Purpose of the Curriculum
(What will the PHSE curriculum do for our children?)
Our curriculum is based on the Social and Emotional Aspects of Learning (SEAL) materials:
These core themes build reflect universal needs shared by children and specific needs of children in the school. It is taught as a spiral programme, revisiting themes, increasing the level of challenge, broadening scope and deepening pupils thinking. They will:
Aim of the Curriculum:
The knowledge, skills and understanding developed by the SEAL resources)
By the end of each Key stage at St Mary and St Margaret’s, all pupils should be able to:
• I know when and how I learn most effectively.
• I can take responsibility for my actions and learning.
• I feel good about the things I do well, and accept myself for who and what I am.
• I can recognise when I find something hard to achieve.
Understanding my feelings
• I can identify, recognise and express a range of feelings.
• I know that feelings, thoughts and behaviour are linked.
• I can recognise when I am becoming overwhelmed by my feelings.
• I know that it is OK to have any feeling, but not OK to behave in any way I feel like.
Managing how I express my feelings
• I can stop and think before acting.
• I can express a range of feelings in ways that do not hurt myself or other people.
• I understand that the way I express my feelings can change the way other people feel.
• I can adapt the way I express my feelings to suit particular situations or people.
Managing the way I am feeling
• I can calm myself down when I choose to.
• I have a range of strategies for managing my worries and other uncomfortable feelings.
• I have a range of strategies for managing my anger.
• I understand that changing the way I think about people and events changes the way I feel about them.
• I can change the way I feel by reflecting on my experiences and reviewing the way I think about them.
• I know that I can seek support from other people when I feel angry, worried or sad.
• I know what makes me feel good and know how to enhance these comfortable feelings.
Setting goals and planning to meet them
• I can set a challenge or goal, thinking ahead and considering the consequences for others and myself.
• I can break a long-term plan into smaller achievable steps, plan to overcome obstacles, set success criteria and celebrate when I achieve them.
Persistence and resilience
• I can choose when and where to direct my attention, concentrate and resist distractions for increasing periods of time.
• I know and can overcome some barriers to my learning such as feelings of boredom and frustration and know when to keep trying or try something different.
• I can bounce back after a disappointment or when I have made a mistake or been unsuccessful.
Evaluation and review
• I know how to evaluate my learning and use this to improve future performance.
Understanding the feelings of others
• I can recognise the feelings of others.
• I know that all people have feelings but understand that they might experience and show their feelings in different ways or in different circumstances.
• I can understand another person’s point of view and understand how they might be feeling.
Valuing and supporting others
• I value and respect the thoughts, feelings, beliefs and values of other people.
• I can be supportive to others and try to help them when they want it.
• I know that my actions affect other people and can make them feel better or worse.
Social skills enable children to relate to others, take an active part in a group, communicate with different audiences, negotiate, resolve differences and support the learning of others.
Belonging to a community
• I feel that I belong to and am valued in my class, school and community.
• I understand and accept my rights and responsibilities in school, and know how I can take responsibility for making the school a safe and fair place for everyone.
Friendships and other relationships
• I know how to be friendly – I can look and sound friendly, be a good listener, give and receive compliments and do kind things for other people.
• I recognise ‘put-downs’ and know how they affect people, so I try not to use them.
• I can make, sustain and break friendships without hurting others.
• I can work well in a group, cooperating with others to achieve a joint outcome.
• I can tell you what helps a group to work well together.
• I can resolve conflicts to ensure that everyone feels positive about the outcome.
Standing up for myself
• I can be assertive when appropriate.
Making wise choices
• I can solve problems by thinking of all the options, identifying advantages and disadvantages, choosing a solution and evaluating it later on.
• I can make a wise choice with work or behaviour.