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PSHE

INTENT

By teaching Personal, Social, Health and Economic Education, it is our aim that children at Hunnyhill will acquire the knowledge, understanding and skills they need to manage their lives now and in the future.

PSHE lessons form part of a whole-school approach, which explores the overarching concepts and develops essential skills and attributes. It provides opportunities for the children to reflect on and clarify their own values and attitudes.

Hunnyhill’s commitment to the personal development of our pupils is reflected in the school’s key values:

  • challenge

  • resilience and determination

  • creativity

  • collaboration and teamwork

  • respect

  • independence

IMPLEMENTATION

The PSHE curriculum has three main themes: health and wellbeing; living in the wider world and relationships. It is delivered in conjunction with SMSC and the RE curriculum, with themes linked where appropriate. These themes also form the basis for school assemblies.

 

Themes covered include:

1. Identity (their personal qualities, attitudes, skills, attributes and achievements and what influences these; understanding and maintaining boundaries around their personal privacy, including online)

2. Relationships (including different types and in different settings, including online)

3. A healthy (including physically, emotionally and socially), balanced lifestyle (including within relationships, work-life, exercise and rest, spending and saving and lifestyle choices)

4. Risk (identification, assessment and how to manage risk, rather than simply the avoidance of risk for self and others) and safety (including behaviour and strategies to employ in different settings, including online in an increasingly connected world

5. Diversity and equality (in all its forms, with due regard to the protected characteristics set out in the Equality Act 2010)

6. Rights (including the notion of universal human rights), responsibilities (including fairness and justice) and consent (in different contexts)

7. Change (as something to be managed) and resilience (the skills, strategies and ‘inner resources’ we can draw on when faced with challenging change or circumstance)

8. Power (how it is used and encountered in a variety of contexts including online; how it manifests through behaviours including bullying, persuasion, coercion and how it can be challenged or managed through negotiation and ‘win-win’ outcomes)

9. Career (including enterprise, employability and economic understanding)

 

PSHE is implicit across all areas of the school but is also taught in weekly lessons according to the curriculum map. Teachers find creative approaches to deliver the content, often providing links to other areas of the curriculum.

 

IMPACT

It is hoped that the personal development of children at Hunnyhill, through the teaching of PSHE, should ensure that they develop the habits of successful learners for life, become confident individuals and are prepared to be responsible citizens.

SCARF - (Safety, Caring, Achievement, Resilience and Friendship).

At Hunnyhill Primary school we use SCARF, a comprehensive scheme of work for PSHE and Wellbeing education. It covers all of the DfE's new statutory requirements for Relationships Education and Health Education, including non-statutory Sex Education, and the PSHE Association’s Programme of Study’s recommended learning opportunities, as well as contributing to different subject areas in the National Curriculum

We follow the six suggested half termly units and adapt the scheme of work where necessary to meet the local circumstances of our school. For example, we may use our local environment as the starting point for aspects of our work.

Our PSHE subject leads, Danielle Pitman and Emily Smith, works in conjunction with teaching staff in each year group and senior leadership and is responsible for ensuring that all staff are equipped with the knowledge, skills and resources to deliver PSHE education confidently. Teachers can access a range of teaching support resources within SCARF, including guidance documents and teacher training films. Any teacher wanting further support should contact the PSHE subject lead in the first instance to discuss their training needs.

Class teachers follow the suggested six half termly units provided by SCARF for each year. Lessons can be a weekly standalone PSHE lesson or be cross curricular. The lesson plans list the specific learning objectives for each lesson and provide support for how to teach the lessons. Class teachers and our PSHE lead often discuss this on an informal basis.

We have chosen SCARF as our PSHE resource because the lessons build upon children’s prior learning. We have assessed the content and feel that it is relevant and sensitive to the needs of the children. There is planned progression across the SCARF scheme of work, so that children are increasingly and appropriately challenged as they move up through the school. Assessment is completed by the class teacher using the SCARF Pre and Post Assessments, alongside the lesson plan learning outcomes to demonstrate progression of both skills and knowledge.

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