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Curriculum Links
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FOUNDATION STAGE
We can support work in the foundation stage and are developing specific sessions linked to the Personal, Social and Emotional Development unit of the Cornwall Footsteps Curriculum Package
KEY STAGE 1
There are excellent opportunities to link PHASE with existing classroom work. I am keen to work with teachers to develop these links and help schools with:
PSHE
KS1 Knowledge, skills and understanding
3. Developing a healthier safer lifestyle
- How to make simple choices that improve their health and well-being.
- To maintain personal hygiene
- How some diseases spread and can be controlled.
- About the process of growing from young to old and how people's needs change.
- The names of the main parts of the body.
- That all household products including medicines can be harmful if not used properly.
Breadth of Opportunity
Feel positive about themselves
Take part in discussions
Meet and talk with people
Make real choices
Ask for help
Science
Sc2 Life Processes and Living Things
Schemes of Work
1A Ourselves
That humans have bodies with similar parts
That we have five senses which allow to find out about the world
That the term 'animal' includes humans
That all animals, including humans, grow and change as they become older.
That we need to eat and drink to stay alive.
1D Light and Dark
That when it is dark other senses can be used to help us find things and identify things
1F Sound and Hearing
That we hear with our ears and to turn ideas about hearing into questions that can be tested.
That we use our sense of hearing for a range of purposes, including recognising hazards and risk.
2A Health and Growth
that humans need water and food to stay alive
that there are many different foods
that we eat different kinds of food
that we need exercise to stay healthy
that babies and children need to be looked after while they are growing
that sometimes we take medicines when we get ill, these help us to get better
that medicines are useful but are drugs not foods, and can be dangerous
that some people need medicines to keep them alive and healthy
to ask questions about medicines and health
that medicines can be dangerous if we take them without consulting parents or doctors
to recognise hazards and risks in medicines and how to avoid these
to communicate information about the safe use of medicines
Design Technology
Schemes of Work
1C Eat More Fruit and Vegetables
Literacy
Use of stories.
PLAYMATS Storysacks PLUS...!
Based on stories about health and key events like being ill, going to the doctor, learning about medicines and drugs etc. These Playmats / Story Sacks have been designed for us by Barbara Hawke, an early years teacher at St. Stephen's School in Launceston. They are beautifully designed and made and offer a springboard for a wide range of activities for individual or whole class use. They should be seen.
We currently have 3 Story Sacks available:
Feelings 
Lighthouse Keeper's Lunch 
Teddy Bears and the Cold Cure 
Information Books (see the resource catalogue)
To support PSHE and Science
History
QCA Scheme of Work Y2 Unit 4 Florence Nightingale
Then and Now
What do nurses wear now c.f. Florence Nightingale?
Tackling hygiene and germs today c.f. conditions in Crimea etc.
Could be developed to include work on the work of the nurse and personal hygiene for the pupils (link to PSHE).
KEY STAGE 2There are excellent opportunities to link PHASE with existing classroom work. I am keen to work with teachers to develop these links and help schools with:PSHEKS2 Knowledge, skills and understanding3. Developing a healthier safer lifestyle
what makes a healthy lifestyle, including the benefits of exercise and health eating, what affects mental health and how to make informed choices.
That bacteria and viruses can affect health and that following simple, safe routines can reduce their spread.
About how the body changes as they approach puberty
Which commonly available substances and drugs are legal and illegal, their effects and risks.
To recognise the different risks in different situations and then decide how to behave responsibly, including sensible road use, and judging what kind of physical contact is acceptable or unacceptable.
