PSHE and Relationships EducationIn this section...
Personal, Social, Health and Relationships Education
The subject Leaders for PSHE and Relationships Education are Katie Lucas (Year 6 class teacher) and Janine Covey (Assistant Headteacher and EYFS Lead)
The PSHE and Relationships Curriculum at Barrow Hedges equips every pupil to leave Barrow Hedges with the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active and responsible citizens. The curriculum supports pupils' well being and attainment.
Pupils are encouraged to take part in a wide range of activities and experiences beyond the curriculum, contributing fully to the life of the school and community.
We provide a supportive and nurturing environment where all members of the community are valued and encouraged; positive relationships are seen as important and there is a safe and secure school environment which is conducive to learning.
At Barrow Hedges we aim to:
- Help pupils to develop self-confidence and a feeling of self-worth
- Support pupils to develop virtues of kindness, generosity, self-sacrifice and honesty
- Support pupils to become increasingly responsible for their own learning
- Help pupils to understand and manage their feelings
- Develop a caring and considerate attitude towards themselves, others and their environment
- Encourage pupils to make healthy, informed choices about their lives
- Develop an understanding of how society works, including rights and responsibilities
Through the teaching of PSHE and Relationships we ensure that pupils adhere to our core values of Care, Honesty, Respect and Responsibility which underpin all teaching and learning at Barrow Hedges.
PSHE and Relationships Education at Barrow Hedges In EYFS PSED (Personal, Social and Emotional Development) and UW (Understanding the World) is rigorously taught and provides the foundation for future learning at KS1 and 2.
In KS1 and 2 learning intentions are carefully planned to provide a full, age appropriate, curriculum based on a range of best practice documents/resources including:
-The expectations for attainment listed in 'Relationships Education, Relationships and Sex Education (RSE) and Health Education Draft for Consultation (July 2018)
-Social, Emotional Aspects of Learning (SEAL) resources produced by the DFE
-Curriculum advice and guidance provided by the PSHE Association
-The scheme of work written by PSHE Leads, Safeguarding Leads and the Director of Safe-guarding from across the Cirrus Trust
Themes such as; families and people who care for me, caring relationships, respectful relationships, online safety and being safe are explored through the termly topics of ‘New Beginnings’, ‘Getting on and Falling out’, ‘Going for Goals’, ‘It’s Good to be me!’, ‘Relationships’ and ‘Changes’. These titles structure learning intentions in a way that is appropriate to the time of year taught.
Each year group follows the same theme in the same half term, to provide a consistent whole school approach.
As PSHE underpins all teaching and learning and is hugely cross curricular, it is taught implicitly in all aspects of school life including the wider curriculum and explicitly through PSHE lessons or through Philosophy (P4C) as appropriate.
Why Teach PSHE and Relationships through Philosophy?
We choose to teach PSHE and Relationships through P4C as it is praised for its effects on pupil’s emotional awareness and thinking skills. Philosophy calls on imagination and reasoning and puts these capacities to work exploring values, assumptions and vital concepts like justice, truth, knowledge and beauty.
The Philosophy Circle creates a philosophical community of enquiry, a forum where adults and children can search for meaning together. Children become reasonable in both senses of the word - they are adept at reasoning and they are open to the reasoning of others. We believe that it is so important for adults and children to talk together in situations where differences can be welcomed and explored.
Teaching PSHE and Relationships through Philosophy for Children promotes a forum for open dialogue in which participants are not content to exchange ideas and opinions as if they were bits of information. Instead they ask questions, sift arguments and explore alternatives. Above all, they try to understand each other.
Philosophical questions asked by the children include:
"Why do we dream but not believe?"
"What is normal?"
"Can an emotion be wrong?"
"Can a confrontation be a responsible action?"
"Should you always be positive in bad situations?"
"Is it ever OK to dare someone to do something you know they can't do?"
"Why do people ignore help when they clearly need it?"