PSHE SCHEME OF WORK INCLUDING SPIRITUAL, MORAL, SOCIAL AND CULTURAL DEVELOPMENT
Aims and Objectives
Today's children and young people are growing up in an increasingly complex world and living their lives seamlessly on and offline. This presents many positive and exciting opportunities, but also challenges and risks. In this environment children and young people need to know how to be safe and healthy, and how to manage their academic, personal and social lives in a positive way.
Personal, Social, Health and Economic Education (PSHE) enables children to become healthy, independent and responsible members of society. Pupils are actively encouraged to play a positive role in contributing to the life of the school and the wider community. In doing so we help to develop pupils sense of worth and we teach them how society is organised and governed. We teach them about their rights and responsibilities and enable them to learn to appreciate what it means to be a positive member of a culturally diverse society.
Westward is committed to providing a caring, friendly and safe environment for all pupils so they can learn and develop in a relaxed and secure environment.
The spiritual, moral, social and cultural development of all pupils is extremely important and pupils are supported on a daily basis through the school’s ethos, during assemblies and across many areas of the curriculum including PSHE and Computing sessions.
Through our teaching we aim to enable the children to:
- Know and understand what constitutes a healthy lifestyle;
- Be aware of safety issues both on and offline;
- Develop self confidence and self esteem, resilience and character and make informed choices regarding personal and social issues;
- Develop personal attributes including kindness, integrity, generosity and honesty;
- Recognise potential risks and know how to manage these risks safely;
- Understand what makes good healthy relationships with others;
- Be independent and responsible members of the school community;
- Be positive and active members of a democratic society;
- Encourage respect for democracy and support for participation in the democratic process, including respect for the basis on which law is made and applied in England.
- Accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely;
- Distinguish between right and wrong and to respect the civil and criminal law of England;
- Develop positive relationships with other members of the school and the wider community;
- Encourage respect for other people, paying particular regard to the protected characteristics set out in the Equality Act 2010;
- Further tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation of and respect for their own and other cultures;
- Acquire a broad general knowledge and respect for public institutions and services in England;
Throughout their time at Westward the school will actively promote the fundamental British values of democracy, the rule of the law, individual liberty, and mutual respect and tolerance of those with other faiths and beliefs.
At Westward these values are reinforced regularly and in the following way.
Democracy
Pupils from Reception upwards have the opportunity to have their voices heard through our School Council and Eco Committee. Twice yearly a mock general election is held which is based solely on pupil votes. Elected School Council and Eco Committee members meet together every other week to discuss and put forward ideas for change.
The elections for posts of responsibility in Year 6 including House Captains, Prefects, Games Captains and Computer Monitors are held at the beginning of the academic year with the pupils running their own election campaigns. Posts of responsibility play a vital part in the running of the school and are considered as very prestigious by the pupils.
Democracy is also explored across other areas of the curriculum and discussed in assembly during UK Parliament Week.
The Rule of Law
The importance of laws whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. The pupils sign the home school agreement every term. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the police, fire service etc are regular parts of our calendar and help reinforce this message.
The Rule of Law is also taught through the Citizenship strand of our PSHE Scheme of Work framework, ‘Rights, Rules and Responsibilities’.
Individual Liberty
Within school, pupils are actively encouraged to make choices, knowing that they are in safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safely through provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our e-safety lessons, assemblies and the PSHE scheme of work . Through participation in our numerous extra curricular clubs and opportunities, pupils are given the freedom to make choices.
Mutual Respect
Part of our school ethos and behaviour policy revolves around core values such as "respect" and pupils have been part of discussions in assemblies related to what this means and how this is shown. Posters around the school promote respect for others and this is reiterated through our classroom and learning rules, as well as our behaviour policy. We also have a buddy, prefect and young leader system in place which allows the older children in the school to act as role models and care for the younger ones, promoting friendship, building confidence and developing responsibility.
Tolerance of those of different Faiths and Beliefs
This is achieved through enhancing pupils understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity through assemblies, themed weeks and the PSHE scheme of work. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school.
Teaching and Learning Styles
PSHE is taught as a discrete subject by the class teacher for one hour every week with two half hourly sessions timetabled for each class throughout the school.
In addition to this PSHE forms an integral part of the ethos of the school as a whole. Pupils attend three assemblies per week led by members of staff and are also provided with a range of everyday experiences which play an important part in promoting the social, moral, spiritual, cultural, economic, mental and physical development of our pupils.
