PSHE education at Eastbury Community School is a planned programme of learning through which pupils acquire the knowledge, understanding and skills they need to manage their lives now and in the future. PSHE Education stands for Personal Social Health Economic Education. As part of a whole-school approach, PSHE education aims to develop the qualities and attributes pupils need to thrive as individuals, family members and members of society.
Aims of PSHE
Effective PSHE education equips pupils to live healthy, safe, productive, responsible, happy and balanced lives. it provides opportunities for pupils to reflect on and clarify their own values and attitudes and explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future. PSHE education contributes to pupil’s personal development by helping them to build their confidence, resilience and self-esteem, and to identify and manage risk, make informed choices and understand what influences their decisions. It supports pupils in making effective transitions, positive learning and career choices and in achieving economic wellbeing.
We believe that PSHE education can help reduce or remove many of the barriers to learning experienced by pupils, significantly improving their capacity to learn and achieve. The PSHE education programme makes a significant contribution to pupils’ spiritual, moral, social and cultural (SMSC) development, their behaviour and safety and the school’s statutory responsibility to promote pupils’ wellbeing. The learning provided through a comprehensive PSHE education provision is essential to safeguarding pupils
This is the area of the curriculum where students will learn about how to look after their health and well-being, recognise the qualities of healthy and unhealthy relationships, explore the impact of life online and focus on careers and financial education.
Personal, social, health and economic (PSHE) education is an important and necessary part of all pupils’ education. We use PSHE education to build, where appropriate, on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on: drug education, financial education, sex and relationship education (SRE) and the importance of physical activity and diet for a healthy lifestyle.
Through PSHE our pupils will develop the knowledge, skills and attributes they need to manage their lives, now and in the future. It will help our children to stay healthy and safe, while preparing them to make the most of life and work. Relationships education is compulsory for all primary school pupils whilst Sex education is not. However, as a school, we believe Relationships and sex education (RSE) is an important part of PSHE education and recognise the importance of educating children about aspects of life they will inevitably have to deal with. Our curriculum reflects the universal needs of all children and young people as well as the specific needs of the pupils in our school and community.
We have used the PSHE Association programme of study to develop a curriculum that integrates but is not limited to statutory content. The flexibility to deliver high-quality PSHE is essential to meeting the needs of our children rather than taking a robotic approach to teaching and learning. Our PSHE education also covers economic wellbeing, careers & enterprise education, and personal safety (including assessing and managing risk). Though not yet statutory, these are vital parts of our PSHE curriculum.
Our PSHE curriculum integrates and sequences RSHE and non-statutory content effectively, by key stage. The learning opportunities for each key stage are spread across three core themes: Health and Wellbeing, Relationships and Living in the Wider World. Whilst this framework distinguishes three separate core themes, there will be extensive overlap with regular cross curriculum links to other core and foundation subjects.
Our PSHE programme has been developed to reflect the needs of our pupils so they will be equipped with a sound understanding of risk and the knowledge and skills necessary to make safe and informed decisions. These subjects will support all young people to be happy, healthy and safe. Equipping them for life as an adult in British society.
How is the curriculum sequenced?
PSHE education addresses both pupils’ current experiences and preparation for their future. Therefore we provide a spiral curriculum to develop knowledge, skills and attributes, where prior learning is revisited, reinforced and extended year on year. This is grounded in the established evidence base for effective practice in PSHE education.
Our curriculum will consist of a broad range of important issues, but we recognise the importance of our lessons to not simply be a series of one-off, disconnected sessions.
How are you building on prior knowledge and skills?
During key stages 1 and 2, our PSHE education offers both explicit and implicit learning opportunities and experiences which reflect pupils’ increasing independence and physical and social awareness, as they move through the primary phase. It builds on the skills that pupils started to acquire during the Early Years Foundation stage (EYFS) to develop effective relationships, assume greater personal responsibility and manage personal safety, including online. PSHE education helps pupils to manage the physical and emotional changes at puberty, introduces them to a wider world and enables them to make an active contribution to their communities. Our whole school assemblies are also an opportunity for us to revisit and reinforce key subjects and deliver vital character education.
How are we implementing the recovery curriculum?
As mentioned already, our curriculum reflects the universal needs of all our pupils factoring the significant impact covid has had on our children. Nonetheless, our curriculum will cover statutory content whilst explicitly provide learning opportunities that provide our young people with the knowledge and skills to deal with the effects of covid and its future implications. Although there are key core themes in each key stage, unlike other subjects PSHE allows teachers to address complex and nuance issues that have affected our school community in light of Covid19.
If you have any further questions or comments regarding PSHE, please contact Mr Emmanuel Awoyelu - OE01@eastbury.bardaglea.org.uk
Long term planning
RSE Guidance & Policies