Curriculum Implementation:

What does PHSE teaching look like?

This programme builder is structured around an overarching question for each term or half term. These begin in key stage 1 as ‘What? and ‘Who?’’ questions and build throughout Key Stage 2 into ‘Why?’ and ‘How?’ questions.

The three core themes from the Programme of Study are:

• Health and Wellbeing
• Relationships
• Living in the Wider World

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.

How many hours of PSHE should be taught per week?

PSHE education will be one hour per week of discrete PSHE education in key stages 1 and 2, as part of a whole school, approach with opportunities to enhance the learning through other subjects and events (linked to School Virtues and British Values).

PSHE education will be taught as a discrete lessons as while many subjects contribute to pupils’ personal and social development – just as all subjects contribute to pupils’ literacy, PSHE learning objectives and outcomes can be lost as other subject objectives and outcomes become prioritised.

The advantages of this are:

• Allows for continuity and progression.
• It allows teachers and young people to assess progress and measure the impact of the programme
• Time available to ensure comprehensive coverage and rigorous assessment
• Possible to deliver PSHE education to the same standard and with the same rigour as other subjects.

Mental Health & Well-being Initiative

Years 1 & 2:

• To recognise and describe different feelings in themselves and others
• To understand that feelings change and that not everyone experiences the same feeling in the same situation.
• Learn about big feelings and how to manage them.

Years 3 & 4:

• Learn about the different feelings and emotions people experience; how they change and what helps us feel good.
• Learn about ways of expressing feelings and emotions and why this important.
• Learn about managing feelings and emotions in different situations and getting help, advice and support with feelings and emotions.

Years 5 & 6:

• Learn about mental health; what it means and how we can take care of it.
• Learn about how feelings and emotions are affected and can be managed at changing, challenging or difficult times.
• Learn about the feelings and common anxieties pupils face when starting Key Stage 3/ moving to secondary school plus ways of managing feelings.

Theme days/weeks:

Anti-Bullying Week – 16/11/20 to 20/11/20

We celebrated ‘Anti–Bullying Week’ with other schools across the whole country. We started with an ‘Odd Sock Day’ on Monday to promote and celebrate our uniqueness and diversity. Then in classes, we have had lessons on discussing what bullying is and how we can work together to reduce it in our school. As this year’s slogan design emphasises, we can all play our part in making a difference. We are all pieces in a puzzle and together, we are united against bullying.

Children’s Mental Health Week – 1/2/21 to 7/2/21

The theme of this year’s Children’s Mental Health Week is Express Yourself (in school and part of Home Learning).

Expressing yourself is about finding ways to share feelings, thoughts, or ideas, through creativity. This could be through art, music, writing and poetry, dance and drama, photography and film, and doing activities that make you feel good.

Curriculum impact:

What do our outcomes in PHSE look like? How successful is our PHSE teaching?:

Assessment:

It is important for pupils to have opportunities to reflect on their learning, especially when that learning relates directly to the individual’s identity – their personal qualities, attitudes, skills, attributes, achievements and influences.

Personal attributes, so central to PSHE education, are arguably the hardest aspects of learning to assess. It is difficult for teachers to accurately assess a pupil’s self-confidence or sense of their own identity and values. However, pupils themselves will be able to judge, for instance, whether they feel more confident, or have a firmer sense of their own beliefs and opinions than they did before a particular series of lessons.

Such personal reflection in PSHE education lessons is essential, so ensuring pupils have time and space within the lessons to reflect on this, either privately or through discussion, is a vital part of the assessment process. Assessing learning in PSHE education must therefore use a combination of teacher assessment and pupil self- and peer assessment.

Activities used to measure progress:

• Questioning
• Brainstorming
• Role-play, hot-seating
• Storyboards/cartoon strip/scenario script writing
• Responding to a scenario, picture or video
• Mind map
• ‘Graffiti wall’/‘working wall’
• Quiz
• Questionnaire (Pupil Voice)
• Continuum/‘washing line’
• Explain to an alien
• Card sort e.g. ‘diamond 9’