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25th March 17
Trail : home / P4S: Primary Schools / Other Useful resources : Supporting PSHE

ASPECTS OF PSHE SUPPORTED BY THE PREVENT PRIMARY MATERIALS 

Appendix 2: PSHE Links  (updated version November 2011)
 
This programme is non-statutory and schools are not required to follow it. It is included so that schools can see the links that can be made when using the resources within this document.
Key Stage 1.
 
Pupils learn about themselves as developing individuals and as members of their communities...
 
They begin to learn about their own and other people’s feelings and become aware of the views, needs and rights of other children and older people. As members of a class and school community, they learn social skills such as how to share, take turns, play, help others, resolve simple arguments and resist bullying. They begin to take an active part in the life of their school and its neighbourhood. 
Selected statements to illustrate the way in which the work in this resource fulfils aspects of PSHE
Knowledge, skills and understanding
Developing confidence and responsibility and making the most of their abilities.

 
To recognise what is fair and unfair, and what is right and wrong
Preparing to play an active role as citizens
 
Pupils should be taught:
To recognise choices they can make and recognise the difference between right and wrong
To recognise that they belong to various groups and communities, such as family and school
 
Developing good relationships and respecting the differences between peopPupils should be taught:
a. to recognise how their behaviour affects other people
b. to listen to other people, and play and work cooperatively
c. to identify and respect the differences and similarities between people
d. that family and friends should care for each other
e. that there are different types of teasing and bullying, that bullying is wrong, and how to get help to deal with bullying.
Breadth of opportunities
During the key stage, pupils should be taught the knowledge, skills and understanding through opportunities to:
a. take and share responsibility [for example, for their own behaviour; by helping to make classroom rules and following them; by looking after pets well]
b. feel positive about themselves [for example, by having their achievements recognised and by being given positive feedback about themselves]
e. meet and talk with people [for example, with outside visitors such as religious leaders, police officers, the school nurse]
f. develop relationships through work and play [for example, by sharing equipment with other pupils or their friends in a group task]
g. consider social and moral dilemmas that they come across in everyday life [for example, aggressive behaviour, questions of fairness, right and wrong, simple political issues, use of money, simple environmental issues]
h. ask for help [for example, from family and friends, midday supervisors, older pupils, the police].
 
Personal, social and health education (PSHE): 
Key Stage 2
25 November 2011
 
This programme is non-statutory and schools are not required to follow it. It is included so that schools can plan a whole curriculum.
During Key Stage 2 pupils learn about themselves as growing and changing individuals with their own experiences and ideas, and as members of their communities. They become more mature, independent and self-confident. They learn about the wider world and the interdependence of communities within it. They develop their sense of social justice and moral responsibility and begin to understand that their own choices and behaviour can affect local, national or global issues and political and social institutions. They learn how to take part more fully in school and community activities. As they begin to develop into young adults, they face the changes of puberty and transfer to secondary school with support and encouragement from their school. They learn how to make more confident and informed choices about their health and environment; to take more responsibility, individually and as a group, for their own learning; and to resist bullying.
 
Knowledge, skills and understanding
 
Developing confidence and responsibility and making the most of their abilities
 
Pupils should be taught:
a. to talk and write about their opinions, and explain their views, on issues that affect themselves and society
b. to recognise their worth as individuals by identifying positive things about themselves and their achievements, seeing their mistakes, making amends and setting personal goals
 
Preparing to play an active role as citizens
2. Pupils should be taught:
 
a. to research, discuss and debate topical issues, problems and events
b. why and how rules and laws are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules
c. to realise the consequences of anti-social and aggressive behaviours, such as bullying and racism, on individuals and communities
d. that there are different kinds of responsibilities, rights and duties at home, at school and in the community, and that these can sometimes conflict with each other
e. to reflect on spiritual, moral, social, and cultural issues, using imagination to understand other people's experiences
f. to resolve differences by looking at alternatives, making decisions and explaining choices
g. what democracy is, and about the basic institutions that support it locally and nationally
h. to recognise the role of voluntary, community and pressure groups
i. to appreciate the range of national, regional, religious and ethnic identities in the United Kingdom
j. that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment
k. to explore how the media present information.
Developing a healthy, safer lifestyle
e. to recognise the different risks in different situations and then decide how to behave responsibly, including sensible road use, and judging what kind of physical contact is acceptable or unacceptable
f. that pressure to behave in an unacceptable or risky way can come from a variety of sources, including people they know, and how to ask for help and use basic techniques for resisting pressure to do wrong
 
Developing good relationships and respecting the differences between people
4. Pupils should be taught:
 
a. that their actions affect themselves and others, to care about other people's feelings and to try to see things from their points of view
b. to think about the lives of people living in other places and times, and people with different values and customs
c. to be aware of different types of relationship, including marriage and those between friends and families, and to develop the skills to be effective in relationships
d. to realise the nature and consequences of racism, teasing, bullying and aggressive behaviours, and how to respond to them and ask for help
e. to recognise and challenge stereotypes
f. that differences and similarities between people arise from a number of factors, including cultural, ethnic, racial and religious diversity, gender and disability
g. where individuals, families and groups can get help and support.