PSHE
Following consultation with parents please see below our Relationship and Sex Education (RSE) links with the Ten Ten resource we use in school. We have also sent parents a username and password to access the Parent Potral through the Ten Ten website. Please contact school if you would like any support with this.
Click here to view our Relationship and Sex Education policy.
Our curriculum overview can be found below. We have also put links below to useful information from the DfE, including 'Frequently Asked Questions'. If you have any further questions or would like any further information please contact school.
Please follow the link below to the Department for Education guidance for relationships education.
Please follow the link below to the Department for Education's FAQs: Relationships Education, RSE and Health Education
DfE Frequently Asked Questions
Please follow the link below to a two page parent information summary on 'Understanding Relationships and Health Education in
your child’s primary school' from the Department for Education.
Understanding Relationships and Health Education-a guide for primary school parents
PSHE in EYFS:
The EYFS framework is structured very differently to the national curriculum as it is organised across seven areas of learning rather than subject areas.
The most relevant statements for PSHE are taken from the following areas of learning:
- Communication and Language
- Personal, Social and Emotional Development
- Physical Development
- Understanding the World
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PSHE |
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Three and Four-Year-Olds |
Communication and Language |
• Be able to express a point of view and to debate when they disagree with an adult or friend, using words as well as actions. • Can start a conversation with an adult or a friend and continue it for many turns. |
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Personal, Social and Emotional Development |
• Select and use activities and resources, with help when needed. This helps them to achieve a goal they have chosen or one which is suggested to them. • Develop their sense of responsibility and membership of a community. • Become more outgoing with unfamiliar people, in the safe context of their setting. • Show more confidence in new social situations. • Play with one or more other children, extending and elaborating play ideas. • Help to find solutions to conflicts and rivalries. For example, accepting that not everyone can be Spider-Man in the game, and suggesting other ideas. • Increasingly follow rules, understanding why they are important. • Do not always need an adult to remind them of a rule. • Develop appropriate ways of being assertive. • Talk with others to solve conflicts. • Talk about their feelings using words like ‘happy’, ‘sad’, ‘angry’ or ‘worried’. • Begin to understand how others might be feeling. |
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Three and Four-Year-Olds Continued |
Physical Development |
• Starting to eat independently and learning how to use a knife and fork. • Be increasingly independent as they get dressed and undressed. For example, putting coats on and doing up zips. • Be increasingly independent in meeting their own care needs, e.g. brushing teeth, using the toilet, washing and drying their hands thoroughly. • Make healthy choices about food, drink, activity and toothbrushing. |
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Understanding the World |
• Begin to make sense of their own life-story and family’s history. • Show interest in different occupations. • Continue to develop positive attitudes about the differences between people. • Know that there are different countries in the world and talk about the differences they have experienced or seen in photos. |
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Reception |
Communication and Language |
• Use talk to help work out problems and organise thinking and activities, explain how things work and why they might happen. • Develop social phrases. |
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Personal, Social and Emotional Development |
• See themselves as a valuable individual. • Build constructive and respectful relationships. • Express their feelings and consider the feelings of others. • Show resilience and perseverance in the face of challenge. • Identify and moderate their own feelings socially and emotionally. • Think about the perspectives of others. • Manage their own needs. |
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Physical Development |
• Know and talk about the different factors that support their overall health and wellbeing: - regular physical activity - healthy eating - toothbrushing - sensible amounts of ‘screen time’ - having a good sleep routine - being a safe pedestrian • Further develop the skills they need to manage the school day successfully: - lining up and queuing - mealtimes - personal hygiene |
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Understanding the World |
• Talk about members of their immediate family and community. • Name and describe people who are familiar to them. • Recognise that people have different beliefs and celebrate special times in different ways. |
