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Church Lane, Doncaster, South Yorkshire, DN5 7EZ


Barnburgh Primary School

Learning to shine together


RSE Portolio

Please see our evidence for each year group, for RSE, below. 

Evidence from the EYFS curriculum

PSED Making Relationships Nursery have been learning about friendship. They enjoyed mixing colours by painting their hand, joining them together and printing the colour. We have been thinking about look after our friends if they are sad or unsure. We can help each other smile and be happy.

Physical development Nursery enjoyed Go noodle as part of our 'Staying healthy' week. We learnt about many different ways we can be healthy including eating a range of food types, exercising, getting plenty of sleep and drinking water. The children enjoyed preparing and eat a healthy fruit salad.

Health and Well-being:

Reception have been learning about the importance of looking after our bodies. The children learned how to brush our teeth and why it is a very important job each day and about healthy eating. 

Year 1

Families and Relationships:

Learning Question: What are friendships?

The children were encouraged to discuss what it means to be a friend. They were able to share their ideas and explain what friendship means to them.  Once we had established what friendships were, some children openly shared who their friends were and what they enjoy doing with them. These ideas were used to draw a picture of themselves and their friends doing their favourite activity together.

Learning Question: What is family?

The children were encouraged to draw a picture of their family and label each family member. Once they had completed their pictures, they were encouraged to share them with the class and talk about how their family is different to other families. By the end of the session, the children understood what it means to be a part of a family and that family isn't just the people we live with.

Learning Question: How do we work with others?

The children worked in teams to build towers. They had to plan how they were going to build the tower and then construct it by working with others. They were against another team to see who could build the highest tower. By the end of the session the children were able to understand why team work is important and to communicate effectively. 

Year One

Learning Intention: To understand the feelings we may have about working with different people

Miss Clark explained to the children that today we were going to be working with different friends in our class. The children were asked how they felt about this.

“Sometimes I feel shy if its someone I don’t play with” (Cerys)

“People might feel nervous if it’s a kid that they don’t talk to a lot” (Bella N)

They were then asked what the word ‘team work’ means.

“Team work is everyone working together” (Alfy)

“if someone doesn’t work as a team it doesn’t work and its not fair on the other people” (Joseph)

To make them feel more at ease about working with a different friend, the session began with a whole class activity. The children held hands and had to get the hoop all the way around the circle without letting go of hands. They were able to do so as a result of working together.

The children were then split into pairs and worked with an unfamiliar friend to complete a task. One child closed their eyes and built a tower in 30 seconds, whilst the other child passed them the blocks. This was then repeated for the other child. At the end of the session, the children were asked how they felt about working with different friends again. Their feelings and views seemed more positive as a result of team building activities with children they wouldn’t usually work with.

“It was fun to work with a different friend” (Ava)

Year One: We learnt what was meant by gender and found out what stereotyping was. We discussed different roles, colours and jobs and whether the children thought they were linked to boys, girls or both genders. The children were given lots of pictures and asked to sort them. We then came back together and discussed where the children had our certain photos. They were able to discuss the importance of not stereotyping genders and the children were keen to discuss why girls and boys can play football and how colours were not linked to gender.

”Anyone can cry it’s ok.” (Kale)

” Girls and boys can bs strong.” (Mey)

”  Girls can like blue and boys can like pink. Colours are for anybody.” (Jessica)

” I’m going to put the pictures on both because you can be what you want and like what you want.” (Ethan)

Year One

Learning Intention: To begin to understand that being friendly to others makes them feel welcome and included.

The children were encouraged to work together to sort scenarios into friendly and unfriendly. They were able to understand that we can be friendly to anyone even if they are not our friend to ensure that they feel welcome. They were encouraged to recognise that a friend is someone that we get on really well with and choose to spend our time with. 

The children were then given a scenario and were encouraged to think about how they would feel if it happened to them. They were able to identify friendly behaviour and behaviour that was unkind throughout the scenario and were encouraged to think about/discuss how the situation could have been resolved by making friendly choices.

Year 1

Learning Intention: To describe and understand your feelings.

The children discussed several emotions that were displayed on the board and were encouraged to talk about a time when they may feel or have felt that feeling. They were encouraged to copy an emotion, using their faces and bodies to express. They looked at their friends to identify what they may look like in other people.

To end the session, the children listened to the story 'Where are you, Blue Kangaroo?' , this encouraged the children to identify the feelings of both the owner and Blue Kangaroo. The children were very knowledgable about their feelings and were able to relate to them. They were also able to describe what happens to their body when they feel certain emotions.

Safety and the Changing Body:

Year One

Learning intention: To know how to relax in different ways.

