PSHCE

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.

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.

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 …)

By the time our children leave our school they will:

• recognise and apply the British Values of Democracy, Tolerance, Mutual respect, Rule of law and Liberty
• be able to understand and manage their emotions
• be able to look after their mental health and well-being
• be able to develop positive, healthy relationship with their peers both now and in the future.
• be able to approach a range of real-life situations and apply their skills and attributes to help navigate themselves through modern life
• be on their way to becoming healthy, open minded, respectful, socially and morally responsible, active members of society
• appreciate difference and diversity
• understand the physical aspects involved in RSE at an age appropriate level
• have respect for themselves and others.
• have a positive self esteem