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PSHCE

National Curriculum

 

Purpose of study

While PSHE education is a non-statutory subject, section 2.5 of the National Curriculum framework document states that: ‘All schools should make provision for PSHE, drawing on good practice’.

Along with the National Curriculum framework, the DfE also published guidance on PSHE education, which states that the subject is ‘an important and necessary part of all pupils’ education’ .

 

Aims

It states in the national curriculum that every state-funded school must offer a curriculum which is balanced and broadly based and which:

· promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society.

· prepares pupils at the school for the opportunities, responsibilities and experiences of later life.

 

What we do in school

At Ladywood Primary PSHE is an important part of every school day. It is taught for at least 30 minutes per week in each class. We continually promote pupils’ spiritual, social and cultural development through a range of avenues such as; the celebration of world festivals, sport competitions, developing class identifies, theatre visits, residual trips and charitable fundraising. Throughout the year children are involved in special events and theme days such as; world book day, MacMillan coffee mornings and enterprise projects. Every year we dedicate an assembly and lesson to ‘anti bullying week’, in year 5 and 6 we look at relationships, puberty and sex education. In the summer term we dedicate a week to health and fitness where we explore various topic such as; health lifestyle choices, a balance diet, E-safety, medicines and drugs. British values are actively promoted throughout the school, examples of this include; voting for school council representatives, developing class rues and learning about different faiths and beliefs.

Each year group work hard to showcase PSHE, SMSC and British values through our SMSC books.

 

Ladywood scheme of work themes

 

In half term one we focus on ‘New Beginnings’. This theme focuses on developing children’s knowledge, understanding and skills in four key social and emotional aspects of learning: empathy, self-awareness, social skills and motivation.

In half term two we focus on ‘Getting on and falling out’. This theme focuses on developing children's knowledge, understanding and skills in three key social and emotional aspects of learning: empathy, managing feelings and social skills.

In half term three we focus on ‘Going for goals’. This theme focuses primarily on the key aspect of motivation, with a subsidiary focus on self-awareness. It gives an important opportunity for all children’s abilities, qualities and strengths to be valued.

In half term four we concentrate on ‘It’s good to be me’. This theme is the first of two focusing specifically on feelings. It explores feelings in the context of the child as an individual, developing self-awareness and helping the child to realise that it really is ‘good to be me'.

In half term five we focus on ‘Relationships’. This theme is the second of two focusing specifically on feelings. It explores feelings within the context of our important relationships including family and friends. The theme aims to develop knowledge, understanding and skills in three key social and emotional aspects of learning: self-awareness, managing feelings and empathy.

In half term six we focus on ‘Changes’. This theme tackles the issue of change and aims to equip children with an understanding of different types of change, positive and negative, and common human responses to it.

 

What parents can do to help their child(ren)

· Talk to your child about making healthy choices for their lunch box and meals.

· Encourage them to make good choices about exercise.

· Join clubs and organisations outside of school.

· Discuss keeping safe in different situations around the home and in the community.

· Discuss their feelings with them and how others might feel in different situations.

· Talk to your child about what they should do if they feeling a particular way.

 

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