{"id":7714,"date":"2022-10-19T13:19:15","date_gmt":"2022-10-19T13:19:15","guid":{"rendered":"https:\/\/www.hartelwickfederation.org.uk\/hart\/?page_id=7714"},"modified":"2025-09-10T08:44:24","modified_gmt":"2025-09-10T08:44:24","slug":"rhe-and-pshe","status":"publish","type":"page","link":"https:\/\/www.hartelwickfederation.org.uk\/hart\/rhe-and-pshe\/","title":{"rendered":"PSHE"},"content":{"rendered":"\n

Our vision for the subject is to give\u202fchildren the\u202fknowledge, skills and understanding that they\u202fneed\u202fto stay healthy and safe, develop worthwhile relationships, respect differences, develop independence and responsibility, make\u202fthe\u202fmost\u202fof their\u202fown abilities and those\u202fof\u202fothers. <\/p>\n\n\n\n

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PSHE Curriculum<\/strong><\/p>\n\n\n\n

At Hart, we have a bespoke PSHE programme which covers SEAL (Social and emotional aspects of learning), Lucinda and Godfrey units as well as the teaching of economics through Money Matters. We have bespoke aspects for our children running throughout each year group from learning to use a knife and fork correctly in Early Years to tying a tie in year 5\/6.<\/p>\n\n\n\n

Each class has a two-yearly cycle which enables the sequential learning of this subject. This also enables the development of key understanding through building on previous knowledge and supporting children in linking key ideas in every area of the curriculum. At the heart of this is the substantive and diciplinary knowledge that children need to prepare them for success throughout their lives. Substantive knowledge  is threaded throughout each strand \u2013 the substantive knowledge for each strand is progressive. Disciplinary knowledge is woven throughout the units and is progressive within year groups. Disciplinary knowledge in PSHE is the interpretation of themselves and how to support themselves and others through changes. They will have opportunities to make their own choices about how to do something and will be able to evaluate what they have learnt and tried and how to improve for their future.<\/p>\n\n\n\n

There are three core pillars of learning at the heart of our curriculum that underpin our curriculum\u2019s intent.<\/p>\n\n\n\n

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Key Documents<\/h3>\n\n\n\n

PSHE Knowledge Organisers:<\/p>\n\n\n\n

PSHE<\/strong><\/td><\/tr>
2024-2025<\/strong><\/td><\/tr>
Term: <\/td>Au 1<\/td>Au 2<\/td>Sp 1<\/td>Sp 2<\/td>Su 1<\/td>Su 2<\/td><\/tr>
EYFS<\/td>Self confidence<\/td>Friendship <\/td>Manners <\/a><\/em><\/td>Getting on and falling out<\/a><\/em><\/td>Managing feelings and behaviour<\/td>People and communities<\/td><\/tr>
Y1\/2 <\/td>New beginnings and coping with change<\/td>Health and hygiene<\/td>Good to be me<\/a><\/em> <\/td>Looking after God\u2019s world\/environment\/recycling<\/a><\/em> <\/td>Dangers in the home and how we deal with them<\/td>Money matters<\/td><\/tr>
Y3\/4 <\/td>Recognising achievements\/new beginnings<\/td>Bullying and road safety and role of the NSPCC<\/td>Changes<\/em> <\/a><\/td>Getting on and falling out<\/a><\/em><\/td>Relationships <\/td>Money matters<\/td><\/tr>
Y5\/6<\/td>Self-identity and racism<\/td>Swimming<\/td>Public Speaking<\/a><\/em> <\/td>Good to be me<\/a><\/em><\/td>Growing and changing<\/td>Money matters<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Awards<\/strong><\/p>\n\n\n\n

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Global Goals<\/strong><\/p>\n\n\n\n

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As part of our children being \u2018Globally Aware\u2019 we have embedded Global Goals into our curriculum through all areas of learning from Early Years to Year 6. Children are aware of which Global goal or goals are relevant to the topic and why. These goals are shown to the children on our Road Maps at the beginning of each lesson and discussed.<\/p>\n\n\n\n

An example of a Road Map which we use at the beginning of each lesson with global goals.<\/p>\n\n\n\n

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Courageous advocacy is about creating the confidence that we can make a real change and that is what our children are working towards. Our children are active citizens and work hard to bring about positive change. They are courageous advocates and will stand up for what they believe is right. They will speak out, which at whatever level this takes place, requires an element (and sometimes a great deal) of courage!<\/p>\n\n\n\n

