Personal, Social, Health, and Economic Education (PSHE)

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Personal Social and Health Education (PSHE) at Perryfields Infant School

 

Intent

The intent of our PSHE curriculum is to enable our children to become healthy, independent and responsible members of 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.

EYFS

PSHE underpins every element of learning in the EYFS. The children are taught an element of PSHE on a daily basis (independence, hygiene, play based activities etc.). Children also have subject specific PSHE lessons/circle times around friendships, the core values and for special events e.g. Children in Need.

The order of skills and knowledge

The children’s needs and interests and the class topics determine the order in which some specific lessons are taught, whereas others are determined by the time in the year. For example, when children first attend school they will have lots of input around class rules, developing friendships, managing equipment, working independently, hand washing etc. At the latter part of the year, the focus shifts to transitioning the children into Key Stage 1. The PSHE curriculum is devised from the Yearly Overview, which is informed by the Development Matters document.

How and when we assess

Children are assessed formatively through observations, tick sheets and photographs. They are also assessed every term against the 7 areas of learning (one of which is Personal, Social and Emotional development).

 

By the end of the year

We expect children to have met the relevant Early Learning Goals for Personal, Social and Emotional Development and have a Good Level of Development (specifically ELG 6 – Self Confidence and self-awareness, 7 – managing feelings and behaviour and 8 – making relationships need to have been met).

 

The children will be able to:

  • Hold conversation with their teachers and peers.
  • Express their ideas and feelings and begin to regulate their behaviour accordingly.
  • Set and work towards simple goals.
  • Give focused attention to what the teacher says, responding appropriately.
  • Be confident to try new activities and show independence, resilience and perseverance.
  • Explain the reasons for rules, know right from wrong and try to behave accordingly.
  • Manage their own basic hygiene and personal needs.
  • Work and play cooperatively and take turns with others.
  • Form positive attachments to adults and friendships with peers.
  • Negotiate space and obstacles safely, with consideration for themselves and others.
  • Talk about the lives of people around them and their roles in society.

Children who do not meet Age Related Expectations are supported by being given additional support when transitioning into Year 1. Lessons in the first 1 or 2 weeks are PSHE-based and support is provided where needed (ELSA groups/ social stories/ First…then charts etc.).

 

Key Stage 1

PSHE is taught through practical sessions in the first term of Year 1, through outdoor learning or Forest School one afternoon a week. After that, there is a PSHE session every other week as a formal lesson. However, often an element of PSHE is incorporated into other lessons, in the form of collaborative group work or partner work. Children are given regular opportunities to develop their social skills whilst working collaboratively with their peers. The core values also run alongside the PSHE curriculum and are discussed regularly in assemblies and during class sessions. Children have opportunities to apply for positions of responsibility, vote democratically and many elements of the PSHE curriculum are covered in other subjects as well such as Science (the body) or RE (special people). In addition, the children begin the new academic year with a PSHE week and there are 3 compulsory RSE lessons taught across the year, which are in line with the compulsory RSE curriculum.

 

The order of skills & knowledge

Lessons are covered in line with the lesson sequence that has been provided for teachers. The lessons are usually taught in the order provided, although sometimes a lesson may be moved to fit in with another lesson being taught from a different subject that compliments the subject matter. Our PSHE curriculum has been devised from the PSHE Association’s suggested scheme of work but has been tailored to suit our children’s need. Therefore, if a cohort has a particular need (e.g. friendships) then lessons can be moved to suit this. The 3 strands covered across the year are Relationships, Health and Wellbeing and Living in the Wider World. The same 3 strands are covered in Year 2 to a deeper level (as a result of their developing maturity) which ensures progress is made and depth of understanding developed.

 

How and when we assess

Children are assessed termly at the end of each block. We also identify any children who may require additional support with issues of self-esteem or self-motivation etc. and support them through the use of a trained ELSA.

 

By the end of Year 1, we expect the children:

  • To identify the components of a healthy lifestyle and know the ways in which to keep themselves clean and hygienic.
  • To identify which parts of their bodies are private.
  • To describe how people’s needs changes as they age.
  • To understand that actions can have positive/negative consequences.
  • To identify key people who keep them safe in school and the wider community.
  • To understand the importance of rules in the classroom and in the wider world.
  • To understand that everyone has feelings/opinions that need to be respected and listened to and to work collaboratively.
  • To understand what is meant by the term community and identify examples.
  • To identify some of the negative impacts humans have on the environment. 
  • To understand what money is and that it is an essential in everyday life and that it is a finite resource.

 

By the end of Year 2, we expect children:

  • To understand what is meant by the term death.
  • To self-reflect and suggest improvements.
  • To identify the components of a healthy diet and describe the negative impacts poor dental hygiene has on their teeth.
  • To identify vital parts of their bodies and say how their functions are important for their health.
  • To understand the importance of rules in the classroom and in the wider world.
  • To understand that decisions that can have positive/negative outcomes.
  • To identify qualities that make a good role model and recognise kind qualities.
  • To understand the difference between an opinion and fact.
  • To identify bullying and know it is wrong and understand what is meant by ‘respect’ and apply this to how they treat others.
  • To understand what charity is and how it helps those less fortunate.

 

Children who do not meet age-related expectations (ARE) provided with additional support to transition into the next year group, PSHE-based activities at the start of the new year and booster groups where possible (ELSA groups/ social stories etc.).

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