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PSHE / RSE

Our aim at St. Augustine’s is to live out the Gospel values and celebrate the Catholic ethos as well as develop our young people to be resilient and make a positive contribution to their communities. Through the Relationship and Sex Education curriculum, we aim to provide children with the opportunities for learning in order to support their physical, cognitive, psychological and spiritual development which is rooted in the Catholic vision of education and the human person.

For our RSE curriculum, we have adopted the ‘Life to the Full’ programme of study. This programme is an inclusive programme which not only involves the children, but also families and teaching staff. Within the programme, it acknowledges that families are made up differently and therefore celebrates the family unit in whatever form it takes. We, at St. Augustine’s, aim to build on the teachings to ensure that every child is assured and every family is affirmed. Within our teaching of RSE we emphasise the dignity of every person being created and loved by God.

Implementation of the RSE curriculum

At St. Augustine’s, we want to equip children with the knowledge and skills so that they have a depth of understanding that can support them not only now, but into their teenage and adult lives. Therefore, the programme adopts a spiral curriculum approach. This means that within each Key Stage, children will be able to revisit, develop and grow, with each stage building on the last.

Module One: Created and Loved by God

Created and Loved by God explores the individual. Rooted in the teaching that we are made in the image and likeness of God, it helps children to develop an understanding of the importance of valuing themselves as the basis for personal relationships.

In these sessions, we explore:

Key Stage One – that we are uniquely made by a loving God, that we have differences and similarities (including physical differences between boys and girls), key information about staying physically healthy, understanding feelings and emotions, including strong feelings such as anger, and the cycle of life from birth to old age.

Lower Key Stage Two – understanding differences, respecting our bodies, puberty and changing bodies (Year 4), strategies to support emotional wellbeing including practicing thankfulness, and the development of pupils understanding of life before birth.

Upper Key Stage Two – appreciation of physical and emotional differences, a more complex understanding of physical changes in girl and boys’ bodies, body image, strong emotional feelings, the impact of the internet and social media on emotional well-being, a more nuanced and scientific understanding of life in the womb and how babies are made (Year 6), and menstruation.

Module Two: Created to Love Others

Created to Love Others explores the individual’s relationship with others. Building on the understanding that we have been created out of love and for love, this unit explores how we take this calling into our family, friendships and relationships, and teaches strategies for developing heathy relationships and keeping safe.

This religious understanding is then applied to real-world situations relevant to the age and stage of the children:

Key Stage One – In the Unit ‘Personal Relationships’, children are taught to identify the Special People in their lives who they love and can trust, how to cope with various social situations and dilemmas, and the importance of saying sorry and forgiveness within relationships. In the Unit ‘Keeping Safe’, we explore the risks of being online by incorporating the ‘Smartie the Penguin’ resources from Childnet, the difference between good and bad secrets, and teaching on physical boundaries (incorporating the PANTS resource the NSPCC).

Lower Key Stage Two – The sessions here help children to develop a more complex appreciation of different family structures and there are activities and strategies to help them develop healthy relationships with family and friends; here, they are also taught simplified Cognitive Behavioral Therapy (CBT) techniques for managing thoughts, feelings and actions.

For the ‘Keeping Safe’ unit, there are some excellent NSPCC resources, as well as teaching on bullying and abuse through a series of animated stories.

Upper Key Stage Two – The sessions for UKS2 in the ‘Personal Relationships’ module aim to equip children with strategies for more complex experiences of relationships and conflict; this includes sessions that help children to identify and understand how to respond to spoken and unspoken pressure, the concept of consent and some practical demonstrations of this, and further teaching on how our thoughts and feelings have an impact on how we act.

Module Three: Created to Live in Community

Created to Live in Community explores the individual’s relationship with the wider world.  Here we explore how human beings are relational by nature and are called to love others in the wider community through service, through dialogue and through working for the Common Good.

Our Relationship and Sex Education curriculum wants children to be prepared for their future as citizens in our world. The RSE curriculum works hand in hand with the PSHE curriculum, where we provide children with the knowledge and skills of being peacemakers in our world. Throughout the children’s school life at St. Augustine’s, the RSE curriculum will provide children with a rounded education, where the whole person is developed and acknowledged, giving them the opportunities to enquire, discuss and apply their learning so that they can enter our community equipped.

