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Personal, Social, Health and Economic Education

The Importance of PSHE and RSE

 

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.

 

It must be taught sensitively and inclusively, with respect to the backgrounds and beliefs of pupils and parents while always with the aim of providing pupils with the knowledge they need of the law. We are clear that parents and carers are the prime educators for children on many of these matters. Schools complement and reinforce this role and have told us that they see building on what pupils learn at home as an important part of delivering a good education.

 

We are determined that the subjects must be deliverable and give schools flexibility to shape their curriculum according to the needs of their pupils and communities. In primary schools, we want the subjects to put in place the key building blocks of healthy, respectful relationships, focusing on family and friendships, in all contexts, including online. This will sit alongside the essential understanding of how to be healthy.

 

Teaching about mental well being is central to these subjects, especially as a priority for parents is their children’s happiness. We know that children and young people are increasingly experiencing challenges, and that young people are at particular risk of feeling lonely.

 

All of this content should support the wider work of schools in helping to foster pupil well being and develop resilience and character that we know are fundamental to pupils being happy, successful and productive members of society. Central to this is pupils’ ability to believe that they can achieve goals, both academic and personal; to stick to tasks that will help them achieve those goals, even when the reward may be distant or uncertain; and to recover from knocks and challenging periods in their lives. This should be complemented by development of personal attributes including kindness, integrity, generosity, and honesty. quality programmes. 

 

These subjects represent a huge opportunity to help our children and young people develop. The knowledge and attributes gained will support their own, and others’, well being and attainment and help young people to become successful and happy adults who make a meaningful contribution to society

 

 

PSHE National Curriculum

 

PHSE and RSE in Primary Schools -

 

Pupils should know -

 

  • 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 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. Respectful relationships 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.

  • the conventions of courtesy and manners.

  • 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.

  • Marriage in England and Wales is available to both opposite sex and same sex couples. The Marriage (Same Sex Couples) Act 2013 extended marriage to same sex couples in England and Wales. The ceremony through which a couple get married may be civil or religious.

  • about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help.

  • 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.

 

Online relationships

 

Pupils should know-

 

  • that people sometimes behave differently online, including by pretending to be someone they are not.

  • 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.

  • the rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them.

  • 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 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 e.g. family, school and/or other sources.

PSHE Progression at Richard Lee

 

Jigsaw is a unique, spiral, progressive and effective scheme of work, aiming to prepare children/young people for life, helping them really know and value who they are and understand how they relate to other people in this ever-changing world.