RSHE and Citizenship

Engaging, exciting and empowering lifelong learners through a creative, mastery-based curriculum

Our curriculum is centred around developing the whole child: from their head, to their heart, to their hand.

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The characteristics of a responsible citizen at East Farleigh Primary:

  • To have an excellent understanding of ‘Being Me in My World’ as children understand their place in the class, school and global community.

  • To have the respect to ‘Celebrate Differences and Diversity’ within the community.

  • To have the ability to ‘Dream’ big, through setting aspirations for one’s self and the world around us.

  • To have the desire to be a ‘Healthy Me’, to have the confidence and self-esteem to make healthy lifestyle choices.

  • To have the passion for ‘Relationships’ to understand and value the importance of friendships, family and other relationships.

  • To have the confidence to cope positively with a forever ‘Changing Me’.

Curriculum Ambition: RHSE

At East Farleigh, we strive to enhance pupils’ Personal, Social and Health Education through an engaging and creative RSHE curriculum. As a result of this, pupils will be proud to become independent and responsible citizens of our community. We provide exciting opportunities to explore and master the all-important social skills with others, through enriching all learning opportunities throughout the day. Emotional health and wellbeing is at the forefront, as we believe this is key in empowering our pupils to become lifelong learners. We aim to prepare children for life, helping them really know and value who they truly are and understand how they relate to other people in this ever-changing world.

Curriculum Design - RHSE

The RSHE curriculum at East Farleigh follows a structured and comprehensive approach to teaching PSHE, including statutory Relationships and Health Education. We follow the Jigsaw 3-11 scheme right from the EYFS through to upper KS2; each year the scheme builds upon knowledge and skills in a spiral and progressive way, giving children relevant learning experiences to help them navigate their world and to develop positive relationships with themselves and others. With a strong emphasis on emotional literacy, building resilience and nurturing mental and physical health, Jigsaw 3-11 thoroughly engages all pupils in the relevant statutory, and non-statutory, PSHE within a whole-school approach. Jigsaw lessons also include mindfulness allowing children to advance their emotional awareness, concentration and focus.

Curriculum Concepts: RHSE

The RSHE curriculum develops six concepts over the course of the year. These unique programmes are embedded in weekly classroom RSHE lessons and activities, as well as through weekly values assemblies. Children will be taught the six concepts across the ‘Jigsaw Puzzle’ over the course of the year, throughout years R-6.

