Rivers Primary Academy praised in Ofsted report Learn More
Personal, Social, Health and Economic Education and Relationship, Sex and Health Education.
At Rivers Primary Academy, we care about ourselves and others.
We want our pupils to love PSHE and we inspire them to aspire to be healthy, safe and prepared for life and work in modern Britain. We want our pupils to remember their PSHE and RSE lessons and embrace the reflective opportunities they are presented with.
Intent:
Our curriculum develops pupil’s aspirations so that they strive to be the best that they can be. The PSHE and RSE curriculum promotes curiosity and a love and thirst for learning. We aim to enrich our pupils’ time in our school with experiences to aid learning. We carefully plan the subject knowledge, skills and vocabulary, coupled with specific Aspire character virtues and learning behaviours, so that our students have the tools to be successful in learning and in life.
Implementation:
We plan our lessons using PSHE Association Planning Toolkit using 3 core themes: Health and Wellbeing, Relationships and Responsibilities and Living in the Wider World. RSE delivery is factual, sensitive and balanced, not judgmental using a question based approach. We also have a weekly Votes for Schools session which supports British Values, SMSC and Prevent. The content of these reflects current affairs, the diverse society in which we live and topical issues. Children debate a key question and then have a chance to vote at the end of these sessions.
Impact:
We aim for all of our children to leave Rivers Primary equipped with the PSHE skills and knowledge that will enable them to be ready for the curriculum at KS3 and for life as an adult in the wider world. We use formative assessment in every PSHE lesson. Cumulative quizzing using questions from the current theme content are created alongside questions aiming to retrieve knowledge from previous learning. Reviews in PSHE include work scrutinies, learning walks, pupil and staff voice. All of this information is gathered and reviewed. It is used to inform further curriculum developments and provision is adapted accordingly.
At Rivers Primary Academy, we Inspire to Aspire!
Our Curriculum Overview
The star symbol on this curriculum map represents topics within all three core themes that explicitly cover content within relationships education.
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Core themes across all year groups: |
Relationships and Responsibilities |
Health and Wellbeing |
Living In The Wider World |
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Long Term Overview |
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Year Group |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Year 1 |
What is the same and different about us? Recognise what they are good at; set simple goals; growing; and changing and being more independent; naming body parts correctly (including external genitalia); belonging to different groups. |
Who is special to us? Respecting similarities and differences between people; special people; that everyone is unique; but that everyone has similarities ★ |
What helps us stay healthy? Things that keep bodies and minds healthy (activity, rest, food); hygiene routines; healthy choice. |
What can we do with money? Where money comes from; spending; saving; keeping money safe |
Who helps to keep us safe? Keeping safe in familiar and unfamiliar situations; household products (including medicines) can be harmful; secrets and surprises; appropriate/inappropriate touch; who helps keep us safe; asking for help ★ |
How can we look after each other and the world? How kind and unkind behaviour can affect others. How people and animals need to be looked after and cared for including the environment. How people grow and change. ★ |
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Year 2 |
What makes a good friend? How to make friends with others and recognise when they feel lonely and what they could do about it. How people behave when they are being friendly and what makes a good friend. How to resolve arguments and ask for help. ★
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What is bullying? Hurtful teasing and bullying is wrong, what to do about bullying; unsafe secrets; inappropriate touch what to do if it happens. |
What jobs do people do? What is meant by stereotypes; what it means to be enterprising; working collaboratively to the shared goals; recognise achievements and set targets |
What helps us to stay safe? how rules and restrictions help them to keep safe ( (e.g. basic road, fire, cycle, water safety and online). How to identify risky and potentially unsafe situations and how to avoid or remove themselves from them ★ |
What helps us grow and stay healthy? Things that keep bodies and minds healthy (activity, rest, food); hygiene routines; healthy choice. |
How do we recognise our feelings? Different kinds of feelings; strategies to manage feelings; change and loss; recognising how others are feeling; sharing feelings. |
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Year 3 |
How can we be a good friend? Recognise wider range of feelings in others; responding to feelings; strategies to resolve disputes; negotiation and compromise; resolving differences; feedback ★ |
