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PSHE & Citizenship

Personal, Social, Health, Economic and Citizenship (PSHE&C) education is an important and necessary part of all our pupils’ education.

The aims of PSHE&C at our school are to equip students with the knowledge, understanding, skills and strategies required to live healthy, safe, productive, capable, responsible and balanced lives.

Support students to:

  • Recognise, accept and shape their identities.
  • Understand and accommodate differences and change.
  • Manage emotions.
  • Communicate constructively in a variety of settings.
  • Make informed choices regarding personal and social issues.

Develop students:

  • Understanding of themselves.
  • Empathy.
  • Ability to work with others.
  • Core ‘life skills’ to encourage and support independence.
  • Self-confidence and self-esteem

Collaborative Provision

The Collaborative Provision uses the Semi-formal EQUALS curriculum to support learning. Due to the wide breadth of PSHE&C, selections from the following EQUALS modules cover the learning that is linked to PSHE&C.

My Independence

  • My Dressing & Undressing.
  • My Shopping.
  • My Cooking / Food Technology.
  • My Travel Training.

My Physical Well-Being

  • Physical Activities.
  • PE.
  • Sport.
  • Games and Aquatics.
  • Mental Health and Well-Being.
  • Healthy Eating and Healthy Lifestyle.

My Play and Leisure

There are very many 'Play functions' which support the students with the following:

  • Experience interaction with others.
  • Learn about social interaction.
  • Practice and develop social communication.
  • Encourage the making of friendships.
  • Learn new skills in a safe environment.
  • Explore your own body and senses.
  • Explore the surrounding world.
  • Develop a safe understanding of self-emotions and others.
  • Develop fine and gross motor skills and flexibility of thought.

My Communication

  • Imperative communication.
  • Following instructions.
  • Declarative communication.
  • Dynamic communication.
  • Narratives.
  • Formal social interactions with familiar and unfamiliar people.
  • Personalised reading and writing.
  • Non-verbal behavioural communication.
  • Peer-to-peer communication.
  • Augmentative and alternative communication.

Examples of where we find PSHE at Wren:

Using the Zones of Regulation

Snack – making their own, making choices etc.

My Independence

  • Dressing and Undressing
  • Going shopping
  • Food Technology
  • Travel Training

My Physical Wellbeing

  • PE
  • Table Cricket
  • Tri Tennis
  • Swimming

Free and Structured Play

Sensory Experiences

The World Around Me learning

  • Seasons
  • Photography
  • Recycling

Structured Provision

The Structured Provision uses the informal EQUALS curriculum to support their learning. Due to the wide breadth of PSHE&C, a number of the following EQUALS modules cover the learning that is linked to PSHE&C.

My Sensory Play

  • Sensorimotor Play
  • Relational Play
  • Functional Play
  • Symbolic Play
  • Socio-dramatic Play

My Communication

  • Imperative communication
  • Declarative communication
  • Formal social interactions with familiar and unfamiliar people
  • Non-verbal behavioural communications
  • Peer-to-peer communication
  • Augmentative and alternative communication.

My Physical Well-being

  • Physical Activity
  • Mental Health and Well-Being.

My Independence

  • My Dressing & Undressing
  • My Travel Training
  • My Shopping
  • My Cooking

Examples of where we find PSHE at Wren:

Making simple snacks and drinks.

Washing hands.

Personal care.

Workstations.

Tidying up and washing up.

Cooking simple recipes.

Getting dressed and undressed.

Making choices of activities, toys, food and drinks.

Going out in the community – shops, parks and farms.

Communicating likes and dislikes.

Interacting with adults and peers during structured and free play.

Interoception activities to regulate emotions.

Developing a sense of cause and effect.

Relaxation.

Using personalised schedules emphasising the structure of the day.

Using task schedules to promote independence.

Using social stories, when required.

Sensory Provision

The Sensory Provision uses the Pre-formal EQUALS curriculum to support their learning. Due to the wide breadth of PSHE&C, a number of the following EQUALS modules cover the learning that is linked to PSHE&C.

  • Independence
  • Communication
  • Physical Well-being
  • Play and Interaction
  • Relax

The pre-formal EQUALS curriculum is designed to be holistic, so that all the parts of the curriculum are intimately interconnected and explicable only by reference to the whole. Everything we teach works alongside everything else, and it is not possible to think of these modules as being separate from each other.

There should not be a time when we are teaching 'just Communication', 'just Well-Being', or 'just Play & Interaction', because we should always be thinking about all the strands working together in both our teaching and our planning.

Every moment of every day is a learning opportunity and there should be no time when learning is not taking place.

Examples of where we find PSHE at Wren:

Washing hands routines.

Personal care.

Dressing and undressing.

Making choices of activities, toys, food and drinks.

A peer to share an activity with.

A staff member to support with an activity or personal care.

Going out in the community.

Communicating likes and dislikes.

Development of play skills and positive social interactions.

Developing an awareness of self and others.

Interoception activities to regulate emotions.

Developing an awareness of cause and effect.

Relaxation.

Travel training – Developing an awareness of different areas of the school.

Using objects of reference and symbols/pictures,

Moving around the school environment safely and appropriately.

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