PSHE and SRE
PSHCE Intent and Rationale
Statement of Intent
At Marlborough, we aim to provide our children with the knowledge, understanding and skills that are needed to thrive in life; to stay safe and make safe choices; and to become happy, confident and rounded individuals, who are ambitious and well prepared for life in our diverse and modern Britain.
Through the delivery of a broad and balanced curriculum, we aim to provide opportunities for our children to become engaged in learning. We provide activities that develop our children’s understanding of, and promote the four British values: democracy, the rule of law, individual liberty and mutual respect and tolerance of those of different faiths and belief, fostering their spiritual, moral, cultural and social development.
Our children will learn about their rights and responsibilities as individuals, within society and as global citizens. We will teach them how to develop meaningful, healthy relationships, built on respect for themselves and others. Through guided discussion and debate, we will encourage them to express their viewpoints, while respectfully listening to others; but to raise concerns and challenge points of view where they have questions. They will learn about differences between people so that they can understand and respect others, without fear or judgement. We will provide a nurturing environment in which our children are encouraged to recognise their mistakes and those of others, and to know how to deal with these and learn from them so that they can move forward with a positive attitude. Our children will be supported in developing their resilience, and will be taught strategies for working through difficulties that they encounter. We will teach them to be kind to themselves and others, with a focus on their emotional wellbeing. Through exploring different feelings, we will teach our children strategies to strengthen their emotional and mental wellbeing. We will support them in developing the confidence to know that it is okay to ask for help or advice when they or others need it; and guide them through challenges they face.
Our PSHCE curriculum is designed to ensure the progression of knowledge, skills and vocabulary in all our children from Year 1 to Year 6. British Values, SMSC education and emotional wellbeing are interwoven into the PSHCE curriculum. Our PSCHE will be taught as discrete lessons to ensure coverage of the knowledge, understanding and skills, but will also be integrated into learning throughout the day: in whole school and key stage theme based assemblies; during playtimes and lunch break; during class circle times where issues, concerns or discussions arise after playtimes or in lessons; through a range of cross-curricular lessons; in forest school; and extra-curricular clubs.
We have divided our curriculum into 6 themes which will be taught in sequence across school from Year 1 to Year 6 to enable our children to participate in whole school and collaborative projects such as Business Enterprise, end of year transitions, Diversity and Anti-bullying Week.
PSHCE links with many areas of the curriculum with examples shown below of some of these.
P.E.: mental and physical wellbeing through exercise
English: writing letters; debating; conducting research; creating posters
Maths: understanding the value of money; calculating costs, profit and loss (Enterprise project)
Science: changes in the human body; reproduction
Computing: internet safety; using technology and phones safely
R.E.: personal reflection; learning to respect people with different faiths and beliefs
Our Marlborough Business Enterprise project enables our pupils from Reception to Year 6 to progressively build the skills involved in setting up a small business. These include: making a product in Reception; advertising in Year 1; designing a product in Year 2; planning the stages of making and selling a product in Year 3; working out the costing of products to make in Year 4; conducting market research in Year 5; and applying all the skills they have learnt to organise their own business project in Year 6.
Recognising that Marlborough sits within a catchment where drug abuse is prevalent, we have adopted ‘The Christopher Winter Drugs and Alcohol’ scheme of work, with the aim of educating our children about the laws, dangers and impact of drugs in order to prevent future issues arising. This will involve the children learning about how medicines can be taken safely in Year 1; identifying hazardous substances in the home in Year 2; understanding the effects and dangers of smoking in Year 3; the affects and risks of drinking alcohol in Year 4; the effects and risks of taking illegal drugs and how to resist peer pressure in Year 5; and the risks and laws associated with taking cannabis and VSA.
Throughout every year group from Reception Year 6, our children will be given opportunities to learn, practise and develop key skills. These will include:
– using self-reflection constructively
– using constructive feedback effectively
– setting themselves challenging targets and developing strategies to achieve them
– making decisions and to know when to compromise and negotiate
– developing resilience and the confidence that this brings
– being able to manage strong emotions and impulses
– being confident as an individual and developing self-belief
– developing organisation and time management skills
– listening effectively
– developing empathy
– being able to communicate effectively
– presenting ideas, opinions and arguments effectively
– working effectively as a team member; leading, cooperating, facilitating, encouraging others, providing feedback and taking on different roles
– gathering information from a variety of sources
– planning and deciding how to approach tasks
– managing risk and persuasion
– assessing and managing risk
Our PSHCE journey begins with our youngest children, who are just beginning their school life at Marlborough. Their learning will form the foundation of the knowledge, skills and understanding that will be built upon each year in supporting and preparing them for their future.