PSHE is taught through a range of teaching and learning styles appropriate to the activity and emphasis is placed on active learning. Lessons can include discussion, practical work, drama, role-play, research, circle time, brainstorming, debating, receiving visitors and class work following a visiting speaker.
PSHE Curriculum Planning
At Westward we use the ‘Cambridgeshire Primary Personal Development Programme’ framework which is designed to build progressively, adding skills and knowledge as the pupils grow and mature and journey from Reception through to Year 6.
The framework covers four colour coded key strands in personal development;
- Myself and My Relationships (Blue)
- Healthy and Safer Lifestyles (Green)
- Citizenship (Purple)
- Economic Wellbeing (Red)
These strands cover all existing learning outcomes specified in the National Curriculum, selected areas of learning for the Early Years Foundation Stage and incorporate a range of other important areas like personal safety education, relationships and health education and promoting British Values.
The Cambridge scheme also covers all aspects of the Independent School Standards as set out in the Education (Independent School Standards) Regulations 2014 and the statutory guidance: Relationships Education, Relationships and Sex Education (RSE) and Health Education published in June 2019. The Relationships Education strand will be compulsory for all pupils receiving primary education from September 2020.
We have also incorporated the 'Education for a Connected World' framework into our long term planning across the curriculum. The Education for a Connected World framework describes the digital knowledge and skills that children and young people should have the opportunity to develop at different ages and stages in their lives. It highlights what a child should know in terms of current online technology, its influence on behaviour and development, and what skills they need to be able to navigate it.
It focuses specifically on eight aspects of online education in order to support children to live knowledgeably, responsibly and safely in a digital world.
The eight areas are;
1. Self image and identity
2. Online relationships
3. Online reputation
4. Online bullying
5. Managing online information
6. Health, well being and lifestyle
7. Privacy and security
8. Copyright and ownership
The PSHE coordinator works closely with the Headteacher in planning assemblies, including visiting speakers to support and enhance the PSHE themes being taught across the curriculum.
Currently class teachers plan blocks of work following the scheme of work listed below. Teachers follow the medium term plan, using resources available in school, online resources and websites and contributions and visits from representatives of outside agencies.
When planning class teachers also take into account the school's Mental Health and Wellbeing Policy.
The PSHE Scheme of work is as follows;
See appendix 1 for more detailed information about the content of each unit.
Early Years
- (Reception)
- PSHE and Citizenship is taught as an integral part of the topic work covered during the year.
- Myself and My Relationships 1 (Beginning and Belonging)
- Myself and Relationships 2 (Family and Friends - Including Anti-bullying)
- Myself and Relationships 3 (My Emotions)
- Citizenship 1 (Identity and Diversity)
- Citizenship 2 (Me and My World)
- Healthy and Safer Lifestyles 1 (My Body and Growing Up)
- Healthy and Safer Lifestyles 2 (Keeping Safe, Including Drugs Education)
- Healthy and Safer Lifestyles 3 (Healthy Lifestyles)
During the Lower School pupils learn about themselves as developing individuals and as members of their communities, building on their own experiences and on the early learning goals for personal, social and emotional development. They learn the basic rules and skills for keeping themselves healthy and safe and for behaving well. They have opportunities to show they can take some responsibility for themselves and their environment. They begin to learn about their own and other people's feelings and become aware of the views, needs and rights of other children and older people. As members of a class and school community, they learn social skills such as how to share, take turns, play, help others, resolve simple arguments and resist bullying. They begin to take an active part in the life of the school and its neighbourhood.
