.

This term your children will be answering questions such as:

Recognising Feelings

 Can you tell how someone is feeling by looking at them?

 What is body language?

 What body language tells you that a person is worried? How?

 Are all feelings shown by body language?

Bullying

 What is the difference between bullying and teasing? What can someone do to help themselves if someone upsets them or is bullying them?

 How can you help someone else who is upset?

Can you help someone who is being bullied? How?

Assertive Skills

What is being assertive?

 Are there different ways to be assertive? How?

When would someone need to be assertive? Why?

Key vocabulary that will be used:

ignored   delighted   teasing   calm   confident feelings   compromise   body language   emotions   frightened   excluded   collaborate pressure   bullying   joyful   excited   respectful scared    alone    worried   lonely

Year 5 Term 1

I can:

• I can give a range of examples of our emotional needs and explain why they are important. I can explain why these qualities are important. I can give a few examples of how to stand up for myself (be assertive) and say when I might need to use assertiveness skills.

.

This term your children will be answering questions such as:

Feelings

What are emotional needs? Do we have the same emotional needs?

Do emotional needs stay the same?

Why are emotional needs important?

Friendship Skills, Including Compromise

What qualities make a good friend? Why?

How does a good friend show these qualities?

Do these qualities make a difference in friendships?

Assertive Skills

How can someone stand up for themselves?

When would someone use their assertiveness skills?

Is assertiveness the best way to react to pressure? Why?

Key vocabulary that will be used:

collaborate   aggressive   resolution   conflict pressure   emotional   needs   passive   assertiveness   negotiation   unsafe   compromise body language   respect   uncomfortable   touching qualities   unhealthy   relationship

Year 6 Term 1

I can:

• I can explain bystander behaviour by giving examples of what bystanders do when someone is being bullied. I can give examples of negotiation and compromise. I can explain what inappropriate touch is and give example.

This term your children will be answering questions such as:

Assertiveness

 What do bystanders do when someone is being bullied?

What is the difference between an active and a passive bystander?

 Can passive bystanders affect a bullying situation?

 Can active bystanders affect a bullying situation?

 Cooperation

 What is compromise? What is negotiation?

 How can negotiation and compromise skills help someone?

Safe/Unsafe Touches

 What is appropriate touch?

 What is inappropriate touch?

What types of touch are illegal (against the law)?

If someone experiences inappropriate or illegal touch, how can they get help?

Key vocabulary that will be used:

assertiveness   appropriate  sensitive  collaboration respectful   response  appropriate   culture inappropriate   religion   bullied   compromise   illegal active   forced   marriage   negotiation   community bystanders   passive   civil   partnership