Personal, Social, Health and Economic (PSHE) Education at Buckingham Park
What is PSHE?
PSHE addresses with the real life issues affecting children, their families and communities. All schools must, by law, provide ‘a broad and balanced curriculum’ that ‘prepares young people for the opportunities and responsibilities of adult life’. At Buckingham Park Primary PSHE is recognised as an integral aspect of the curriculum.
Why is PSHE so important?
PSHE education helps all children to achieve their full potential. PSHE promotes independence and responsibility, develops children’s personal and social skills, their self-esteem and contributes to the health, well-being and safety of all our pupils. PSHE develops the qualities and attributes pupils need to thrive as individuals, family members and members of society.
What is taught in PSHE?
Like other subjects PSHE education gradually builds key concepts and skills through topics that are relevant to children and young people’s age and stage of development. For example; learning the skills of fairness and turn taking gradually builds to developing the skills of negotiation and assertiveness; learning the importance of the safe use of medicines and chemicals in the home gradually leads to learning about the risks associated with alcohol and drug misuse.
How is PSHE taught at Buckingham Park?
PSHE education is a planned programme of learning, taught through weekly assemblies, through a discrete weekly lesson and through circle time, meeting the requirements of the National Curriculum. The knowledge and skills are also brought into a range of cross curricular subjects, making the learning more connected and relevant.
In the Early Years Foundation Stage, Personal, Social and Emotional Development (PSED) is one of the prime areas of learning within the Early Years Foundation Stage (EYFS) curriculum. PSED learning experiences are planned from the EYFS curriculum and delivered through discrete planned circle time activities on a weekly basis. It is also recognised that opportunities are often spontaneous, following the children’s needs, experiences and interests.