St Therese of Lisieux

St Norbert's
Catholic Primary School

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PSHE

Recovery Statement

At St Norbert’s, personal, social, health and economic (PSHE) education enables our children to become healthy, independent and responsible members of a society. It aims to help them understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up.

Now more than ever, PSHE education will be crucial to the well-being of students in our school. Through PSHE promotions and development of interactions with all pupils will be crucial based on mutual respect, care, empathy, and warmth; avoiding negative emotions when interacting with pupils; being sensitive to individual needs, emotions, culture and beliefs of individuals.  Pupil-pupil relationships will be supported and characterised by respect, trust, co-operation, and care through the monthly values.

Questioning will be crucial in developing positive dialogue and connected flexible thinking amongst learners. This will enable then to deeper understand their own ideas and those of others.

Children will be provided with opportunities for them to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society.

A key part of our plan for education is to ensure children become valuable and fully rounded members of society who treat others with respect and tolerance, regardless of background. This ensures young people understand the importance 

Year group

End of year expectation

EYFS

-play co-operatively, taking turns with others.

-take  account of one another’s ideas about how to organise their activity.

-show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.

-confident to try new activities, and say why they like some activities more than others.

-confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities.

-say when they do or don’t need help.

-talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable.

-work as part of a group or class, and understand and follow the rules.

-adjust their behaviour to different situations, and take changes of routine in their stride.

Year 1

-How to make simple choices that improve their health and wellbeing.

-To maintain personal hygiene.

-How some diseases spread and can be controlled.

-About the process of growing from young to old and how people’s needs change.

-The names of the main body parts.

-That all household products, including medicines, can be harmful if not used properly.

-Rules for (and ways of) keeping safe, including basic road safety, and about people who can help them to stay safe.

-To recognise what they like and dislike, what is fair and unfair, and wrong.

-To share their opinions on things that matter to them and explain their views.

-To recognise, name and deal with their feelings in a positive way.

-To think about themselves, learn from their experiences, and recognise what they are good at.

-How to set simple goals.

Year 2

-To take part in discussions with one another and the whole class about topical issues

-To recognise choices they can make, and recognise the difference between right and wrong.

 -To realise that people and other living things have needs and that they have responsibilities to meet them.

-That they belong to various groups and communities, such as family and school.

-That family and friends should care for each other.

To know what’s good for our body and how to stay fit and healthy.

-Rules for (and ways of) keeping safe, including basic road safety, and online safety.

-to recognise how their behaviour affects other people.

-to listen to other people and play and work cooperatively.

-To identify and respect the differences and similarities between people.

-That there are different types of teasing and bullying, that bullying is wrong, and how to get help to deal with bullying.

Year 3

-that they have different kinds of responsibilities, rights and duties at home, at school, in the community and towards the environment; to continue to develop the skills to exercise these responsibilities

-That their actions affect themselves and others, to care about people’s feeling, and to try to see things from their points of view.

-To think about the lives of people living in other places and times, and people with different values and customs.

-To talk and write about their opinions, and explain their views, on issues that affect themselves and society.

-To recognise their worth as individuals by identifying positive things about themselves and their achievements, seeing their mistakes, making amends and setting personal goals.

Year 4

-What makes a healthy lifestyle, including the benefits of exercise and healthy eating, what affects mental health, and how to make informed choices.

-To realise the consequences of anti-social and aggressive behaviours, such as bullying and racism, on individuals and communities.

-Why and how rules and laws are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules.

-That bacteria and viruses can affect health, and that following simple, safe routines can reduce their spread.

-To be aware of different types of relationship, including marriage and those between friends and families and to develop the skills to be effective in relationships.

- To recognise their worth as individuals by identifying positive things about themselves and their achievements, seeing their mistakes, making amends and setting personal goals.

-To face new challenges positively by collecting information, looking for help, making responsible choices and actions.

-To research, discuss and debate topical issues, problems and events.

Year 5

-To realise the nature and consequences of racism, teasing and bullying. How to respond to them and how to ask for help.

-To recognise and challenge stereotypes.

-That differences and similarities between people arise from a number of factors.

-That pressure to behave in an unacceptable or risky way, can come from a variety of sources including people they know, and how to ask for help and use basic techniques for resisting pressure to do wrong.

-School rules about health and safety, basic emergency aid procedures and where to get help.

-To reflect on spiritual, moral, social and cultural issues, using imagination, to understand other people’s experiences.

-To resolve differences by looking at alternatives, making decisions and explaining choices.

-What democracy is, and about the basic institutions that support it locally and nationally.

-To recognise as they approach puberty how people’s emotions change at that time, and how to deal with their feelings towards themselves, their family and others in a positive way.

Year 6

-To look after their money and realise that future wants and needs may be met through saving.

-To recognise the role of voluntary, community and pressure groups.

-To appreciate the range of national, regional, religious, and ethnic identities in the UK.

-That resources can be allocated in different ways and that these economic choices affect individuals, communities, and the sustainability of the environment.

-Which commonly available substances are legal and illegal, their effects and risks.

-About the range of jobs carried out by people they know and how to make their own contribution in the future.

-To recognise the different risks in different situations and then decide how to behave responsibly, including sensible road use and judging what kind of physical contact is acceptable or unacceptable.