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Curriculum Design

at Didsbury CE Primary School

In PSHE, we recognise the importance of being flexible and ensuring that time is spent on current issues or events as they arise. When fundraising for local and national charities, we ensue that effort is made for pupils to understand the context and feel part of the bigger picture of making a difference. We celebrate and utilise opportunities to learn about the lives of local people who have made a difference e.g taking part in a march to unveil the statue of Emiline Pankhurst.

Furthermore, throughout many aspects of school life, we value democracy. Going beyond this, our Year 6 class have visited Manchester Library to learn about the battle of Peterloo and the history of democracy for Manchester. We have also had a visit from our local MP, with many pupils writing to him about issues they are passionate about from parking problems in the village to climate change.

We are very fortunate to have the fantastic Didsbury Park on our doorstep and throughout the school, classes use this excellent resource to connect with nature and enhance the curriculum. 

A broad and balanced curriculum

At Didsbury CE, it has been a long-standing belief that a broad and balanced curriculum is essential for pupils in all year groups as each subject offers valuable opportunities to extend learning. PSHE is no different to that. In EYFS, pupils have a PSHE 20 minute circle time and in Years 1-6, lessons are 1 hour long.

As part of our PSHE lessons, we often link these skills and values to high-quality books in which characters and themes provide discussion points. In PSHE, we encourage high standards of literacy with a particular focus on speaking and listening: pupils are encouraged to engage, discuss, listen, debate, report, research, explain and explore. As pupils progress through the school, there is greater expectation on a comprehensive written reflection where pupils are encouraged to express complex issues coherently.

In Year 6, in January, pupils take part in Young Enterprise Week which involves pupils collaborating to create a new product and a marketing campaign to support it. This is then presented to a panel of judges, often governors and people from the local community. This excellent experience for pupils allows them to develop vital skills for the future. 

PSHE goes beyond academic learning and ‘knowing things’, with a focus on helping pupils develop their emotional intelligence which not only helps them understand themselves but their relationships and also the wider world.

PSHE is crucial to children’s development. We recognise that in order for many children to be able to access and enjoy other subjects such as English and maths, they need to be ambitious, resilient, motivated and self-aware. PSHE allows pupils to develop the skills they need to be successful. Pupils who may struggle with these areas have extra support to practise, deepen or embed these skills further.

Inclusivity is at the heart of our lessons with all pupils valued. To support the differentiation, many PSHE lessons include creative learning activities that allow children to choose the media with which they work and give them scope to work to their full potential. Other ways in which pupils are supported in PSHE are as follows:

  • Word banks with pictures for pupils to help describe feelings.
  • Use of the Jigsaw soft toy to explain a situation through an anonymous character.
  • Writing templates with prompt questions and suggested vocabulary.
  • Social communication booster groups held in addition to the PSHE lessons.

This inclusive approach allows all children the opportunity to reach their potential.

Implementation – how we teach what we teach

We believe it is important to establish a safe learning environment. We will create a safe and supportive learning environment by creating a ‘Class Charter’ at the beginning of the year (referring to it each half term) which all pupils in each class agree on. We will ensure that where pupils indicate that they may be vulnerable and at risk, they will get appropriate support by following our Mental Health and Well-Being Identification Procedure (please see the Mental Health and Well-Being Policy). 

The lessons are designed with the child in mind, as though they are asking the teacher to:

  • Improve their social skills to better enable collaborative learning (Connect us)
  • Prepare them for learning (Calm me)
  • Help the brain to focus on specific learning intentions (Open my mind)
  • Initiate new learning (Tell me or show me)
  • Facilitate learning activities to reinforce the new learning (Let me learn)
  • Support them in reflecting on their learning and personal development (Help me reflect)

Impact – how we measure what we teach

The impact of our PSHE curriculum is that pupils will feel confident that they have the appropriate knowledge, skills and attributes they need to keep themselves healthy and safe, and prepare for life and work in modern Britain.  In PSHE we take a more collaborative approach to assessment with both pupils and teachers completing an assessment overview sheet at the end of each half-termly theme. The personal nature of PSHE means that it is important pupils have 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. The teacher will then contribute their guidance of what the pupil’s successes are and what they should try to work on next half term.

