Our approach
Teaching Personal, Social, Health and Emotional Education (PSHE) is a fundamental part of the curriculum.
At Ark Castledown we know that the key to being a well-rounded member of society is being able to form effective and fulfilling relationships. We recognise that mental health and its management is becoming a key issue in today’s society. All children will have the opportunity to learn to manage emotions and stress in safe and positive way through the teaching of practical strategies. Children will leave us with the knowledge, understanding, attitudes, values and skills they need to reach their potential as individuals and within the community.
PSHE will be taught using the Jigsaw Scheme that enables pupils to build on their prior learning by revisiting some themes to further develop knowledge, values and skills in an age and stage-appropriate manner. Some themes are repeated as children move through the school to enable a deeper exploration of the related issues.
We invited parents and carers to attend a virtual parent’s information session in November 2020. In this, our subject lead talked through our proposed PSHE Policy, our approach to teaching and the curriculum content to be delivered to our pupils. Parents and carers were then invited to share their views via an online survey. We received 61 responses which were overwhelmingly positive. A full overview of the feedback can be viewed here:
Parent Consultation Summary of Feedback 2021
The vast majority of PSHE is compulsory. There is no right to withdraw from Relationships Education or Health Education.
Parents and carers are only able to request that their child is excused from Sex Education, taught outside of the national curriculum for science. If a parent wishes their child to be excused from some or all of the non-statutory Sex Education, they should discuss this with the Head of School, making clear which aspects of the programme they do not wish their child to participate in. The Head of School will outline to parents/carers the benefits of receiving this important education and any detrimental effects that withdrawal might have on the child. This could include any social and emotional effects of being excluded as well as the likelihood of the child hearing their peers’ version of what was said in the classes rather than what was directly said by the teacher (although detrimental effects may be mitigated if the parents/carers propose to deliver sex education to their child at home instead).
Once a decision has been made, parents/carers must inform the school in writing stating their reasons as to why they would like their child withdrawn. Once these discussions have taken place, except in exceptional circumstances, our school will respect a parent/carers’ request to have their child excused from non-statutory sex education. The school will document this process. Please also read PSHE A Guide for parents and carers Leaflet below.
PSHE Curriculum
Reception
| Autumn 1 | Autumn 2 |
|---|---|
|
Being Me in My world I can manage my feelings and understand the effects of my behaviour. |
Celebrating Differences I can understand what I'm good at and show awareness of my friends needs. |
| Spring 1 | Spring 2 |
|---|---|
|
Dreams & Goals I will start to show resilience and become confident in saying what I need. |
Healthy Me I will learn the importance of good health, diet and exercise. |
| Summer 1 | Summer 2 |
|---|---|
|
Relationships I will learn how to make good relationships with friends and show respect to others. |
Changing Me I will learn that changes happen and develop an understanding of how to deal with changes. |
Year 1
| Autumn 1 | Autumn 2 |
|---|---|
|
Being me in my world I understand my rights and responsibilities within our Learning |
Celebrating Differences I can tell you some ways I am different from my friends |
| Spring 1 | Spring 2 |
|---|---|
|
Dreams & Goals I can tell you how I felt when I succeeded in a new challenge and how I celebrated it I can tell you why |
Healthy Me I think my body is amazing and can identify some ways to keep it safe and healthy |
| Summer 1 | Summer 2 |
|---|---|
|
Relationships I appreciate someone who is special to me |
Changing Me I can identify the parts of the body that make boys different to girls and can use the correct names for these |
Year 2
| Autumn 1 | Autumn 2 |
|---|---|
|
Being Me in My World I understand how following the Learning Charter will help me and others learn |
Celebrating Differences I can identify some ways in which my friend is different from me |
| Spring 1 | Spring 2 |
|---|---|
|
Dreams & Goals I can explain some of the ways I worked cooperatively in my group |
Healthy Me I can make some healthy snacks and explain why they are good for my body |
| Summer 1 | Summer 2 |
|---|---|
|
Relationships I can identify some of the things that cause conflict between me and my friends |
Changing Me I can recognise the physical differences between boys and girls, use the correct names for parts of the body and appreciate that some parts of my body are private
|
Year 3
| Autumn 1 | Autumn 2 |
|---|---|
|
Being Me in My World I understand my actions affect others and try to see things from their points of view |
Celebrating Differences I can tell you about a time when my words affected someone’s feelings and what the consequences were |
| Spring 1 | Spring 2 |
|---|---|
|
Dreams & Goals I can evaluate my own learning process and identify how it can be better next time |
Healthy Me I can identify things, people and places that I need to keep safe from, and can tell you some strategies for keeping myself safe including who to go to for help |
| Summer 1 | Summer 2 |
|---|---|
|
Relationships I can explain how some of the actions and work of people around the world help and influence my life |
Changing Me I can identify how bodies change on the inside during the growing up process and can tell you why these changes are necessary so that their bodies can make babies when they grow up |
Year 4
| Autumn 1 | Autumn 2 |
|---|---|
|
Being Me in My World I understand how democracy and having a voice benefits the school community |
Celebrating Differences I can tell you a time when my first impression of someone changed as I got to know them |
| Spring 1 |
Spring 2 |
|---|---|
|
Dreams & Goals I know how to make a new plan and set new goals even if I have been disappointed |
Healthy Me I can recognise when people are putting me under pressure and can explain ways to resist this when I want to |
| Summer 1 | Summer 2 |
|---|---|
|
Relationships I can explain different points of view on an animal rights issue |
Changing Me I can identify what I am looking forward to when I am in Year 5 |
Year 5
| Autumn 1 | Autumn 2 |
|---|---|
|
Being Me in My World I understand how democracy and having a voice benefits the school community and know how to participate in this |
Celebrating Differences I can explain the differences between direct and indirect types of bullying |
| Spring 1 | Spring 2 |
|---|---|
|
Dreams & Goals I can describe the dreams and goals of a young person in a culture different from mine |
Healthy Me I can describe the different roles food can play in people’s lives and can explain how people can develop eating problems (disorders) relating to body image pressures |
| Summer 1 | Summer 2 |
|---|---|
|
Relationships I can explain how to stay safe when using technology to communicate with my friends |
Changing Me I can describe how boys’ and girls’ bodies change during puberty |
Year 6
| Autumn 1 | Autumn 2 |
|---|---|
|
Being Me in My World I understand how democracy and having a voice benefits the school community |
Celebrating Differences I can explain ways in which difference can be a source of conflict or a cause for celebration |
| Spring 1 | Spring 2 |
|---|---|
|
Dreams & Goals I can describe some ways in which I can work with other people to help make the world a better place |
Healthy Me I can evaluate when alcohol is being used responsibly, anti-socially or being misused
|
| Summer 1 | Summer 2 |
|---|---|
|
Relationships I can recognise when people are trying to gain power or control |
Changing Me I can describe how a baby develops from conception through the nine months of pregnancy, and how it is born |