That pressure to behave in a an unacceptable or risky way can come from a variety of sources, including people they know, and how to ask for help and using basic techniques for resisting pressure to do wrong
School rules about health and safely, basic emergency aid procedures and where to get help. Breadth of Opportunity
Helping pupils to:
take responsibility
feel positive about themselves
Participate
make real choices and decisions
meet and talk with people
develop relationships through work and play
consider social and moral dilemmas that they come across in life
find information and advice
prepare for change
Science
Sc2 Life Processes and Living Things
Schemes of Work
3A Teeth and Eating
that animals need to feed to grow and to be active
that all animals, including humans, need to feed
that an adequate and varied diet is needed to keep healthy
that different animals have different diets
to raise questions about the diet of different pets
to turn ideas about the diet of animals into a form that can be investigated
to decide how many animals should be investigated and the range of foods to be considered
to present evidence about the foods eaten by animals in a suitable bar chart or pictogram
to decide whether the evidence is sufficient to draw conclusions that humans have teeth - molars for chewing, canines for tearing, incisors for cutting - and that teeth help us to eat
that the shape of the teeth makes them useful for different purpose
to make observations and comparisons of different teeth, identifying important features
that we have two sets of teeth and adult teeth have to last
that healthy teeth need healthy gums
some foods can be damaging to our teeth
4a Moving and Growth
that humans (and some other animals) have bony skeletons inside their bodies and to raise questions about different bony skeletons
that human skeletons are internal and grow as humans grow
that the skeleton supports the body
that animals with skeletons have muscles attached to the bones
that a muscle has to contract (shorten) to make a bone move
that muscles act in pairs
5A Keeping Healthy
that to stay healthy we need an adequate and varied diet
to present information about diet and health
that we need exercise to stay healthy and to maintain our muscles
that when we exercise, our muscles work harder
that the heart and lungs are protected by the ribs
that the muscle in the walls of the heart contracts regularly, pumping blood around the body
that blood vessels carry blood around the body
how to measure their pulse rate and relate it to heart beat
that when humans exercise, muscles move parts of the skeleton and this activity requires an increased blood supply, so the heart beat increases and the pulse rate is faster
that substances like tobacco, alcohol and other drugs can affect the way the body functions and these effects can be harmful
that medicines are also drugs and also affect the way the body functions but the effects are usually beneficial though there may be side effects
that medicines can be harmful if they are not taken according to instructions
6B Micro-organisms
that there are very small organisms called microorganisms which can be harmful
that scientific ideas about diseases are based on evidence
to consider the reasons for some common illnesses
that some microorganisms can cause common illnesses
that microorganisms are often too small to be seen
6F How we see thingsthat we see light sources because light from the source enters our eyes
Design TechnologySchemes of Work
3B Sandwich Snacks
Literacy
Use of stories to explore issues and dilemmas in health education.
Information Books / Leaflets
To develop literacy skills in relation to using information books and other sources to access health education to support work in PSHE and Science.
SAMPLE LESSON PLANS
These are just a selection of some of the lesson plans that have been or could be prepared
All available as a .pdf download
CITIZENSHIP SCHEME OF WORK
A copy of the QCA Scheme of Work for Citizenship in Key Stage 1 and 2 has just landed on my desk. There are splendid opportunities to link with PHASE - especially around inviting visitors into school or arranging external visits.
I will be writing an alternative UNIT 4 People Who Help Us to reflect the work of Primary Health Care Practitioners which I will post here on the site as soon as possible.
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UNIT 4 PEOPLE WHO HELP US - THE PRIMARY HEALTH CARE PRACTITIONER
Unit 4 of the QCA Scheme of Work for Citizenship is called "People Who Help Us" . The sample given in the pack is about the local police. PHASE has written an alternative called "People Who Help Us - Local Health Care Practitioners" which meets all the requirements of the Citizenship guidelines.
QCA DRUG, ALCOHOL & TOBACCO GUIDELINES FOR SCHOOLS
These guidelines were published in June 2003 and provide a structured approach for schools for teaching about drugs, alcohol and tobacco as well as some useful background information and helpful advice. These guidelines are the basis of the latest Drugs Guidance for Schools issued early in 2004 by DfES. (which can also be downloaded from the CHSS pages of the site)
CHESS (Cornwall Health Education Substance Safety)
This comprehensive drugs education resource for Key Stages 1&2 was launched during 2003/2004 and every primary school should have received their copy and allied training. Further training and support will be made available. See the CHESS web pages for more information
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