Please click below to find out more details of our RSE curriculum coverage:

RSE Curriculum Overview

Within our RSE Curriculum

 

Statement of Intent for PSHE

Intent

 ‘PSHE is the subject that prepares children for the rest of their lives, yet it’s often cut from the timetable to make space for other subjects.’ Julie Peters, Girl Guiding Young Advocate

At St. Augustine’s Primary School, PSHE is at the core of what we do and enables our children to become independent, confident, healthy and responsible members of society, as well as developing the “whole child” spiritually, morally, socially and culturally. Through our whole-school approach to PSHE and with British Values at the forefront of  our minds, it is our belief that excellence in these areas will lead to excellence across the curriculum and beyond to later life.

PSHE is taught and delivered alongside our RSE ‘Life to the full’ programme of study. We have mapped out PSHE coverage that are within our RSE units and identified any PSHE curriculum gaps to ensure these areas of learning are taught. We have full membership of the PSHE Association, which provides us with exemplary guidance to support PSHE delivery across our school.

In addition to this, we have adopted the Peacemakers ‘Learning for Peace’ Curriculum, which is a unique SMSC resource, focusing on five core themes:

  1. Developing Inner Peace
  2. Peaceful Choices
  3. Peaceful Relationships
  4. Peaceful Actions and Behaviours
  5. Peaceful Communities

Each of the five core themes are aimed to make circle time activities more creative and easily implemented into our everyday timetable. These themes also provide multiple opportunities to deliver PSHE through stories, which we hope in turn, will contribute to a richer reading experience for all pupils.

Implementation

We have taken each of the Learning for Peace key themes and dedicated a half term to each of these, to allow teaching staff to embed the core learning of these themes throughout the academic year. Each theme will be introduced through a whole school assembly in order to promote a shared learning culture.

There is clear progression from Reception through to Year 6, to allow pupils to deepen their understanding of ‘Peace education’ for the duration of their time at St. Augustine’s Primary School. New ideas, content and concepts for each of the ‘Learning for Peace’ themes are added year on year, and teachers are encouraged to revisit and revise learning from previous year groups in order to deepen understanding.  Pupils in Year 6 are also prepared for their transition from Primary to Secondary education.

Below outlines the outcomes of each ‘Learning for Peace’ theme, the ‘planning questions’ (to encourage critical thinking, dialogue and debate) and the progression from Reception through to Year 6.

Learning for Peace Themes

Developing Inner Peace – Outcomes:

  • Being at peace with ourselves.
  • Recognising how different situations affect our feelings of peace and wellbeing, and influence our reactions to them. Exploring how we might choose to respond.
  • Developing resilience and the ability to ‘bounce back’ from difficult situations.
  • Developing a sense of identity.
  • Celebrating our inner selves: appreciating what makes us unique, valuing our own heritage, being proud of our abilities.

Developing Inner Peace

Reception

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Who am I?

What do I like doing?

What am I good at?

Can I describe my feelings to someone else?

How does the way I feel affect the way I behave?

How do I know what other people are feeling?

When do I feel uncomfortable at school? What does it mean to be assertive?

Can you be too nice?

Who am I? What qualities and attributes will I be carrying into Year 7?

 

Peaceful Choices – Outcomes:

  • Being able to discuss in a calm and clear way, what is right and wrong in different situations.
  • Recognising and respecting that others may not agree with you about these matters.
  • Understanding why it’s important to follow agreements and rules in order to maintain peace.
  • Knowing how to question and challenge others in the group.
  • Being able to stand up for your own beliefs, opinions and ideas.

Peaceful Choices

Reception

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Why is sharing important? How do we feel when we share?

What is fair / unfair? How does it feel when things are fair / unfair?

When should I talk and when should I listen?

What do I need from my classmates to be able to learn to the best of my ability? What do they need from me?

How do we know what is right and wrong?

What is the difference between wants and needs, rights and responsibilities?

What rights and responsibilities do I have as a Year 6 pupil? What rights and responsibilities do I have as a Year 7 pupil?

