PSHE - RSE

Vision statement and intent:

PSHE

At Skelmanthorpe Academy, the intent of the Personal, Social, Health, and Economic Education (PSHE) curriculum is to provide a well-planned, comprehensive program that ensures the development of the whole child, equipping them with the knowledge, skills, and understanding to lead healthy, happy, and productive lives. The intent is driven by the school's commitment to promoting the spiritual, moral, social, and cultural development of its pupils, in line with the values of the school and community.

The PSHE curriculum aims to:

1. Develop pupils' self-awareness, self-esteem, and confidence.
2. Equip pupils with the knowledge of how to make healthy lifestyle choices, understanding the implications of their actions.
3. Foster positive relationships and teach pupils to respect themselves and others, appreciating diversity and promoting equality and inclusion.
4. Provide pupils with essential life skills, including critical thinking, problem-solving, decision-making, and resilience.
5. Raise pupils' awareness of their rights, responsibilities, and safety, both online and offline.
6. Develop pupils' financial literacy and economic understanding, preparing them for the responsibilities of adult life.

 RSE

At Skelmanthorpe Academy, our intent for Relationships and Sex education (RSE) is to equip all pupils with the knowledge, skills and attitudes necessary for positive relationships, safe decision making and understanding of their own identities. We aim to deliver a comprehensive RSE curriculum that is age appropriate, inclusive and meets the needs of our diverse learner populations. By fostering a cultural of mutual respect, empathy and openness, we strive to promote the emotional well-being and positive social development of our pupils

 SEND in PSHE and RSE

The curriculum at Skelmanthorpe Academy is designed to be ambitious for all pupils and high expectations are set for all subjects.

The sequential delivery of units and information, means that the children experience learning in chunks which do not overload the working memory, allowing pupils to build on and secure past knowledge.

Pedagogy of learning is key and individual knowledge of the SEND learners plays a part in how the curriculum can be adapted so that pupils with SEND are not disadvantaged.

This information is based on research reports carried out by OFSTED and how schools can best support pupils with SEND in accessing the curriculum.

Reception  - Year 1 

Year 1 - 2 

Year 2 - 3 

Year 4 

Year 5