'I can do all things through Christ who strengthens me.' Philippians 4:13

PSHCE and RSE

Year 1

Autumn

Being Me In My World

Explain why my class is a happy and safe place to learn. Give different examples where I or others make my class happy and safe.

Celebrating Difference

Give some ways that I am different and similar to other people in my class, and why this makes us all special.

Explain what bullying is and how being bullied might make somebody feel.

Spring

Dreams & Goals

Explain how I feel when I am successful and how this can be celebrated positively.

Say why my internal treasure chest is an important place to store positive feelings.

Healthy Me

Explain why I think my body is amazing and can identify a range of ways to keep it safe and healthy.

Give examples where being healthy can help me feel happy.

Summer

Relationships

Explain why I have special relationships with some people and how these relationships help me feel safe and good about myself.

Explain how my qualities help these relationships.

Give examples of behaviour in other people that I appreciate and behaviours that I don’t like.

Changing Me

Compare how I am now to when I was a baby and explain some of the changes that will happen to me as I get older. Use the correct names for my private parts and give reasons why they are private.

Explain why some changes I might experience might feel better than others.

Year 2

Autumn

Being Me In My World

Explain why my behaviour can impact on other people in my class.

Compare my own and my friends’ choices and can express why some choices are better than others.

Celebrating Difference

Explain that sometimes people get bullied because they are seen to be different. This might include people who do not conform to gender stereotypes.

Explain how it feels to have a friend and be a friend. I can also explain why it is ok to be different from my friends.

Spring

Dreams & Goals

Explain how I played my part in a group and the parts other people played to create an end product. Explain how our skills complimented each other.

Explain how it felt to be part of a group and can identify a range of feelings about group work.

Healthy Me

Explain why foods and medicines are good for my body comparing my ideas with less healthy/ unsafe choices.

Compare my own and my friends’ choices and can express how it feels to make healthy and safe choices.

Summer

Relationships

Explain why some things might make me feel uncomfortable in a relationship and compare this with relationships that make me feel safe and special.

Give examples of some different problem-solving techniques and explain how I might use them in certain situations in my relationships.

Changing Me

Use the correct terms to describe my private parts and explain why they are private. Explain why some types of touches feel OK and others don’t.

Tell you what I like and don’t like about being a boy/girl and getting older, and recognise that other people might feel differently to me.

Year 3

Autumn

Being Me In My World

Explain how my behaviour can affect how others feel and behave.

Explain why it is important to have rules and how that helps me and others in my class learn. Explain why it is important to feel valued.

Celebrating Difference

Describe different conflicts that might happen in family or friendship groups and how words can be used in hurtful or kind ways when conflicts happen.

Tell you how being involved with a conflict makes me feel and offer strategies to help the situation. e.g. Solve It Together or asking for help.

Spring

Dreams & Goals

Explain the different ways that help me learn and what I need to do to improve.

I am confident and positive when I share my success with others. Explain how these feelings can be stored in my internal treasure chest and why this is important.

Healthy Me

Identify things, people and places that I need to keep safe from, and can tell you some strategies for keeping myself safe and healthy including who to go to for help.

Express how being anxious/ scared and unwell feels.

Summer

Relationships

Explain how my life is influenced positively by people I know and also by people from other countries.

Explain why my choices might affect my family, friendships and people around the world who I don’t know.

Changing Me

Use the correct terms to describe my private parts and explain why they are private. Explain why some types of touches feel OK and others don’t.

Tell you what I like and don’t like about being a boy/girl and getting older, and recognise that other people might feel differently to me.

Year 4

Autumn

Being Me In My World

Explain why being listened to and listening to others is important in my school community.

Explain why being democratic is important and can help me and others feel valued.

Celebrating Difference

Tell you a time when my first impression of someone changed as I got to know them. Explain why bullying might be difficult to spot and what to do about it if I’m not sure.

Explain why it is good to accept myself and others for who we are.

Spring

Dreams & Goals

Plan and set new goals even after a disappointment.

Explain what it means to be resilient and have a positive attitude.

Healthy Me

Recognise when people are putting me under pressure and explain ways to resist this when I want to.

Identify feelings of anxiety and fear associated with peer pressure.

Summer

Relationships

Recognise how people are feeling when they miss a special person or animal.

Give ways that might help me manage my feelings when missing a special person or animal.

Changing Me

Explain how animals and humans change when they grow and how babies grow and develop and what they need to grow.

Express how I feel about babies.

Year 5

Autumn

Being Me In My World

Compare my life with other people in my country and explain why we have rules, rights and responsibilities to try and make the school and the wider community a fair place.

Explain how the actions of one person can affect another and can give examples of this from school and a wider community context.

Celebrating Difference

Explain the differences between direct and indirect types of bullying and can offer a range of strategies to help myself and others if we become involved (directly or indirectly) in a bullying situation.

Explain why racism and other forms of discrimination are unkind. Express how I feel about discriminatory behaviour.

Spring

Dreams & Goals

Compare my hopes and dreams with those of young people from different cultures.

Reflect on the hopes and dreams of young people from another culture and explain how this makes me feel.

Healthy Me

Explain different roles that food and substances can play in people’s lives. Explain how people can develop eating problems (disorders) relating to body image pressures and how smoking and alcohol misuse is unhealthy.

Summarise different ways that I respect and value my body.

Summer

Relationships

Compare different types of friendships and the feelings associated with them. Explain how to stay safe when using technology to communicate with my friends, including how to stand up for myself, negotiate and to resist peer pressure.

Apply strategies to manage my feelings and the pressures I may face to use technology in ways that may be risky or cause harm to myself or others.

Changing Me

Explain how boys’ and girls’ bodies change on the inside/outside during the growing up process and can tell you why these changes are necessary so that their bodies can make babies when they grow up.