At the start of the year, they will begin by exploring and settling into their new environment, learning their school routines and following their classroom rules. Friendships will start to form and support will be given to help them to learn how to work and play cooperatively, to take turns, to listen to others and to follow rules. They will begin to make decisions about what they choose to do and the resources needed to do this, deciding whether the help that is offered is needed.
As the year progresses, the children will build on what they have already learnt; becoming more familiar and confident in their learning environment; settling into the daily routines; and following the rules they have been taught. Their understanding of how to keep safe in the classroom, around school and at playtimes will be more secure. The friendships that they have started to form will be further established as they begin to understand what ‘being a good friend’ is. We will encourage them to think about how their words and actions can affect others and will support them in learning how to make amends for their mistakes and how to do things differently going forward. They will start to know the difference between good and bad choices and be able to give some examples of these. When talking with adults and other children, we will encourage and remind them to use their manners to say please, thank you, excuse me and sorry. Lots of opportunities will be given, in small groups and as a class, to talk about what they like and are good at, to share their ideas and opinions, and to listen respectfully to others.
During the final term, the skills and learning that the children have been taught throughout the year will be consolidated, and a bank of vocabulary developed that will help them to express themselves clearly. They will become more independent and will know which routines they can do by themselves and which they need help with. The classroom and school rules will be firmly established and basic hygiene principles for keeping healthy and clean as part of a daily routine will be in place. They will know who can help them in school and at home, and the importance of family.
As they end their reception journey, lots of opportunities will be given to support and prepare them for their venture into Year 1. An early transition is started for pupils who may have particular needs or anxieties to facilitate the process and provide the support they require.
In Year 1, our children will be building on the knowledge, skills and understanding that has been learnt in Reception.
At the start of the year, the importance and need for school rules will be discussed which will lead into the children being involved in choosing the classroom rules they feel are most important, building on their Reception experiences of using rules to keep safe. They will be encouraged to develop a greater sense of responsibility and independence by identifying roles that they can adopt to help out in the classroom.
They will then move on to talk about their family and will begin their journey of recognising what they are good at as individuals.
The friendships groups they formed in Reception will be further established and they will be able to recognise who their friends are and how they feel when they fall out with them. We will explore the feelings happiness, sadness, anger and fear, discussing what causes us to feel this way and identifying strategies for managing these feelings in a positive way. Using their understanding of feelings, they will learn what bullying is and how it can affect people inside.
As the year progresses, their understanding of the rules that keep us safe in class and at play will be extended to knowing what to do to keep safe in a variety of situations in school, how to get help, and who to ask if they are unsure. They will use their previous learning of how to keep safe in school to help them understand their responsibilities at home, and to recognise which household products they are safe to touch and which are not.
Throughout the year, our children will be provided with opportunities and given support when participating in discussions. We will encourage them to listen to others and to share their ideas and opinions respectfully. Simple differences between themselves and others will be explored, and they will learn that our differences are what make us special and that it is not okay to be unkind to someone because of these. Their cultural experiences will grow, having read stories from other cultures in Reception to learning songs from different cultures in Year 1.
During their final term in Year 1, the children will learn about what they need to keep healthy, how to keep clean, and about how they change from babies to children and then to adults. We will teach them about the difference between secrets and surprises, and what to do if someone does or says something that makes them feel uncomfortable.
To support their transition into Year 2, lots of opportunities will be provided to encourage our children to develop greater independence in attempting tasks, taking on classroom responsibilities without needing guidance, working in a group without adult support and sharing their ideas and opinions with confidence. An early transition is started for pupils who may have particular needs or anxieties to facilitate the process and provide the support they require.
