Issuu

ge S n o a d n u o Early Years F

HANDBOOK

Au or and Series Ed or: Vic ria Pugh Series consul nt: Karen omson

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22/02/2022 12:49

Early Years Foundation Stage PSHE Handbook

Contents Introduction: How to use this resource

Topic 1: All about me

Topic 2: My world

Topic 3: Being healthy

Topic 4: What do people do all day?

Topic 5: Friendship

Topic 6: Looking after myself

Topic 7: My feelings

Topic 8: Growing up

Topic 9: Staying safe

105

Topic 10: Celebrations

117

Curriculum chart

128

Acknowledgements

135

Introduction

Introduction: How to use this resource This resource has been designed to be used by schools as a flexible but complete Personal, Social and Emotional Development (PSED) curriculum. In your setting, you might refer to this as PSHE so that it is in keeping with KS1 and KS2, to show progression. The resource is split into ten topics. If you are teaching in a nursery context, topics 1 to 4 will be most appropriate to you. If you are teaching Reception in a school without a Nursery, all the topics will be relevant and have been structured to increase in challenge across the year, so you can choose the most appropriate starting point for your cohort. The lesson plans offer guidance for teachers and learning support staff on how to deliver each session confidently, and extra guidance is provided in the notes section of each presentation. All the resources are available to download in an editable format so that schools can adapt and deliver the topics according to their context and the needs of their pupils.

How it fits into the curriculum From September 2020, The Relationships Education, Relationships and Sex Education and Health Education (England) Regulations 2019, made under sections 34 and 35 of the Children and Social Work Act 2017, make Relationships Education and Health Education compulsory for all pupils receiving primary education. This means that provisions for these objectives should be made, and training for staff made available where possible.1 Although these regulations are not related to EYFS, it is vital that there is a strong PSED programme in place to meet the EYFS goals and to create the foundations for pupils so that there is a progression of skills and content when transitioning into Key Stage 1. The EYFS pack offers topics which link to the EYFS statutory Early Learning Goals, the Development Matters PSED objectives and the three areas of PSHE education for primary education, so that you can see how these units fit into a whole school PSHE curriculum. The three areas are: •

Relationships

•

Health

•

Living in the Wider World.

These three strands are mapped against the statutory Relationships Education and Health Education guidance as well as the ‘Living in the Wider World’ objectives from the PSHE Association Programme of Study. The curriculum mapping chart at the end of the pack demonstrates how these strands and frameworks are linked throughout. The topics have been carefully arranged in order to create a spiral curriculum of both content and skills. This provides a rigorous structure with in-built progression where topics are regularly revisited and are closely linked to the primary PSHE curriculum to ensure that understanding and skills are developed in an age-appropriate way. This enables children to grow in confidence when taking part in discussion and debates, and when exploring current issues within PSED/PSHE education. The resource has been developed to promote and encourage the Development Matters key characteristics of effective teaching and learning. These are: •

Playing and exploring

•

Active learning

•

Creating and thinking critically.

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/805781/Relatio nships_Education__Relationships_and_Sex_Education__RSE__and_Health_Education.pdf

Introduction

Lessons also link to the key skills from the PSHE Association’s Programme of Study: •

personal effectiveness

•

interpersonal and social effectiveness

•

managing risk and decision making.

