RELATIONSHIP, SEX AND PSHE

IN SCHOOLAnthony Bek Primary December 1st 2015

Aims of this evening

Explain the new scheme of work for PSHE Show you where the lesson headings

came from Explain how relationship and sex

education is taught Share some resources with you Allay any fears you may have about the

teaching of sensitive subjects

Governing bodies and head teachers of maintained primary schools must decide whether sex and relationship education, beyond that set out in National Curriculum Science, should be include in the school’s curriculum, and if so what it should consist of and how it should be organised.

Sex and Relationship Education: what must be taught

1.12 The Department recommends that all primary schools should have a sex and relationship education programme tailored to the age and the physical and emotional maturity of the children. It should ensure that both boys and girls know about puberty and how a baby is born – as set out in Key Stages 1 and 2 of the National Science Curriculum. Section 3 gives further information on what should be taught at these stages and how this should be rooted in the PSHE framework. 1.13 All children, including those who develop earlier than the average, need to know about puberty before they experience the onset of physical changes. In the early primary school years, education about relationships needs to focus on friendship, bullying and the building of self-esteem. […]

Parents have the right to withdraw their children from those aspects of sex and relationship education, not included in the Science National Curriculum. However this rarely happens, by working in partnership with parents they recognise the importance of this aspect of their child’s education.‘If the parent of any pupil in attendance at a maintained school requests that he may be wholly or partly excused from receiving sex education at the school, the pupil shall, except so far as such education is comprised in the National Curriculum, be so excused accordingly until the request is withdrawn.’ Education Act 1996 (Section 405)

How the scheme came about

1. Looked at the Gov. produced programme of study.

Split into 3 parts Health and well being Relationships Living in the wider world

Health and well beingPupils should be taught: 1. what is meant by a healthy lifestyle 2. how to maintain physical, mental and emotional health and wellbeing 3. how to manage risks to physical and emotional health and wellbeing 4. ways of keeping physically and emotionally safe 5. about managing change, including puberty, transition and loss 6. how to make informed choices about health and wellbeing and to recognise sources of help with this 7. how to respond in an emergency 8. to identify different influences on health and wellbeing

Relationships

Pupils should be taught: 1. how to develop and maintain a variety of healthy relationships, within a range of social/cultural contexts 2. how to recognise and manage emotions within a range of relationships 3. how to recognise risky or negative relationships including all forms of bullying and abuse 4. how to respond to risky or negative relationships and ask for help 5. how to respect equality and diversity in relationships.

Living in the wider worldPupils should be taught: 1. about respect for self and others and the importance of responsible behaviours and actions 2. about rights and responsibilities as members of families, other groups and ultimately as citizens 3. about different groups and communities 4. to respect equality and to be a productive member of a diverse community 5. about the importance of respecting and protecting the environment 6. about where money comes from, keeping it safe and the importance of managing it effectively 7. how money plays an important part in people’s lives 8. a basic understanding of enterprise.

  Week Number Monday (Welcome – introduction to the week’s theme.

Mrs Johnson

Tuesday (Religious) Miss

Appleton/Mr Cutt

Wednesday (singing)Mrs Miles

 

Thursday (Moral – following the week’s theme)

Mrs Smith

Friday (celebration)Mrs Smith

Music for the Week

   

Weekly Theme (Badger Unit if appropriate)

Special events or festivals  

Term One

Week 1

Setting goals (Unit 1a)   

Week 2

Rules and laws (Unit 2b)   

Week 3

Making choices   

Week 4

Jobs carried out by people (Unit 1c)

   

Week 5

Dealing with my feelings   

Week 6

Dealing with my feelings   

Week 7

Healthy eating (Unit 3a)   

 

 Term Two

Week 1

Keeping a secret   

Week 2

Friendship (Unit 4c)   

Week 3

Bullying (Unit 4d)   

Week 4

Looking after money (Unit 1f)   

Week 5

Making moneyStart of advent  

Week 6

Facing up to the consequences   

Week 7

Christmas stories of giving and friendship

Christmas  

 

Christmas break – Two weeks

Term Three

Week 1

Sharing the world’s resources   

Week 2

Topical issues (Unit 2a)   

Week 3

Moral issues (Unit 2e)   

Week 4

Taking risks (Unit 3e)   

Week 5

Helping my community   

February break – One week

Term Four

Week 1

Community groupsChinese New Year  

Week 2

Responsibilities, rights and duties (Unit 2d)

   

Week 3

Healthy living – exercise (Unit 3a)

   

Week 4

Allocation of world resourcesComic relief day  

Week 5

Making sacrificesEgg competition  

Week 6

Easter storiesEaster  

 

Easter break – Two weeks

Term Five

Week 1

Friendship (Unit 4c)   

Week 2

Cyber-Bullying (Unit 4d)   

Week 3

Stereotypes   

Week 4

SATs coming up – what if I don’t do well? ( Unit 20 sensitive)

   

Week 5

Voluntary groups (Unit 2h)SATs Week  

Week 6

Healthy eating   

 

Spring bank – One week

Term Six

Week 1

Relationships 

Week 2

Relationships 

Week 3

Making choices 

Week 4

People who’ve made a difference(Units 8-11 Global issues bk)

 

Week 5

People who’ve made a difference(Units 8-11 Global

issues bk)

 

Week 6

Getting help and support (Unit 4g)

 

Week 7

Worries about bullying at big school (Unit 19 sensitive)

 

Week 8

Emotional well being 

  Weekly topic Year 1/2 Year 3/4 Year 5/6 Week1

Keeping a secret Needs and responsibilities

 

What do we need to help us survive? Who gives these things to us/ love, food, warmth, clothes etc.What are we responsible for? Feeding the dog, clearing away toys.