At the start of Year 2, our children will transfer their learning about the importance of rules from Year 1 to help them generate their own ideas for classroom rules. Their responsibilities will extend from helping out in the classroom to learning how to help look after their school. They will be taught what rights are, and that they have rights in school, and will begin to understand that with rights come responsibilities. Through support and encouragement, our children will begin to recognise how to take responsibility for their actions in school by recognising what is right and what is wrong, and identifying consequences for the decisions they make. They will then undertake an in depth study about the importance of manners and will create their own presentations to teach our Reception children what they have learnt.
Building on Year 1, our children will recognise what they are good at and use this to help set goals to challenge themselves. The friendships that they have already developed will strengthen, and strategies for cooperating with others and dealing with fall outs will be learnt. Feelings of jealousy and nervousness will be explored and strategies for managing these feelings in a positive way will be developed, using the skills developed in Year 1. Their understanding of what bullying is will be more secure and they will be able to identify different types of bullying.
As the year progresses, the children’s understanding of how to keep safe in school will be extended to keeping safe in the local area, how to get help in an emergency and who to ask if they need help. This will lead them into using their existing knowledge of how to keep safe at home to help them to recognise which household objects are safe or dangerous to use.
Throughout the year, we will continue to encourage our children to share their ideas and opinions in group and class discussions, and will teach them to listen with respect to others. Having considered what their own strengths and interests are in previous years, they will move on to explore the interests that they have in common with others and will learn the importance of respecting and appreciating their differences in interests. Their cultural experiences will grow further, having learnt songs from different cultures in Year 1 to learning dances from different cultures in Year 2.
During their final term in Year 2, the children will learn about healthy lifestyle choices. Their learning about simple difference between girl and boy babies in Year 1 will be extended to learning about gender stereotyping, and knowing that a male and female are needed to produce offspring. They will be taught that there are parts of the body that are private and will learn what to do if someone does or says something that makes them feel uncomfortable.
To support their transition into Year 3, opportunities will be provided to encourage the children to develop greater independence in attempting tasks, taking on classroom responsibilities without needing guidance, working in groups without adult support and sharing their ideas and opinions with confidence. An early transition is started for pupils who may have particular needs or anxieties to facilitate the process and provide the support they require.
At the start of Year 3, our children will be introduced to the term ‘democracy’. Building on what they have learnt about rules in Year 1, they will use a democratic process to create and agree their own set of classroom rules. They will then explore rules beyond school when considering the importance of different rules in the local community. Following on from this, an in-depth study will be undertaken which will involve them lobbying the local council to make improvements to their local park.
Building on from recognising what they are good at in Year 2, they will move on to identify and share what their friends are good at. Then they will discuss how friendships are formed and what constitutes being a good friend. Having started to explore different feelings in KS1, they will move on to exploring the feeling of embarrassment and will suggest strategies for managing their feelings in a positive way. We will consolidate their understanding of the positive and negative effects that their words and actions can have on others, and will teach them the importance of speaking out and getting help for themselves or others if they suffer from any type of bullying.
As the year progresses, the children will revisit what they have learn in KS1 about how to keep safe and will be introduced to the terms hazard, risk and a danger. Using pictures to present different scenarios in the home and the local area, they will consider which category these fit into and how the characters involved can keep safe. Linked to their computing e-safety work, their understanding of the risks involved in sharing personal information online will be consolidated.
Following on from their learning in Year 2 about similarities between themselves and their friends, they will move on to looking at differences between others in school, and then extend this to considering difference in diversity across the UK. We will remind the children how our differences are what makes us unique and are part of what makes us special, and will then discuss whether behaviours are respectful or disrespectful towards others. To further develop their cultural awareness, having learnt dances from different cultures in Year 2, they will take part in games from different cultures in Year 3.
During their final term in Year 3, the children will begin to know how to make healthy lifestyle choices and will learn hygiene routines for preventing the spread of viruses and bacteria. Differences between male and female bodies will be identified. They will learn the difference between appropriate and inappropriate touch and when breaking someone’s confidence or secret is necessary.
To support their transition into Year 4, opportunities will be provided to encourage the children to develop greater independence and take increased responsibility. An early transition is started for pupils who may have particular needs or anxieties to facilitate the process and provide the support they require.