Year 1
- Autumn 1st Half
- Myself and My Relationships 4 (Beginning and Belonging)
- Autumn 2nd Half
- Myself and My Relationships 6 (Family and Friends)
- Myself and My Relationships 7 (Anti-bullying)
- Spring 1st Half
- Citizenship 4 (Diversity and Communities)
- Spring 2nd Half
- Healthy and Safer Lifestyles 6 (Relationships Education)
- Healthy and Safer Lifestyles 8 (Drugs Education)
- Summer 1st Half
- Healthy and Safer Lifestyles 9 (Personal Safety)
- Summer 2nd Half
- Myself and My Relationships 8 (Managing Change)
Year 2
- Autumn 1st Half
- Citizenship 5 (Rights, Rules and Responsibilities)
- Autumn 2nd Half
- Myself and My Relationships 5 (My Emotions)
- Myself and My Relationships 7 (Anti-bullying)
- Spring 1st Half
- Citizenship 3 (Working Together)
- Economic Wellbeing 1 (Financial Capability)
- Spring 2nd Half
- Healthy and Safer Lifestyles 10 (Relationships Education)
- Healthy and Safer Lifestyles 8 (Drugs Education)
- Summer 1st Half
- Healthy and Safer Lifestyles 4 (Managing Risk)
- Healthy and Safer Lifestyles 5 (Safety Contexts)
- Summer 2nd Half
- Healthy and Safer Lifestyles 7 (Healthy Lifestyles)
During the Upper School pupils learn about themselves as growing and changing individuals with their own experiences and ideas, and as members of their communities. They become more mature, independent and self-confident. They learn about the wider world and the interdependence of communities within it. They develop their sense of social justice and moral responsibility and begin to understand that their own choices and behaviour can affect local, national or global issues and political and social institutions. They learn how to take part more fully in school and community activities. As they begin to develop into young adults, they face the changes of puberty and transfer to secondary school with support and encouragement from their school. They learn how to make more confident and informed choices about their health and environment; to take more responsibility, individually and as a group, for their own learning; and to resist bullying.
Year 3
- Autumn 1st Half
- Myself and My Relationships 9 (Beginning and Belonging)
- Autumn 2nd Half
- Myself and My Relationships 11 (Family and Friends)
- Myself and My Relationships 12 (Anti-bullying)
- Spring 1st Half
- Citizenship 7 (Diversity and Communities)
- Spring 2nd Half
- Healthy and Safer Lifestyles 13 (Relationships Education)
- Healthy and Safer Lifestyles 15 (Drugs Education)
- Summer 1st Half
- Healthy and Safer Lifestyles 16 (Personal Safety)
- Summer 2nd Half
- Myself and My Relationships 13 (Managing Change)
Year 4
- Autumn 1st Half
- Citizenship 8 (Rights, Rules and Responsibilities)
- Autumn 2nd Half
- Myself and My Relationships 10 (My Emotions)
- Myself and My Relationships 12 (Anti-bullying)
- Spring 1st Half
- Citizenship 6 (Working Together)
- Economic Wellbeing 2 (Financial Capability)
- Spring 2nd Half
- Healthy and Safer Lifestyles 17 (Relationships Education)
- Healthy and Safer Lifestyles 15 (Drugs Education)
- Summer 1st Half
- Healthy and Safer Lifestyles 11 (Managing Risk)
- Healthy and Safer Lifestyles 12 (Safety Contexts)
- Summer 2nd Half
- Healthy and Safer Lifestyles 14 (Healthy Lifestyles)
Year 5
- Autumn 1st Half
- Myself and My Relationships 14 (Beginning and Belonging)
- Autumn 2nd Half
- Myself and My Relationships 16 (Family and Friends)
- Myself and My Relationships 17 (Anti-bullying)
- Spring 1st Half
- Citizenship 10 (Diversity and Communities)
- Spring 2nd Half
- Healthy and Safer Lifestyles 20 (Relationships Education)
- Healthy and Safer Lifestyles 22 (Drugs Education)
- Summer 1st Half
- Healthy and Safer Lifestyles 23 (Personal Safety)
- Summer 2nd Half
- Myself and My Relationships 18 (Managing Change)
Year 6
- Autumn 1st Half
- Citizenship 11 (Rights, Rules and Responsibilities)
- Autumn 2nd Half
- Myself and My Relationships 15 (My Emotions)
- Myself and My Relationships 17 (Anti-bullying)
- Spring 1st Half
- Citizenship 9 (Working Together)
- Young Leaders Award
- Healthy and Safer Lifestyles 22 (Drugs Education)
- Spring 2nd Half
- Economic Wellbeing 3 (Financial Capability)
- Healthy and Safer Lifestyles 24 (Relationships Education)
- Summer 1st Half
- Healthy and Safer Lifestyles 18 (Managing Risk)
- Healthy and Safer Lifestyles 19 (Safety Context)
- Visit to Sutton Life Centre
- Summer 2nd Half
- Healthy and Safer Lifestyles 21 (Healthy Lifestyles)
There are many opportunities for learning outside lesson time, such as Class and School Council meetings, the Eco-Schools Award, LAMDA (Years 1 & 2) and ESB (Years 3, 4 & 6) examinations, fundraising projects, Pedals road safety (Years 1 & 2), Pedestrian Awareness (Yr 3), Bikeability Level 1 (Year 4) and Level 2 (Year 6) Award, inter-house activities and links with the wider community.
