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PSHE/RSE

                                               ‘Aspiring to achieve, determined to succeed’

 

We aim to provide/promote pupils understanding of life and give them a sense of self-worth; playing a positive role within school and the wider community enabling them all too develop life-long skills.

 

Encouraging opportunities to learn about:

  • rights and responsibilities
  • allowing children to contribute to personal development, resilience, self-esteem and making choices and understand what influences their decisions               
  • by strengthening their identities through the understanding of differences and change
  • manage emotions and communicates constructively through a variety of settings allowing the pupil to develop an understanding and ability to work with others to form a positive relationship
  • preparing each pupil an understanding of life ahead
  • preparing them for their future

 

At Sandy Hill we use the Scarf scheme of work which stands for:

                                             

                                            Safety, Caring, Achievement, Resilience and Friendship.

 

SCARF is a whole-school approach to promoting behaviour, safety, achievement and wellbeing – crucial for children to achieve their best, academically and socially.

Providing a strong, tangible framework; promoting positive ethos and values throughout all lessons encouraging all children to strive in achieving their best. It provides a healthy outlook towards life, promoting respect, caring attitudes and celebrates differences, providing a safe environment for children to be confident and successful learners.

In school we aim to deliver an intensive curriculum following six units of study - each unit is revisited each year to enable progression in skills, knowledge and understanding.

  • Me and My Relationship
  • Valuing Difference
  • Keeping Myself Safe
  • Rights and Responsibilities
  • Being My Best
  • Growing and Changing

By applying SCARF across all year groups ensures progression in knowledge, attitudes and values and skills; including the key skills of social and emotional learning, known to improve outcomes for children.

 

Nursery
In Nursery we participate in circle time activities everyday to learn about each other and how to be good, kind friends. Recently we have been learning about similarities and differences between ourselves and our friends. It has been lovely for the children to have the opportunity to talk about their families and what they have in common with their friends in Nursery. 
 
"I brown eyes like my friend." Nursery child, aged 3"
"Me and my friend have a baby brother at home." Nursery child, aged 4.
Reception
Children are encouraged to be kind and supportive within the Early Years. In line with our behaviour scheme children are praised for treating others with respect and kindness. Weekly, the children have a taught session linked to a theme that they can explore and reflect upon. In addition to this we have 'Friendly Friday' activities where on a Friday afternoon children are encouraged to work with someone they may not always play with and complete an activity together where they have to share, take turns and support each other. The children are encouraged to think of positive attributes of their partner and will often make a simple gift as an appreciation of their friendship. 
 
"I know how to be a kind friend by being caring and sharing the toys." Reception, age 5. 
 
"We help our friends when they are feeling sad." Reception, age 4. 
Year 1
In Year 1, we have been exploring what means to be a good friend and make good choices. We also explored emotions and played emotions charades. We read 'Ruby's Worry' and made our own worry monsters. Whilst exploring the message within this story we talked about worries we had and gave these to our worry monsters to eat. 
 
"I will be a good friend by being nice to everyone." Year 1, age 5.
 
"I like to look after people and check that they are ok." Year 1, age 5. 
Year 2
Year 2 have been learning about feelings and relationships. We talked about recognising how others are feeling based on their facial expressions and how we can support others when they have negative feelings.
 
We also celebrated anti-bullying week by looking at the importance of being kind to others.
 
"When my friends are feeling sad I ask them to play with me so that they smile again." Year 2 pupil, age 6.
 
Year 3
Year Three have been learning about their relationships with other people and why it is important to have rules. We have looked at why and how feelings effects our lives. We have understood that we have many different feelings and looked at ways of dealing with these feelings. 
 
 
 
Year 4
In Year 4, we have been learning how to manage our relationships with others. We have had lots of discussions about appropriate ways to act and react in differing situations and have explored different levels of feelings/synonyms for these. We have also been thinking about our Sandy Hill school rules and values and how we can demonstrate these at all times to be good role models to others. 
Year 5
In Year 5, we thoroughly enjoyed being part of Anti-Bullying week and participated in a virtual workshop ran by The Stay Safe Initiative. During this we learnt a lot about different types of bullying, how to identify and deal with it and how it might feel to be bullied.
 
"The toothpaste challenge really showed me how words cannot be taken back and how harmful name-calling can be." Year 5 pupil, aged 9.
Year 6

In Year 6 we have been learning about “Me and My Relationships” collaborating in groups and class discussions; learning to be assertive and understanding diversity and equality in the wider community.

Through role play we have discussed positive strategies to resist peer influence and pressure.

We have collaborated in teams discussing positive strategies for negotiating and compromising within a task.

Coping mechanisms have been explored in order to deal with challenges - demonstrating the need for respect and an assertive positive approach to everyone.

Wider Curriculum 
 
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