At Bardsey, we use a consistent approach of teaching PSHE. This is through a whole-school approach and a scheme of learning published by Islington Council which has been recommended by our local authority. This is a progressive scheme of work, which aims to prepare children for life, helping them to really know and value who they are and understand how they relate to other people in this ever-changing world. This is taught through various key themes each year. Through this, we place a strong emphasis on emotional literacy, building resilience, nurturing mental and physical health and mindfulness. This allows children to advance their emotional awareness, concentration, and focus. The children at Bardsey also engage in enhancing experiences such as the School Council, Food Ambassadors and Playmakers which provide the opportunity to practise PSHE skills and knowledge practically.
PSHE (Personal, Social, Health and Economic) education is a school subject through which pupils develop the knowledge, skills and attributes they need to keep themselves healthy and safe, and prepared for life and work. At Bardsey, we aim to develop skills and attributes such as resilience, self-esteem, risk-management, teamworking and critical thinking in the context of some core themes: health and wellbeing, relationships and living in the wider world (including economic wellbeing). PSHE learning is essential to personal development, behaviour, welfare and safeguarding.
Personal, Social, Health and Economic (PSHE) education helps pupils develop the knowledge, skills and attributes they need to manage their lives, now and in the future.
The aims of PSHE teaching are to promote positive physical and emotional health and wellbeing; to keep safe and manage risks in different aspects of life; and to develop an understanding of identity, society, and equality. Clear communication with parents is always considered before beginning SRE lessons. Parents are invited into school to discuss the content that will be taught and any video resources that are used will be shared with them. Parents are given the opportunity to withdraw their children from these lessons if they wish to do so, however, we do encourage all parents to allow their children to participate.
Our PSHE curriculum intends to:
Promote positive physical and emotional health and wellbeing.
to keep safe and manage risks in different aspects of life; and to develop an understanding of identity, society and equality.
Educate pupils on how to stay healthy, safe, and prepare them for life and work in modern Britain.
help pupils to achieve their academic potential, and leave school equipped with the skills they will need throughout later life.
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.
For PSHE there is a clear and comprehensive scheme of work which is followed in line with the National Curriculum. This is the Islington Scheme of Work as recommended by our Local Authority. The PSHE curriculum has a number of key themes; these are Physical Health and Well-Being, Mental Health and Emotional Well-Being, Drug, Tobacco and Alcohol Education, Identity, Society and Equality, Keeping Safe and Managing Risk and Sex and Relationships Educations. All of these strands are covered beginning in Year 1 and are present in every year group scheme of work up to and including Year 6. The prerequisite skills for Year 1 are covered in the Early Learning Goals for PSHE. These are covered in Reception through the units Personal, Social and Emotional Development, Physical Development and Understanding the World.
Teaching in PSHE lessons provides opportunities for the children to work interactively with the teacher acting as the facilitator. Teaching will also provide opportunities for children to make real decisions about their lives, to take part in activities, which simulate adult choices and where they can demonstrate their ability to take responsibility for their decisions. At the start of lessons there is time to review most recent learning so that children are able to see the sequential aspect of each lesson and how one lesson builds on what has gone before.
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.
Key Knowledge and Vocabulary
The teacher specifies key vocabulary to be used and its meaning. Teacher modelling takes place as well as effective questioning. There is also a mix of individual, paired and group instruction where this vocabulary can be used in the correct context.
PSHE learning comes in many different forms: through whole-class teaching, group activities, individual tasks, assemblies, outside speakers, cross-curricula lessons and discrete lessons. There is some scope in PSHE for independent learning though this is limited and much of the learning is small group and whole class.
High Quality Resources
A range of resources are used to enhance the learning experiences for children such as role play cards, videos, published resources, PowerPoint presentations and interactive worksheets.
Curriculum Enhancements (visits, visitors, themed days/weeks)
Where possible the PSHE curriculum is enhanced by inviting visitors to come into school such as local firefighters, members of the local constabulary and other professional workers. Health Weeks are held during the year where the children take part in a variety of activities to promote a healthy lifestyle. Children also take on active roles in the school which promote a practical aspect to their learning such as Food Ambassadors and the Eco-Group.
In order to keep up to date with current developments, the subject leader attends appropriate training and this is cascaded back to staff.
The impact and measure of our PSHE curriculum is that pupils are:
able to know more and remember more about PSHE.
able to recognise and apply the British Values of Democracy, Tolerance, Mutual respect, Rule of law and Liberty.
able to demonstrate a healthy outlook towards school and have respect for others
able to develop positive and healthy relationship with their peers both now and in the future and have a positive image of themselves
achieving in line with and beyond national expectations
able to understand the physical aspects involved in SRE at an age appropriate level.
leaving Bardsey understanding their role as a citizen and their place in the community
Through our PSHE curriculum, we believe that we prepare our children for the next stage in their education as well as preparing them, during this vital stage of their life, for the opportunities, responsibilities and experiences of an adult world.
Leadership, Assessment and Feedback
PSHE learning is recorded in PSHE class books: these books contain a range of evidence of the children’s learning, which can include –but is not limited to- photocopies of cross-curricular learning; children’s verbal or written comments; photographic evidence of activities and experiences. 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).
Level Expected at the End of EYFS
The following early years goals are prerequisite skills for PSHE in KS1.
Personal, Social and Emotional Development (Making Relationships)
Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.
Personal, Social and Emotional Development (Self-Confidence and Self-Awareness)
Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.
Personal, Social and Emotional Development (Managing Feelings and Behaviour) Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
Physical Development (Health and Self-Care)
Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe.
Understanding the World (People and Communities)
Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
Understanding the World (The World)
Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.