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Village Infants

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PHSE

Key:

SG-safeguarding

BV British Values 

PSHE (RHE) CURRICULUM OVERVIEW

 

 

 

Nursery

 

Reception

 

In Nursery PSHE is taught through Personal, Social, Emotional Development, Communication and Language, Physical Development and  Understanding of the World

The Early Learning Goals prime areas are related to PSHE and the expected end points:

In Reception PSHE  is taught  through Personal, Social, Emotional Development, Communication and Language, Physical Development and  Understanding of the World .

The Early Learning Goals prime areas are related to PSHE and the expected end points:

Topics

Personal, Social, Emotional Development

 Self-Regulation

Managing Self

Building Relationships

Personal, Social, Emotional Development

Self-Regulation

Managing Self

Building Relationships

 

 

Knowledge and skills being taught

Three and Four Year Olds

• Select and use activities and resources, with help when needed. This helps them to achieve a goal they have chosen or one which is suggested to them.

• Develop their sense of responsibility and membership of a community.

 • Become more outgoing with unfamiliar people, in the safe context of their setting. • Show more confidence in new social situations.

 • Play with one or more other children, extending and elaborating play ideas.

• Help to find solutions to conflicts and rivalries. For example, accepting that not everyone can be Spider-Man in the game, and suggesting other ideas.

• Increasingly follow rules, understanding why they are important.

 • Remember rules without needing an adult to remind them.

 • Develop appropriate ways of being assertive.

 • Talk with others to solve conflicts.

 • Talk about their feelings using words like ‘happy’, ‘sad’, ‘angry’ or ‘worried’.

 • Understand gradually how others might be feeling.

 • Be increasingly independent in meeting their own care needs, e.g. brushing teeth, using the toilet, washing and drying their hands thoroughly.

 • Make healthy choices about food, drink, activity and toothbrushing.

Reception

  • See themselves as a valuable individual.

 • Build constructive and respectful relationships. • Express their feelings and consider the feelings of others.

• Show resilience and perseverance in the face of challenge.

• Identify and moderate their own feelings socially and emotionally.

 • Think about the perspectives of others.

 • Manage their own needs. - personal hygiene

• Know and talk about the different factors that support their overall health and wellbeing: - regular physical activity - healthy eating - toothbrushing - sensible amounts of ‘screen time’ - having a good sleep routine - being a safe pedestrian

 

ELG

Self-Regulation

• 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

 

Managing Self

• 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.

 

Building Relationships

 • Work and play cooperatively and take turns with others.

• Form positive attachments to adults and friendships with peers.

 • Show sensitivity to their own and others’ needs

 

Vocabulary

Key vocabulary:

Goal, rules, kindness, share, happy, sad,  clean, healthy

Key vocabulary:

Goal, clean, healthy, sleep, clean, toilet, share, care, kindness, rules, exercise,

Topics

Communication and Language Listening, Attention and Understanding

   Speaking

  •  

Communication and Language

  Listening, Attention and Understanding

  Speaking

Knowledge and skills being taught

 

Be able to express a point of view and to debate when they disagree with an adult or friend, using words as well as actions.

 

• Start a conversation with an adult or a friend and continue it for many turns

 

 

 

 

 

 

• See themselves as a valuable individual.

• Build constructive and respectful relationships.

• Express their feelings and consider the feelings of others.

 • Show resilience and perseverance in the face of challenge.

• Identify and moderate their own feelings socially and emotionally.

• Think about the perspectives of others.

 • Manage their own needs. - personal hygiene

 • Know and talk about the different factors that support their overall health and wellbeing: - regular physical activity - healthy eating - toothbrushing - sensible amounts of ‘screen time’ - having a good sleep routine - being a safe pedestrian

 

ELG-

Listening, Attention and Understanding

  • Hold conversation when engaged in back-and-forth exchanges with their teachers and peers.

 

Speaking

  • Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher

 

 

Vocabulary

Key vocabulary

I think

Key vocabulary:

Feelings happy, sad, cross, tired, worried, resilience, perseverance, safe

Topics

Understanding the world

Past and Present

Understanding the world

Past and Present

  Knowledge and skills being taught

• Begin to make sense of their own life-story and family’s history.

• Show interest in different occupations.

• Continue developing positive attitudes about the differences between people.

 • Know that there are different countries in the world and talk about the differences they have experienced or seen in photos.

• Talk about members of their immediate family and community.

• Name and describe people who are familiar to them.