The development of these skills is essential for pupils to begin to apply their knowledge to their own lives. The range of teaching activities allows for pupils to practise and hone these skills either individually or in a group. This closely reflects the new Ofsted framework (2019)2, which will judge provisions made to promote learners’ wider personal development, character and resilience within schools. A strong PSED/PSHE curriculum can help to support safeguarding within schools and can help to meet the requirements of the Keeping Children Safe in Education document (2021)3 which requires that: Governing bodies and proprietors should ensure that children are taught about safeguarding, including online safety. Schools should consider this as part of providing a broad and balanced curriculum. This may include covering relevant issues through Relationships Education and Relationships and Sex Education (formerly known as Sex and Relationship Education), tutorials (in colleges) and/or where delivered, through Personal, Social, Health and Economic (PSHE) education. Topics throughout the resource address online safety, making healthy choices, keeping ourselves safe and looking after our bodies, all of which support safeguarding while promoting life skills for children such as empathy, identification of feelings, self-care, respect and an understanding of the world around them. Increased time spent online means that, more than ever, children need to understand how to interact, form friendships and deal with situations in an online world. This is a key theme throughout the resource and it is integrated from the beginning of EYFS to ensure that children understand how to keep themselves safe and happy online.

Rules for respect Prior to teaching the topics, it is important that some ‘rules for respect’ are established with pupils, rather than imposed on them, as this gives the class a sense of ownership over their learning. Having shared rules for group work, discussion and PSED/PSHE lessons in general allows pupils to help establish a safe place where they can share their thoughts, opinions and ideas, and explore sensitive topics. Rules for respect can be decided upon and turned into a class agreement. This can be signed by the whole class and be adapted to include child-friendly language to reflect pupil voice. Some example rules for respect might include: •

Everyone has the right to be included.

•

Everyone has the right to be listened to.

•

Anything confidential that is shared in class shouldn’t be discussed with other people outside of the classroom.

•

People have the right not to share personal experiences or take part if they don’t want to.

https://www.gov.uk/government/publications/education-inspection-framework/education-inspection-framework https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1021914/KCSIE _2021_September_guidance.pdf 3

Introduction

•

We will respect people’s views even if we don’t agree with them.

•

We will use the correct vocabulary relating to the topics we are studying without people being offended.

•

We will agree that it’s OK to get things wrong and we shouldn’t make fun of people for this.

•

There are no ‘stupid’ questions and people should not be afraid to ask questions.

Active teaching methods and assessment The resources for each lesson consist of a one-page session plan, a PowerPoint presentation and a Resource Sheet where appropriate. After an introduction to the session for the whole class, there is a range of suggested activities, including art, games and roleplay. These are mostly intended for group work, led by an adult, from which the teacher can select as appropriate for different groups, or the activities can be run as a carousel. They may be completed in one session, or spread over several sessions. The sessions have been designed to support high-quality communication and language opportunities and, as such, use a variety of role-play, discussion-based and guided activities as recommended in Development Matters. Group work and peer discussion are encouraged and there is a balance between co-operative work and individual exploration throughout. These can easily be adapted to suit the needs of the class and the pupils to build upon their interests or curiosity. In the Topic Overview pages there are some suggestions for continuous provision (CP) which link to the relevant themes. As with any CP suggestions, these can be adapted to link to other topics which may be covered within the classroom and to encourage pupil-led play, problem-solving and creative exploration of resources. These suggestions can easily be adapted to support enhanced provision as well. There are book recommendations which can be used to support reading for pleasure or as a stimulus for discussions or creative work. It is important that children can be assessed using a method which allows them to best express their knowledge and understanding of the topic being taught. Within each topic there are opportunities for assessment such as observation, questioning and selfreflection. The Reflection time part of each session allows for assessment opportunities which can be tailored to each child or group and which offer a chance for pupils to celebrate what they have learned or demonstrate skills they are developing. There is a range of activities, question suggestions and opportunities for reflection throughout the sessions, so that teachers can use their knowledge of the pupils to tailor assessments as needed. This adaptive approach will also support your current monitoring and reporting policies.

