- What intentions do you have for the teaching of your curriculum?
- What skills and knowledge would you like children to have?
Personal, Social, Health and Economic (PSHE) education is a school subject through which pupils develop the knowledge, skills and attributes they need to manage their lives, now and in the future. It helps children and young people to stay healthy and safe, while preparing them to make the most of life and work. PSHE education also helps pupils to achieve their academic potential.
A PSHE programme should also cover economic wellbeing, careers and enterprise education, as well as education for personal safety, including assessing and managing risk. Allfarthing’s Programme of Study sets out learning opportunities, based on three core themes: Health and Wellbeing, Relationships and Living in the Wider World.
- What will the children learn?
- What skills will be covered?
- What should we see in lessons?
- How will all learners be supported? (Reference MA, SEN)
- How do we provide a broad and balanced curriculum?
- Experiences in and out of school
- Prior Knowledge
- Varied delivery of lessons
During key stages 1 and 2, PSHE education offers both explicit and implicit learning opportunities and experiences which reflect pupils’ increasing independence and physical and social awareness, as they move through the primary phase. It builds on the skills that pupils started to acquire during the Early Years Foundation stage (EYFS) to develop effective relationships, assume greater personal responsibility and manage personal safety, including online. PSHE education helps pupils to manage the physical and emotional changes at puberty, introduces them to a wider world and enables them to make an active contribution to their communities.
Through the PSHE programme of study children will develop the knowledge, skills and attributes they need to manage their lives, now and in the future. This includes helping young people to:
Stay healthy and safe (both physically and mentally)
Build and maintain healthy and rewarding relationships
Manage conflict in relationships
Develop the skills for living in the wider world (including assessing and managing risk and life online, financial education and relationship and sex education (RSE))
Allfarthing Primary School delivers PSHE holistically through all aspects of school life. It is explored through planned sequences of lessons including The PATHS Programme for Schools, activities such as circle time, explicit teaching of behaviour for learning, assemblies and opportunities to participate in activities within the school and wider community.
As well as covering the key skills, knowledge and understanding set out in the programme of study, each year group will adapt their lessons to address the specific needs of their class, as and when they arise, with a focus on developing focus areas of emotional literacy based on an annual survey.
While Allfarthing’s PSHE Programme of Study sets out learning opportunities for each Key Stage, in core themes and organised under subheadings, these learning opportunities should be used flexibly throughout the year according to pupils’ development, readiness and needs, and taking into account prior learning, experience and understanding. Learning from one area may be related and relevant to others. Whilst this framework distinguishes three separate core themes, there will be extensive overlap. For example, Relationships and Sex Education (RSE) falls within both ‘Health and Wellbeing’ and ‘Relationships’, as sexual health should always be considered as an element of health education but also taught within the context of healthy relationships. Allfarthing’s Programme of Study provides a spiral curriculum to develop knowledge, skills and attributes, where prior learning is revisited, reinforced and extended year on year.
- What impact will the above have on the learners in our school?
- How will you measure the impact of the curriculum?
- How are we preparing children for leaving primary school?
All teachers will keep a scrap book to record, monitor and assess the impact of PSHE lessons in their class. These may include feedback from the children, examples of work completed, photos of class discussions and pupils’ voice (examples of how they have resolved conflicts, what they have learnt in sessions, any questions they have for future sessions). This scrap book should be a working document which children feel ownership for. There will also be learning walks by the PSHE Subject Leader with the aim of gathering ideas to share practise with colleagues in staff meetings. Impact is also monitored through conversation with pupils, who should be able to explain what they have learnt and how this helps them with their learning now.
What do we expect for the children?
Through the PSHE curriculum, we expect children to develop confidence in themselves, the knowledge, and skills they need to live and maintain a healthy life (both physically and mentally), the ability to build and maintain relationship, to be able to live happily as a member of the school and wider community and to develop the skills that will enable them to excel in their future endeavours.