We offer a variety of educational visits which offer opportunities for PSHE as well as supporting the teaching and learning of other curriculum areas. Annually Years 3 & 4 pupils go on a three day residential trip to New Barn in Dorset and Years 5 & 6 pupils go on a three day residential trip to PGL. There is particular focus on developing pupils’ self esteem, resilience and giving opportunities to develop leadership and co-operative skills through a range of outward bound and team work activities.
Ground Rules
Ground rules are set, in consultation between the pupils and the teacher, to ensure all pupils feel comfortable and safe and are able to communicate effectively during PSHE sessions. These ground rules may state simply that each pupil listens to others, values others’ comments and does not use personal names when discussing sensitive situations.
Teaching PSHE to children with special educational needs:
At Westward we teach PSHE to all children, whatever their ability. PSHE forms part of the school curriculum policy to provide a broad and balanced education to all our children. Through our PSHE teaching we provide learning opportunities that enable all pupils to make progress. We do this by setting suitable learning challenges and responding to each child’s different needs.
Assessment and Recording
Pupils have folders in which to keep any written PSHE work. These folders are passed throughout the school from year to year. However, when PSHE is part of another subject such as Geography, Computing or Science, it will be recorded in those books.
Pupils will be given opportunities to evaluate activities, to reflect on their own learning and to assess their own progress.
Resources
Resources are kept in the staff room; however teachers delivering PSHE may keep the resources they are using within their own classrooms. All teachers have access to the relevant plans and resources from the Cambridge Scheme of Work and Education for a Connected World, plus Purple Mash activity links within the Curriculum folder located in the School's Policy section of the Google Drive.
Staff members may request visits from external speakers through the PSHE coordinator.
Confidentiality
Confidentiality is addressed when agreeing ground rules, to promote a safe learning environment and also minimise the risk of inappropriate or unplanned disclosure in the classroom. However there are implications of disclosure for child protection and all staff are aware of procedures in the event of a child protection issue arising. Staff and adults working with children should make it very clear to pupils that they cannot promise total confidentiality and must not try to investigate any issues themselves. They should contact the DSL Designated Safeguarding Lead if an issue arises.
Political Views
At Westward we preclude the promotion of partisan political views in the teaching of any subject in the school and we take such steps that are reasonably practicable to ensure that where political issues are brought to the attention of pupils, they are offered a balanced presentation of opposing views.
This policy should be read in conjunction with the Child Protection and Safeguarding policy, Mental Health and Wellbeing Policy, Online Safety Policy, Behaviour and the Anti-bullying policy.
Last updated: October 2020
Year 1 PSHE Scheme of Work
Autumn Term 1st Half |
Spring Term 1st Half |
Summer Term 1st Half |
Myself and My Relationships 4 Beginning and Belonging
SCHOOL COUNCIL ELECTIONS HELD |
Citizenship 4 Diversity and Communities
|
Healthy and Safer Lifestyles 9 Personal Safety
PEDALS ROAD SAFETY COURSE |
Autumn Term 2nd Half |
Spring Term 2nd Half |
Summer Term 2nd Half |
Myself and My Relationships 6 Friends and Family
Myself and My Relationships 7 Anti-Bullying
|
SCHOOL COUNCIL ELECTIONS HELD Healthy and Safer Lifestyles 8 Drug Education
Healthy and Safer Lifestyles 6 Relationships Education
|
Myself and My Relationships 8 Managing Change
|
Year 2 PSHE Scheme of Work
Autumn Term 1st Half |
