PSHE Subject Leader - Mrs Bell
At St. James' Catholic Primary School the intent of our PSHE curriculum is to deliver a curriculum which is accessible to all and that will maximise the outcomes for every child so that they know more, remember more and understand more. As a result of this they will become healthy, independent and responsible members of a society who understand how they are developing personally and socially. It will give them confidence to tackle many of the moral, social and cultural issues that are part of growing up. We provide our children with opportunities for them to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society. Our children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community.
“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. These skills and attributes help pupils to stay healthy, safe, and prepare them for life and work in modern Britain. PSHE education helps pupils to achieve their academic potential, and leave school equipped with skills they will need throughout later life.”
-PSHE Association, 2016
At St. James we have tailored the PSHE Associations’ ‘Programme of Study’ to suit our pupils, school and community; giving careful consideration to our school ethos and aims and our pupils’ needs.
We follow the PSHE Associations’ three core themes: Health and Wellbeing; Relationships; and Living in the Wider World. Each year group covers content related to each theme every year, ensuring that a spiral programme is in place: one that revisits themes, gradually extending thinking, expanding knowledge and developing skills. We avoid, where possible, ‘one-off’, stand-alone sessions that will not be revisited, and instead make constant links to previous learning and experiences, and build upon these.
Where possible we make cross-curricula links between PSHE and other subjects; this is particularly true and relevant in English, Religious Education, Physical Education, History and Geography, with other content also linking to Maths, Science and Computing.
PSHE learning comes in many different forms: through whole-class teaching, group activities, individual tasks, assemblies, outside speakers, cross-curricular lessons and discrete lessons.
During PSHE sessions children are encouraged to both ask and answer questions, to deepen their knowledge and understanding. A great deal of time is spent considering scenarios and possible responses to them.
Teachers assess children’s knowledge, understanding and skills in PSHE by making observations and notes of children’s comments during lessons. As part of our assessment for learning process (and in line with our school’s assessment policy), children will receive both verbal and written feedback in order to aid progress in the subject (where appropriate). Twice a year, Foundation subject assessment grids are completed by class teachers, showing children’s attainment in the following three topics: Health and Wellbeing; Relationships; Living in the Wider World. The school’s banding system is used to do this. The Curriculum Leader then analyses this data and provides feedback to the PSHE Leader in order to inform and improve future practice.
Lessons and activities are planned to include all children by using a range of approaches. This includes: questioning, use of resources, and mixed ability grouping to enable children to offer peer support. Lessons are planned to facilitate the best possible outcome for all children within the class.
Spiritual, moral, social and cultural development are promoted through all PSHE teaching
Spiritual development: We explore the beliefs and experiences of ourselves and others; discuss the importance of respecting all beliefs and faiths; learn about and discuss our feelings and values and those of others.
Moral development: We learn about and discuss things that are right and wrong; learn about the law and the importance of it; begin to consider our actions and the consequence of them; consider, discuss and debate ethical issues; offer reasoned views.
Social development: We consider all of the groups and communities that we are part of; participate in our local community; learn how to resolve conflict; engage with the British Values of democracy, the rule of law, individual liberty, mutual respect and tolerance.
Cultural development: We become aware of cultural influences; learn about the role of Britain’s parliamentary system; understand, accept, respect and celebrate diversity.