The children were encouraged to think about their bedroom and the things they have in their bedrooms to relax. 

"I have glow in the dark stars on my roof. They make me feel sleepy" (Ralph)

"I have a projector that puts patterns on the roof and it makes me relax" (Charlie)

"I like to have a bedtime story and snuggle up to my teddies" (Florence)

"My cushions and cover make me feel really comfy and relaxed" (Bella N)

We also thought about how our bedtime routine helps us to relax ready for bed and some of us had a go at acting them out for our friends. The children were able to recognise the importance of calming our bodies down before sleep and trying not to stimulate our brains too much with things like Ipads. They were also able to recognise that not everyone has the same routine and that some friends have different methods of relaxing.

Year One

The school nurse visited us to talk about 'Safe touch'. The children listened very carefully to her and were encouraged to join in practical activities so that they were able to identify places of our body that are and are not appropriate for other people to touch. They were also encouraged to identify their trusted adults and were able to explain what they should do/ who they should tell if something did happen.

" You could tell a teacher  or your grown ups at home if someone touched your private areas" (Buddy)

Health and Well-being:

Year One

The children took part in a 'Be Bright, Be Seen' assembly. They were encouraged to think about their safety when outside. The children were able to identify the importance of staying visible when crossing the road or riding their bike/scooter.

"You need to wear bright clothes so that people can see you and you don't get run over" (Charlie)

"You can wear a reflective coat and then they will be able to see you " (Eddie)

By the end of the assembly, the children were more aware of how to stay safe especially when riding their bike/ scooter or crossing the road.

Year One

Learning Intention:  To select healthy ingredients for a woodland treat.

The children worked as a class to sort a variety of healthy and unhealthy foods.

" It is okay to have chocolate and crisps as a treat but not all the time as they have lots of sugar and salt in them" (Eddie)

"Fizzy pop damages your teeth" (Ralph)

"Milk helps your teeth and bones grow strong (Joseph)

They were encouraged to think about their hygiene and were able to explain that before touching food they should wash their hands with soap. Once they had done so, they selected and prepared a variety of healthy ingredients to create their own woodland treat.  They were able to explain the reason they had chosen the healthy ingredients and recognised importance of a varied diet.

Year 1- Go Noodle is a great way for us to have fun during learning!

Year 2

Families and Relationships:

LI: To begin to understand how loss and change can affect us

The children were encourared to think about a memory that makes them happy.

"Having a play date with my friend" (Milly)

"Going on Holiday"

The children then watched  ‘Susan Varley’s Badger’s Parting Gifts’. The children discussed how they felt when badger passed away in the story. The children thought about what the animals did to make themselves happy. The children were encouraged to think about how badger helped others and the happy memories they had. Then they had a think about when someone has passed away or perhaps doesn’t live with us anymore, it can help us to remember them, and that thinking about things the person said or did can make us feel happy

LQ: Who is your special person and why?

The children were encouraged to talk about families, and what makes a family. We identified different types of families with the focus on support, care, love and helping. We looked at various stories with positive and less positive experiences within a family role and how certain problems can be over come. The children were encouraged to select a person who is special to them and who looks after them. This could be a family member or someone else. The children were asked to think about what that person does to look after them. By the end of the session the children could identify that we all need to be loved, supported and kept safe and that families will usually do this but there may be other people who also provide this in our lives. 

 We looked at the core values and different choices in the classroom. The children were able to talk about choices in the classroom and talk about consequences.

LQ: How are families different?

The children discussed their families and who was in their family. We spoke about how all families are different and unique and that we should be understanding and respectful to all. The children learnt 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. The children were shown lots of different families, we discussed who made up the family. The children then answered various questions about the family based on what they thought. By the end of the lesson, the children were able to discuss the differences in families and how we are similar and different.

Safety and the Changing Body:

Learning Question:  How can we keep ourselves and others safe at the coast?

The children were shown different Coastal signs picture cards.  The children were encouraged to read the warnings. The children were able to identify specific dangers and we spoke about how can we keep ourselves and others safe at the coast? The children made their own warning signs and were encouraged to relate their warning signs to the coast. The children were able to discuss their warning signs clearly using language linked to warning and danger.

LQ: What is the RNLI? How do they help us?

We had to think about how to keep safe at the coastline. We looked into more detail regarding the RNLI and we found out their special roles. The children discussed why people might need to use them and how we can keep ourselves as safe as possible to minimise these things happening. By the end of the session the children were able to talk about how the RNLI keep us safe at the coast and how they rescue people.

