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 5 PSHE

As we embrace a spiral curriculum, across the school this term we are focusing on the 'Being My Best' 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 5 

I can: 

• I can name a few different ideas of what I can do if I find something difficult. 

•  I can say why certain foods are healthy and why it’s important to eat at least five portions of vegetables/fruit a day. 

• I can state a few ways I can keep myself clean and healthy. 

This term your children will be answering questions such as:

Growth Mindset:  

What can you do if you find something difficult?  

Do you need just one idea to help, if you find something difficult? 

 How have your ideas helped you?  

Keeping Healthy:

Which foods are healthy and why?  

Why do we need to eat different foods?  

What jobs do different foods have in the body? 

Why is it important to wash yours hands? 

Key vocabulary that will be used:

starchy    dairy   protein   sugar  practise fruit   difficult   learning   make   mistakes hygiene   cereal   bread   spread  water energy   help   healthy   support   vitamins vegetables germs 

Year 2 Term 5

I can:

• I can name different parts of my body that are inside me and help to turn food into energy. 

• I know what I need to get energy. 

• I can explain how setting a goal or goals will help me to achieve what I want to be able to do. 

This term your children will be answering questions such as:

Looking After My Body 

How do we get energy? 

What parts of the body turn food into energy? What do we need to do to stay healthy? 

Why do we need to keep doing certain things to stay healthy? 

Growth Mindset 

What can you do if you find something difficult? 

Which goals have you set to help yourself? 

Does setting a goal help with your learning? How? 

Key vocabulary that will be used:

achieve    germs    injection    rest    choices   brain soap   vaccination  choose   water   large intestine healthy   lungs   stomach    energy   learn    food    small intestine     exercise    oxygen   teeth 

Year 3 Term 5

I can:

• I can give a few examples of things that I can take responsibility for in relation to my healthy and give an example of something that I’ve done which shows this.
• I can explain and give an example of a skill or talent that I’ve developed and the goal-setting that I’ve already done (or plan to do) in order to improve it. 

This term your children will be answering questions such as:

Keeping Myself Healthy 

Am I responsible for keeping myself healthy? 

What can I do myself to keep healthy? 

How do I feel when I do things to stay healthy? 

Celebrating and Developing My Skills 

What skills or talents do I have? 

How can a talent or skill be developed? 

Does goal-setting help improve skills and talents? How? What would I like to achieve when I am older? 

How do I achieve my goals? 

Key vocabulary that will be used:

achieve   fruit    medicine    bones    goal-setting muscles    skills    teeth    balanced diet    talents improve    practise    proteins    water    sleep healthy    starchy    carbohydrates   dairy     exercise    energy   vegetables 

Year 4 Term 5

I can:

• I can give a few examples of different things that I do already that help to me keep healthy.
• I can give different examples of some of the things that I do already to help look after my environment. 

This term your children will be answering questions such as:

Having Choices and Making Decisions About My Health 

 What choices help to keep me healthy? 

 Why is it important to look after my health now? 

 Why is it important to look after myself in the future?  

Taking Care of My Environment  

What different things do I do to look after our environment?  

Why is it important to look after our environment? 

 How does this affect our future? 

Key vocabulary that will be used:

accident   emergency   affect   balanced diet   recycle breathing   community   repair   reduce   creative   give to others   injury   exercise   choices   wound mental health   active   first aid   repair   connect future   choking   reuse   wellbeing    be mindful 

Year 5 Term 5

I can:

• I can give an example of when I have had increased independence and how that has also helped me to show responsibility.
• I can name several qualities that make people attractive that are nothing to do with how they look, but about how they behave. 

This term your children will be answering questions such as:

Growing Independence and Taking Responsibility 
How does someone become more independent as they grow older? 

What responsibilities do teenagers have? 

Does having more independence mean having more responsibility? Why? 

Media Awareness and Safety 

Are media images of celebrities true? 

How can media images of celebrities make someone feel? 

What non-physical qualities make people attractive? Why?

Key vocabulary that will be used:

Perseverance   media-influence   kindness celebrities   independence   patience   resilience consideration   confidence   personal qualities 

Year 6 Term 5

I can:

• I can tell you how I can overcome problems and challenges on the way to achieving my goals.
• I can give examples of an emotional risk and a physical risk. 

This term your children will be answering questions such as:

Aspirations and Goal Setting 

 Do goals and aspirations need a plan?  

Are problems, challenges and barriers part of achieving goals? 

 How can problems, challenges and barriers be overcome? 

 Managing Risk  

Are risks physical or emotional? 

 How can a risk be emotional?  

What can someone do to reduce or remove risk?

Key vocabulary that will be used:

give   connect   influence   be active   assessing risk problems   choices   goal   setting   overcome  vaping   practise   media aspirations   take notice (mindful) weigh up   achieve   challenges perseverance   keep learning (get creative)