The final teacher’s assessment of PSHE is reported on formally to parents at the end of each academic year.  The progress of each child will be tracked throughout their time at Didsbury CE Primary.

Our curriculum overview below, outlines the topics covered each half term:

  Autumn 1
Being Me in My World
Autumn 2 Celebrating
Spring 1
Dreams & Goals
Spring 2
Healthy Me
Summer 1
Summer 2
Changing Me
  • Self-identity
  • Understanding feelings
  • Being in a classroom
  • Being gentle
  • Rights and responsibilities
  • Identifying talents
  • Being special
  • Families
  • Where we live
  • Making friends
  • Standing up for yourself
  • Challenges
  • Perseverance
  • Goal-setting
  • Overcoming obstacles
  • Seeking help
  • Jobs
  • Exercising bodies
  • Physical activity
  • Healthy food
  • Sleep
  • Keeping clean
  • Safety
  • Family life
  • Friendships
  • Breaking friendships
  • Falling out
  • Dealing with bullying
  • Being a good friend
  • Bodies
  • Respecting my body
  • Growing up
  • Growth & change
  • Fun & fears
  • Celebrations
Year 1
  • Feeling special & safe
  • Being part of a class
  • Rights & responsibilities
  • Rewards & feeling proud
  • Consequences
  • Owning the Learning
  • Charter
  • Similarities & differences
  • Understanding bullying & knowing how to deal with it
  • Making new friends
  • Celebrating the differences in everyone
  • Setting goals
  • Identifying successes & achievements
  • Learning styles
  • Working well & celebrating achievement with a partner
  • Tackling new challenges
  • Identifying & overcoming obstacles
  • Feelings of success
  • Keeping myself healthy
  • Healthier lifestyle choices
  • Keeping clean
  • Being safe
  • Medicine safety/safety with household items
  • Road safety
  • Linking health & happiness
  • Belonging to a family
  • Making friends/being a good friend
  • Physical contact preferences
  • People who help us
  • Qualities as a friend & person
  • Self-acknowledgement
  • Being a good friend to myself
  • Life cycles - animal & human
  • Changes in me
  • Changes since being a baby
  • Differences between female & male bodies (correct terminology)
  • Linking growing & learning
  • Coping with change
Year 2
  • Hopes & fears for the year
  • Rights & responsibilities
  • Rewards & consequences
  • Safe & fair learning environment
  • Valuing contributions
  • Choices
  • Recognising feelings
  • Assumptions & stereotypes about gender
  • Understanding bullying
  • Standing up for self & others
  • Making new friends
  • Gender diversity
  • Celebrating difference & remaining friends
  • Achieving realistic goals
  • Perseverance
  • Learning strengths
  • Learning with others
  • Group co-operation
  • Contributing to & sharing success
  • Motivation
  • Healthier choices
  • Relaxation
  • Healthy eating & nutrition
  • Keeping safe - hazards in the home
  • Infection prevention
  • Different types of family
  • Physical contact boundaries
  • Friendship & conflict Secrets
  • Trust & appreciation
  • Expressing appreciation for special relationships
  • Life cycles in nature
  • Growing from young to old
  • Increasing independence
  • Differences in female & male bodies (correct terminology)
  • Assertiveness
  • Preparing for transition
Year 3
  • Setting personal goals
  • Self-identity & worth
  • Positivity in challenges
  • Rules, rights & responsibilities
  • Rewards and consequences
  • Responsible choices
  • Seeing things from others' perspectives
  • Families & their differences
  • Family conflict & how to manage it (child-centred)
  • Witnessing bullying & how to solve it
  • Recognising how words can be hurtful
  • Giving & receiving compliments
  • Difficult challenges & achieving success
  • Dreams & ambitions
  • New challenges
  • Motivation & enthusiasm
  • Recognising & trying to overcome obstacles
  • Evaluating learning processes
  • Managing feelings
  • Simple budgeting
  • Exercise
  • Food labelling & healthy swaps
  • Attitudes towards drugs
  • Keeping safe & why it's important online & off line
