Gawthorpe Community Academy - PSHE Curriculum
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Gawthorpe Community Academy
PSHE Curriculum
1Gawthorpe Community Academy
PSHE
Pupils will develop the knowledge, skills and attributes they need to keep themselves healthy and safe and be prepared for life and
work. This includes developing resilience, self esteem, risk management, team working and critical thinking within the three core themes.
The aim is to support pupils’ spiritual, moral, cultural and mental development (SMSC). This will enable pupils to recognise, accept and
shape their identities, to understand and accommodate difference and change, to manage emotions and to communicate effectively
in a variety of settings.
Pupils will be taught over a series of lessons which include:
• Revisiting previously taught knowledge and skills;
The three core themes are:
• Health and Wellbeing;
• Relationships;
• Living in the Wider World.
2PSHE Intent
Early Years Implementation Impact Research
SDP High priorities: Developing subject specific vocabulary. Revisiting common
vocabulary will allow the
children to “Know more
and remember more”.
Curriculum Whole School Assemblies Children can form positive
Early years PSHE is planned and delivered using the Early In lessons you will see: relationships with adults “Closing the
Years Objectives and Outcomes. Chris Quigley Supported by • Explicit teaching of factual information. and other children. Vocabulary Gap”
Focus Learning Challenge Sarah Quinn and links to wider • Explicit teaching how to manage an issue: A Quigley.
curriculum subjects where applicable. • Lessons which underpin core themes Children are confident to Historical
• To deliver a balance of child initiated experimentation talk about their own ideas Vocabulary.
Child centred approach to teaching and learning is a opportunities and focus teaching through concrete, and feelings.
cyclical process and includes: meaningful experiences
• Observations, • To work in the provision areas with the children observing, Children begin to
• Analysis of observations scaffolding, modelling, guiding, inspiring and providing recognise the ideas and
• Using target tracker for gap analysis of child development resources to meet the needs of children at that moment in feelings of others.
and curriculum coverage. To determine next steps. time.
• Planning experiences and opportunities to support • To provide a constant set of resources for children to practice Children begin to realise
observations and next steps. and consolidate skills and development in positive terms the consequences of their
• This includes what the child’s interest are. • To provide appropriate resources to enhance the actions.
• The environment is set up to connect with child's interests environment relevant to learning
and their learning. • To talk about learning in positive terms fostering the
characteristics of effective learning. Making links between
Values Based Learning - a monthly, focus value is displayed learning and revisiting objectives in different contexts.
and discussed throughout school. This used to understand • Praising children's efforts and values in positive terms enabling
British Values and how the values are shown in everyday the children to talk about their own learning and reflect on
actions and words. what they have achieved.
• Use display to promote and reinforce learning
Basic Skills • Opportunities to develop questioning
Horizontal links between subjects are explicit during the • Philosophy sessions
teaching of PSHE to ensure children build on prior knowledge • Discussion to develop knowledge and understanding
and utilize knowledge and skills learned from other subjects. • Books and Stories
• Drama
Staff Knowledge • Using photographs, pictures and videos.
PSHE lessons are, in the main, delivered by staff who are • Current learning displayed
supported by the subject leader. This promotes confident • Post it notes in response to stimuli
and effective delivery throughout the school, resulting in • Visits and visitors
children engaging in their PSHE learning. • Using appropriate vocabulary to express opinions and 3
emotions.PSHE
Intent KS1 and KS2 Implementation Impact Research
SDP High priorities: Developing subject specific Revisiting common
vocabulary. vocabulary will allow the
children to “Know more
and remember more”.
Curriculum Whole School Assemblies This will enable pupils to : Ofsted Curriculum research
National Curriculum requirements are planned and In lessons you will see: • recognise, accept “Knowledge rich”
delivered using the PSHE Association Scheme and links to • children practicing their skills and developing knowledge and shape their curriculum and
wider curriculum subjects where applicable. through a wide range activities which are differentiated identities. “Vocabulary is knowledge.”
(Please see document below for skills progression and to meet all needs; • understand and
vertical links.) • Explicit teaching of factual information. accommodate “Closing the Vocabulary
Relationships Education, Relationships and Sex • Explicit teaching how to manage an issue: difference and Gap” A Quigley. Historical
education (RSE) and Health Education Statutory • Lessons which underpin core themes change, Vocabulary.
Guidance. • Statutory Guidance is delivered using relevant up to date • manage emotions
Equality Act 2010. materials. and to communicate
• Discussion to develop knowledge and understanding effectively in a variety
Citizenship • Opportunities to develop questioning of settings.
Picture News is used to promote discussion of citizenship • Philosophy sessions
and current affairs issues, which links directly to British • Drama Children recognise and
Values. • Using photographs, pictures and videos. apply the fundamental
• Quizzes British Values.
