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PSHE Curriculum Statement of Intent

 

To provide children with a foundation of life skills across a variety of contexts (personal, relationships, school, home and community) and empower them by increasing their cultural capital so that they can become active and responsible citizens in the world, both in the present and in their later life. 

 

Intent

  •   To build a PSHE curriculum, which develops learning and results in the acquisition of knowledge and skills which enables children to access the wider curriculum and to prepare children to be a global citizen, now and in their future roles within a global community. Children will know more, remember more and understand more.
  •   To design a curriculum with appropriate subject knowledge, skills and understanding to at least fulfil and in parts exceed the duties of the National Curriculum whereby schools must provide a ‘balanced and broadly-based curriculum which promotes the spiritual, moral, cultural, mental and physical development of pupils and prepares them for the opportunities and responsibilities and experiences for later life. 
  •   To build a PSHE curriculum that incorporates the understanding of RSE so that children know more, remember more and understand more. As a result children will know how to be safe and to understand and develop healthy relationships both now and in their future lives.
  •   To design a RSE programme of work within the PSHE curriculum, which respects Catholic and other faiths and enables pupils to explore the complexity of the relationships they will have both now and throughout their lives. 
  •   To design a PSHE curriculum that promotes mental health and emotional wellbeing so that children have the skills to look after their mental and emotional health. 
  •   To design a PSHE curriculum that promotes pupil safeguarding (Children Act 2004) and community cohesion (Education Act 2006).
  •   To design a PSHE curriculum that incorporates learning around living in the wider world and becoming reflective and active citizens. 
  •   To ensure that all staff are kept informed of any changes within the PSHE and RSE curriculum and that best practice is shared. 

 

Implementation

 

  •  PSHE is taught through three core themes; ‘Health and Wellbeing’, ‘Relationships’, and ‘Living in the Wider World’

Our curriculum is split into three core themes. We recognise the statutory requirements to teach both Health Education and Relationship Education in Primary schools, but our curriculum is not limited to this. The first two areas; ‘Health and Wellbeing’ and ‘Relationships’ is taught through the Ten Ten scheme. The third theme; uses a combination of the Ten Ten scheme and the PSHE Association’s Programme of Study to ensure all learning objectives are met. 

  •  Ten Ten ‘Living Life To the Full’ Curriculum Scheme
    We use the Ten Ten scheme ‘Living Life to the Full’ to teach Relationship Education and Health and Wellbeing Education and aspects of ‘Living in the Wider World’. 

The first PSHE theme ‘Health and Welling’ is taught through the Ten Ten theme Created and Loved By God’. 

The second PSHE theme ‘Relationships’ is taught by the Ten Ten theme ‘Created to Love Others’.

The third PSHE theme ‘Living in the Wider World’ is taught through the Ten Ten theme ‘living in the Community’ as well as using the PSHE Association Programme of Study to ensure all economic learning objectives are met. 

Ten Ten is a clear and comprehensive scheme, showing progression from EYFS to Year 6 and providing appropriate assessment opportunities. It is taught with a spiritual approach to learning, underpinned with a Christian Faith understanding that our deepest identity is as a child of God- created, chosen and loved by God. The programme is inclusive of pupils and their families. For more information regarding this, please see RSE documentation for more information.

  •  Parent Consultation
    Parents are informed of the content of the RSE programme of work during planned information sessions, and further support / clarification will be given if required.
  •  PSHE Staff Team

Our school believes the best way to teach PSHE effectively is to not only have a scheme of work, but that PSHE education should permeate through the culture of our school. In order to best achieve this we have a team of staff working together to promote children’s mental wellbeing. The team includes; PSHE and RSE Lead Jade Cahill, SENCO Sarah Woodhouse and the Safeguarding team. 

  •  CAMHS 

To help promote the mental and emotional wellbeing of our pupils we work with City and Hackney Children and Adolescent Mental Health Service. We have our own counsellor to help guide us with children’s mental health. 

  • Opportunities to revisit and build on previous learning 

Our Ten Ten Scheme has deliberately built this in so that pupils can know more, remember more and understand more. 

  •  Subject specific and content specific vocabulary
    Identified through knowledge wall displays and highlighted to the children at the beginning of lessons and revisited through class assemblies. 
  •  PSHE focused display and working walls through out the school
    PSHE display and working walls throughout school focus on key aspects of PSHE and exemplify the terminology and vocabulary used throughout the teaching of PSHE, RSE, BV and SMSC. This enables pupils to make links across the wider curriculum.
  •  Wider Curriculum- making meaningful links
    All subjects make a link to PSHE, BV, SMSC. Appropriate language is used consistently by all staff. Meaningful links through out the different subjects allows us to teach a broad and balanced curriculum (e.g. a focused story book in English during Children’s Mental Health Week, teaching about drugs and puberty in Science in KS2 etc.) 
  • Assemblies
    We have three class assemblies a year where children perform to their peers throughout the school as well as their parents They then take their parents back to their classroom to show them their work and displays. This builds a sense of responsibility and confidence. The assemblies have PSHE, British Values and SMSC themes.
  •  Provision in EYFS
    Reception’s curriculum is included in our progression framework and carefully planned for to ensure there is a combination of progression and revisited learning between Reception and Year One. We take guidance from the ‘Early Years Matters’ Document. Reception children are given a secure grounding in the Prime Areas of learning especially ‘Social and Emotional Development’, ensuring they have a good foundation on which to build through the specific areas. Areas of provision are enhanced to ensure children are able to express themselves in a safe and secure environment. 
  •  Cultural Capital - Learning outside of the classroom
    We plan visits, visitors and involvement in the community activity to provide first-hand experiences for the children to support and develop their learning. While educational visits may have been temporarily suspended due to COVID 19, we actively explored other ways to bring cultural capital to our children, for example through the internet, using virtual tours of museums and virtual lessons to help teach during Black History Month and at-school visits such as a Dick Whittington pantomime. Moving forward we will give the children the opportunity to explore and be active citizens in the local area through visits (for example visiting the Alms Houses, and parliament) and visits from significant individuals. 
  •  Themed weeks/days with a PSHE focus
    In order to implement our intention of exceeding the National curriculum we schedule themed weeks where the whole school focuses on an aspect of PSHE to ignite our children’s curiosity while meeting the needs of all backgrounds, cultures and abilities. This includes celebrating; Black History Month, Children’s Mental Health Week, British Values Week, World Cultural and Heritage day and Climate Change Days, Economic Wellbeing Day and Internet Safety Day.
  •  Staff CPD
    We have informative CPD’s that develop the skills and knowledge of teaching staff. PSHE team either delivers staff training to inform them of the latest updates and best practise and Ten Ten also provides teacher-training sessions. 

 

Impact

 

  •  Children will know more, remember more and understand more about PSHE.
  •  Children will shine with love, kindness and respect (our school motto).
  •  Children will be active and reflective citizens in their present and future lives.
  •  A school culture of reflection and support where pupil’s love of PSHE topics can flourish.
  •  Children’s cultural capital will increase to help improve their life chances. 
  •  The large majority of children will achieve age related expectations across the wider curriculum in addition to the core subjects. 
  •  Children will develop positive and healthy relationship with their peers both now and in the future. 
  •  Children will understand the physical aspects involved in RSE at an age appropriate level. 
  •  Children will have respect for themselves and others. 
  •  Children will have positive body images.