<\/div>\n\n\n\n

Statement for SEND<\/strong><\/p>\n\n\n\n

PSHE promotes a curriculum that puts all pupils, regardless of their needs, at the heart of what we do. By building mutual respect, we accept others for their differences believing that everyone is special and everyone has something to offer. Our inclusive and enriching curriculum, written for all children, provides pupils with meaningful and aspirational experiences as well as promoting personal growth for life-long learning. When the curriculum needs adapting, to suit the needs of individual children, appropriate modifications are made by the class teacher with support of the SENDCo and the Curriculum Subject Lead.<\/p>\n\n\n\n

<\/div>\n\n\n\n

Cultural Capital<\/strong><\/p>\n\n\n\n

Examples of how we develop our children\u2019s Cultural Capital (but not limited to) within PSHE:<\/p>\n\n\n\n

We look to the future and ask ourselves what we can do to equip our children to succeed in life. We aim to gradually widen children\u2019s experiences as they progress through the school. We provide a rich, broad and engaging curriculum, which takes into account the needs of the individual, but always has an eye on the end goal of a well-rounded, capable citizen.<\/p>\n\n\n\n

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  • Rich and extensive PSHE curriculum, looking at themselves and the world around them.<\/li>\n\n\n\n
  • Transition support though each age phase.<\/li>\n\n\n\n
  • Rights Respecting School.<\/li>\n\n\n\n
  • Cycling proficiency training.<\/li>\n\n\n\n
  • Residential trips from Year 3 to Year 6.<\/li>\n\n\n\n
  • Supporting the faiths of all children.<\/li>\n\n\n\n
  • Contribution to local and nation charitable projects.<\/li>\n\n\n\n
  • Careers talked about in lessons with the use of roadmaps.<\/li>\n\n\n\n
  • Essential mathematical life skills, such as time, money and real life problem solving, in maths as well as Money matters in PSHE.<\/li>\n\n\n\n
  • A focus on the world around us and how that affects our future (including careers), in science.<\/li>\n\n\n\n
  • Engagement with local artists.<\/li>\n\n\n\n
  • Swimming lessons for all KS2 children.<\/li>\n\n\n\n
  • Internet safety and essential computer skills.<\/li>\n\n\n\n
  • A musical instrument taught to every KS1 and KS2 child.<\/li>\n\n\n\n
  • Study of many world cultures, in Geography, History and RE<\/li>\n<\/ul>\n\n\n\n

    Our curriculum mapping includes a variety of texts. Here are some examples:<\/p>\n\n\n\n