 • Recognise that people have different beliefs and celebrate special times in different ways. 

 

ELG

Past and Present

Talk about the lives of people around them and their roles in society.

 

Vocabulary

Key vocabulary

Family, mum, dad, brother, sister, past,  world,

Key vocabulary

Family, mum, dad, brother, sister, past,  world, celebrations, festivals, religion, belief

Topics

Physical Development

Physical Development

Knowledge and skills being taught

Be increasingly independent as they get dressed and undressed. For example, putting coats on and doing up zips.

• Further develop the skills they need to manage the school day successfully: - lining up and queuing - mealtimes.

 

ELG

Gross Motor Skills

• Negotiate space and obstacles safely, with consideration for themselves and others.

Vocabulary

Key vocabulary

jumper, coat, undo, zip, buttons, put on

Key vocabulary

Wait, take turns, line up, patience, safe, space

 

 

                           Year One

Year Two

 

Topics

 

 

Health and Well being

  • Awareness of Feelings
  • Keeping Well and Clean
  • Keeping Safe

 

Health and Well being

  • Healthy People
  • Keeping safe
  • About My Body

 

 

Knowledge and skills being taught

Children should:

  • Begin to develop a vocabulary to describe their feelings to others and simple strategies for managing feelings SG
  • know how to keep themselves clean and how to brush their teeth effectively
  • be able to describe different ways to stay healthy
  • know how to keep themselves safe at home and online SG

 

Children should:

  • be able to describe the components of a healthy day
  • recognise that they share a responsibility for keeping themselves and others safe, when to say, ‘yes’, ‘no’, ‘I’ll ask’ and ‘I’ll tell’ SG
  • know what ‘privacy’ means
  •        be able to name the main parts of    the body (including external genitalia) (Science curriculum) SG
  • understand that some people have fixed ideas about what boys and girls can do

Vocabulary

Happy, sad, cross, brush, clean, run, jump, safe, food

Key vocabulary:

healthy lifestyle, safe,unsafe,dangerous, hazard, warning,accident,head, legs,arms, feet, hands,elbows,knees,goal,challenge,frustrated, persistent,distracted, achieve, achievement, steps

 

Topics

 

Relationships

  • All about me
  • My Friendships
  • My Family

 

Relationships

  • About My Feelings
  • Making and Breaking Relationships
  • Exploring Our Families

Knowledge and skills being taught

Children should:

  • be able to describe their unique qualities and strengths, and the qualities and strengths of others
  • be able to talk about what makes a good friendship
  • be able to talk about good and not so good feelings SG
  • be able to talk about how they would resolve conflicts with their friends SG
  • be able to express how they feel when they lose something or if things change (including moving home, losing toys, pets or friends)

 

Children should:

  • be able to describe the difference between feelings that feel *‘small’ and *‘big’ to them, and know some strategies for managing these SG
  • know why bullying is wrong and how to get help. SG
  • recognise when people are being
  •  
  • unkind either to them or others, how to respond, who to tell and what to say SG
  • know that families are important for children growing up because they can give love, security and stability SG
  • know how to recognise and report feelings of being unsafe or feeling bad about any adult SG

 

Topics

(Non statutory)

 

 

Living in the Wider World

  • Being Different
  • Money
  • The Environment
  • Looking After Myself

 

Living in the Wider World

  • Money, Shopping and Saving
  • Special Days
  • Global Food

 

 

 

Knowledge and skills being taught

Children should :

  • be able to identify and recognise the value of coins and notes
  • be able to talk about where money can come from
  • be able to explain the difference between needs and wants
  • be able to explain a suitable place to keep money safe, and explain why
  • know some of the things they can do at home and at school to help the environment
  • understand the role of the emergency services SG

Children should:

  •  
  • be able to role-play simple financial transactions
  • to be able to choose the correct value of coins and notes to use and calculate change
  • to be able to make a simple plan for my spending and saving choices and stick to it
  • demonstrate this learning through an assembly or display BV
  • be able to talk about where food comes from and some of the ethical questions around food supply

Vocabulary

 

 

Money, coins,notes, cost, how much, safe, police,ambulance,firefighters,lifeguards

Key vocabulary

belonging,community, groups, family,friends, united, plastic, environment, recycle,reduce,reuse litter, world,planet,energy,rules

 

 

Intent

 

At Village Infants we aim to deliver a PSHE curriculum which is accessible to all and ensures that each of our pupils will know more, remember more and understand more about how to play a positive and successful role within our society, both as children and as an adults in the future.

