| Intent |
| At Springwood Heath our intent is to enable our children to become healthy, independent and responsible members of a diverse and multicultural society. We are committed to providing a caring, friendly and safe environment for all pupils so they can learn and develop in a relaxed and secure environment.
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| Implementation |
| Early Years |
| We implement PSHE within a safe, stimulating environment that allows children to discover, to be challenged, to consolidate and to achieve their very best whilst developing their resilience and independence. There is a combination of whole class, group and individual teaching. Throughout all of these areas of learning and at the heart of the EYFS Curriculum are the “Characteristics of Effective Learning”. We strive to develop these key characteristics of “Playing and Learning”, “Active Learning” and “Thinking Critically” in order to give the children the skills that they will continue to draw upon throughout their development. Our learning environments, both inside and outside are adapted to meet the different and developing needs of our children. We are passionate advocates for ensuring all of our children are able to share how they feel and work with them to support any worries or concerns they may have because we believe…Happy Children Learn! |
| KS1/2 |
| At Springwood Heath we follow the PSHE Association Programmes of Study in order to develop skills and attributes such as resilience, critical thinking, risk-management, teamworking and self-esteem in the context of three core themes: Health and Wellbeing, Relationships and Living in the Wider World.
The National Curriculum states that “all schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice”. PSHE education contributes to schools’ statutory duties outlined in the Education Act 2002 to provide a balanced curriculum. Through our PSHE curriculum children will learn to. • Have empathy for others • Build healthy relationships • Have a resilient mindset • Love themselves and to recognise their own importance • Make good choices and have healthy conversations based on truth • Forgive others and be aware of the damage caused by holding on to hurt PSHE is taught as a discrete subject but can be incorporated into other curriculum areas such as science, English, RE, geography. PSHE issues are also addressed during assemblies and specialist themed events. We use a range of teaching and learning methods and we place an emphasis on active learning by including the children in discussions, investigations and problem-solving activities. PSHE lessons have been mapped out and create a spiral curriculum, which builds upon prior learning across the phases.
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| Lesson Design |
| We believe that creating a safe learning environment is key, especially considering some of the challenging issues dealt with in PSHE.
We use a thematic approach to PSHE, covering all three core themes of the Programme of Study (Health and Wellbeing; Relationships; and Living in the Wider World) This approach allows different year groups to work on similar themes at the same time, building a spiral programme year on year, whilst offering vital flexibility in terms of medium-term planning.
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| Mapping of Knowledge within a unit |
| Each unit is planned to build on previous learning and the scheme allows for flexibility to ensure the needs of our children are met specifically. The scheme also provides guidance for children with SEND for each unit.
Teachers assess children’s knowledge, understanding and skills in PSHE by making observations and notes of children’s comments during lessons. Monitoring is half termly, by the PSHE lead, which incorporates book scrutiny to match with the planning and pupil interviews. Key questions are asked at the beginning and end of each unit. Within Early Years and KS1, teachers are able to support children in recording their ideas to these questions within whole class, small group and one to one discussion both at the beginning and end of each unit. In KS2, there is the expectation that children are to reflect on their own thoughts and opinions and record these into their PSHE journals at the beginning and end of each unit. It is hoped through the unit of teaching that the children are then able to answer these questions in more depth, drawing upon what has been taught throughout the unit. Having children answer these questions at the beginning of a unit of work also supports the teacher in understanding the pitch and starting point for each unit. This way we are able to tailor the PSHE curriculum to the needs of the children within our school, to support them in becoming well rounded citizens and assess their understanding throughout each unit of work. Assessment in PSHE education should not simply focus on factual knowledge. It should provide opportunities to assess an increase in understanding (I always knew … but now I can see how it connects to … and now I can see how I could use this in my life) and a change or reconfirmation of a belief (I used to feel … but I now feel …) |
| Vocabulary |
| At Springwood Heath we are passionate about developing children’s vocabulary and there is a strong emphasis on learning and using correct and new vocabulary in each unit of work. Vocabulary is displayed and referred to throughout the lesson and at other opportune moments in order to embed it.
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| Impact
By the time our children leave our school they will:
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