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PSHE

Personal, Social, Health and Economic Education (PSHE)

and Sex and Relationships Education (SRE) 

Spiritual, Moral, Social and Cultural Education (SMSC)

Vision:

 

At Blackpool CE Primary School we aim to create a happy, purposeful and supportive environment where children are enabled to become successful learners, develop their full potential and achieve the highest educational standards they can. Our whole-school vision statement reflects a passionate commitment to learning and recognition of the uniqueness of individual learners. It is driven by our desire to offer the best possible education for our pupils in partnership with parents, the Church and the local community. Personal, Social, Health and Economic Education (PSHE) and Spiritual, Moral, Social and Cultural Education (SMSC) are central to our school’s ethos, supporting children in their development, and underpinning learning in the classroom, school, and in the wider community. Our values are fundamental expressions of what we think and believe.  

Our aim is that our PSHE/SMSC curriculum equips children with the knowledge, understanding, skills and strategies required to live healthy, safe, productive, responsible and balanced lives. It encourages them to be independent and supports them in making positive choices and effective transitions. A critical component of PSHE and SMSC education is providing opportunities for children 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 and SMSC are key components in all six of our curriculum drivers and therefore we aim to have PSHE and SMSC implemented in all aspects of school life such as assemblies, playtimes and our wider community. There are many additional opportunities to explore this area of the curriculum outside of the discrete lessons. We believe that it is important that we tailor these areas of the curriculum to our locality, context and wider society. This means that what we deliver is relevant to the lives of the children at Blackpool and therefore impacts them as they move on to secondary school and beyond. 

To help non-specialist teachers feel confident and secure in delivering these areas of, we mainly use Jigsaw PSHE as a scheme of work. We have chosen this scheme because of its robust and fully mapped programme that meets pupil’s needs. This is to ensure that these areas are not limited by its non-statutory status and elevates it to an important part of our school’s broad and balanced curriculum. When devising our new PSHE/SMSC curriculum, we ran focus groups with children from Year 2, Year 4 and Year 6 where we analysed the themes that the Jigsaw scheme covers. We spoke about what themes they thought were important and where these fit best in our school year. From these discussions, we adapted the scheme so that it fits the needs of the children and our community. The 2-year programme will be continually reviewed by the PSHE coordinator and these focus groups termly so that we can change and adapt the resources when needed.  

 

Sex and Relationships Education (SRE) is also key at Blackpool in nurturing confident, resilient and safe children. SRE at Blackpool aims to make a significant contribution to the development of the personal skills needed by pupils if they are to establish and maintain relationships. It also enables children and young people to make responsible and informed decisions about their health and well-being. SRE makes an important contribution to health and well-being by supporting children and young people's ability to learn, achieve and flourish. In our ‘Changing Me’ scheme that is implemented in the Summer Term for Year groups 1-6, we use clear learning intentions to deliver an age-appropriate programme that emphasises progression of knowledge and understanding. It recognises that children will all be at different stages in their emotional, physical and social maturity and therefore provides appropriate teaching and learning opportunities.  

 

Aims: 

Early Years 

PSHE will be taught both discretely and embedded within continuous provision opportunities and regular circle time. Students are introduced to early concepts and skills such as: 

  • Understanding feelings 

  • Building relationships with friends and family 

  • Healthy choices with food and exercise 

 

Key Stage 1 

The Key Stage 1 programme for PSHE/SMSC has been adapted to suit the needs of the children in that unit through termly meetings with a focus group of KS1 children. The progression of knowledge, understanding and skills is provided through weekly discrete PSHE lessons as well as class assemblies, community visits and playtimes. The key themes identified and covered in Key Stage 1 are: 

  • Belonging, friendships and family. 

  • Setting goals and identifying successes 

  • Similarities and differences  

  • Feeling special and safe 

  • Keeping myself healthy 

A more detailed overview of the adapted scheme of work is attached in Appendix 1. 

In the Summer Term, the SRE program is taught to the discrete year groups to ensure the children are gaining an age-appropriate knowledge and understanding. The overview for the SRE program is attached in Appendix 2.  

 

Key Stage 2 

Students continue to develop their knowledge and understanding of PSHE and further enhance their personal, social and healthy skills. The children build on what they have learnt in Key Stage 1 by revisiting previous concepts in greater detail or learning new concepts. This is all with the aim of equipping children with the relevant skills to lead healthy, safe, productive and responsible lives. Like in Key Stage 1, PSHE/SMSC will be taught weekly as well as being included in house assemblies, class assemblies and extra-curricular opportunities. The key themes covered include: 

  • Similarities and differences between ourselves, families and cultures.  

  • Rules, rights and responsibilities as a member of society 

  • Making healthy choices (food, exercise, drugs and alcohol, self and body image) 

  • Building a sense of self-identity and self-esteem 

  • Setting personal goals and how to get there 

In Unit 3, our PSHE/SMSC program has a great emphasis on transition and coping with change. This was identified by the children in Unit 3 as a key theme that they would like to cover in preparation for their move to secondary school. This fits in with our overall vision of creating a PSHE/SMSC curriculum that has a continuing impact on the children throughout their later lives.  

A more detailed overview of the adapted scheme of work is attached in Appendix 1. 

In the Summer Term, the SRE program is taught to the discrete year groups to ensure the children are gaining an age-appropriate knowledge and understanding. The overview for the SRE program is attached in Appendix 2. 

 

Assessment 

Pupils will be assessed formatively throughout the PSHE lessons to check for understanding and ensure that learning is being progressed. This will mainly be done through high-quality verbal feedback which extends and engages the children to activate their own thinking.  

The lessons are a mixture of whole-class discussions, group work and independent activities. This means that there is a range of different ways to show understanding and these will be assessed appropriately by the class teacher. 

At the end of each lesson, the children reflect and assess themselves using a tailored self-assessment sheet to summarise whether they have met the intended learning objective for that particular lesson. This gives the children a chance to consolidate the learning from the lesson as well as giving the teacher an opportunity to address any misconceptions or lack of confidence. These assessments will also be used to inform the next units of teaching in the progressional planning. 

Completed work and the reflection sheets are collected in special PSHE folders which show the progression of the learning journey explicitly. 

 

Appendix 1 – PSHE overview  

 

Autumn Term 1 

Autumn Term 2 

Spring Term 1 

Spring Term 2 

Summer Term 1 

Summer Term 2 

EYFS 

Being Me in My World (Age 3-5) 

 

Relationships (Age3-5) 

 

Changing Me (Age3-5) 

 

Healthy Me (Age 3-5) 

 

Celebrating Differences  (Age 3-5) 

 

Dreams and Goals

(Age 3-5) 

 

Unit 1 

Relationships (Age 5-6) 

Dreams and Goals (Age 5-6) 

 

Celebrating Differences (Age 5-6) 

 

Being Me In My World (Age 5-6) 

 

Healthy Me (Age 5-6) 

 

 

Changing Me (Age 5-6) 

 

 

Detailed in the SRE overview below 

Unit 2 

Being Me in My World (Age 7-8) 

 

Relationships (Age 7-8) 

 

Celebrating Differences (Age7-8) 

 

Healthy Me (Age7-8) 

 

Dreams and Goals (Age7-8) 

 

 

Changing Me (Age 7-8) 

 

 

 

Detailed in the SRE overview below 

 

 

 

Unit 3 

 

Celebrating Differences (Age 9-10) 

 

 

Dreams and Goals (Age9-10) 

 

 

 

Being Me in My World (Age 9-10) 

 

 

Relationships (Age 9-10)  

 

Healthy Me (Age 9-10) 

 

 

 

Changing Me 

(Age 9-10)

 

Detailed in the SRE overview below 

 

 

 

 

 

 

Appendix 2 – SRE overview 

Year Group 

Themes covered 

Year 1 

  • Life cycles – animal and human 

  • Changes since being a baby 

  • Differences between female and male bodies (correct terminology) 

 

Year 2 

  • Life cycles 

  • Growing from young to old 

  • Differences in female and male bodies (builds on Year 1 work using correct terminology) 

Year 3 

  • Babies and how they grow 

  • Outside and inside body changes 

  • Family stereotypes 

Year 4 

  • Being unique 

  • Changes that happen to males and females that prepare them for adulthood. 

  • Confidence and acceptance in change. 

Year 5 

  • Self and body image 

  • Influence of social media on body image 

  • Puberty 

  • Conception (including IVF) 

Year 6 

  • Self and body image 

  • Puberty and hormones 

  • The journey from conception to birth 

  • Respect and consent 

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