At the start of Year 4, our children will work collaboratively to create a set of class rules, applying the knowledge about using a democratic process from Year 3. They will then be introduced to the term ‘law’ and will learn how rules and laws differ and explore the consequences of breaking these. Following on from their learning about their rights in school in KS1, they will begin to learn about human rights. Their experience of lobbying a campaign to improving the local area in Year 3 will be drawn upon as they will conduct a global in depth study which will involve them exploring the impact of deforestation and raising awareness about how it can be reduced.
Building on their previous learning about friendships, our children will be taught to recognise what makes a positive and healthy relationship, the qualities of a good friend, factors that might cause them to feel lonely and rejected in friendships and how to deal with these positively. They will continue to develop their understanding of how their words and actions can affect others, and will learn that it is their responsibility to speak out about bullying.
As the year progresses, their understanding of how to keep safe in the local area will be built on, teaching them that dares can put themselves and others in danger. They will then learn about the consequences of sharing personal information online which links to their e-safety work in Computing.
Following on from their learning about difference in diversity across the UK, they will identify differences between family structures and also family life around the world. To further develop their cultural experiences, having learnt games from different cultures in Year 4, they will taste foods from different cultures.
During their final term in Year 4, the children will find out what a balanced diet is and how to make healthy food choices. They will then move on to learning about the body. Having explored the difference between male and female bodies in Year 4, they will be taught about the physical and mental changes in children during puberty, how puberty is linked to reproduction and the main stages of a lifecycle. This will lead into them learning the difference between appropriate and inappropriate touch, and when breaking someone’s confidence or secret is necessary.
To support their transition into Year 5, opportunities will be provided to develop greater independence and increased responsibility and further challenges will be set. An early transition is started for pupils who may have particular needs or anxieties to facilitate the process and provide the support they require.
At the start of Year 5, our children will be involved in a debate to propose changes they would like to make to a set of class rules, drawing on their learning about their rights in school from Year 2. This will move on to learning about why we have laws and how these are enforced. They will then be taught about children’s rights, reflecting on what they learnt about human rights in Year 4. Previous learning about manners and how to treat others will be recalled upon to introduce the concept of anti-social behaviour, how it can affect people and how to challenge it.
In order to further raise their environmental awareness, our children will conduct a global in depth study which will involve them learning what their carbon footprint is and creating a campaign to raise awareness about how to help reduce it. This may be extended into English or conducted as research in computing.
Building on their experience of friendships and understanding of what constitutes a healthy relationship; they will be taught how to recognise if family relationships are making them feel unhappy or unsafe and how to get support with this. This will lead on to them finding out how to manage and deal with negative pressure in relationships and friendships, and the feelings that may be associated with this. As part of their learning about feelings, the term stress will be introduced. The children will explore how it feels to experience stress, possible causes and will discuss strategies for managing these feelings in a positive way. Reinforcing previous learning, they will discuss the consequence of asking for help and not asking for help to deal with bullying, and will learn that it is their responsibility as a bystander to speak out about bullying and to get help.
As the year progresses, our children will draw on what they have been taught in previous years about the risks involved in having greater independence and responsibility, sharing ideas about how to manage their safety and avoid peer pressure. As a large number of our Marlborough Year 5 children have mobile phones, go online and use social media, they will be taught how to use this technology safely, applying their learning on e-safety in Computing. The consequences of sharing photographs online will be explored, followed by discussions about how to get help and what to do if they need support or have any concerns for themselves or others.
In order to broaden our children’s experiences of diversity further, they will be asked to research different achievements of people with disabilities. They will also learn that regardless of people’s differences and no matter what their identity, everyone should have equal rights and deserves to be treated with respect.
During their final term in Year 5, the children will learn how puberty affects the reproductive organs, how to manage the physical and mental changes experienced during this time and the importance of personal hygiene. They will also be taught that images in the media often distort reality and the effect this can have on how people feel about themselves.
To support their transition into Year 5, opportunities will be provided to develop greater independence and increased responsibility in school, and further challenges will be set. An early transition is started for pupils who may have particular needs or anxieties to facilitate the process and provide the support they require.
Our PSHCE journey ends with our oldest children, who will be completing their school life at Marlborough and ready to start their new journey at their chosen High Schools. Their learning will consolidate and extend the knowledge they have gained in applying the skills and understanding that they have built each year, and will support and prepare them for their future. Throughout the year, they will be expected to face challenges, to work independently and problem solve, applying the strategies that have been taught.
