Subject Leader: Mrs Lea and Miss Peill
We have a cross-curriculum approach to the teaching of Personal, Social, Health and Economic education.
Personal: children are tuned in to their own set of school values. They have helped to shape them and they form a driver in our whole-school ethos.
Social: internally, children build relationships all the time in school. In the classroom we encourage and develop shared work. This sits alongside our buddy system, which pairs up older and younger children to act as role models and give support. Pupils are taught about e-safety and bullying and learn about different cultures and religions. Areas of safeguarding, safeguarding, such as 'stranger danger' for our younger pupils are covered. Pupils also learn about relationships, as part of the statutory expectations of the National Curriculum. Externally children are given opportunities to develop and learn to interact socially. Older children are made aware of world issues in weekly newspaper studies and all pupils regularly go on school trips and excursions, to develop their social skills.
Health: we have a comprehensive curriculum that teaches health education to pupils. Children have opportunities to learn about healthy eating. They take part in First Aid training. Pupils' emotional well-being, through the promotion of our resilience value and child/parent teaching sessions have been introduced. Age appropriate Relationship and Sex Education lessons are taught, as part of our statutory requirements. We also have an annual healthy schools week to promote all that we do in school every year.
Economic: through cross-curricular learning in Mathematics and English, pupils are taught about where money comes from and the part it plays in people’s lives. They are also taught about different types of work and that everyone has a ‘career’ which is their pathway through life, education and work. We are keen to promote ambition in school and had introduced a programme of learning opportunities where local, young, professional adults are invited into the school to talk about career opportunities. To promote enterprise, our school council take a lead on organising fundraising events, both for charity and to raise money for resources in the school. They consult every child in the school both on how this is done and what the money will be spent on.
Part of our teaching is also about preparing children for future changes in:
Politics and the economy
Celebrating forming in our community deepens children's economic knowledge.
Teaching and Learning
We have designed this curriculum in line with the PSHE Association's ten principles that underpin all learning and teaching of PSHE, as follows:
The PSHE Association has developed the following evidence-based principles of good practice in PSHE education:
1. Start where children and young people are: find out what they already know, understand, are able to do and are able to say. For maximum impact involve them in the planning of your PSHE education programme.
2. Plan a ‘spiral programme’ which introduces new and more challenging learning, while building on what has gone before, which reflects and meets the personal developmental needs of the children and young people.
3. Take a positive approach which does not attempt to induce shock or guilt but focuses on what children and young people can do to keep themselves and others healthy and safe and to lead happy and fulfilling lives.
4. Offer a wide variety of teaching and learning styles within PSHE education, with an emphasis on interactive learning and the teacher as facilitator.
5. Provide information which is realistic and relevant and which reinforces positive social norms.
6. Encourage young people to reflect on their learning and the progress they have made, and to transfer what they have learned to say and to do from one school subject to another, and from school to their lives in the wider community.
7. Recognise that the PSHE education programme is just one part of what a school can do to help a child to develop the knowledge, skills, attitudes and understanding they need to fulfil their potential. Link the PSHE education programme to other whole school approaches, to pastoral support, and provide a setting where the responsible choice becomes the easy choice. Encourage staff, families and the wider community to get involved.
8. Embed PSHE education within other efforts to ensure children and young people have positive relationships with adults, feel valued and where those who are most vulnerable are identified and supported.
9. Provide opportunities for children and young people to make real decisions about their lives, to take part in activities which simulate adult choices and where they can demonstrate their ability to take responsibility for their decisions.
10. Provide a safe and supportive learning environment where children and young people can develop the confidence to ask questions, challenge the information they are offered, draw on their own experience, express their views and opinions and put what they have learned into practice in their own lives.
Through the use of the intent, implementation and impact approach below, we have designed an action plan that aims to achieve specific endpoints.
At the end of their primary school experience pupils will have worked towards or achieved the following endpoints:
Personal: have developed an understanding and shown the attributes of our school values - resilience, care, understanding, honesty, humility, trust and perseverance.
Social: become aware of the cultural and diverse richness in the UK and around the world. Learnt to interact well with each other and show more of the school values linked to social skills like care and humility. Given the opportunity to help change their environment and be environmentally pro-active.
Health: pupils will know how to eat healthily. They will have learnt the importance of exercise for a healthy lifestyle. Pupils will have developed their resilience and mental well-being through opportunities in cross-curricular learning. All children will have developed their understanding of personal hygiene, privacy and puberty together with relationships, including sex education and the diversity of relationships, such as same sex relationships.
Economic: know the importance of being responsible for money and the need to be ambitious and develop careers. Children will have had the opportunity to be financially enterprising and make contributions to their communities.