Wybunbury Delves C of E Aided Primary SchoolWybunbury Primary SchoolWybunbury Delves C of E Aided Primary School
Wybunbury Delves C of E Aided Primary School
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Personal Social Health and Economic (PSHE) Education

Home » Our Curriculum » PSHE

At Wybunbury Delves we aim to 'light the spark for a love of learning and of life' and Personal Social Health and Economic (PSHE) Education is a subject which offers the very best opportunities to achieve this. We adapt the SPARK approach to foster and maintain children's curiosity in the world around them.

Curriculum Intent
At Wybunbury Delves, we embed Personal, Social, Health and Economic (PSHE) Education as part of our broad and balanced curriculum. PSHE helps our pupils to gain the knowledge, skills and attributes they need to lead confident, healthy, independent lives and to become active and responsible members of the community. PSHE focusses on giving our pupils the knowledge they need to make informed decisions about their wellbeing, health, relationships, and the skills to recognise and build their self-confidence identity.

Relationships and Sex Education (RSE) forms part of our PSHE curriculum. We believe relationships and sex education is important for our pupils and our school because:

  • It gives children the knowledge that will enable them to make informed decisions about their well-being, health and relationships
  • It is about giving children the opportunity to put knowledge into practice as they develop the capacity to make sound decisions when facing risks, challenges and complex contexts.
  • It is the recognition that everyone faces difficult situations in their lives and how relationship and sex education can support young people to develop resilience, to know how and when to ask for help, and to know where to access support

Pupils are encouraged to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of our school and our local communities. In doing so children learn about their responsibilities, rights and duties as individuals and members of a community. The PSHE Curriculum gives our pupils the skills to understand and respect our common humanity, as well as the skills to celebrate our diversity and differences.

Pupils' spiritual, moral, social and cultural (SMSC) development is at the heart of our school ethos. Children learn how to reflect on their own experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up. PSHE education gives children the skills to manage many of the most critical opportunities, challenges and responsibilities that they will face as citizens within a multicultural society. British Values are promoted through the overarching aims and objectives of PSHE. Children learn how to be healthy and responsible members of society, as well as the understanding to prepare them for life and work in modern Britain.

Curriculum Implementation
Our tailored PSHE curriculum equips children with the understanding of risk, and the knowledge and skills necessary to make safe and informed decisions. Clear strategic planning allows the curriculum to be dynamic and adapt to the context of our school and our children's needs at Wybunbury Delves.

The following topics are taught with our PSHE Curriculum. Our PSHE curriculum is split into three categories. RSE is part of the first two categories.

RelationshipsHealth and Mental Well-beingWider World
Families and people who care for meMental Well BeingEconomic Well being
Caring friendshipsInternet Safety and HarmEnterprise
Respectful FriendshipsPhysical Health and FitnessCareers
Online RelationshipsHealthy Eating 
Being SafeDrug, Alcohol and Tobacco 
 Health and Prevention 
 Basic First Aid 
 Changing Adolescent Body 

We intend to use the following teaching programmes and resources:

  • Heartsmart An overview for PreSchool-Y6 can be found here.

We are delivering 'HEARTSMART' throughout school as part of RSE, PSHE and SMSC. This whole school resource is designed to support our children to build resilience, emotional intelligence and active empathy. It enables children at Wybunbury Delves to adopt a growth mind-set whilst maintaining a healthy emotional self. HEARTSMART is about loving and accepting ourselves as well as loving and responding well to others. Our learning is focussed around Boris the Robot which helps to motivate our children to become actively involved with the programme and learning. There are 5 themes (known as 'High Five') that Boris shares throughout the year which are linked to the principles of feeling valued, considering others and showing empathy, forgiveness, being truthful and not giving up when faced with challenge. Heartsmart is taught as stand alone lessons and as part of our Worship time.

Heartsmart has a family based website giving information and activities that can be done at home. Click here.

  • Christopher Winter Project Materials Drugs and Education Rec-Y6. An overview can be found here.
  • Christopher Winter Project Materials Sex and Education Rec-Y5. Click here for an overview.
  • Picture News Rec-Y6, This forms part of the content of our worship.

To ensure the full coverage of the curriculum additional lessons will be taught. At Wybunbury Delves we invite visitors into school to enhance our PHSE curriculum. PCSO Nick Jarvis and his Police colleagues are regular visitors. Cheshire Fire Service and the School Nurse service visit amongst others. Some elements of this curriculum will be taught through whole school focus weeks e.g. Anti-Bullying Week; Keeping Healthy Week; Keeping Safe; Health and Relationships Week. Teachers will notify parents in advance of these focus weeks.

Our PSHE Policy can be found here.
Our PSHE curriculum overview will be uploaded shortly.
Read more about what happens in PSHE at Wybunbury Delves in our weekly news here.
A record of curriculum enrichment for 2020-21 which contributes to our PSHE curriculum can be found here.

The new RSE Curriculum became compulsory in September 2020. Prior to this we held a RSE Consultation. More information can be found here.

Our RSE Policy can be found here.
The DFE Guidance on Relationships education, relationships and sex education (RSE) and health education can be found here.
The DFE Parent Guide can be found here.

RSE expectations: Primary expectations

This is an outline of what pupils should know by the end of primary school
Families and people who care for me

  • That families are important for children growing up because they can give love, security and stability
  • The characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other's lives
  • That others' families, either in school or in the wider world, sometimes look different to their family,but that they should respect those differences and know that other children's families are also characterized by love and care
  • That stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children's security as they grow up
  • That marriage represents a formal and legally recognized commitment of two people to each other which is intended to be lifelong
  • How to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed

Caring friendships

  • How important friendships are in making us feel happy and secure, and how people choose and make friends
  • The characteristics of friendships, including mutual respect, honesty, trustworthiness, loyalty, kindness, generosity, sharing interests and experiences and support with problems and difficulties
  • That healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded
  • That most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right
  • How to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to managing these situations and how to seek help or advice from others if needed

Respectful relationships

  • The importance of respecting others, even when they're very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs
  • Practical steps they can take in a range of different contexts to improve or support respectful
  • The conventions of courtesy and manners
  • The importance of self-respect and how this links to their own happiness
  • That in school and in the wider world they can expect to be treated with respect by others, and that in turn they should show respect to others, including those in positions of authority
  • About different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help
  • What a stereotype is, and how stereotypes can be unfair, negative or destructive
  • The importance of permission-seeking and giving in relationships with friends, peers and adults

Online relationships

  • That people sometimes behave differently online, including by pretending to be someone they're not
  • That the same principles apply to online relationships as face-to-face relationships, including the importance of respect for other online (even when we're anonymous)
  • The rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them
  • How to critically consider their online friendships and sources of information, including awareness of the risks associated with people they've never met
  • How information and data is shared and used online

Being safe

  • What sorts of boundaries are appropriate in friendships with peers and others (including in a digital context)
  • About the concept of privacy and the implications of it for both children and adults (including that it is not always right to keep secrets if they relate to being safe)
  • That each person's body belongs to them, and the differences between appropriate and
    inappropriate/unsafe physical and other contact
  • How to respond safely and appropriately to adults they may encounter (in all contexts, including online) who they don't know
  • How to recognise and report feelings of being unsafe or feeling bad about any adult
  • How to ask for advice or help for themselves or others, and to keep trying until they're heard
  • How to report concerns or abuse, and the vocabulary and confidence needed to do so
  • Where to get advice (e.g. family, school, other sources)

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