 

We deliver a curriculum that encourages our children to be healthy, independent and responsible members of a society, who understand how they are developing personally and socially, and we aim to give them the confidence to tackle many of the moral, social and cultural issues that are part of growing up. We also provide our children with opportunities to learn about rights and responsibilities and to appreciate what it means to be a member of a diverse society. Moreover our children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community. We challenge all of our pupils to look for opportunities to demonstrate the school values of perseverance, resilience kindness and curiosity and actively seek leadership opportunities within our school and within their local community.

 

Implementation

 

Reception and KS1 to have weekly PSHE lessons.  Reception follow Development Matters (PSED)   KS1 follow the Barking and Dagenham Health Education Partnership (HEP) programme of study which covers the  Relationship and Health Education (RHE) intentions .

 

Teachers use a range of teaching and learning styles, including activities such as discussion, role-play, games, assemblies, investigations, circle-time, problem-solving activities and outdoor learning and drama sessions. Children are provided with frequent opportunities to have their voice heard and because of this; they play an active part in school life. Children are able to express their opinions and views through questionnaires, school council discussions, various elections and comments on various correspondence throughout the year e.g. reports, annual questionnaires, work and homework. Children have the opportunities to meet and work with members of the community, such as health workers, firefighters, police, and representatives from the local church and community

 

Impact

 

Statements  are taken from the Statutory Framework for EYFS. Through systematic teaching of Personal, Social and Emotional Development (PSED)  by the end of Reception children at the expected level of development will:

 

ELG: Self-Regulation

 

  • 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.

 

ELG: Managing Self

 

  • 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.

 

ELG: Building Relationships

 

  • Work and play cooperatively and take turns with others;
  • Form positive attachments to adults and friendships with peers;
  • Show sensitivity to their own and to othersneeds.

 

 

Statements are taken from the Health Education Partnership (HEP) programme of study. Through systematic teaching of Personal, Social and Health Education (PSHE) by the end of KS1 children at the expected level of development will:

 

HEALTH AND WELLBEING 

 

•       Begin to develop a vocabulary to describe their feelings to others and simple strategies for managing feelings 

•      know how to keep themselves clean and how to brush their teeth effectively 

•      be able to describe different ways to stay healthy 

•      know how to keep themselves safe at home and online  (SG)

     •     be able to describe the components of a healthy day 

•      recognise that they share a responsibility for keeping themselves and others safe, when to say, ‘yes’, ‘   no’, ‘I’ll askand ‘I’ll tell  (SG)

•      know what privacymeans  (SG)

•      be able to name the main parts of the body (including external genitalia) (Science curriculum)   (SG)

•      understand that some people have fixed ideas about what boys and girls can do 

 

 

 

RELATIONSHIPS 

 

•      be able to describe their unique qualities and strengths, and the qualities and strengths of others 

•      be able to talk about what makes a good friendship 

•      be able to talk about good and not so good feelings  (SG)

  •    be able to talk about how they would resolve conflicts with their friends (SG)  
  •    be able to express how they feel when they lose something or if things change (including moving home, losing toys, pets or friends) 

•      about when friendships break up, or people move away and understand about the feelings associated with this  (SG)

•      be able to describe the difference between feelings that feel *‘small’ and *‘big’ to them, and know some strategies for managing these  (SG)

•      know why bullying is wrong and how to get help. (SG)

•      recognise when people are being unkind either to them or others, how to respond, who to tell and what to say  (SG)

•      know that families are important for children growing up because they can give love, security and stability  (SG)

•      know how to recognise and report feelings of being unsafe or feeling bad about any adult  (SG)

 

 

 

 

LIVING IN THE WIDER WORLD 

 

•      be able to identify and recognise the value of coins and notes 

•      be able to talk about where money can come from 

•      be able to explain the difference between needs and wants 

•      be able to explain a suitable place to keep money safe, and explain why 

  •    know some of the things they can do at home and at school to help the      environment                                      
  •   understand the role of the emergency services  (SG)

•      be able to role-play simple financial transactions 

•      to be able to choose the correct value of coins and notes to use and calculate change 

  •    to be able to make a simple plan for my spending and saving choices and stick to it 

•      learn about an range of festivals and demonstrate this learning through an assembly or display  

  •   be able to talk about where food comes from and some of the ethical questions around food supply

 

 

Resilience
Perseverance
Kindness
Curiosity
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