EYFS / KS1 - Being in my world

EYFS

  • Self-identity

  • Understanding feelings

  • Being in a classroom

  • Being gentle

  • Rights and responsibilities

Year 1

  • Feeling special and safe

  • Being part of a class

  • Rights and responsibilities

  • Rewards and feeling proud

  • Consequences

  • Owning the Learning Charter

Year 2

  • Hopes and fears for the year

  • Rights and responsibilities

  • Rewards and consequences

  • Safe and fair learning environment

  • Valuing contributions

  • Choices

  • Recognising feelings

EYFS / KS1 - Celebrating Difference

EYFS

  • Identifying talents

  • Being special

  • Families

  • Where we live

  • Making friends

  • Standing up for yourself

Year 1

  • Similarities and differences

  • Understanding bullying and knowing how to deal with it

  • Making new friends

  • Celebrating the differences in everyone

Year 2

  • Assumptions and stereotypes about gender

  • Understanding bullying

  • Standing up for self and others

  • Making new friends

  • Gender diversity

  • Celebrating difference and remaining friends

EYFS / KS1 - Dreams and Goals

EYFS

  • Challenges

  • Perseverance

  • Goal-setting

  • Overcoming obstacles

  • Seeking help

  • Jobs

  • Achieving goals

Year 1

  • Setting goals

  • Identifying successes and achievements

  • Learning styles

  • Working well and celebrating achievement with a partner

  • Tackling new challenges

  • Identifying and overcoming obstacles

  • Feelings of success

Year 2

  • Achieving realistic goals

  • Perseverance

  • Learning strengths

  • Learning with others

  • Group co-operation

  • Contributing to and sharing success

Aspirations for the future

EYFS / KS1 - Healthy Me

EYFS

  • Exercising bodies

  • Physical activity

  • Healthy food

  • Sleep

  • Keeping clean

  • Safety

Year 1

  • Keeping myself healthy

  • Healthier lifestyle choices

  • Keeping clean

  • Being safe

  • Medicine safety/safety with household items

  • Road safety

  • Linking health and happiness

Year 2

  • Motivation

  • Healthier choices

  • Relaxation

  • Healthy eating and nutrition

  • Healthier snacks and sharing food

EYFS / KS1 - Relationships

EYFS

  • Family life

  • Friendships

  • Breaking friendships

  • Falling out

  • Dealing with bullying

  • Being a good friend

Year 1

  • Belonging to a family

  • Making friends/being a good friend

  • Physical contact preferences

  • People who help us

  • Qualities as a friend and person

  • Self-acknowledgement

  • Being a good friend to myself

  • Celebrating special relationships

Year 2

  • Different types of family

  • Physical contact boundaries

  • Friendship and conflict

  • Secrets Trust and appreciation

  • Expressing appreciation for special relationships

EYFS / KS1 - Changing Me

EYFS

  • Bodies

  • Respecting my body

  • Growing up

  • Growth and change

  • Fun and fears

  • Celebrations

Year 1

  • Life cycles – animal and human

  • Changes in me

  • Changes since being a baby

  • Differences between female and male bodies (correct terminology)

  • Linking growing and learning

  • Coping with change

  • Transition

Year 2

  • Life cycles in nature

  • Growing from young to old

  • Increasing independence

  • Differences in female and male bodies (correct terminology)

  • Assertiveness

  • Preparing for transition

KS2 - Being in my world

Year 3

  • Setting personal goals

  • Self-identity and worth

  • Positivity in challenges

  • Rules, rights and responsibilities

  • Rewards and consequences

  • Responsible choices

  • Seeing things from others’ perspectives

Year 4

  • Being part of a class team

  • Being a school citizen

  • Rights, responsibilities and democracy (school council)

  • Rewards and consequences

  • Group decision-making

  • Having a voice

  • What motivates behaviour

Year 5

  • Planning the forthcoming year

  • Being a citizen

  • Rights and responsibilities

  • Rewards and consequences

  • How behaviour affects groups

  • Democracy, having a voice, participating

Year 6

  • Identifying goals for the year

  • Global citizenship

  • Children’s universal rights

  • Feeling welcome and valued

  • Choices, consequences and rewards

  • Group dynamics

  • Democracy, having a voice

  • Anti-social behaviour

  • Role-modelling

KS2 - Celebrating Difference

Year 3

  • Families and their differences

  • Family conflict and how to manage it (child-centred)

  • Witnessing bullying and how to solve it

  • Recognising how words can be hurtful

  • Giving and receiving compliments

Year 4

  • Challenging assumptions

  • Judging by appearance

  • Accepting self and others

  • Understanding influences

  • Understanding bullying

  • Problem-solving Identifying how special and unique everyone is

  • First impressions

Year 5

  • Cultural differences and how they can cause conflict

  • Racism

  • Rumours and name-calling

  • Types of bullying

  • Material wealth and happiness

  • Enjoying and respecting other cultures

Year 6

  • Perceptions of normality

  • Understanding disability

  • Power struggles

  • Understanding bullying Inclusion/exclusion

  • Differences as conflict, difference as celebration

  • Empathy

KS2 - Dreams and Goals

Year 3

  • Difficult challenges and achieving success

  • Dreams and ambitions

  • New challenges

  • Motivation and enthusiasm

  • Recognising and trying to overcome obstacles

  • Evaluating learning processes

  • Managing feelings

  • Simple budgeting

Year 4

  • Hopes and dreams

  • Overcoming disappointment

  • Creating new, realistic dreams

  • Achieving goals

  • Working in a group

  • Celebrating contributions

  • Resilience

  • Positive attitudes

Year 5

  • Future dreams

  • The importance of money

  • Jobs and careers

  • Dream job and how to get there

  • Goals in different cultures

  • Supporting others (charity)