Summarise the changes that happen to boys’ and girls’ bodies that prepare them for making a baby when they are older.

Recognise how I feel about these changes happening to me and can suggest some ideas to cope with these feelings. Explain some of the choices I might make in the future and some of the choices that I have no control over. Offer some suggestions about how I might manage my feelings when changes happen.

Year 6

Autumn

Being Me In My World

Explain how my choices can have an impact on people in my immediate community and globally.

Empathise with others in my community and globally and explain how this can influence the choices I make.

Celebrating Difference

Explain ways in which difference can be a source of conflict or a cause for celebration.

Show empathy with people in situations where their difference is a source of conflict or a cause for celebration.

Spring

Dreams & Goals

Explain different ways to work with others to help make the world a better place.

Explain what motivates me to make the world a better place.

Healthy Me

Explain when substances including alcohol are being used anti-socially or being misused and the impact this can have on an individual and others.

Identify and apply skills to keep myself emotionally healthy and to manage stress and pressure.

Summer

Relationships

Identify when people may be experiencing feelings associated with loss and also recognise when people are trying to gain power or control.

Explain the feelings I might experience if I lose somebody special and when I need to stand up for myself and my friends in real or online situations. Offer strategies to help me manage these feelings and situations.

Changing Me

Recognise how I feel when I reflect on becoming a teenager and how I feel about the development and birth of a baby. Express how I feel about the changes that will happen to me during puberty. Accept these changes might happen at different times to my friends.

At St. Stephen’s we want our pupils to develop enthusiasm for life and for learning; taking pride in success and achievement. We want our pupils to embrace the future with hope, faith, confidence and compassion. At St. Stephen’s we teach Personal, Social, Health Education as a whole school approach to underpin children’s development as people and because we believe this also supports their learning capacity. Our school vision is strongly supported through, and embedded in, the delivery of our PSHE and Citizenship curriculum. At our school we are committed to ensuring the emotional and social needs of all our children are met within our school environment, and we support the development of children’s health and wellbeing, self-esteem and confidence so they can be enthusiastic learners that take pride in personal achievement and embrace their own futures with hope, faith confidence and compassion. Our PSHE and Relationships and Sex Education offer support children to develop the knowledge, skills and understanding that they need to lead confident, healthy and independent lives as well as becoming responsible British and Global citizens.

You can see our PSHE, Citizenship and Relationships and Sex Education Policy on our Policies page.

If you would like more information on our PSHE, Citizenship and Relationships and Sex Education curriculum, then please contact Niall McLaughlin: hos@ststephens.surrey.sch.uk

Relationships Education

What does the DfE statutory guidance on Relationships Education expect children to know by the time they leave primary school?

Relationships Education in primary schools will cover ‘Families and people who care for me’, ‘Caring friendships’, ‘Respectful relationships’, ‘Online relationships’, and ‘Being safe’.

The expected outcomes for each of these elements can be found further on in this policy. The way the Jigsaw Programme covers these is explained in the mapping document: Jigsaw 3-11 and Statutory Relationships and Health Education.

It is important to explain that whilst the Relationships Puzzle (unit) in Jigsaw covers most of the statutory Relationships Education, some of the outcomes are also taught elsewhere in Jigsaw e.g. the Celebrating Difference Puzzle helps children appreciate that there are many types of family composition and that each is important to the children involved. This holistic approach ensures the learning is reinforced through the year and across the curriculum.

Parents should also be aware that the Church of England states in “Valuing All God’s Children”, 2019, that Relationships and Sex education should: “Make it clear that relationships and sex education is designed to prepare all pupils for the future, regardless of sexual orientation or gender identity. RSE must promote gender equality and LGBT equality and it must challenge discrimination. RSE must take the needs and experiences of LGBT people into account and it should seek to develop understanding that there are a variety of relationships and family patterns in the modern world.” (Page 34)

Health Education

What does the DfE statutory guidance on Health Education expect children to know by the time they leave primary school?

Health Education in primary schools will cover ‘Mental wellbeing’, ‘Internet safety and harms’, Physical health and fitness’, Healthy eating’, ‘Drugs, alcohol and tobacco’, ‘Health and prevention’, ‘Basic First Aid’, ‘Changing adolescent body’.

It is important to explain that whilst the Healthy Me Puzzle (unit) in Jigsaw covers most of the statutory Health Education, some of the outcomes are taught elsewhere in Jigsaw e.g.emotional and mental health is nurtured every lesson through the Calm me time, social skills are grown every lesson through the Connect us activity and respect is enhanced through the use of the Jigsaw Charter.

Also, teaching children about puberty is now a statutory requirement which sits within the Health Education part of the DfE guidance within the ‘Changing adolescent body’ strand, and in Jigsaw this is taught as part of the Changing Me Puzzle (unit).

Again, the mapping document transparantly shows how the Jigsaw whole-school approach spirals the learning and meets all statutory requirements and more.

Sex Education

The DfE Guidance 2019 (p.23) recommends that all primary schools ‘have a sex education programme tailored to the age and the physical and emotional maturity of the pupils.

However, ‘Sex Education is not compulsory in primary schools’. (p. 23)

Schools are to determine the content of sex education at primary school. Sex education ‘should ensure that both boys and girls are prepared for the changes that adolescence brings and – drawing on knowledge of the human life cycle set out in the national curriculum for science - how a baby is conceived and born’.

At St Stephen's Primary School, we believe children should understand the facts about human reproduction before they leave primary school so we define Sex Education as understanding human reproduction and it is taught as part of the Science curriculum.

St Stephen's Church of England Primary School and Nursery

St Stephen's Church of England Primary School and Nursery

PSHCE and RSE

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Relationships Education

Health Education

Sex Education