PSHE at Reedings
What Personal, Social, Health and Economic (PSHE) education including Relationships Education, is:
The school’s PSHE provision supports the school’s aims of developing confident citizens and successful learners who are creative, resourceful and able to identify and solve problems. The social and emotional development of pupils is embedded throughout the entire school’s curriculum and culture. The school has a powerful combination of a planned thematic PSHE program, built around a spiral curriculum of recurring themes, designed to:
1. Give pupils the knowledge and develop the self-esteem, confidence and self-awareness to make informed choices and decisions;
2. Encourage and support the development of social skills and social awareness;
3. Enable pupils to make sense of their own personal and social experiences;
4. Promote responsible attitudes towards the maintenance of good physical and mental health, supported by a safe and healthy lifestyle;
5. Enable effective interpersonal relationships and develop a caring attitude towards others;
6. Encourage a caring attitude towards and responsibility for the environment;
7. Help our pupils understand and manage their feelings, build resilience and be independent, curious problem solvers;
8. Understand how society works and the laws, rights and responsibilities involved.
We know there is a proven link between pupils' health and wellbeing, and their academic progress. Crucial skills and positive attitudes developed through comprehensive Personal, Social, Health and Economic education are critical to ensuring children are effective learners.
How we teach PSHE education, including Relationships Education:
At Reedings Junior school we use SCARF (Safety, Caring, Achievement, Resilience, Friendship), a comprehensive
scheme of work for PSHE and Wellbeing education. We chose to use SCARF as it covers all of the DfE's new statutory
requirements for Relationships Education and Health Education, including non-statutory Sex Education.
What is being taught:
The SCARF programme divides the year into 6 themed units. Each year group will cover all 6 units every year.
1. Me and My Relationships: includes content on feelings, emotions, conflict resolution and friendships;
2. Valuing Difference: a focus on respectful relationships and British values;
3. Keeping Myself Safe: looking at keeping ourselves healthy and safe
4. Rights and Responsibilities: learning about money, living the wider world and the environment;
5. Being My Best: developing skills in keeping healthy, developing a growth mindset (resilience), goal-setting and achievement;
6. Growing and Changing: finding out about the human body, the changes that take place from birth to old age and being safe. This is the unit where Sex Education is taught. RSE will be taught throughout the whole school during a dedicated week and parents will be informed when this week will be prior to it taking place.
Sex Education is taught during the same week for each year group across the school. This week is during the Summer Term and is taught under the ‘Growing and Changing’ unit.
|My changing body
|• Recognise that babies come from the joining of an egg and sperm;
• Explain what happens when an egg doesn’t meet a sperm;
• Understand that for girls, periods are a normal part of puberty. NB: the Science National Curriculum statement associated with this lesson is from the Y5 Programme of Study. However, it is not uncommon for menstruation to begin before that age. Girls can start their periods as young as 8 years old, so it is strongly recommended that children learn about periods from Y3.
Example vocabulary list: Cervix, Egg, Fallopian tube, Ovary, Period/menstruation, Sperm, Sanitary, towels, Tampons,
|All change!||• Identify parts of the body that males and females have in common and those that are different;
• Know the correct terminology for their genitalia; Female: vulva, (see note, below*), vagina, ovaries, eggs, womb, clitoris, labia, breasts Male: penis, testicles, sperm, pubic hair
[*Vulva: external parts of female genitals which are visible. This includes the clitoris, two sets of labia - the inner and the outer - and the entrance to the vagina.]
• Understand and explain why puberty happens.
|Preparing for periods
|• Know the key facts of the menstrual cycle;
• Understand that periods are a normal part of puberty for girls;
• Identify some of the ways to cope better with periods
Example vocabulary list (Building on previous year/s): Breasts, Clitoris, Genitals, Labia, Ovaries, Penis, Pubic hair, Sperm, Testicles, Vulva, Vagina, Womb
|Changing bodies and feelings
|• Know the correct words for the external sexual organs;
• Discuss some of the myths associated with puberty.
|Growing up and changing bodies (Boy/girl split)||• Identify some products that they may need during puberty and why;
• Know what menstruation is and why it happens.
• NOT FGM
Example vocabulary list (Building on previous year/s): Anus, Balls, Bra, Cervix, Discharge, Erections, Foreskin, Masturbation, Outer and inner lips, Scrotum, Semen, Smegma, Urinary opening, Wet dreams
|Is this normal?
|• Define the word 'puberty' giving examples of some of the physical and emotional changes associated with it;
• Suggest strategies that would help someone who felt challenged by the changes in puberty;
|• Identify the changes that happen through puberty to allow sexual reproduction to occur eg Eggs released (periods start) Hips widen, Sperm produced (sometimes wet dreams) Erections happen.
• Know a variety of ways in which the sperm can fertilise the egg to create a baby;
• Know the legal age of consent and what it means.
Example vocabulary list (Building on previous year/s): Ejaculation, Fertilisation, Orgasm, Sexual intercourse – in a loving relationship to make a baby
SCARF have suggested topics on: FGM (Female genital mutilation) and HIV, which we have chosen as a school not to cover. Instead, we be reiterating the NSPCC ‘PANTS’ message and covering how to keep clean and hygienic to avoid becoming unwell.