Values Based Learning - a monthly, focus value is • Current learning displayed
displayed and discussed throughout school. This used to • Post it notes in response to stimuli
understand British Values and how the values are shown • Visits and visitors
in everyday actions and words. • Using appropriate vocabulary to express opinions and
emotions.
Basic Skills
Horizontal links between subjects are explicit during the
teaching of PSHE to ensure children build on prior .
knowledge and utilize knowledge and skills learned from
other subjects.
Staff Knowledge
PSHE lessons are, in the main, delivered by staff who are
supported by the subject leader. This promotes
confident and effective delivery throughout the school,
resulting in children engaging in their PSHE learning. 4Gawthorpe Community Academy
Progression in PSHE
5PSED ELG: • Know some of the • Know about some of • Know about what • Understand about • Understand that • Know that images in
Managing feelings and things that keep our the things that keep makes a ‘balanced what makes a images in the media the media can distort
behaviour bodies healthy our bodies healthy lifestyle’ ‘balanced lifestyle’ can distort reality reality
Children talk about how (physical activity, (physical activity, • Know about making • Understand about • Know media can • Know media can
they and others show sleep, rest, healthy sleep, rest, healthy choices in relation to making choices in affect how people affect how people
feelings, talk about their food) food) health relation to health feel about feel about themselves
own and others’ • Know about making • Make healthy • Know about what • Understand about themselves • Cope with change
behaviour, and its healthy choices choices makes up a what makes up a • To describe the and transition - how
consequences, and know • Recognise what • Recognise what balanced diet balanced diet range and intensity this relates to
that some behaviour is they are good at they are good at • Know about • Know about of their feelings to bereavement and the
unacceptable. They work • Know about and set simple goals opportunities they opportunities they others process of grieving
as part of a group or class, different kinds of • Know about have to make their have to make their • Manage complex or • Know how the spread
and understand and feelings different kinds of own choices about own choices about conflicting emotions of infection can be
Theme 1 – Health and Well-being
follow the rules. They • Know simple feelings food food • Know how the prevented
adjust their behaviour to strategies to • Know simple • Know about what • Know about what spread of infection • Understand about
different situations, and manage feelings strategies to influences their influences their can be prevented different influences on
take changes of routine in with support manage feelings choices about food choices about food • Know about the skills behaviour, including
their stride. • Know about how it • Know about how it • Know that images in • To know about a needed in an peer pressure and
feels when there is feels when there is the media do not wider range of emergency media influence
Physical Development: change or loss change or loss necessarily reflect feeling both good • Know about habits • Know how to resist
ELG: Health and self care • Know about basic • Know about basic reality and bad (in relation to drug, unhelpful pressure and
Children know the personal hygiene personal hygiene • Know about a wider • Understand that alcohol and ask for help
importance for good routines Grow and routines and why range of feelings people can tobacco education) • Know about habits (in
health of physical change and these are important some good and experience • Know about relation to drug,
exercise, and a healthy becoming more • Know about some not so good conflicting feelings strategies for alcohol and tobacco
diet, and talk about ways independent growing, changing • Know people can at the same time. managing personal education)
to keep healthy and safe. • Use the correct and becoming experience different • The can describe safety - local • Understand about
They manage their own names for the main more independent feelings at the same feelings to others environment some of the risks and
basic hygiene and parts of the body of • Know and use the time • Manage risks in • Know about effects of legal and
personal needs boys and girls correct names for • Describing their familiar situations strategies for illegal substances
successfully, including • Know household the main parts of the feelings to others and keeping safe managing personal (drugs – including
dressing and going to the products, including body of boys and • Know about the • Understand about safety – online medicines, alcohol
toilet independently. medicines, can be girl kinds of change that the importance of • Know what to and tobacco)
harmful if not used • Know that happen in life and school rules for consider before • Know about strategies
PSED ELG: Self confidence correctly household products, the feelings health and safety sharing pictures of for managing personal
and self awareness • Know rules for including medicines, associated with this • Know about how to themselves and safety- local
Children are confident to keeping safe can be harmful if • Know about feeling get help in an others online environment and
try new activities, and say • Ask for help if they not used correctly negative pressure emergency • Know how to keep online
why they like some are worried about • Know rules for and how to • Know about safe and well when • Know what to consider
activities more than others. something keeping safe (in manage this keeping safe in the using a mobile before sharing pictures
They are confident to familiar and • Know about drugs local environment phone of themselves and
speak in a familiar group, unfamiliar situations that are common in about keeping safe others online
will talk about their ideas, • Ask for help if they everyday life online • Know how to6 keep
and will choose the are worried about (medicines, • Know about people safe and well when
resources they need for something caffeine, alcohol who help them stay using a mobile phoneEarly Years Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