Health and Well-being:

Anti- Bullying Week

 We started the week by discussing the importance of anti-bullying week and why it is important we raise awareness for it including the theme One Kind Word. On Monday, we wore our odd socks. The children came up with ideas as to why we are wearing our odd socks

"We are wearing odd socks because we are all different." (Eden)

"If you are different it doesn't matter because we have to be kind to everyone." (Mey)

"Everyone likes different things. " (Harrison)

The children showed a good awareness of the importance of being individual and could all say what they liked and how it was different from someone in the class.

The children were then encouraged to think of ways to be kind. We spoke about how people feel when you are kind and how they may feel if you are unkind. We brainstormed ideas about how to show kindness and the children then created their own heart full of kind actions such as helping friends who are upset, tidying up, showing respect and using your manners.

By the end of the session, the children were confident with addressing kind and unkind actions and were able to discuss the importance of everyone being individual.

"If everyone was the same it would be boring." (Milly G)

LQ: Who works in our community? 

The children thought about who works in the local community and the wider community. They were encouraged to make read the clues to guess the different professions. They were encouraged to think about what these people do and why their work is so important. By the end of the lesson the children were able to identify who works in our community and the wider community and their importance. 

Childrens Mental Health Week

LI: To To describe and recognise a range of feelings and develop simple strategies for managing them.

The children discussed the different emotions and were encouraged to think about when they might feel like that. The children discussed how these feelings might look, feel or sound like. By the end of the lesson, the children were able to discuss their feelings and relate them to different scenarios as well as thinking of different strategies to support and manage their feelings. They came up with ideas such as reading, talking to someone, taking time for yourself and doing something you enjoy.

Year 3

Families and Relationships:

The children learnt to understand that friendships have ups and downs and that problems can be resolved.

Safety and the Changing Body:

Health and Well-being:

Year 4

Families and Relationships:

Safety and the Changing Body:

In Year 4, we have discussed why people smoke and the impact smoking has on the human body and people around us.

In Year 4 we discussed the difference between privacy and secrecy. We looked at different scenarios and identified why each individual may want their own privacy and how they may feel, in each situation.

Health and Well-being:

Year 4 have been learning about keeping their teeth healthy. They have looked at a range of images of teeth that have not been looked after and made their own teeth look like this to see how it made them feel. They have explored plaque through brushing their teeth and chewing a plaque disclosing tablet to show what plaque remained.

Year 4 have been learning about making sugar free smoothies as part of their learning about being healthy.

Year 4 conducted an experiment to see what effect different drinks had on teeth. We did this by placing egg shells inside 6 different drinks for a week. We observed them over the week to see which drinks were better for our teeth. Water was the clear winner!

Year 4 have discussed the different feelings we can experience on a daily basis and what can cause these. We talked about these different emotions as a class and shared how we may deal with them in different situations. We looked at Sam's typical school day and discussed how he may be feeling and why.

In Year 4 we discussed what it means to be brave. We learnt to recognise positive things about ourselves and our personal achievements. We also explored why Queen Boudicca was brave during the Roman Invasion, which relates to our topic 'I am Warrior'.

Year 5

Families and Relationships:

Year 5 learnt how to make a friend. We spoke about what qualities a good friend should have.

As part of their Engage activity for their Time Traveller topic, Year 5 interviewed people of different generations/phases of life. For later adulthood, they interviewed Mr Johnson. Some of their questions involved asking him about how Barnburgh and the school has changed over the years and what big events he had witnessed in his life.

For Anti-Bullying week, we thought about the theme 'One Kind Word'. We all chose one kind word to write down. We are going to use this to remind us of kind words when we are feeling sad.

Safety and the Changing Body:

Year 5 learnt about personal hygiene. They recognised that this is even more important during puberty. Children learnt that some hygiene products should be used several times a day, daily and weekly.

Year 5 learnt about changes to the body during puberty. They learnt about changes to males, females and changes that happen to both sexes.

Health and Well-being:

For Mental Health Awareness Day, we all wore yellow with our uniform and celebrated by doing activities we enjoy. We made sun shines from paper plates and discussed the things that made us happy. 

Year 6

Families and Relationships:

Stereotyping: During this lesson the children learnt what stereotyping was. We discussed jobs and professions. Some children decided on their answers following past experiences. A number of children were unable to comment on a bus driver as they had never been on a bus before. We also focused on cultural stereotyping.

Year 6 together read 'Michael Rosen's sad book'. Children shared their experiences of losing someone or something close to them. Toby explained that he found it really difficult when he lost his cat as it was unexpected. Other children said they dealt with grief better when they know someone was poorly etc.

Change and Loss: Children could discuss feelings an processes that people go through during grief. They looked at different scenarios and analysed feelings that would show.

Safety and the Changing Body:

Health and Well-being: