Navigation
Home Page

PSHE

NATIONAL CURRICULUM 2014

Every state-funded school must offer a curriculum which is balanced and broadly based and which:

  • promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society

  • prepares pupils at the school for the opportunities, responsibilities and experiences of later life.

Personal, social, health and economic education

  • Personal, social, health and economic (PSHE) education is an important and necessary part of all pupils’ education. All schools should teach PSHE, drawing on good practice, and this expectation is outlined in the introduction to the proposed new national curriculum.

  • PSHE is a non-statutory subject. To allow teachers the flexibility to deliver high-quality PSHE we consider it unnecessary to provide new standardised frameworks or programmes of study. PSHE can encompass many areas of study. Teachers are best placed to understand the needs of their pupils and do not need additional central prescription.

  • However, while we believe that it is for schools to tailor their local PSHE programme to reflect the needs of their pupils, we expect schools to use their PSHE education programme to equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions.

  • Schools should seek to 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.

DfE September 2013

 

PSHE CURRICULUM AT OLSK

PSHE is taught across the curriculum at OLSK.

  • It may be taught as a specific subject through activities such as Circle Time and School Council

  • Also through other curriculum areas such as RE/Family Life Scheme, Science, PE, History/Geography and Forest Schools.

  • A variety of resources are available for staff to use including RE strategy, In the Beginning scheme, SEAL books, Health for Life.

  • Opportunities are taken to extend provision including after school clubs, Safer Cycling, First Aid training, My Money Week, Sporting activities, Forest Schools.

 

 

PSHE NATIONAL CURRICULUM 2014

KEY STAGE 1 and KEY STAGE 2

 

  • CORE THEME 1
  • HEALTH AND WELLBEING

Pupils should be taught…

  • What is meant by a healthy lifestyle.

  • How to maintain physical, mental and emotional health and wellbeing.

  • Ways of keeping physically and emotionally safe.

  • About managing change, including puberty, transition and loss.

  • How to make informed choices about health and wellbeing and to recognise sources of help with this.

  • How to respond in an emergency.

  • To identify different influences on health and wellbeing.

 

  • CORE THEME 2
  • RELATIONSHIPS

Pupils should be taught…

  • How to develop and maintain a variety of relationships within a range of social/cultural contexts.

  • How to recognise and manage emotions within a range of relationships.

  • How to recognise risky or negative relationships including all forms of bullying and abuse.

  • How to respond to risky or negative relationships and ask for help.

  • How to respect equality and diversity in relationships.

  •  

  • CORE THEME 3

  • LIVING IN THE WIDER WORLD

    Pupils should focus on economic wellbeing and being a responsible citizen and be taught…

  • About respect for the self and others and the importance of responsible behaviours and actions.

  • About rights and responsibilities as members of families, other groups and ultimately as citizens.

  • About different groups and communities.

  • To respect equality and to be a productive member of a diverse community.

  • About the importance of respecting and protecting the environment.

  • About where money comes from, keeping it safe and the importance of managing it effectively.

  • How money plays an important part in people’s lives.

  • A basic understanding of enterprise.


Top