Spring Term 1st Half |
Summer Term 1st Half |
Citizenship 5 Rights, Rules and Responsibilities
SCHOOL COUNCIL ELECTIONS HELD |
Citizenship 3 Working Together
Economic Wellbeing 1 Financial Capability
|
Healthy and Safer Lifestyles 4 Managing Risk
Healthy and Safer Lifestyles 5 Safety Contexts
PEDALS ROAD SAFETY COURSE |
Autumn Term 2nd Half |
Spring Term 2nd Half |
Summer Term 2nd Half |
Myself and My Relationships 5 My Emotions
Myself and My Relationships 7 Anti-Bullying (This unit is continued from Year 1)
|
SCHOOL COUNCIL ELECTIONS HELD Healthy and Safer Lifestyles 8 Drug Education (This unit is continued from Year 1)
Healthy and Safer Lifestyles 10 Relationships Education
|
Healthy and Safer Lifestyles 7 Healthy Lifestyles
|
Year 3 PSHE Scheme of Work
Autumn Term 1st Half |
Spring Term 1st Half |
Summer Term 1st Half |
Myself and My Relationships 9 Beginning and Belonging
SCHOOL COUNCIL ELECTIONS HELD |
Citizenship 7 Diversity and Communities
|
Healthy and Safer Lifestyles 16 Personal Safety
|
Autumn Term 2nd Half |
Spring Term 2nd Half |
Summer Term 2nd Half |
PEDESTRIAN TRAINING
Myself and My Relationships 11 Family and Friends
Myself and My Relationships 12 Anti-Bullying
|
SCHOOL COUNCIL ELECTIONS HELD Healthy and Safer Lifestyles 15 Drug Education
Healthy and Safer Lifestyles 13 Relationships Education
SCHOOL JOURNEY TO NEW BARN IN DORSET |
Myself and My Relationships 13 Managing Change
|
Year 4 PSHE Scheme of Work
Autumn Term 1st Half |
Spring Term 1st Half |
Summer Term 1st Half |
Citizenship 8 Rules, Rights and Responsibilities
SCHOOL COUNCIL ELECTIONS HELD |
Citizenship 6 Working Together
Economic Wellbeing 2 Financial Capability
|
Healthy and Safer Lifestyles 11 Managing Risk
Healthy and Safer Lifestyles 12 Safety Contexts
|
Autumn Term 2nd Half |
Spring Term 2nd Half |
Summer Term 2nd Half |
Myself and My Relationships 10 My Emotions
Myself and My Relationships 12 Anti-Bullying (This unit is continued from Year 3)
|
SCHOOL COUNCIL ELECTIONS HELD Healthy and Safer Lifestyles 15 Drug Education (This unit is continued from Year 3)
Healthy and Safer Lifestyles 17 Relationships Education
SCHOOL JOURNEY TO NEW BARN IN DORSET |
Healthy and Safer Lifestyles 14 Healthy Lifestyles
LEVEL 1 BIKEABILITY COURSE |
Year 5 PSHE Scheme of Work
Autumn Term 1st Half |
Spring Term 1st Half |
Summer Term 1st Half |
Myself and Relationships 14 Beginning and Belonging
SCHOOL COUNCIL ELECTIONS HELD |
Citizenship 10 Diversity and Communities
|
Healthy and Safer Lifestyles 23 Personal Safety
SCHOOL JOURNEY TO PGL ACTIVITY CAMP
|
Autumn Term 2nd Half |
Spring Term 2nd Half |
Summer Term 2nd Half |
Myself and Relationships 16 Family and Friends
Myself and Relationships 17 Anti-Bullying
|
SCHOOL COUNCIL ELECTIONS HELD Healthy and Safer Lifestyles 22 Drug Education
Healthy and Safer Lifestyles 20 Relationships Education
|
Myself and Relationships 18 Managing Change
|
Year 6 PSHE Scheme of Work
Autumn Term 1st Half |
Spring Term 1st Half |
Summer Term 1st Half |
Citizenship 11 Rights Rules and Responsibilities
YEAR 6 SCHOOL ELECTIONS HELD FOR POSTS OF RESPONSIBILITY SCHOOL COUNCIL ELECTIONS HELD |
Citizenship 9 Working Together
YOUNG LEADERS SCHEME STARTS AFTER THE EXAMS FINISH Healthy and Safer Lifestyles 22 Drug Education (This unit is a continuation from Year 5)
|
Healthy and Safer Lifestyles 18 Managing Risk
FIRST AID COURSE Healthy and Safer Lifestyles 19 Safety Contexts
SCHOOL JOURNEY TO PGL ACTIVITY CAMP LEVEL 2 BIKEABILITY COURSE - 4 DAY COURSE |
Autumn Term 2nd Half |
Spring Term 2nd Half |
Summer Term 2nd Half |
Myself and My Relationships 15 My Emotions
PERSONAL STATEMENTS WRITTEN AS PART OF THE SENIOR SCHOOL APPLICATION PROCESS. Myself and My Relationships 17 Anti-Bullying (This unit is continued from Year 5)
|
SCHOOL COUNCIL ELECTIONS HELD Economic Wellbeing 3 Financial Capability
Healthier and Safer Lifestyles 24 Relationships Education
|
Healthy and Safer Lifestyles 21 Healthy Lifestyles
TRANSFER TO SENIOR SCHOOL
TRIP TO THE SUTTON LIFE CENTRE
|