Education, Curriculum & Frameworks
At Generation Be we’ve got the National Curriculum Framework covered. Here you will find what areas and objectives giving you peace of mind that we are all working towards the same goals.

Personal, Social, Health and Economic Education

All schools should teach?PSHE, drawing on good practice, and this expectation is outlined in the introduction to the proposed new national curriculum. PSHE?is a non-statutory subject. However, while we believe that it is for schools to tailor their local?PSHE?programme to reflect the needs of their pupils, we expect schools to use their?PSHE?education programme to equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions.

Sex and Relationships Education (SRE) is an important part of PSHE Education and is statutory in maintained secondary schools.

RELATIONSHIPS EDUCATION

  • that families are important for children growing up because they can give love, security and stability
  • the characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other?s lives
  • that others? families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children?s families are also characterised by love and care
  • how important friendships are in making us feel happy and secure, and how people choose and make friends
  • the characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties
  • that most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right
  • how to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy?or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed
  • the importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs
  • practical steps they can take in a range of different contexts to improve or support respectful relationships
  • the?importance of self-respect and how this links to their own happiness
  • that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority
  • how to report concerns or abuse, and the vocabulary and confidence needed to do so

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PHYSICAL HEALTH & MENTAL WELLBEING

Primary

  • that mental wellbeing is a normal part of daily life, in the same way as physical health
  • that there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations
  • how to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others? feelings
  • how to judge whether what they are feeling and how they are
  • simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests
  • isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support
  • that bullying (including cyberbullying) has a negative and often lasting impact on mental wellbeing
  • where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or someone else?s mental wellbeing or ability to control their emotions
  • the characteristics and mental and physical benefits of an active lifestyle
  • the importance of building regular exercise into daily and weekly routines and how to achieve this
  • the principles of planning and preparing a range of healthy meals
  • the importance of sufficient good quality sleep for good health and that a lack of sleep can affect weight, mood and ability to learn
  • For more details: https://www.pshe-association.org.uk/curriculum-and-resources/curriculum

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Secondary

  • how to talk about their emotions accurately and sensitively, using appropriate vocabulary that happiness is linked to being connected to others
  • how to recognise the early signs of mental wellbeing concerns
  • common types of mental ill health (e.g. anxiety and depression)
  • how to critically evaluate when something they do or are involved in has a positive or negative effect on their own or others? mental health
  • the benefits and importance of physical exercise, time outdoors, community participation and voluntary and service-based activities on mental wellbeing and happiness.

Primary:

  • the characteristics and mental and physical benefits of an active lifestyle
  • the importance of building regular exercise into daily and weekly routines and how to achieve this: walking or cycling to school, daily mile, vigorous exercise
  • the risks associated with an inactive lifestyle
  • how and when to seek support including which adults to speak to in school if they are worried about their health.

Secondary:

  • the positive associations between physical activity and promotion of mental wellbeing, including as an approach to combat stress

 

National Curriculum: Physical Education

RSE & Health Education Statutory Guidance

SEND Code of Practice

Mental health resources for educators

The Big Think

Go-Givers

SCARF

What’s the debate? RSE resources

A simple guide to RSE in England

Sport England

Pupil voice article

Teacher Wellbeing Index

Mental health & the importance of PE

Somerset Activity & Sports Partnership

Teachers’ role in their pupils’ mental health

Youth Sport Trust & Mentally healthy schools programme

Mental Health in Childhood & Education

Glossary
Anxiety: A feeling of unease, such as worry or fear, that can be mild or severe.

Creative Movement: explores physical movement through music, story and imagination to promote creativity.

Culture: An integrated pattern of belief, and behaviour and the outlook, attitudes, values, morals, goals, and customs shared by a society.

Emotional Literacy: Emotional Literacy is the term used to describe the ability to understand and express feelings.

Holistic Approach: Refers to addressing the whole person, including their physical, mental, and emotional health, while taking social factors into consideration.

Holistic Wellbeing: Rather than focusing on illness or specific parts of the body, this ancient approach to health considers the whole person and how he or she interacts with his or her environment. It emphasizes the connection of mind, body and spirit.

Mental Health: is defined as a state of well-being in which every individual realizes his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community.

Mental Health in Young People: Mental health problems affect about 1 in 10 children and young people. They include depression, anxiety and conduct disorder, and are often a direct response to what is happening in their lives.

Mindfulness: Mindfulness is the basic human ability to be fully present, aware of where we are and what we?re doing, and not overly reactive or overwhelmed by what?s going on around us.

Movement-Based Therapy: uses movement to help a person deal with an illness (physical or mental), a disability, or life challenges that keep them from functioning fully. The aim of movement therapy is to enhance the person?s cognitive, physical, mental and emotional wellbeing.

National Curriculum: The national curriculum is a set of subjects and standards used by primary and secondary schools so children learn the same things. It covers what subjects are taught and the standards children should reach in each subject.

Ofsted: Office for Standards in Education, Children’s Services and Skills. We inspect services providing education and skills for learners of all ages.

Physical Education: high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness.

Physical Education and Mental Health: Exercise can have an effect on certain chemicals in the brain like dopamine and serotonin. Brain cells use these chemicals to communicate with each other, so they affect your mood and thinking in a positive way.

Positive Mental Wellbeing: Mental wellbeing describes your mental state – how you are feeling and how well you can cope with day-to-day life. Our mental wellbeing can change, from day to day, month to month or year to year.

PSHE(Personal, social, health and economic education): is a school subject through which pupils develop the knowledge, skills and attributes they need to keep themselves healthy and safe, and prepared for life and work. Well-delivered PSHE programmes have an impact on both academic and non-academic outcomes for pupils, particularly the most vulnerable and disadvantaged.

Qigong: Qigong can be described as a mind-body-spirit practice that improves one’s mental and physical health by integrating posture, movement, breathing technique, self-massage, sound, and focused intent.

SEMH: Social Emotional and Mental Health (SEMH) difficulties may experience a variety of social and emotional struggles that can have a big impact on their wellbeing. A child with SEMH may show signs of being withdrawn by isolating themselves and appearing very sad. They may also present challenging behaviour such as being disruptive and hyperactive during lessons. As a whole, these behaviours are often caused by underlying mental health issues, such as anxiety, depression, and ADHD.

SEND: Special Educational Needs and Disability

SRE: Sex and Relationship Education

Stress: the degree to which you feel overwhelmed or unable to cope as a result of pressures that are unmanageable.

Tai Chi: An art embracing the mind, body and spirit ? Originating in ancient China, tai chi is one of the most effective exercises for health of mind and body.