How to deal with the tricky bits PSED/PSHE is renowned for dealing with ‘tricky’ or controversial issues, but it is important that teachers feel confident when delivering important information and discussing sensitive topics. In order to support the teaching of these issues, key information and advice is included in the notes section of each PowerPoint and within session plans where necessary. These notes will help teachers to be aware of age-appropriate answers, common misconceptions and possible questions which might arise and how to deal with them. Further reading and links to useful websites are included where appropriate to support teacher subject knowledge and some information which can be sent to parents and carers to support home/school partnerships and information sharing. © HarperCollinsPublishers Ltd. 2022

Introduction

It is important to note that, for some children, this may be the only opportunity for them to engage in discussions regarding particular topics in a safe and supportive environment, so questions should be encouraged. If any questions are deemed as not being ageappropriate, then you can refer to your setting’s policy or engage with parents and carers to give the relevant information that the pupil might need. As with all good practice, relationships are key and getting to know your pupils will allow you to consider any relevant background information which might be useful when supporting vulnerable pupils or those who may be experiencing particular issues in their home lives. Where this is the case, it can be useful to talk to the pupil prior to a lesson or to use distancing techniques such as the scenarios or stories within the units, as these take the emphasis away from a pupil thinking about their personal situation to considering what someone else might do or how to help someone else in a particular situation. Consider adopting a whole-school trauma-informed practice approach to your whole-school teaching. More information can be found regarding this approach and training online with a simple search.

Relationships and sex education Relationship Education (RE) become statutory in primary schools in September 2020. This means that parents/carers cannot withdraw their children from these lessons. Although sex education in primary schools is not statutory at present, it is recommended by the Department of Education that all primary schools have a sex education scheme of work in place. Parents do have the option to withdraw pupils from these sessions but not from science-based reproduction lessons, which are part of the KS2 national curriculum for science. Parents/carers are a child’s first teachers, and the most influential ones at this stage, so they should be encouraged to have conversations with their children about what the children discuss at school. Transparency with parents/carers can help them feel involved in their child’s education, and it is important to remember that they themselves may not have received quality sex education or may have pre-conceived ideas about what this might entail. Using scientific language for body parts is particularly important and should be encouraged from an early age. This resource encourages the use of scientific body parts from Nursery. The use of correct body part names is part of safeguarding, as it allows pupils to communicate clearly should they feel uncomfortable or unhappy about something. However, the introduction of these terms is something which will need to be discussed and agreed as a whole school and should include parent/carer consultation. This should be reflected in the school’s RSE policy and link to the safeguarding policy. It is particularly important that teachers, teaching assistants, learning support, senior management and governors are all aware of the RSE policy and statutory expectations and that a whole-school ethos is applied to the teaching of RSE. This will promote consistency and quality in the delivery of lessons. Likewise, it is important that all staff teaching PSHE have a clear understanding of the safeguarding disclosure policies and procedures within the school. They should also be able to name the current Designated Safeguarding Leads (DSL) so that they know who to go to should a child make a disclosure during a session or at any other time.

Getting parents and carers on board Having a whole-school approach is the best way to create high-quality PSED/PSHE provision. Below are some suggestions for ways in which parents/carers can be included in this approach.

Introduction

1. Set up a working party of parents/carers, teachers and children to discuss the curriculum and agree on key decisions such as ‘At what age will you introduce scientific names for body parts?’ 2. Invite parents/carers to view resources and plans for PSED and be transparent about what will be covered in sessions. 3. Make use of parents’/carers’ expertise when looking at jobs and stereotypes and invite them in to talk about their own jobs or experiences. 4. Send home a copy of the class/school ground rules for PSED/PSHE lessons and encourage parents/carers to contribute to these. 5. Involve parents/carers in a community project to promote the world we live in and to work together to make the local community a better place. 6. Have a designated PSHE coordinator or lead who parents can speak to should they have any questions. The PSHE coordinator should have a clear understanding of how the EYFS and Primary PSED/PSHE curriculums show progression across the age ranges. 7. Ensure that all governors, the headteacher, teachers and support teachers are trained and aware of the PSED/PSHE curriculum and resources so that the approach is truly a whole-school one and parents/carers feel there is consistency.

Topic 1: All about me

1.1

I am unique!

Big question:

Key vocabulary:

• What do I like and dislike?

