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PSHE and Citizenship

PSHE

At Andrews’ Endowed CE Primary School, personal, social, health and economic (PSHE) education is an embedded part of our broad and balanced curriculum. Pupils’ spiritual, moral, social and cultural (SMSC) development is at the heart of our school ethos. British Values are promoted through the overarching aims and objectives of PSHE by supporting our children to become healthy and responsible members of society, as well as preparing them for life and work in modern Britain.

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.  Our aim is for our personal, social, health and economic (PSHE) education enables our children to become healthy, independent and responsible members of society. It aims to help them understand how they are developing personally and socially, and tackles 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 world. 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.  We make every effort for our PSHE curriculum to have an impact on both academic and non-academic outcomes for pupils, particularly the most vulnerable and disadvantaged.

Our Programme of Study for PSHE education aims to develop skills and attributes such as resilience, self-esteem, risk-management, teamworking and critical thinking in the context of three core themes: health and wellbeing, relationships and living in the wider world (including economic wellbeing and aspects of careers education).

PSHE Table

Implementation

Our PSHE education is taught as discrete sessions as part of a whole school approach with opportunities to enhance the learning through other subjects and events.  While many subjects contribute to pupils’ personal and social development – just as all subjects contribute to pupils’ literacy – we understand the importance of teaching PSHE discretely to achieve continuity, progression and meaningful assessment.  PSHE is integral to the development of children’s values in order for them to become a positive citizen in a forever changing community, therefore PSHE is an important part of collective worships where children’s spiritual, moral, social and cultural curiosity is stimulated, challenged and nurtured.

The curriculum that we have developed is based on guidance from the PSHE Association and is a spiral curriculum that builds on the knowledge pupils have previously acquired, including in other subjects, with regular feedback provided on pupil progress.  We deliver the PSHE curriculum by utilising first hand experience and sharing good practice whilst reflecting the needs of our pupils. Our PSHE education also builds, where appropriate, on the statutory guidance outlined in the Relationships Education, Relationships and Sex Education (RSE) and Health Education. 

The spiral curriculum starts in Year 1 and follows the children through to Year 6. The distribution of the lessons complements key campaigns throughout the year such as Anti-bullying Week.  We have also embedded “Heart Smart” into our PSHE curriculum.

HeartSmart is used to enrich our delivery of PSHE. The program aims to build resilience, strengthen emotional intelligence and develop active empathy. Fundamentally, it teaches our children to love and accept themselves as well as loving and respecting each other. Boris the HeartSmart robot provides a fun and interactive way to explore their hearts – as their heart is the thing that makes each child unique.

 

I find it special when the teacher picks my name and I can share my answer to the class.  School life is to teach me for the jobs of tomorrow and to make tons of friends on the way.

 

Georgia Year 4

School life to me is a place where I can be in the sunshine: an opportunity where I can learn.  I appreciate the love, respect and courage to learn.

 

Maram Year 4

Citizenship

Intent

The intent of our Citizenship 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.  Our aim is to enable our children to be critical thinkers and researchers, who are able to make inquiries about certain issues.  Our aim if for our pupils to tackle controversial issues with confident and respectful oracy, discussion and debate. Our aim is for our children to show advocacy and feel empowered to have an influence on their communities through collaboration and teamwork, problem solving and critical reflection. 

 

Implementation

Our Citizenship education considers the contexts and backgrounds of all of our pupils as well as considering any issues that will be particularly sensitive or controversial for them.  The discrete sessions of Citizenship identifies what pupils know, understand and can do and this information is used to plan rigorous and challenging citizenship teaching and learning at an appropriate pitch and challenge for pupils. The planning is centred around the non-statutory national framework for citizenship at key stages 1 and 2;  Some aspects of citizenship are also planned for and taught alongside other curriculum subjects. The teaching and learning is focused on developing pupils’ understanding of citizenship concepts and use and application of citizenship skills. Citizenship concepts include democracy, government, law, justice, rights and responsibilities, participation, community, equality, identities, diversity.

The citizenship curriculum uses a range of types of teaching and learning activities that promote deep learning in relation to citizenship concepts and skills. These include different types of written work, oral work including informal discussion and formal debates, and a range of opportunities for pupils to participate with others in active citizenship. Active citizenship involves taking forward planned courses of informed and responsible action within the school and wider community aimed at making a contribution to democratic and public life.

Topical and controversial issues are used to bring citizenship teaching to life in a safe and secure learning environment. This involves developing skills to explore, discuss, critically evaluate citizenship issues and debates from different viewpoints.