To understand the concept of ‘keeping

something confidential or

secret, when we should or should not

agree to this and when it is right to

‘break a confidence’.

To understand the concept of ‘keeping something confidential or secret, when we

should or should not agree to this and when it is right to ‘break a confidence’.

Week 2 Friendship (Unit 4c) How to be a good friend

 

Who is your friend? Why do you like them? What does a good friend have to look and be like?

To be aware of different types of relationships including those between acquaintances and

friends.

To be aware of different types of relationships including those between

acquaintances and friends.

Week 3 Bullying (Unit 4d) Recognising what is fair

and unfair 

What does fair and unfair mean in the classroom and at home? Think of some times when you have said “It’s not fair”

To realise the nature and consequences of discrimination, teasing, bullying and

aggressive behaviours.

To realise the nature and consequences of discrimination, teasing, bullying and aggressive behaviours.

Week 4 Looking after money (Unit 1f)

Safe medicines

What are medicines? Who is in charge of them? Where should they be kept? What type of bottle are they in?

Know about the role money plays in their own and other’s lives, including how to manage

their money and about being a critical consumer.

Know about the role money plays in their own and other’s lives, including how to manage their money and about being a

critical consumer.

Week 5 Making money Money comes from

different places 

Think about banks, working for money, being given money. Who makes the money? How much do things cost?

To understand how to be enterprising and how to make money grow.

To develop an initial understanding of the concepts of ‘interest, loan debt and tax’.

Week 6 Facing up to the consequences

Choices with money - Christmas

Look at the prices of Christmas presents – what would you spend your money on?

To understand that choices can have a positive and negative consequence and to

learn how to face up to the consequences of an action.

To understand that choices can have a positive and negative consequence and to

learn how to face up to the consequences of an action.

Week 7 Christmas stories of giving and friendship

Christmas stories of giving and friendship

Christmas stories of giving and friendship Christmas stories of giving and friendship Christmas stories of giving and friendship

  Weekly topic Year 5/6  

Week1 Keeping a secret  

To understand the concept of ‘keeping something confidential or secret,

when we should or should not agree to this and when

it is right to ‘break a confidence’.

Talk about a really nice secret and discuss how it makes you feel to keep it. Why is it hard

to keep a good secret? When would you tell someone about a secret and how

would you do it? Discuss the reasons for not telling someone even if you knew it was the right

thing to do. Complete a sheet explaining what you would do with each type of secret and

why.Week 2 Friendship (Unit 4c)

 To be aware of different types of relationships

including those between acquaintances and friends.

What is a stranger? An acquaintance, a friend a

relative? When would you talk to them and what is the

difference? How does one become the other and how do

you know the difference?Circle time to discuss this and

then talk about trust. What would you trust each with? Give them some scenarios on paper

and the children decide whether it’s acquaintance, friend,

relative or family.Week 3 Bullying (Unit 4d)

 To realise the nature and consequences of discrimination, teasing, bullying and aggressive behaviours.

What is discrimination? Is positive discrimination ever right? Discuss this in circle time. What is aggressive behaviour? Does it always have to be physical? Is behaviour different depending on who you are with? Talk about ABC orders and ASBOs and criminal records staying with you. Children to record their own definitions of discrimination, teasing, bullying and aggressive behaviour.

Think of all the sources where children learn about RSE.

T.V.ModelsInternetAdvertsMusic Nicki Minaj

MagazinesPeersOlder siblings

I like 'em round, and big And when I'm throwin' a gig I just can't help myself, I'm actin' like an animal Now here's my scandal I wanna get you home And ugh, double-up, ugh, ugh I ain't talkin' bout Playboy 'Cause silicone parts are made for toys I want 'em real thick and juicy So find that juicy double Mix-a-Lot's in trouble Beggin' for a piece of that bubble

Are they all healthy messages?Are they reliable sources of accurate information?How do they affect young people’s views and behaviour?

By the end of Key Stage 1 pupils will be able to:Recognise and compare the main external parts of the bodies of humans

By the end of Key Stage 1 pupils will know and understand:That animals, including humans, grow and reproduceThat humans and animals can produce offspring and these grow into adults

By the end of Key Stage 2 pupils will know and understand:

That the life processes common to humans and other animals include growth and reproductionAbout the main stages of the human life cycle

Year 5 - Objectives Term 4

Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird.Describe the life processes of reproduction in some plants and animalsDescribe the changes as humans develop to old age.

Year 6

My place in the world –body image, what makes me special?    

The Children’s Body Image Scale (CBIS)

Growing up – physical and emotional changes at puberty, keeping clean, am I the same as everyone else? (this is part of the Science curriculum for Year 6 children)

The cycle of life – how a baby is made, how a baby develops in the womb (this is only a very small part of the whole unit of work)

Feelings – managing feelings, keeping safe, respecting others

We all want the same things:Happy, well adjusted children that have a network of resources / people around them to help keep them safe and answer any questions that they may have.

Thank you for giving up your time!