 

Peaceful Relationships – Outcomes:

  • Developing the skills needed to build and maintain relationships.
  • Developing empathy for others.
  • Knowing what healthy relationships look and feel like.
  • Recognising what influences your own worldview and that others may have a different worldview to your own.
  • Being able to challenge and ask questions of yourself and others.
  • Developing an awareness of the relationship between ourselves and our environment.

Peaceful Relationships

Reception

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

What is a family? Who are my friends?

How are people the same and different?

What is cooperation? Can I work cooperatively with anyone in my class?

What is empathy?

What do I value in my relationships with others? (e.g. honesty, tolerance, respect, etc.)

How does it affect me / my friendship groups / my class when I fall out with someone?

Can you respect someone without agreeing with them?

 

Peaceful Actions and Behaviours – Outcomes:

  • Understanding the causes of conflict and how we respond to it.
  • Finding ways to resolve conflict.
  • Recognising the impact of our behaviour on others.
  • Developing strategies for being able to repair harm when it has been caused.

Peaceful Actions and Behaviours

Reception

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Can we take turns? Can we work with other people in our class?

How does what I do affect someone else? Can we work together as a team?

Is it OK to fall out with someone?

What is conflict? What causes people to fall out?

How do conflicts escalate? What can we do to stop conflicts escalating?

What is anger? How does it show itself? What can we do to calm down?

How are my thoughts, feelings and behaviours connected?

 

Peaceful Communities – Outcomes:

  • Developing a peaceful school community that meets everyone’s needs is the responsibility of everyone in the school.
  • Giving pupils a voice to influence change within their communities.
  • Recognising that respect for school buildings and the school grounds contributes to building a peaceful school community.
  • Recognising that the knowledge, skills, attitudes and values needed to develop peaceful school communities can be applied to the wider community and help develop active citizens.

Peaceful Communities

Reception

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Who is on our class? What is our class like?

What is volunteering? What can I do to help make my class / school a better place?

How can I help decide what happens? What does it mean to vote?

How can one person make a difference?

What makes a community? Who is in my community?

Which parts of my community do I know? Which don’t I know? How could I find out more?

What makes a peaceful community? How can I influence change in my community?

 

In addition to our ‘Learning for Peace’ and our RSE Curriculum, pupils will be introduced to key National initiatives throughout the year with off-timetabled themed days and weeks, in order to raise awareness of the current issues that can affect us and that surround us in society. This can be seen in the table below:

 

St. Augustine’s Catholic Primary School

PSHE Yearly Plan 2021 – 2022

Half Termly Breakdown

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

 

Theme

Growth Mindset

Developing Inner Peace

Peaceful Choices

Peaceful Relationships

Peaceful Actions and Behaviours

Peaceful Communities

Key Dates

National Recycling Week

20th -26th September

2021

 

Black History Month

October 2021

 

Anti-Bullying Week

15th to 19th November 2021

 

Road Safety Week

15th – 19th November 2021

 

Grief Awareness Week

1st – 7th December 2021

 

FGM Awareness Day

7th February 2022

 

Children’s Mental Health Awareness week (Place2Be)

7th – 13th February 2022

 

Race Equality Week

7th – 13th February 2022

 

Safer Internet Day

18th February 2022

Global Recycling Day

18th March 2022

 

World Health Day

7th April 2022

 

Sun Awareness Week

6th – 13th May 2022

 

Mental Health Awareness week

13th – 20th May 2022

 

National Volunteer’s Week

1st – 7th June 2022

 

School Diversity Week (Just Like Us)

21st June 2022

 

Fiver Challenge

Date TBC

 

 

 

Impact

By the time pupils leave our school, we aim for all pupils to have developed the following skills and knowledge:

  • They will have a ready willingness and ability to try new things, push themselves and persevere.
  • They will have a resilience which will prepare them for any setbacks or adversity they may face in the future.
  • They will have a good understanding of how to stay safe, healthy and develop good relationships.
  • They will have an appreciation of what it means to be a positive member of a diverse, multicultural society.
  • They will have a strong self-awareness, interlinked with compassion for others.
  • They will understand the importance of looking after their environment and the role they must play in order to prevent further harm to our environment.

 

References:

Peacemakers Educating for Peace: Learning for Peace – A guide to developing outstanding SMSC in your primary school. Lifeworlds Learning in partnership with West Midlands Quaker Peace Education Project