PSHE

Communication, Language and Literacy 

City Living 

Aspirations 

Celebrating Diversity 

 

 

 

Our Personal, Social, Health and Economic Education Curriculum.

 

We have received the Silver Award from Manchester Healthy Schools

 

Personal, Social, Health and Economic Education Intent

Personal, Social, Health and Economic (PSHE) education is a subject that goes beyond the academic and encompasses the whole child to develop responsible, respectful and active citizens. At St John Chrysostom Federation we follow a ‘knowledge engaged’ curriculum as we recognise that building up knowledge and understanding is key but also place an emphasis on fundamental skills and strategies that are essential to our children managing their lives, now and in the future. Our education prepares children to use these skills and apply them in this ever changing, fast moving world, particularly in our city setting of Manchester. We draw upon the British Values of democracy, rule of law, individual liberty and mutual respect and tolerance. We provide a PSHE education as it contributes to the statutory duties, outlined in the Education Act 2002, to provide a balanced and broadly-based curriculum whilst adhering to the compulsory teaching of relationships and health education as of September 2020.

Within the Federation, we strive to do the best for all our pupils. We aim to ensure that our PSHE education is sensitive to the different needs of individual pupils and provides a flexible and current text led curriculum that is relevant to our pupils. Our children receive an engaging and relevant education that is developed through the ‘Federation’s four cornerstones’, each of which relates to the uniqueness of Manchester living. This means that we will draw upon our city living, the services, community and other opportunities to build rich experiences for our children. Through the use of Manchester Healthy Schools programme, teachers will explore age related topics such as Relationships and Sex Education, Mental and Emotional Health, Keeping Safe, Healthy Lifestyles and Living in the Wider World engaging them in discussions and debates as well as reflecting on their own experiences, this will extend children’s communication, language and literacy skills. Our holistic approach to PSHE underpins everyday life and builds to a stronger future. Therefore, it will be taught discreetly as well as through other subjects which will reinforce skills and knowledge gained through PSHE lessons.

Throughout their time at St John Chrysostom Federation we aim to provide children with the skills and knowledge to achieve aspirational goals who can draw upon a broad and rich set of experiences. Children will develop their own self-awareness and be able to self-regulate as well as problem solving and utilising resilience. Through the promotion of equality as well as the celebration of diversity, pupils will thrive together. They will develop their character and be able to make sensible and informed decisions later in life. We hope to contribute to developing responsible, respectful and active citizens who are able to keep healthy and safe.

Purpose of Study 

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.

Sex and relationship education

Sex and relationship education (SRE) is an important part of PSHE education and is statutory in maintained secondary schools.

When any school provides SRE they must have regard to the Secretary of State’s guidance ; this is a statutory duty. Academies do not have to provide SRE but must also have regard to Secretary of State’s guidance when they do.

Advice for schools

We provided grant funding to the PSHE Association to advise schools in developing their own PSHE curriculums and improve the quality of teaching. The association focuses on signposting schools to resources and in expanding their Chartered Teacher of PSHE programme. We also asked the Association to promote the teaching of consent as part of SRE, in line with the 2000 statutory guidance.

Additional support

We want teachers to be free to address the topics most relevant for their pupils, drawing on good practice and advice from professional organisations. Schools are free to use the organisations and resources they choose and we encourage organisations to develop guidance for schools in the areas of their expertise.

We have asked the PSHE Association to provide teachers with a range of case studies to inform their teaching. We recommend that schools use reputable professional organisations that will facilitate a broad and balanced approach.

Contents

Consultation description

DfE is proposing that schools are required to teach relationships education at primary school, relationships and sex education at secondary school and health education at all state-funded schools.

The draft regulations and associated statutory guidance build on the findings from the call for evidence and DfE’s engagement with a wide range of expert organisations and interested parties.

The responses to the consultation will help inform any further refining of the draft regulations and statutory guidance before the regulations are put before Parliament and the guidance finally published.

The current sex and relationships education statutory guidance includes personal, social, health and economic education (PSHE).

 

 

 

Pupil Wellbeing

Mental wellbeing is an important and normal part of daily life, in the same way as physical health is. At school we teach the children that there are a normal range of emotions - happiness, sadness, anger, fear, surprise, nervousness - and a scale of emotions that all humans experience in relation to different experiences and situations. As we mature, we become more able to manage these different emotions effectively.

We have recently introduced '5 a Day for Wellbeing' with the children, using the guidance from the charity Mind:

1. Connect - talk and listen, be there, feel connected.

2. Be Active - do what you can, enjoy what you do, move your mood.

3. Take notice - remember the simple things that give you joy.

4. Keep Learning - embrace new experiences, see opportunities, surprise yourself.

5. Give - your time, your words, your presence.

 

Occasionally, children need additional support to maintain positive wellbeing. This may be due to circumstances in their life. Our staff are trained to notice changes in children's behaviour and mood and will speak to parents if they have any concerns. If you have concerns about your child, please speak to us about it; there are a number of ways in which we can offer support:

 

  • The teacher may simply keep an eye on your child and check in with them regularly.
  • We can support children to make friends, provide a buddy or structured games at playtime.
  • We can include your child in a lunchtime nurture group.
  • We can do social stories or comic strip conversations with your child to help them to work through or understand something that has happened.
  • We can provide scheduled 'time to talk' sessions with an adult.

 

If, following these early interventions, thee are still concerns about the child's wellbeing, more formal action can be taken. The school SENDCO, Miss Penny, may observe your child at work and play to see if any social, emotonal or mental health intervention is needed. Alternatively, the safeguarding team can advise on any Early Help interventions that could support the whole family with different aspects of life.

Curriculum Breakdown. 

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If you have any concerns, please do speak to us - we are here to help.

 

 

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