PSED ELG: Making • Recognising how • Recognising how • Recognise a wider • Know about what • Know about • Know about different types
Relationships Children other people are other people are range of feelings in makes a positive, different types of of relationships
play cooperatively, feeling feeling others healthy relationship, relationships • Know what constitutes a
taking turns with others. • Share their own • Share their own • Respond to how including friendships (friends, families, positive, healthy
They take account of feelings with others feelings with others others are feeling • Know how to couples, marriage, relationship
one another’s ideas • Know about • Understand about • To recognise a maintain good civil partnership) • Know how to maintain a
about how to organise different types of different types of wider range of friendships • Know about what healthy relationship
their activity. They behaviour and how behaviour and how feelings in others • Understand how constitutes a • Know about committed
show sensitivity to this can make this can make • Respond to how actions can affect positive, healthy loving relationships
others’ needs and others feel others feel others are feeling ourselves and others relationship (including marriage and
feelings, and form • Know about the • Understand about • Work collaboratively • Know about the • Recognise when a civil partnership)
positive relationships importance of not the importance of toward shared difference between relationship is • Know that marriage,
with adults and other keeping secrets that not keeping secrets goals acceptable and unhealthy arranged marriage and
children. make them feel that make them feel • Know about unacceptable • Judge whether civil partnership is between
uncomfortable, uncomfortable, differences and physical contact physical contact is two people who willingly
PSED ELG: Self- anxious or afraid anxious or afraid similarities between • Know how to acceptable or agree
Theme 2 – Relationship
confidence and self- • With support, share • Confidently share people, but respond to unacceptable and • Know that to force anyone
awareness their views and their views and understand unacceptable how to respond into marriage (forced
Children are confident opinions with others opinions with others everyone is equal physical contact • Model negotiation marriage) is illegal
to try new activities, • Know about • Know about • Recognise bullying • Work collaboratively and compromise • Know about the
and say why they like listening to others listening to others - themselves and toward shared strategies to resolve importance of speaking
some activities more and playing and playing others goals disputes and out about forced marriage
than others. They are cooperatively cooperatively • Know how to • Recognise conflict • Know about confidentiality
confident to speak in a • Know about the • Know about the respond and ask for differences and • Give helpful • Know about times when it is
familiar group, will talk importance for importance of help similarities between feedback and appropriate and necessary
about their ideas, and respect for the respect for • Know about what is people, but support to others to break a confidence
will choose the differences and differences and meant by understand • Know about the • Know about judging
resources they need similarities between similarities between ‘stereotypes’ everyone is equal factors that make whether physical contact is
for their chosen people people • Know about the • Recognise all forms people the same or acceptable or
activities. They say • Know about special • Know about special importance of of bullying different unacceptable
when they do or don’t people in their lives people in their lives keeping personal • Know how to • Recognise and • Know how to respond
need help. (Parents / family) (Parents / family / boundaries and the respond and ask for challenge • Confidently negotiate and
• Know about friends) right to privacy help ‘stereotypes’ compromise strategies to
appropriate and • Know about • Recognise dares • Know about the resolve disputes and
inappropriate touch appropriate and • Know about what is correct use of the conflict
• Know that bodies inappropriate touch meant by terms sex, gender • Give helpful feedback and
and feelings can be • Know that bodies ‘stereotypes’ identity and sexual support to others
hurt and feelings can be • Know about the orientation • Recognise and manage
• Know that teasing hurt importance of • Recognise dares dares
and bullying hurts • Know that hurtful keeping personal • Know about the • Understand about the
• Know what to do if teasing and bullying boundaries importance of 7
importance of keeping
teasing and bullying is wrong keeping personal personal boundaries andEarly Years Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Understanding the • Know about • Know about • Understand • Discuss and debate • To research, discuss and • To research, discuss and debate to
world ELG: People group and group and how to discuss issues concerning debate to discuss and debate discuss and debate issues
and communities class rules and class rules and and debate health and issues concerning health and concerning health and wellbeing
Children talk about why they are why they are issues wellbeing Know wellbeing • Know why and how laws are rules
past and present important important concerning about the ways in • Know why and how laws are and laws are made
events in their own • Know about • Understand health and which rules and rules and laws are made • Take part in making and changing
lives and in respecting the about wellbeing laws keep people • Take part in making and rules
the lives of family needs of respecting the • Know about safe changing rules • Understand about the importance
members. They ourselves and needs of the ways in • Take part in making • Understand about the of human rights (and the Rights of
know that other others ourselves and which rules and changing rules importance of human rights the Child)
children don’t • Know about other and laws keep Understand that (and the Rights of the Child) • Know about the UN declaration on
always enjoy the groups and • Know about people safe everyone has • Know about the UN the Rights of the Child
Theme 3 – Living in the Wider World