  • Motivation

Year 6

  • Personal learning goals, in and out of school

  • Success criteria

  • Emotions in success

  • Making a difference in the world

  • Motivation

  • Recognising achievements

  • Compliments

KS2 - Healthy Me

Year 3

  • Exercise

  • Fitness challenges

  • Food labelling and healthy swaps

  • Attitudes towards drugs

  • Keeping safe and why it’s important online and off line scenarios

  • Respect for myself and others

  • Healthy and safe choices

Year 4

  • Healthier friendships

  • Group dynamics

  • Smoking

  • Alcohol

  • Assertiveness

  • Peer pressure

  • Celebrating inner strength

Year 5

  • Smoking, including vaping

  • Alcohol

  • Alcohol and anti-social behaviour

  • Emergency aid

  • Body image

  • Relationships with food

  • Healthy choices

  • Motivation and behaviour

Year 6

  • Taking personal responsibility

  • How substances affect the body

  • Exploitation, including ‘county lines’ and gang culture

  • Emotional and mental health

  • Managing stress

KS2 - Relationships

Year 3

  • Family roles and responsibilities

  • Friendship and negotiation

  • Keeping safe online and who to go to for help

  • Being a global citizen

  • Being aware of how my choices affect others

  • Awareness of how other children have different lives

  • Expressing appreciation for family and friends

Year 4

  • Jealousy

  • Love and loss

  • Memories of loved ones

  • Getting on and Falling Out

  • Girlfriends and boyfriends

  • Showing appreciation to people and animals

Year 5

  • Self-recognition and self-worth

  • Building self-esteem

  • Safer online communities

  • Rights and responsibilities online

  • Online gaming and gambling

  • Reducing screen time

  • Dangers of online grooming

  • SMARRT internet safety rules

Year 6

  • Mental health

  • Identifying mental health worries and sources of support

  • Love and loss

  • Managing feelings

  • Power and control

  • Assertiveness

  • Technology safety

  • Take responsibility with technology use

KS2 - Changing Me

Year 3

  • How babies grow

  • Understanding a baby’s needs

  • Outside body changes Inside body changes

  • Family stereotypes

  • Challenging my ideas

  • Preparing for transition

Year 4

  • Being unique

  • Having a baby

  • Girls and puberty

  • Confidence in change

  • Accepting change

  • Preparing for transition

  • Environmental change

Year 5

  • Self- and body image

  • Influence of online and media on body image

  • Puberty for girls

  • Puberty for boys

  • Conception (including IVF)

  • Growing responsibility

  • Coping with change

  • Preparing for transition

Year 6

  • Self-image

  • Body image

  • Puberty and feelings

  • Conception to birth

  • Reflections about change

  • Physical attraction

  • Respect and consent

  • Boyfriends/girlfriends

  • Sexting

  • Transition

Meeting Milestones: RHSE

As part of our curriculum philosophy, built on around the concept of mastery and learning being a change to long-term memory, it is impossible to see impact in the short term. We do, however, use assessment based on deliberate practice. This means that we look at the practices taking place to determine whether they are appropriate, related to our goals and likely to produce results in the long run. We use comparative judgement in two ways: in the tasks we set (POP tasks) and in comparing a child's work over time. We also use lesson observations to see if the pedagogical style matches our depth expectations.

What do our pupils think?

Aspirations for the future

As a responsible citizen you can:

  • Guide Dog Trainer

  • Member of Parliament

  • Counsellor