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    <\/div>\n\n\n\n
     <\/td>Autumn 1<\/td>Autumn 2<\/td>Spring 1<\/td>Spring 2<\/td>Summer 1<\/td>Summer 2<\/td><\/tr>
    EYFS A<\/td>New beginnings  SEAL R- Use a knife and fork correctly, hold pen\/pencil correctly     The Lion inside    <\/a>    <\/td>Friendship SEAL  R- Use a knife and fork correctly Road safety week November    RHE: What is friendship. How to take turns and how to treat each other with kindness.     Economics- play shops while taking turns, can children recognise coins & cards? We need money in order to buy things we want. <\/td>Getting on and falling out SEAL    RHE: that most friendships have up and downs & that these can often be worked through so that the friendship is repaired or even strengthened and that resorting to violence is never right   <\/td>Good to be me! SEAL    Water safety talk  <\/td>Celebrating differences   Lucinda and Godfrey \u2013 We are all different  <\/td>Changes  SEAL   Teddy Bears picnic for new starters     Mine A story about sharing   <\/td><\/tr>
    EYFS B<\/td>Going for goals SEAL  R- use knife and fork correctly, hold pen\/pencil correctly   <\/td>All about Emotion & Kindness- SEAL School values Forgiveness  R- use knife and fork correctly    Road safety week November      <\/td>Say no to bullying SEAL       <\/td>Manners Service(to the community)     RHE: The conventions of courtesy & manners  Economics- play shops while taking turns, saying please & thank you can children recognise coins & cards? We need money in order to buy things we want. <\/td>Water safety talk  Health and Hygiene     <\/td>Caring for others and our environment, looking after Gods world   Teddy bear picnic for new starters GG   <\/td><\/tr>
    Y1\/2 A<\/td>New beginnings (SEAL) Lucinda & Godfrey first day at school, friends To know own address      <\/td>Lucinda & Godfrey Relationships- SRE- Health and Hygiene- The smell monster (washing hands, germs)   Road safety week November   RHE: the importance of personal hygiene and germs including bacteria, viruses and how they are spread and treated, and the importance of handwashing<\/td>Good to be me – including going for goals – SEAL  Tying shoelaces, button coats 
    Let\u2019s talk PANTS- NSPCC<\/strong>  Nspcc.org.uk\/pants-teaching<\/strong>  Dedicated lessons 2-3<\/strong>   <\/td>    		Hart- Looking after our environment- recycling- know how to post a letter      <\/td>Safety in the home- fire safety (smoke alarms- ask Firefighters in)    Incorporate water safety     <\/td>Money Matters- KS1 Unit     <\/td><\/tr>
    Y1\/2 B<\/td>Zippy\u2019s Friends- Feelings <\/td>Zippy\u2019s Friends-Communication road safety week November    RHE: To introduce the NSPCC, their role for helping children    Speak out, stay safe assembly by NSPCC <\/td>Zippy\u2019s Friends-Making and breaking relationships <\/td>Zippy\u2019s Friends- Conflict resolution <\/td>Zippy\u2019s Friends-Dealing with change and loss <\/td>Zippy\u2019s Friends-We cope  <\/td><\/tr>
    Y3\/4 A<\/td>Recognising achievements \/New beginnings SEAL  make a cup of tea\/coffee, washing up)    Fire safety talk- Cleveland Fire brigade (bonfire & fireworks night)      RHE: Simple self- care techniques, including the importance of rest, times spent with friends & family & the benefits of hobbies & interests. The importance of rest and sleep, hobbies and well being.   <\/td>Say no to bullying (SEAL) Road safety week November – Pedestrian training H7- How regular exercise benefits mental health  H37- reasons for following & complying with regulation  RHE: to know about the different types of bullying (including cyber-bullying), the impact of bullying, responsibilities of bystanders   That bullying (including cyber bullying)has a negative & often lasting impact on mental wellbeing  How to recognise if family relationships are making them feel unhappy or unsafe & how to seek help or advice from others if needed    How to ask for advice or help for themselves or others, and to keep trying until they are heard    To know the role of the NSPCC and how to contact them <\/td>to recognise their worth as individuals, by identifying positive things about themselves and their achievements, seeing their mistakes, making amends and setting personal goals;  to face new challenges positively by collecting information, looking for help, making responsible choices and taking action;  to reflect on smcs issues, using imagination to understand other people\u2019s experiences;  to appreciate the range of national, regional, religious and ethnic identities in the UK.     <\/td>Getting on and falling Out(SEAL)   Swimming & water safety  RHE: How important friendships are in making us feel happy and secure, & how people choose to make friends  That healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded   <\/td>Relationships (SEAL)  RHE: to know that others families either in school or the wider world<\/strong> sometimes look different from their family, but they should respect those differences and know that other children\u2019s families are also characterised by love & care   <\/td>Money Matters   <\/td><\/tr>
    Y3\/4 B<\/td>Fire safety talk- Cleveland Fire brigade (bonfire & fireworks night)    Fairtrade-   cross curricular link Geography     <\/td>Facing challenges (SEAL Going for Goals)   Resilience,  Making a bed (residential) Foodbank- challenges for families     Road safety week November  RHE: How to judge whether what they are feeling & how they are behaving is appropriate & proportionate    Pedestrian Training \u2013 H7- How regular exercise benefits mental health  H37- reasons for following & complying with regulations   <\/td>British Values focus\/RHE <\/td>Challenging stereotypes SEAL  swimming   RHE: to know what a stereotype is and how stereotypes can be unfair, negative or destructive       <\/td>British Value focus\/RHE <\/td>Keeping safe (SEAL)     RHE: To know the roles of the NSPCC and how to contact them.   <\/td><\/tr>
    Y5\/6 A<\/td>New Beginnings\/Going for Goals  \u2013 SEAL- tying a tie  New beginnings: RHE: Simple self- care techniques, including the importance of rest, times spent with friends & family & the benefits of hobbies & interests      Going for Goals: RHE : How to recognise who to trust & who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others if needed <\/td>Getting on and falling out- SEAL (receive & make phone calls) Road safety November    RHE: the importance of permission-seeking & giving n relationships with friends, peers & adults  How to judge whether what they are feeling & how they are behaving is appropriate & proportionate <\/td>First Aid (making a responsible phone call) Swimming- water safety      RHE:To know how to make clear & efficient calls to emergency services if necessary    Concepts of basic first aid, for example dealing with common injuries, including head injuries.                                            <\/td>Good to be me! SEAL swimming-water safety      RHE: that there is a normal range of emotions (happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences & situations    Where & how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or someone else\u2019s mental well being or ability to control their emotions (including issues arising on line)    It is common for people to experience mental ill health. For many people who do, the problems can be resolved if the right support is made available, especially if accessed early enough    The role of the NSPCC and how to contact them  Watch our Speak out Stay safe assembly at home | NSPCC<\/a>  https:\/\/learning.nspcc.org.uk\/services\/speak-out-stay-safe-online-resources-202122<\/a> <\/td>SRE (School nurse) Lucinda & Godfrey  Lucinda & Godfrey  RHE: key acts about puberty & changing adolescent body 9-11, including physical & emotional changes    About menstrual wellbeing including key facts about the menstrual cycle   <\/td>    When planning please make sure the units from Money matters are objective driven and not just activities.    Planning for Money Matters from the units in PSHE planning file. <\/td><\/tr>
    Y5\/6 B<\/td> RRS class charter   Bike ability Y6        School Nurse: Feelings & Relationships,<\/strong>  Personal hygiene & puberty<\/strong>                       <\/td>Public Speaking                                                       <\/td>Courageous advocacy &   social justice- Local  RHE: that in wider society they can expect to be treated with respect by others & that in turn they should show due respect to others, including those in positions of authority  The benefits of exercise, time outdoors, community participation, voluntary and service-based activity on mental well being & happiness    People Who Inspire Us: Andrew Carnegie      School Nurse: smoking, drugs and alcohol<\/strong>                           <\/td>Courageous Advocacy and social justice: Local   
    RHE: the importance of respecting others even when they are very different from them (for example, physically, in character, personality or backgrounds) or make different choice or have different preference or beliefs    How to ask for advice or help for themselves or others, and to keep trying until they are heard      School Nurse: Emotional Wellbeing<\/strong>                             <\/strong><\/td>    		Aspiration and goal setting    School Nurse: Emotional Wellbeing<\/strong>                                         <\/td>Managing relationships  Lucinda & Godfrey  RHE: key acts about puberty & changing adolescent body 9-11, including physical & emotional changes  About the concept of privacy and the implications of it for both children and adults;     How to get advice e.g. family, school & or other sources  About menstrual wellbeing including key facts about the menstrual cycle                 <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
    <\/div>\n\n\n\n

