PSHCE

Our PSHCE curriculum currently supports the aims and objectives of the DFE statutory for Relationships and Sex Education Health Education (RSE) 2021. It also supports the non statutory DFE guidance, Personal, social, health and economic education (PSHE) 2021

INTENT:

We believe that 

PSHCE should enable children to become healthier, more independent and more responsible members of society. We encourage our pupils to play a positive role in contributing to the life of the school and the wider community. In doing so we help develop their sense of self-worth.

We teach them how society is organised and governed.We ensure that the children experience the process of democracy through election/participation in the school council. We teach children both about their rights and about their responsibilities. They learn to appreciate what it means to be a positive member of a diverse and multicultural society.

The objectives of PSHE and citizenship are to enable the children to: 

● know and understand a healthy lifestyle and be aware of safety issues; 

● understand what makes for good relationships with others; 

● have respect and empathy for others and develop good relationships with other members of the community; 

● be independent and responsible members of a community; 

● be positive and active members of a democratic society; 

● develop self-confidence and self-esteem, and make informed choices regarding personal and social issues.

IMPLEMENTATION: 

The Christian ethos and values of our school ensure that PSHCE is embedded in everyday school life. We also develop PSHCE through various activities and whole-school events, for example the school council representatives from each class meet regularly to discuss school matters. We offer residential visits in Key Stage 2 where there is a particular focus on developing pupils’ self-esteem, and giving them opportunities to develop leadership skills and positive group work. 

We use the ‘SCARF’ scheme of work as a base for our planning as well as annually having a visit from the Life Education caravan which helps to deliver part of our health and drugs education to each year group. Other visitors throughout the year also support this. 

The SCARF scheme of work is split into 6 strands: 

• Me and My relationships
• Valuing difference
• Keeping myself safe
• Growing and changing
• Being my best
• Rights and responsibilities

What PSHE lessons look like at Gilmorton Chandler C of E School 

We use a range of teaching and learning styles emphasising active learning by engaging the children in discussions, investigations and problem-solving activities. We encourage the children to take part in a range of tasks that promote active citizenship, for example charity fundraising, the planning of special school events, or involvement in helping other individuals or groups less fortunate than themselves. We organise classes in such a way that childrens are able, through discussion, to set agreed classroom rules of behaviour, and resolve any conflicts. We encourage the use of random pairings. We offer children the opportunity to hear visiting speakers talk about their role in creating a positive and supportive local community. 

This is what we do: 

● Planning includes discrete focus on the 6 areas (as above) 

● Emphasis on quality first teaching. 

● Positive use of mistakes/misconceptions- learning environment. 

● Regular book scrutiny, pupil interviews, lesson observations. 

● Whole school CPD. 

● Raise the profile of PSHE through Collective Worship, visitors (e.g. NSPCC) external day visits (e.g. Warning Zone for year 6 children, High Cross for year 5), visits from police, road safety officers, Hinckley and Rugby etc. into classes .

IMPACT: 

Through our teaching we aspire to have: 

● Confident children who lead happy and successful childhoods and adulthoods

 ● Children who are healthy, independent and responsible members of society.

This is how we monitor the impact 

    ● Tracking grids published by SCARF to be completed.

    ● Pupil progress meetings - involving teacher, subject lead and HT/AHT. 

● Marking and feedback

● Self-assessment 

● Pupil interviews 

● Lesson observations 

● Work samples 

● Targeted use of TAs to support individual children

● TA/Teacher conversations and feedback time

This is how we use intervention: 

     ● Small group and individual ELSA support for those children identified as needing more support with their social and emotional needs 

● Pre-teaching to specific groups of children.