What keeps us safe? Importance of school rules for health and safety; hygiene routines; difference between appropriate and inappropriate touch; how to respond; keeping safe in local environment; how to get help in an emergency; people who help them stay safe ★ |
What are families like? How families differ from each other ( e.g. single parents, same sex parents, step-parents, blended families, foster/adoptive parents) Common features of positive family life ( e.g. celebrations, special days or holidays) including caring for each other. ★ |
What makes a community? What it means to be in a community; groups and individuals that support the local community; voluntary, community and pressure groups; appreciating the range of identities in the UK; values and customs of people living around the world |
Why should we eat well and look after our teeth? |
Why should we keep active and sleep well? |
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Year 4 |
What strengths, skills and interests do we have? |
How do we treat each other with respect? How people’s behaviour affects themselves and others, including online Recognising respectful behaviour and the relationship between rights and responsibilities. Discuss confidence or secret. Disrespect or discrimination • how to respond to inappropriate behaviour (including online). ★ |
How can we manage our feelings? Wider range of feelings; conflicting feelings experiences at the same time; describing feelings; feelings associated with change; recognising wider range of feelings in others; responding to other’s feelings ★ |
How do we keep safe online? Additional module that should draw together and specifically teach about online safety. This is drip fed into various modules across other year groups nut should be taught specifically |
How can our choices make a difference to others and the environment? Managing risk in familiar situations and the local environment; feeling negative pressure and managing this; recognising and managing dares; actions affect themselves and others; people who help them stay healthy and safe. ★ |
How can we manage risk in different places? How to recognise, predict, assess and manage risk.How to keep safe in the local environment and less familiar locations. Look at peer behaviour/approva. Online actions/safety (also personal information requests). Rules, restrictions and laws exist to help people keep safe. ★ |
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Year 5 |
What makes up a person’s identity? Recognise and respect similarities/differences.( e.g. ethnicity, family, faith, culture, gender, hobbies, likes/dislikes). Discuss personal qualities (including that gender identity is part of personal identity and for some people does not correspond with their biological sex). About stereotypes and how they can negatively influence behaviours and attitudes towards others. ★ |
What decisions can people make with money? |
How can we help in an accident or emergency? |
How can friends communicate safely? How friends and family communicate together; how the internet and social media can be used positively. How to recognise risk in relation to friendships and keeping safe. Content online.How to respond if a friendship is making them feel worried, unsafe or uncomfortable. ★ |
How can drugs common to everyday life affect health? What makes a balanced lifestyle; making choices; what is meant by a habit; drugs common to everyday life; who helps them stay healthy and safe |
What jobs would we like? What is meant by stereotypes; what it means to be enterprising; working collaboratively to the shared goals; recognise achievements and set targets |
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Year 6 |
How can we keep healthy as we grow? What positively and negatively affects health; informed choices; balanced lifestyle; how drugs can affect health and safety; the law and drugs; who is responsible for their health and wellbeing |
How will we grow and change? Changes that happen at puberty; keeping good hygiene; describing intensity of feelings to others; managing complex emotions; different types of relationships; what makes a healthy relationship (friendship); maintaining positive relationships; who is responsible for their health and wellbeing; to ask for advice ★ |
How can the media influence people? How the media, including online, can affect people’s Wellbeing. Not everything should be shared onlineand the rules. Fake news.can influence opinions and decisions. How to evaluate how reliable different types of online content and media. Recognise unsafe or suspicious content online and what to do about it. How to recognise the risks involved in gambling and the impact it might have. To discuss and debate what influences people’s decisions, taking into consideration different viewpoints ★ |
What will change as we become more independent? How do friendships change as we grow? How growing up and becoming more independent comes with increased opportunities and responsibilities. How friendships may change as they grow and how to manage this. How to manage change, including moving to secondary school. How to ask for support or where to seek further information and advice regarding growing up and changing. ★ |
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