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 6 PSHE

As we embrace a spiral curriculum, across the school this term we are focusing on the 'Growing and Changing' 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 6

I can: 

• I can identify an adult I can talk to at both home and school if I need help.

• I can tell you some things I can do now that I couldn’t do when I was a toddler.

• I can tell you what some of my body parts do. 

This term your children will be answering questions such as:

Getting Help 

 What is a trusted adult?  

Which adults at home can you ask for help?  

Which adults at school can you ask for help?  

Becoming Independent  

What can you do now, that you couldn’t do as a baby?  

What can you do now, that you couldn’t do as a toddler? What can you do now, that you couldn’t do last year in Reception?  

What are you still learning to do?  

Body Parts 

 Which body parts are on the inside?  

Which body parts are on the outside?  

How do different body parts work?  

Are girls’ and boys’ bodies the same?  

Which parts are different? 

Key vocabulary that will be used:

adult     heart    brain    stomach   trusted   growing    lungs   vulva    penis    learning 

Year 2 Term 6

I can:

• I can tell you who helps us grow (people who look after us) and what things I can now do myself that I couldn’t when I was younger. 

• I can give examples of how it feels when you have to say goodbye to someone or something (e.g. move house). 

• I can give examples of how to give feedback to someone. 

This term your children will be answering questions such as:

Life Cycles 

What helps us to grow? Who helps us to grow? 

What can you do by yourself now? 

What are you looking forward to when you are 10 years old? What are you looking forward to when you are 21 years old? 

Dealing With Loss 

How does it feel to lose something? 

How does it feel to say goodbye to someone or something for a long time? 

Can we stay in touch with someone? How? 

Being Supportive 

What positive things can we say to someone about something they have done? 

Why is it good to help someone? 

What is a good way to help someone if they are finding something difficult? 

Key vocabulary that will be used:

supportive    loss    change    nipples   food    feelings    help   forward    growing    penis   care    goodbye learning    safe     upset    vulva 

Year 3 Term 6

I can:

• I can name a few things that make a positive relationship and some things that make a negative relationship.
• I can tell you what happens to the woman’s body when the egg isn’t fertilised, recognising that it is the lining of the womb that comes away.
• I can identify when someone hasn’t been invited into my body space and show how I can be assertive in asking them to leave it if I feel uncomfortable. 

This term your children will be answering questions such as:

 Relationships 

Can a relationship be positive? How? 

How can a relationship be negative? 

What can someone do to make a friendship healthy? 

Menstruation 

What is menstruation? What happens when the human egg is not fertilised? 

Which parts of a woman’s body are involved in menstruation? 

Keeping Safe 

What is someone’s ‘body space’? 

When is it ok to go into someone’s body space? 

If someone wants another person to leave their body space, how can they ask them to leave? If someone feels uncomfortable, who can they talk to? 

Key vocabulary that will be used:

angry   penis   relationships  body  touch   assertive   vagina   jealous   womb period/menstruation   pad   trust   lining   respect breasts   uncomfortable   caring   genitals   upset   egg healthy   puberty   testicles 

Year 4 Term 6

I can:

• I can label some parts of the body that only boys have and only girls have.
• I can list some of the reasons why a teenager might have these difficult feelings (e.g. conflict with parents).
• I can tell you why people get married. 

This term your children will be answering questions such as:

Body Changes During Puberty 

 What parts of the body are the same for girls and boys?  

What parts of the body are different for girls and boys?  

How do some parts of the body change during puberty? 

 Managing Difficult Feelings 

 What feelings might someone have during puberty? 

 Why might someone have difficult feelings during puberty?  

What are good ways to compromise? 

 Relationships, Including Marriage  

Why do some people choose to get married?  

Who can get married and how old do they need to be? 

 Why do some people choose to have a civil ceremony? 

 Why do some people choose to live together? 

Key vocabulary that will be used:

breasts   testicles   womb   choice   civil partnership   sperm    penis   hormones   pubic hair   periods marriage   love   puberty   enjoy live   together   civil partnership  uncomfortable feelings   menstruation   vagina   vulva compromise   share   ovaries   wet dreams 

Year 5 Term 6

I can:

• I can explain what resilience is and how it can be developed.
• I can list ways that I can prepare for changes (e.g. to get the facts, talk to someone).
• I am able to identify when I need help and can identify trusted adults in my life who can help me. 

This term your children will be answering questions such as:

Managing Difficult Feelings 

Why do people have good and not so good feelings? 

Is resilience the same as confidence? 

Can someone develop confidence or resilience? How? Does having resilience help people with their feelings? 

Managing Change 

What different changes can someone experience? 

Does change cause strong emotions? 

Does preparing for change help? 

How might preparing for change help someone to cope with it? 

What might help someone cope with these strong emotions? 

Getting Help 

Does the body feel differently when someone may need help? 

When might someone need help? 

What advice would you give to someone who needs to get help? 

What makes someone a trusted adult? 

Key vocabulary that will be used:

respect   wellbeing   trust   hormones   mood swings   confidential   confidence   resilience puberty   crush   embarrassed   menstruation unwanted   attention   separation   unwanted touch   period  products 

Year 6 Term 6

I can:

• I can give an example of a secret that should be shared with a trusted adult.
• I can tell you some emotional changes associated with ‘puberty’ and how people may feel when their bodies change.
• I can give examples of other ways in which the way a person feels about themself can be affected (e.g. images of celebrities). 

This term your children will be answering questions such as:

Keeping Safe 

 What secrets can be kept private? Why?  

Are there secrets that should be shared? Why?  

Who should some secrets be shared with? 

 Body Image 

 What physical changes happen during puberty? 

 How might someone feel when their body changes?  

Do emotional changes happen during puberty? Why? 

 How can a person feel better about their body changing? 

 Self-Esteem  

What can affect the way someone feels about themself? What can someone do or say to feel good about themself? Do words affect someone as much as actions? How? 

Key vocabulary that will be used:

media  manipulation  puberty  sexual intercourse discuss  confidential  online  safety self esteem  right to privacy age of consent  stereotype  peer pressure 

uncomfortable  physical changes  body image  emotional changes  in confidence sharing online