RSHE at Friars
We teach Relationships, Sex and Health education in accordance with Statutory guidance from the Department for Education that came into effect from the beginning of the 2020 21 academic year.
Please click here to see our RSHE policy.
Here is a progression map of content, skills and knowledge across the school.
WHAT WE BELIEVE AND WHY
At Friars, in line with the National Curriculum, our PSHE approach aims to promote pupil’s spiritual, moral, social and cultural development and prepare them for the opportunities and responsibilities of life.
This ensures that the curriculum helps pupils develop the knowledge and understanding of their own and different beliefs as well as an understanding of their rights and responsibilities, developing integrity and independence in building respect for their environments and communities.
We aim to promote self-esteem and emotional development to help pupils, form, grow and maintain satisfying relationships.
- It aims to help them understand how they are developing personally and socially
- tackles many of the moral, social and cultural issues that are part of growing up
- learn about rights and responsibilities and appreciate what it means to be a member of a diverse society
- Children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community
- Supports the children to know and build healthy relationships
- Follow the Discovery Education planning
- 3 lessons every half term
- Safe space – wellbeing area in school being developed outside area in ks2
- British Values are embedded in the PSHE Curriculum and allow the children to explore and discuss their views
- Topic Web clearly outlines the skills and knowledge that the children will learn within the unit
- Learning Objectives reflect the specific skills and knowledge being learnt and come directly from Southwark progression of skills
- Skills and knowledge are built upon each year, following a clear progression across the different year groups
- Children are given the opportunity to gain skills and knowledge through a range of approaches. For example: exploration of issues that warrant philosophical or ethical enquiry (P4C), storytelling to develop understanding of morals and guided and independent reflection to help them understand what is right and wrong
- Community links and partnerships are utilised to enhance the children’s learning experiences through projects, talks and special trips. Eg., Dove Self Esteem project, Stones Care Centre, The Nest – Southwark.
- Learning is made memorable includes learning reflections, discussions, drawings, diagrams, explanations, drama, various writing tasks, etc.
- Calm corners displayed and used by pupils to express and regulate their feelings
- Reflections are used as part of the behaviour policy giving the pupils the opportunity and time to reflect on their choices and their impact
- Whole school events such as Health week, Kindness flashmob, litter picking, assemblies on mental health, neurodiversity – sign language.
- Liason with SENCO to provide tailored programs and counselling for vulnerable children such as ELSA and CAMHS.
- Children are aware of the mental health first aiders (PSHE coordinator and SENCO)
- Pupils have a healthy and knowledgeable attitude to a range of relationships as a responsible and active member of the school and wider community
- Children to confidently describe what constitutes a healthy lifestyle
- Children’s progress is assessed on a yearly basis using the agreed progression of skills
- Children use reasoning within their arguments and to support their viewpoints using their knowledge
- Learning journeys are clear and evident from looking at children’s folders
- Pupils’ questionnaire outlines significant learning that has taken place and informs future teaching practice (Pupil voice once a year).
- Pupils make links to prior learning and identify recurring themes