Enderby Road Infants KS1 Lesson Planning for ______
Enderby Road Infants – Autumn 1 2014
Personal, Social, Emotional and Health PSHE Overview for Key Stage 1
PSHE education as a means to fulfilling the statutory duties on schools / Sections 2.1 National Curriculum Framework: Every state funded school must offer a curriculum which is balanced and broadly based, and which: / ‘Promotes the spiritual, moral, cultural, and mental and physical development of pupils at the school and of society’. / ‘Prepares pupils at the school for the opportunities, responsibilities and experiences of later life.’ / Section 2.5 National Curriculum Framework ‘All schools should make provision for personal, social health and economic education (PSHE), drawing on good practice.’ / Section 5 Ofsted inspections consider the extent to which schools provides its pupils with a ‘broad and balanced curriculum that promotes their good behaviour and safety and their moral, social and cultural (SMSC) development.’PSHE in our school / We will ensure that all our infant pupils are provided with a strong platform for their future personal, social and economic well-being. / We will ensure that all our pupils are supported to develop articulacy, resilience and a well-developed range of personal and thinking skills. They will evaluate information and make informed judgements. / We will ensure that all our infant pupils apply and extend their social and personal skills through engagement with the wider community, and through high-quality enrichment activities. Discrimination, including prejudiced-based bullying and discriminatory language, is tackled with vigour. / We will ensure that all out infant pupils develop positive self-esteem and respect for diversity through:- PSHE curriculum 2014, Jenny Fox Eades Positive Psychologies: Festivals, strengths, Religious Education / We will ensure that all our infant pupils make rapid and sustained progress. Clear and appropriate learning objectives are matched by well-considered, appropriate activities, imaginative resources and strategies. / We will ensure that teachers communicate high expectations, enthusiasm and passion for PSHE. They know how well pupils are achieving, build on their previous knowledge and provide effective feedback to help them to improve further.
Our PSHE Curriculum:- / Statutory requirements in all areas are fully met. / PSHE has a very high profile in the life of the school. / The curriculum is designed, taking into the account local health and social data, and the full range of pupils’ needs, interests and aspirations. It is explicit, comprehensive and coherent.
Strategies to promote inclusion ensure that all pupils engage fully in activities to promote their personal and social development. / PSHE is very well resourced in terms of curriculum time (12 hours minimum per term), staff training, management time, materials and the use of external services. / Pupils are fully engaged in influencing the content and evaluating the quality of the curriculum. There is flexibility so that teachers can respond to answers: Where do the children want this learning to go next? / Discrimination, including prejudiced-based bullying and discriminatory language, is tackled with vigour.
Our Teaching and leadership of PSHE:- / Statutory requirements in all areas are fully met. / The teaching of PSHE is rigorous. Teachers demonstrate good understanding of effective learning in PSHE education. / The monitoring of teaching and learning in PSHE is rigorous. / There are effective strategies to share good practice. / Teachers are fully engaged in influencing the content and evaluating the quality of the curriculum. / There are strong links with partner school, parents, carers and external agencies to reinforce a very high standard of PSHE education, and secure high-quality professional development.
Three over-arching teaching are: / “My body, Your body!”
What makes me, me?
Respect for self.
Self-expression.
In/on my body.
World of Drugs (inc medication)
SRE / “Safe reationships”
Who keeps me safe?
Safe relationships at home, in school, and in the community.
Anti-Bullying in school.
Interpersonal skills (inc. assertion and negotiation skills).
Respect for others. / “Out and about every day!”
What is an emergency?
What to do in an emergency?
Safety awareness:
First Aid (age appropriate).
Stranger Danger.
Online Safety.
Road safety (inc. cycle and scooter safety).
Seasonal:
Firework safety.
Walking at night (Winter).
Sun Safety.
Water Safety (inc local ponds). / Money management. Pupils will develop understanding and skills in relation to the value of money, personal finance, the world of work and business enterprise through:
RE: Faith in Action/Free Trade/enterprise and fundraising.
Mathematics
Autumn Term 1:2014 / In Key Stage 1 both Year 1 and Year 2 are meeting the same ‘Learning Objectives’ with Year 2 children learning with a Level 2/3 Success Criteria.
What makes me, me? / Looking a physical similarities and differences, similarities and differences around likes/dislikes.
How do other people know that I’m me? How do I recognise them?
Looking at ‘strengths’ and what strength the children feel they have and why?
Who keeps me safe at and home and how? / What good about my home? Am I warm, fed and happy? Who are the people who keep me safe at home? What do they do to keep me safe? What do they do to make me feel safe?
Why must I be careful near cookers, fires electricity, gas and the television? The stairs?
Medicines?
What are the rules at my home?
How can I keep myself safe?
Who keeps me safe in the community and how? / Who will keep them safe in the community? How do I recognise people whose job it is to keep me safe? / Look into their roles within the community
When could we possibly need their help
What are they trying to teach us to do or not to do? How can I help them?
When am I most at risk?
What is an emergency? / Looking into the word ‘safe’, ‘risky’ and ‘dangerous’ and the understanding of those words. / Look at the meaning of ‘an emergency’
How many different sorts of emergencies do they know?
What can I do in an emergency? / How do I know that there is an emergency? / What is the 999 procedure?
What is my name and my address?
Can I do simple first aid – age appropriate?
Which of my strengths may help me?
What should I do in an emergency:
fire / Why must I ‘Get out and stay out?’
How is the school ready to keep me safe in the event of a fire?
What do I do if there is a fire in my home?
Why do we never play with fire? / Year 2 fire safety talk from the Fire Service