  • scenarios
  • Safe/unsafe substances at home
  • Responding to an emergency
  • Healthy & safe choices
  • Family roles & responsibilities
  • Friendship and negotiation
  • Keeping safe online & who to go to for help
  • Equal relationships
  • Being a global citizen
  • Awareness of how other children have different lives
  • Expressing appreciation for family & friends
  • How babies grow from baby to adult
  • Understanding a baby's needs
  • Outside body changes
  • Family stereotypes
  • Personal space
  • Preparing for transition
Year 4
  • Being part of a class team
  • Rights, responsibilities and democracy
  • Rewards & consequences
  • Group decision-making
  • Having a voice
  • What motivates behaviour
  • Challenging assumptions
  • Judging by appearance
  • Accepting self & others
  • Understanding influences
  • Understanding bullying
  • Problem-solving
  • Identifying how special & unique everyone is
  • First impressions
  • Hopes & dreams
  • Overcoming disappointment
  • Creating new, realistic dreams
  • Achieving goals
  • Working in a group
  • Celebrating contributions
  • Resilience
  • Positive attitudes
  • Healthier friendships
  • Group
  • dynamics
  • Smoking
  • Alcohol
  • Assertiveness & dealing with peer pressure
  • Managing Risk
  • Jealousy
  • Love & loss
  • Memories of loved ones
  • Getting on & falling out
  • Diversity
  • Showing appreciation to people & animals
  • Being unique
  • Gender roles & challenging stereotypes
  • Changes to my body & personal hygiene
  • Confidence in change
  • Accepting change
  • Preparing for transition
Year 5
  • Planning the forthcoming year
  • Being a citizen
  • Rights & responsibilities
  • Rewards & consequences
  • How behaviour affects groups
  • Democracy, having a voice, participating
  • Cultural differences
  • Racism
  • Rumours & name-calling
  • Types of bullying
  • Material wealth & happiness
  • Enjoying & respecting other cultures
  • Future dreams
  • The importance of money
  • Jobs & careers
  • Dream job & how to get there
  • Goals in different cultures
  • Supporting others (charity)
  • Motivation
  • Smoking, including vaping
  • Alcohol & anti-social behaviour
  • Emergency aid
  • Body image
  • Relationships with food
  • Healthy choices
  • Dealing with dares
  • Self-recognition & self-worth
  • Positive relationships
  • Safer online communities
  • Rights & responsibilities online
  • Online gaming
  • Reducing screen time
  • SMARRT internet safety rules
  • Influence of online & media on body image
  • Physical & emotional changes of growing up
  • Periods & the reproductive organs
  • Knowing that my body belongs to me
  • Coping with change
  • Preparing for transition
Year 6
  • Identifying goals for the year
  • Global citizenship
  • Children's universal rights
  • Feeling welcome and valued
  • Choices, consequences & rewards
  • Group dynamics
  • Democracy, having a voice
  • Anti-social behaviour
  • Role-modelling
  • Perceptions of normality
  • Understanding disability
  • Power struggles
  • Understanding bullying
  • Inclusion/exclusion
  • Differences as conflict, difference as celebration
  • Empathy
  • Personal learning goals, in & out of school
  • Success criteria
  • Emotions in success
  • Making a difference in the world
  • Motivation
  • Recognising achievements
  • Compliments
  • Taking personal responsibility
  • Managing peer pressure
  • How substances affect the body
  • Emergency Aid - recovery position & basic procedures
  • Emotional & mental health
  • Managing stress
  • Identifying mental health worries & sources of support
  • Love & loss
  • Managing feelings
  • Power & control
  • Assertiveness
  • Technology safety
  • Take responsibility with technology use
  • Self-image & body image
  • Puberty & feelings
  • Conception
  • Conception to birth
  • Reflections about change
  • Personal hygiene & taking care of myself
  • Respect &d consent
  • Transition to high school & worries I may have
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