same things, and communities groups and • take part in human rights (and declaration on the Rights of the • Know that harmful practices (such
are sensitive to this. that they communities making and that children have Child as FGM and forced marriage) are
They know about belong to that they changing rules their own set of • Know that harmful practices against British law (illegal) and in
similarities and about looking belong to • Know about human rights) (such as FGM and forced contradiction with human rights
differences after the local • Know about their Know about the UN marriage) are against British • Know that human rights overrule
between environment looking after responsibilities, declaration on the law (illegal) and in any beliefs, ideas or practices that
themselves and • Know where the local rights and Rights of the Child contradiction with human rights harm others
others, and among money comes environment duties (home, Understand about • Understand that human rights • Appreciate the range of national,
families, from and what • Understand school and the their responsibilities, overrule any beliefs, ideas or regional, religious and ethnic
communities and it is used about where environment) rights and duties practices that harm others identities of people living in the UK
traditions. • Know what money comes • Understand (home, school and • Understand about what it • Know about the lives, values and
money is used from and what about resolving the environment) means to be a part of a customs of people living in other
PSED ELG: Self for Understand it is differences – • Understand about community places
confidence and that everybody • Understand agreeing and resolving • Know about different groups / • Know how finance plays an
self awareness is unique how to keep disagreeing differences – individuals that support the important part in people’s lives
Children are • Know the ways money safe • Appreciate agreeing and local • Know about being a critical
confident to try we are the • Understand difference and disagreeing • community consumer
new activities, and same as other that everybody diversity • Know about being • Know about the role of • Understand ‘loan, interest and debt
say why they like people Know is unique (people living part of a voluntary, community and • Understand about the importance
some activities about the • Understand in the UK community Know pressure groups of looking after money, including
more than others. people who about the Understand about who works • Appreciate the range of managing loans and debt
They are confident work in their ways we are about the role with the local national, regional, religious and • Know that people pay ‘tax’ to
to speak in a community the same as of money community ethnic identities of people living contribute towards society
familiar group, will • Know how to other people • Understand the • Understand about in the UK • Know about how resources are
talk about their get help even • Know about ways of the role of money • Understand how finance plays allocated and the effect this has on
ideas, and will in an the people managing • Know about ways an important part in people’s individuals, communities and the
choose the emergency who work in money of managing lives environment
resources they their (budgeting money (budgeting • Know about being a critical • Know what it takes to set up an
need for their community and saving) and saving) consumer enterprise 8
chosen activities. • Know how to • Know that • Understand that • Understand ‘loan, interest and • Know about what enterprise meansGawthorpe Community Academy
PSHE in the Early Years
9Early Years Key Objectives
Personal, social and Communication Physical Literacy Mathematics Understanding of Expressive arts and
emotional and language development the world design
development
Making Listening and Moving and Reading Numbers People and Exploring and using
Relationships attention handling Read and Count reliably with communities media and
Play cooperatively Listen attentively Show good understand simple numbers from 1 to Talk about past materials
Form positive Listen to stories coordination sentences 20 and present events Make music and
relationships Anticipate key (large and small Use phonic Place numbers Show sensitivity to dance
Self Confidence events scale) knowledge to from 1 to 20 in the likes and Experiment with
and self-awareness Make relevant Move confidently decode regular order dislikes of others colour etc.
Try new activities responses – Negotiate space words Represent numbers Know the Being imaginative
with confidence appropriate Handle equipment Read some Add and subtract similarities and Use media and
Speak to others response and tools common irregular Solve problems differences materials
Ask for help Give attention to Health and self- words Shape, space and between imaginatively and
Managing feelings others care Demonstrate to measure themselves and use what they
and behaviour Understanding Understand the others an Use measurements others have learnt
Talk about feelings Follow instructions importance of understanding of Recognise, create The world Represent ideas,
Talk about Answer ‘how’ and exercise and diet reading and describe Learn in familiar thoughts and
behaviour ‘why’ questions for good health Writing patterns places feelings through
Describe behaviour about events Basic hygiene Use phonic Describe objects Similarities and design,
that is wrong Speaking knowledge to write and shapes difference in technology, art,
Work as part of a Can express ideas words places music, dance, role-
group or class to an audience Write some Observe and play and stories
Adjusts behaviour (express irregular common describe Represent own
appropriately) words environments ideas.
Describe events in Write simple Own environment
the past, present sentences animals and plants
and future Spell some words Technology
Develop narratives correctly Recognise the uses
and explanations Spell some words in of technology
Connecting ideas a phonetically Select technology
© Focus Education 2013 10
and events plausible way for a purpose11
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Gawthorpe Community Academy
PSHE Overview
Question Based Model from PSHE
Association
1920
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