    Autumn 1:<\/strong><\/p>\n\n\n\n

    Year 1 and 2 have written acrostic poems about Friendship.<\/p>\n\n\n\n

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    Useful Websites:<\/p>\n\n\n\n

    https:\/\/www.bbc.co.uk\/teach\/ks2-pshe\/zbrg7nb KS2 PSHE, Relationships Education, and Health Education<\/a><\/p>\n\n\n\n

    https:\/\/www.bbc.co.uk\/bitesize\/subjects\/z7f3cdm BBC Bitesize PSHE & Citizenship<\/a><\/p>\n\n\n\n

    https:\/\/mentallyhealthyschools.org.uk\/resources\/bbc-teach-s-health-and-wellbeing-videos-for-ages-5-to-7\/ Mentally Healthy Website for KS1<\/a><\/p>\n\n\n\n

    More information about our curriculum can be obtained by contacting your child’s teacher or the school office. Thank you<\/mark><\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

    Our vision for the subject is to give\u202fchildren the\u202fknowledge, skills and understanding that they\u202fneed\u202fto stay healthy and safe, develop worthwhile relationships, respect differences, develop independence and responsibility, make\u202fthe\u202fmost\u202fof their\u202fown abilities and those\u202fof\u202fothers.  PSHE Curriculum At Hart, we have a bespoke PSHE programme which covers SEAL (Social and emotional aspects of learning), Lucinda and Godfrey units […]<\/p>\n","protected":false},"author":20,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_coblocks_attr":"","_coblocks_dimensions":"","_coblocks_responsive_height":"","_coblocks_accordion_ie_support":"","ngg_post_thumbnail":0,"footnotes":""},"class_list":["post-7714","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.hartelwickfederation.org.uk\/hart\/wp-json\/wp\/v2\/pages\/7714","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.hartelwickfederation.org.uk\/hart\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.hartelwickfederation.org.uk\/hart\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.hartelwickfederation.org.uk\/hart\/wp-json\/wp\/v2\/users\/20"}],"replies":[{"embeddable":true,"href":"https:\/\/www.hartelwickfederation.org.uk\/hart\/wp-json\/wp\/v2\/comments?post=7714"}],"version-history":[{"count":16,"href":"https:\/\/www.hartelwickfederation.org.uk\/hart\/wp-json\/wp\/v2\/pages\/7714\/revisions"}],"predecessor-version":[{"id":9803,"href":"https:\/\/www.hartelwickfederation.org.uk\/hart\/wp-json\/wp\/v2\/pages\/7714\/revisions\/9803"}],"wp:attachment":[{"href":"https:\/\/www.hartelwickfederation.org.uk\/hart\/wp-json\/wp\/v2\/media?parent=7714"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}