As a Values based school, Personal, Social and Health Education (PSHE) and the delivery of it, is central to our school life. The PSHE ‘Connecting Curriculum’ encompasses PSHE and British Values learning. Knowledge is delivered through a spiral curriculum to develop and deepen knowledge and understanding at an age appropriate level.
PSHE enables children to become healthy, independent and responsible members of society. Children at Coleshill Heath School are encouraged to play a positive role in contributing to the life of the school and the wider community. In doing so their self-esteem and emotional well-being are developed. Ensuring that pupils are aware of British Values, children are taught how society is organised and governed, ensuring that they experience the process of democracy in school through elections to the School Parliament, the Sports Council and of Code Captains. They are taught about rights and responsibilities. They learn to appreciate what it means to be a positive member of a diverse multicultural society and global citizens.
The aims of teaching personal, social and health education are to enable the children to:
• know and understand what constitutes a healthy lifestyle
• be aware of safety issues; including issues around e-safety and bullying
• understand what makes for good relationships with others
• have respect for others
• be independent and responsible members of the school community
• be positive and active members of a democratic society
• develop self-confidence and self-esteem, and make informed choices regarding personal and social issues
• develop good relationships with other members of the school and the wider community
Whilst Connecting Curriculum provides the vehicle for PSHE delivery it is linked at every opportunity to our school values:
Respectful Relationships. By the end of primary pupils should know:
• the importance of self-respect and how this links to their own happiness• that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority
• the conventions of courtesy and manners
• what a stereotype is, and how stereotypes can be unfair, negative or destructive
• the importance of permission-seeking and giving in relationships with friends, peers and adults
Families and people who care for me. By the end of primary pupils should know:
• that families are important for children growing up because they can give love, security and stability• the characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other’s lives
• that others’ families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care
• that stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children’s security as they grow up
• that marriage represents a formal and legally recognised commitment of two people to each other which is intended to be lifelong
• how to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed
Caring friendships. By the end of primary pupils should know:
• how important friendships are in making us feel happy and secure, and how people choose and make friends• the characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties
• that healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded
• that most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right
• how to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed.
Online relationships. By the end of primary pupils should know:
• that the same principles apply to online relationships as to face-to-face relationships, including the importance of respect for others online including when we are anonymous• that people sometimes behave differently online, including by pretending to be someone they are not
• how to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met
Being safe. By the end of primary pupils should know:
• what sorts of boundaries are appropriate in friendships with peers and others (including in a digital context)
Respectful Relationships. By the end of primary pupils should know:
• the importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs• practical steps they can take in a range of different contexts to improve or support respectful relationships
Online relationships. By the end of primary pupils should know:
• how to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met• how information and data is shared and used online
Being safe. By the end of primary pupils should know:
• what sorts of boundaries are appropriate in friendships with peers and others (including in a digital context)• about the concept of privacy and the implications of it for both children and adults; including that it is not always right to keep secrets if they relate to being safe
• that each person’s body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact
• how to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know
• how to recognise and report feelings of being unsafe or feeling bad about any adult
• how to ask for advice or help for themselves or others, and to keep trying until they are heard,
• how to report concerns or abuse, and the vocabulary and confidence needed to do so
• where to get advice, for example family, school or other sources
Statutory guidance:
• Sex education is not compulsory in primary schools. The national curriculum for science includes subject content in areas related to RSE, such as the main external body parts, the human body as it grows from birth to old age (including puberty) and reproduction in some plants and animals.• It is important that the transition phase before moving to secondary school supports pupils’ ongoing emotional and physical development effectively.
• It should ensure that both boys and girls are prepared for the changes that adolescence brings and – drawing on knowledge of the human life cycle set out in the national curriculum for science - how a baby is conceived and born.