At the start of Year 6, our children will work collaboratively and democratically to create a set of class rules based on previous learning about their rights and responsibilities in school. They will then set to task debating the fairness of a (fictional) school policy, before launching a campaign to request changes they consider to be unjust and against their rights.
Many of our older Marlborough children are enthused by learning about environmental issues, wanting to be able to make a difference. As a class, they will research topical issues and collaboratively decide which they feel most passionate about. An in depth study will then be conducted, involving them learning about the impact of a current environment issue and creating a campaign to raise awareness about how to help reduce the problem.
Forming and developing relationships will be as essential skills for our Year 6 pupils as they move into High School. We will revisit their learning about friendships and relationships, recognising what constitutes a positive relationship and discussing strategies for managing and dealing with negative pressure that makes them feel unhappy or unsafe. They will then discuss why people choose to get married and will learn that marriage is a partnership between two people who willingly agree, and that forced marriage is illegal and wrong.
Year 6 will involve a lot of change for our children. Some of which will bring feelings of excitement for the new opportunities that they will experience and the independence they will gain; others may bring feelings of uncertainty, anxiety and stress. We will openly discuss these feelings, reinforcing the message that it is okay to experience these feelings from time to time and that this is quite normal, but that if the feelings happen often, some help might be needed. To support the children with these emotions, will explore how it feels to experience stress, possible causes and will discuss strategies for managing these feelings in a positive way. They will then learn a series of strategies for managing stress and anxiety.
Building on their learning about feelings, the children will be asked to consider the impact that theirs and other’s behaviour can have on how people feel. This will lead onto them exploring what cyber-bullying is, the impact it can have, and how to deal with it.
As the year progresses and our children are given more independence and responsibilities, we will ask them to reflect on previous learning to identify potential risks that this might bring. If possible, we will invite a visitor to work with our children to teach them basic first aid skills needed to deal with an emergency. They will be reminded how to manage their safety and avoid peer pressure; recapping the consequences of sharing photographs online and how to use a mobile phone safely. As our experience suggests that our Year 6 children are starting to use social media on a regular basis, to ensure they are as safe as possible, we will teach them when it is appropriate to share personal and private information in a relationship; the possible risks associated with posting information and photographs; and how their digital footprint makes it difficult to erase what they share. We will then discuss strategies for helping themselves and others if difficulties do arise or if an online relationship goes wrong.
In order to further broaden our children’s experiences of diversity, we will set them the task of researching traditions or festivals from other cultures and sharing what they have found out. They will then draw on their previous learning to identify key differences between people living in the UK. The term ‘discrimination’ will be introduced, and through examples, the children will explore how people can be treated with prejudice for their differences. They will be reminded that regardless of people’s differences and no matter what their identity, everyone should have equal rights and deserves to be treated with respect, but that raising concerns and challenging points of views they feel they are unjust is absolutely right.
During their final term of school in Year 6, we will teach our children to learn how and why the body changes in preparation for reproduction; securing their learning from Year 5. This will lead on to them learning about conception and pregnancy, recognising how pregnancy can be prevented and the decisions that have to be made before having a baby. Linked to previous learning about what forms a positive, healthy relationship, discussions will enable them to identify what form of touching is appropriate in relationships and how to prevent or stop inappropriate physical contact. They will also learn that images in the media often distort reality and the effect this can have on how people feel about themselves.
To support our Year 6’s transition into Year High School, there will be several visits arranged to meet teachers and walk around. A project will be set to research their new school which will also involve them asking questions that they might have. An early transition is started for pupils who may have particular needs or anxieties to facilitate the process and provide the support they require.
Supporting the curriculum
In addition to the delivery of the PSHE curriculum, we provide many opportunities for our children to develop their learning. Some of these include:
- theme weeks: Diversity Week, Antibullying Week and Business Enterprise
- talks from visitors, such as the police, the NSPCC, road safety, the fire brigade, RNIB, etc
- educational visits and residentials
- theatre visits to school
- visits to our local community (Tytherington Family Worship Church, Dementia Care Home, etc)
- community events (Festival on the Field, Summer and Christmas Fair, Harvest Festival)