P.S.H.E. and R.S.E.
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Intent |
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At Woodloes Primary School, the intent of our PSHE curriculum is to equip and prepare our children with the skills and knowledge they need for an ever-changing world. We work with our pupils to encourage them to be resilient, caring individuals with a clear understanding of the world and be responsible members of society. At Woodloes, we want our pupils to feel safe and supported when exploring who they are, and for them to develop confidence and self-esteem. Ensuring the wellbeing of our pupils is at the forefront of what we do and supporting them through times of change is vital. Therefore, we aim to provide the skills required to self-regulate emotions, articulate worries and concerns to enable them to become confident, competent learners.
Although discrete PSHE lessons are taught using the National Curriculum aims and our PSHE scheme, 3D PSHE, at Woodloes we have the culture and belief that PSHE should be at the heart of everything we do and is instilled into all areas of the whole school curriculum. The curriculum offers a range of opportunities for discussion, challenge and emotional literacy, which allows children to apply the fundamental principles and concepts of PSHE to their wider, cross-curricular learning.
The National Curriculum for RSE aims to ensure all pupils understand:
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Implementation |
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PSHE is taught throughout each academic year as both specific teaching and through cross-curricular opportunities to enable all areas of study to be explored. At Woodloes Primary School, our PSHE programme is underpinned by the 3 Dimensions Scheme of Work, which is compliant with the PSHE Association. The scheme is divided into 3 core areas: relationships, health and wellbeing and living in the wider world, which meet the 2020 statutory government requirements. In addition to this, the school continues to deliver Protective Behaviour sessions linked to the Warwickshire County Council Taking Care Scheme. Within the school, PSHE is clearly planned for each year group to enable progression and continuity of content.
Throughout their time at Woodloes Primary, the pupils will develop their understanding of RSE (Relationships and Sex Education). Although sex education is not compulsory within the primary sector, it provides children with factual information of bodies, families, puberty and conception within a safe environment. Parents have the right to withdraw their children from sex education sessions, however relationships education sessions are compulsory for all pupils. Pupils will have opportunities to ask questions to clarify their understanding. When answering children’s questions, teachers will adopt an honest and open approach, appropriate to the child’s age and to the circumstances of the question; the teacher will make a judgement on whether an answer is more appropriate to the whole class or individually. |
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Impact |
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During lessons, children are offered verbal feedback to support their achievement of lesson objectives. Following this, where appropriate, written feedback may be provided to children to allow them to reflect on learning and apply it in further contexts within the wider curriculum.
The terminology used by the programme, breaks the learning outcomes into ‘emerging, expected and exceeding’. This is used by teachers to inform future planning so that they can ensure children’s knowledge is secure, and supports teacher judgements linked to Woodloes’ foundation assessment for PSHE.
At Woodloes Primary School, pupils’ attainment and progress in PSHE is assessed using Assessing Without Levels (AWOL) skills-based targets that have been developed by the school (after reference to the National Curriculum and Cornerstones Assessment System); ensuring the accuracy of assessment relative to national standards. Attainment in PSHE sessions, linked to age related expectations, is also shared with parents and carers in the end of year report.
The impact of the PSHE curriculum at Woodloes Primary School is assessed through subject specific monitoring and participation in the deep dive process. Accompanying evidence is provided through pupil interviews, lesson visits, teachers questionnaires, work trawls, learning walks and the analysis of data. |