• like, dislike, favourite, not sure, unique, awesome, special

Skills:

Resources:

• Empathy and compassion (including impact on decision-making and behaviour)

• PowerPoint 1.1 • Resource Sheet 1.1 • Recording device/tablet

This session will focus on self-awareness and pupils identifying things they like and dislike. They will be encouraged to think about all the things that make them unique.

Introduction

•

Show Slide 1 and share your own favourite things with the pupils. Ask pupils to talk to their talking partners and to share with them their favourite colour, toy, animal and food. They can then share this with the wider group.

•

Show Slide 2 and go through the same process but focusing on dislikes ‒ discuss some things that you dislike and whether any of these have changed over time. Explain that sometimes likes and dislikes do change and that there is nothing wrong with that.

•

Slide 3 prompts pupils to share why they are awesome or unique. Model this by sharing some awesome things about yourself! Some examples may include: being kind, sharing, being good at a particular sport/activity/craft, taking part in a charity event, etc. If pupils need more support, they can ask their peers for ideas. Create a graffiti wall (of sticky notes or pictures/ideas on a class whiteboard).

Activities •

The like/dislike/not sure game: Point to the pictures on Slide 4 in turn. Ask pupils to go to one side of the room if they like the item, the other side if they dislike it, or stay in the middle if they are unsure. The game allows for physical movement as well as promoting self-awareness. If you do not have enough physical space to do this, you can use thumbs up, down and in the middle instead.

•

My favourite things: Hand out copies of Resource Sheet 1.1. Pupils can draw key information about themselves onto the picture frame: what they look like, what they like to do, their favourite foods, etc.

•

Class video: Create a class video of pupils giving reasons why they are awesome. Pupils can be recorded answering the question ‘I am unique because …’. This can support language and communication skills. Once recorded, this can be used as a video to share with parents/carers or to show the pupils again at the end of the year to see what else they would now add to their list of awesome qualities.

•

Natural resource faces: Go for a walk and collect a range of twigs, leaves and other natural resources for pupils to use to create an image of their own face. (This can be used as a continuous provision activity as well.) Encourage pupils to look in a mirror to check the shape of their face, eyes, mouth and nose, etc, as they create their face.

•

Mix and match: Glue full body photos of the children in sections onto building bricks and ask them to put them back together in the right order. This can be made easier or more difficult by mixing several children’s blocks together so they have to sort them into their own blocks first.

Reflection time

•

Guess who?: In groups, ask pupils to each think of a peer and then give clues about what makes that person unique. The rest of the group guess who it is.

Topic 1: All about me

I am unique! Things I like

As the adult leading the session, share with the pupils things you like, such as your favourite colour, animal, toy and food. Ask them to talk to their partner about their likes and share these as a group. Model the phrase ‘I like …’ and you can extend this by asking them to justify their likes: ‘I like … because’.

I dislike … Things I dislike

As the adult leading the session, share with the pupils things you dislike. Ask them to talk to their partner about their own dislikes and share these as a group. Remind pupils of the class ground rules and that we are discussing things or situations they don’t like, not people.

I am unique! I am unique because …

Ask pupils to think of one thing which makes them unique, or a superstar: ‘I am unique because …’. Examples might include: they are kind, helpful, good at sharing, great at painting, etc. Record some of the suggestions. If pupils are struggling to think of anything, invite their friends to support them by suggesting things which make them awesome or unique.

Like/dislike/not sure Use the pictures on the slide as prompts for the like/dislike/not sure game. Pupils can go to different sides of the room or use thumbs up/down in the middle if space is unavailable. As you can edit the slides, you can add to the pictures to adapt them to suit any topics you might currently be using. It is important to stress that it is OK for pupils to disagree with each other and their teacher or other class adults; we can like different things but still be friends.

Topic 1: All about me

1.1

What makes me special

Name: ........................................................................... Date: ............................ Things I like

My picture