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Eastgate Academy RSHE and PHSE  Curriculum

Intent

At Eastagate Academy  personal, social, health and economic education (PSHE) is an embedded part of our broad, balanced curriculum. It is a carefully planned programme of learning through which children acquire the knowledge, understanding and skills they need to keep themselves healthy and safe and to prepare them for life in a diverse society now and in the future.

As part of our whole school approach, our PSHE curriculum develops the qualities and attributes that children need to manage life’s opportunities, challenges and responsibilities as they grow up, enabling them to thrive as individuals, family members and as active participants in society.

By building self-esteem, resilience and empathy, our effective PSHE and RHSE programms can tackle barriers to learning and raise aspirations for our pupils. Our programme aims to assist children and young people to prepare for adult life by supporting them through their physical, emotional and moral development, and helping them to understand themselves, respect others and form and sustain healthy relationships.

The units support social, moral, spiritual and cultural development and provide children with protective teaching on essential safeguarding issues, developing knowledge of when and how they can seek support and ask for help.

 Relationships Education

  • Families and people who care for me  
  • Caring friendships 
  • Respectful relationships  
  • Online relationships  
  • Being safe  

Health Education  

  • Mental wellbeing 
  •  Internet safety and harms  
  • Physical health and fitness  
  • Healthy eating  
  • Drugs, alcohol and tobacco  
  • Health and prevention  
  • Basic first aid •  
  • Changing adolescent body  

Living in the Wider World  

  • Shared responsibilities  
  • Communities  
  • Media literacy and digital resilience  
  • Economic wellbeing: Money  
  • Economic wellbeing: Aspirations, work and career 

    IMPLEMENTATION  

    The Education Solutions RSE teaching resources provides a flexible curriculum which is used from EYFS through to KS2.  The lesson plans offer guidance for teachers and learning support staff on how to deliver each session confidently.  The resources can be adapted and updated in response to current local or national issues or in light of feedback from teachers and pupils.   All themes are delivered according to the specific needs of our pupils. In Early Years, PSED (Personal, Social and Emotional Development) is a prime area of learning, therefore an integral part of teaching and learning.  

  • The six areas are; 

  • My feelings 

  • My body 

  • My relationships 

  • My beliefs 

  • My rights and responsibilities 

Asking for help Children use restorative circles to highlight and deal with any disagreements they face throughout the school day. 

Morning Circle – every morning each class has a class circle.  The children will all say how they feel and have the chance to discuss any problems that have had they wish to discuss.  The children can request support from a teacher or another child.  Children can choose to not say anything.  This also helps the teaching staff understand which children might need a chance to talk. 

Circles to sort out problems – children can form their own circles to discuss problems with their friends.  They can do this independently or with an adult. These are the questions that children may use; 

  • What happened? 

  • What were you thinking of at the time? 

  • What have you thought about since? 

  • Who has been affected by what you have done? 

  • In what way have they been affected? 

  • What do you think you need to do to make things right? 

  • PATHS programme for schools is also used. 

 

 

IMPACT  

To be successful independent learners, children and young people need regular opportunities to reflect on and identify what they have learned, what needs to be learned next and what they need

to do to continue their learning.  

Teachers also need to be clear about the progress and achievements of the pupils they teach, and how their learning might be improved. To enable this to happen, assessment has to be an integral part of the teaching and learning in all subjects, including PSHE education.  

However, the personal nature of PSHE education means that it cannot be assessed in the same way as most other subjects and it would be inappropriate for assessment in PSHE education to imply passing or failing ‘as a person’. It is, however, possible to recognise and evidence progress and attainment in the knowledge, understanding, skills and attributes PSHE strives to develop.  

It is important that children can be assessed using a method which allows them to best express their knowledge and understanding of the topic being taught, so a range of assessments are used, such as photos of practical work, freeze frame pictures, drama and diagrams. Mind maps can be produced illustrating what they know, think or believe and questions they have about a new topic.  

Evidence can also be recorded through the use of individual pupils’ books or a whole class PSHE book, which pupils contribute to with pictures, reflections or annotations of work. 

 Monitoring of the PSHE curriculum will be carried out by the PSHE coordinator, using the following methods:  

  •  Learning walks  

  • Evidence in books  

  • Staff questionnaire 

  • Pupil discussions and questionnaires  

  • Meetings with the head and safeguarding team