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At Holborough Lakes personal, social and health education (PSHE) enables our children to become healthy, independent and responsible members of a society. Our aim is to help them understand how they are developing personally and socially, and to develop the skills they need to understand many of the moral, social and cultural issues that are part of growing up. We provide our children with opportunities to learn about their own rights, the importance of respecting the rights of others and to 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.
Our PSHE curriculum by utilising first hand experience and sharing good practice. However, we are aware that the delivered curriculum must reflect the needs of our pupils. There are always occasions where teachers may feel it necessary to teach PSHE as a result of an issue arisen in their own class. Teachers use the PSHE programme to equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions. We believe that the purpose of PSHE education is to build, where appropriate, on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on: ie, drug education, financial education, citizenship, personal safety, relationship and sex education (RSE) and the importance of physical activity and diet for a healthy lifestyle.
Core PSHE lessons - more information.
Teaching of PSHE
The PSHE scheme of Work has three core learning themes: My Health, My Life, My Mind (See Appendix 1). It also incorporates the RSE Scheme of Work and identifies links to British Values and our school’s six core values. WE have developed our own curriculum using resources from PIXL Wellbeing, E-Safety and A Mind to be Kind and the Christopher Winter Project (RSE). We also draw on our own contextual knowledge of the children and their communities to ensure that lessons cover issues that are relevant and important to them (e.g. road and water safety, vaping, age appropriate viewing). Our Specialist Resource Provision provides additional bespoke lessons and activities to meet the individual needs of the children it supports.
PSHE is taught in discreet 30 minute lessons across all year groups, which are also supported through whole class and key stage assemblies that explore our school core values, the UN Convention on the Rights of the Child (Rights Respecting programme) and promote a healthy body and mind (Wellbeing Wednesdays). PSHE learning is recorded in PSHE class books: these books contain a range of evidence of the children’s learning, which may include children’s verbal or written comments or photographic evidence of activities and experiences. 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.
Teachers use a range of teaching and learning techniques such as discussion, role-play, games, investigations, circle-time, problem solving activities and outdoor learning. Pupil voice is actively sought in a variety of contexts; each class is represented by 2 school councillors who seek the opinions of their class mates on a variety of issues. The School Council meets regularly to discuss and plan for school improvements and share their work with the Governing Body. All subject leaders complete pupil conferencing to discover the children’s opinions about their subject and a suggestion box is available for further ideas.
For further information, please click here.
Care, Aspire, Achieve
The children at Valley Invicta Primary School at Holborough Lakes are learning to build resilience and understand that 'mistakes are proof that you are trying.' This video, Austin's butterfly, helps us to understand what this looks like.
The Learning Pit
We can also use the analogy of a learning pit to help understand that new learning is hard and that we need to work to gain understanding and knowledge to get out of 'the pit'. This is based on the thinking of James Nottingham and develops the children's resilience when tackling something new. Many children are now using this terminology to explain how they are feeling about their learning and recognising deep learning occurs when challenges are faced.
Curriculum Intent, Implementation and Impact 1
To build a PSHE curriculum that enables the acquisition of knowledge and skills which enable our children to develop personally and socially, access the wider curriculum and have the confidence to understand and respond to modern social, moral and cultural issues.
Our Curriculum will deliver appropriate subject knowledge, skills and understanding to fulfil the duties of the National Curriculum which states that schools must provide a balanced and broadly-based curriculum which promotes the spiritual, moral, cultural, mental and physical development of pupils and prepares them for the opportunities, responsibilities and experiences of life.
Scheme of work:
Children consider a key statement or question linked to that value and return and reflect on this throughout the terms learning, both in PSHE and other subjects. Each value is represented by a symbol (designed by our children), that that right from the start in Reception, children learn to identify with and relate our values to all aspects of school life.
The PSHE scheme of work has three core learning themes: My Mind, My Health, My Life. Each year groups learning builds on the knowledge, themes and vocabulary of the previous years. We have developed our own curriculum using resources from PiXL Wellbeing, E-safety and A mind to be kind and the Christopher Winter Project (RSE). We also draw on our own contextual knowledge of the children and their communities to ensure that lessons cover issues that are relevant and important to them (e.g. road and water safety, vaping, age appropriate viewing) and set personal safety challenges for each year group.
Each term begins with an assembly and subsequent PSHE lesson focusing on one of our school values. The 3 key learning themes are taught in blocks over the Autumn, Spring and Summer, with E-safety and RSE lessons interwoven throughout the year. We also use whole school events to develop ideas and skills further, such as Cultural Week and Careers Enterprise Week on a biennial basis.
We plan opportunities for children to learn from outside agencies e.g police, fire service, anti-crime talks, nutrituional advice frok our scghool meal provider, and real life opportubnities e.g Bikeability and local walks for road safety.
Children will recognise and apply the British Values of Democracy, Tolerance, Mutual Respect, Rule of Law and Liberty.
Children will demonstrate a positive, healthy attitude to school, show determination and resilience in their learning and feel well supported by adults and thier peers.
Behaviour and cooperation will be good throughout the school.
Most children will achieve age related expectations accross the wider curriculum and in core subjects.
This will be measured by the:
- Progress from a child's starting point or from the last point of statutory assessment.
- Attainment at each point of statutory assessment.
Curriculum Intent, Implementation and Impact 2
To develop children’s understanding of RSE so that they know how to be safe and to understand and develop healthy relationships now and in the future.
To deliver a scheme of work in line with the new recommendations for SRE teaching in the National Curriculum (Feb 2019)
A clear and comprehensive RSE scheme of work guides the progression of skills and knowledge throughout the school.
Teaching of RSE is planned and resourced explicitly within each year group so that children become more aware of RSE and the purpose of each sequence of lessons. Vocabulary is explicitly taught and used appropriately at all times.
Parents are informed of the content of the RSE programme during class transition meetings and information sent home prior to lessons. Further support and clarification is given when required.
Children demonstrate a positive attitude towards people of any religion and show and understanding of cultural beliefs different to their own. They demonstrate respectful behaviour to all and this is transferable outside of school in the wider community and beyond. Children learn about important people from the past and the present who have been or are positive role models and who are of a different race or religion.