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Being a Citizen at Cayton 

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At Cayton, we want children to develop an inquisitive and investigate mind where they ask questions about their surroundings and the wider-world we live in. We believe that PSHE is important to:

  • Create a happy, safe, caring school environment with equal opportunities.

  • Develop enthusiastic enquiring minds who are motivated to work independently.

  • Develop a healthy life style, where pupils are encouraged to make informed choices.

  • Promote positive relationships, excellent behaviour and polite children.

  • Enable children to feel pride in their efforts and develop confidence and resilience.

 

​The National Curriculum states that “personal, social, health and economic (PSHE) education is an important and necessary part of all pupils’ education”

Our curriculum reflects these beliefs and has been researched to ensure a deep and consistent pedagogy in the teaching of PSHE. The curriculum is taught through the scheme Jigsaw and is supplemented through a planned and progressive curriculum around our local area and contextualising safeguarding issues such as consent, water safety and sun safety. These adaptations to the scheme add a bespoke element to our curriculum which link to our locality and contextual setting.

‘Your body holds deep wisdom. Trust in it. Learn from it. Nourish it. Watch your life transform and be healthy.’ Bella Bleue. 

The Learning Journey

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The curriculum is structured so all year groups are learning about the same ‘Jigsaw Piece’ Autumn 1 -Being Me in My World

Autumn 2 - Celebrating Difference

Spring 1 – Dreams and Goals

Spring 2 - Healthy Me

Summer 1 – Relationships

Summer 2 – Changing Me

Being Me in My World

In EYFS, the children learn about how they have similarities and differences from their friends and how that is OK. They begin working on recognising and managing their feelings, identifying different ones and the causes these can have.

In Key Stage One, the children discuss rights and responsibilities, and choices and consequences. They go onto learn about rights and responsibilities; how to work collaboratively, how to listen to each other and how to make their classroom a safe and fair places.

By the end of Key Stage two, they learnt to set goals and discuss their fears and worries about the future. The children learn about the United Nations Convention on the Rights of the Child and that these are not met for all children worldwide.

Celebrating Difference

In EYFS, children are encouraged to think about things that they are good at whilst understanding that everyone is good at different things. They discuss being different and how that makes everyone special but also recognise that we are the same in some ways.

In Key Stage One, the children explore the similarities and differences between people and how these make us unique and special. They move onto recognising gender stereotypes, which boys and girls can have differences and similarities and that is OK.

By the end of Key Stage Two, the children discuss differences and similarities and that, for some people, being different can be difficult. The children learn about bullying and how people can have power over others in a group. They discover strategies for dealing with this as well as wider bullying issues.

Dreams and Goals

In EYFS, the children consider challenges and facing up to them. They discuss not giving up and trying until they have achieved their goal.

In Key Stage One, the children explore setting realistic goals and how they can achieve them. They discuss perseverance when they find things difficult as well as recognising their strengths as a learner.

By the end of Key Stage Two, the children share their own strengths and further stretching themselves by setting challenging and realistic goals.

 

Healthy Me

In EYFS, children learn about their bodies: the names of some key parts as well as how to stay healthy. They talk about food and that some foods are healthier than others.

In Key Stag One, the children learn about healthy food; they talk about having a healthy relationship with food and making healthy choices.

By the end of Key Stage Two, the children have learnt about taking responsibility for their own physical and emotional health and the choices linked to this. They learn about different types of drugs and the effects these can have on people’s bodies.

 

Relationships

In EYFS, children are introduced to the key relationships in their lives. They learn about families and the different roles people can have in a family.

In Key Stage One, the children learn about family relationships widens to include roles and responsibilities in a family and the importance of cooperation, appreciation and trust.

By the end of Key Stage Two, the children learn more about mental health and how to take care of their own mental well-being. They explore the grief cycle and its various stages, and discuss the different causes of grief and loss.

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Changing Me

In EYFS, children are encouraged to think about how they have changed from being a baby and what may change for them in the future. They consolidate the names and functions of some of the main parts of the body and discuss how these have changed.

In Key Stage One, children compare different life cycles in nature, including that of humans. They reflect on the changes that occur (not including puberty) between baby, toddler, child, teenager, adult and old age. Within this, children also discuss how independence, freedoms and responsibility can increase with age.

By the end of Key Stage Two, the children learn about puberty in boys and girls and the changes that will happen; they reflect on how they feel about these changes. The children also learn about childbirth and the stages of development of a baby, starting at conception.

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Consent

Definition‘Consent is agreement that is given willingly and freely without exploitation, threat or fear, and by a person who has the capacity to give their agreement’ (PSHE association).

 

At Cayton School

We believe at Cayton School, that part of our RSE curriculum should focus on consent, what it means and how to stay safe. At Cayton, we will lay the foundations in key stages 1 and 2 ready for more specific learning as children move through to secondary school. This content is planned and taught in an age and developmentally appropriate way and is progressive across each year groups. At Cayton, we also discuss consent in a variety of other times such as at assemblies.

 

Progression at Cayton

EYFS- Can I begin to understand that parts of my body are private? Look at the ‘Everyone has private parts’ poster and design your own.Year1 – Can I begin to think what actions are appropriate and if I should say yes or no to them? Activity: Different scenarios- children to sort into things I can say yes to and things I should say no to. Year 2 – Can I understand that my body is my own and know how to look after it?Activity: Power point about my body is my own the five people that I trust activity (hand).Year 3 – Can I show where I am happy to be touched?Activity: discussion and then a body outline for the children to colour green, orange and red (where we can touch and not touch).Year 4 – Can I begin to understand what I can share and what I should keep private to keep myself and others safe?Activity: power point about surprise or secret and then an activity of scenarios about telling secrets. Year 5 – Can I describe how my body belongs to me and which areas are private? Can I discuss who I can ask for help if I need it?Activity: power point about my body is mine and then I can say no worksheet.Year 6 – Can I discuss that my body belongs to me and I have control over what happens to it?Activity: power point about choice, control and consent and then sorting different scenarios activity.Each learning outcome has a specific lesson in the year’s medium term plan highlighted in blue.

SEND

Children with SEND will be taught alongside their peers as we believe all children need teaching about safeguarding and staying safe. The class teacher will ensure each child’s individual needs are met by scaffolding the curriculum. The following are some examples:-Word banks with diagrams-Pre-learning specific vocabulary-Visual support-Clicker 8

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PSHE Progression Map - What we learn

Adaptive Teaching in PSHE for SEND support

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Gallery - PSHE at Cayton

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