Personal, Social, Health and Economic Education

Intent

PSHE (Personal, Social, Health and Economic) education is an important part of the curriculum within our school. Through this subject, pupils develop the knowledge, skills and attributes they need to keep themselves healthy, safe and prepared for life and work.

When our pupils leave us in Year 6, our aim is that they will be individuals of kindness, compassion and independence. We wish for them to be people of self-motivation and resilience, who embrace both challenge and growth and who continually aspire to be the best that they can be - for themselves and for their communities. We want them to celebrate their achievements but also to have goals that contribute to their own sense of self worth and to society at large. Our aim is that they are people of conscience who clearly see their place in their world and who positively contribute to the wellbeing of others.

We wish for them to be mentally aware; aware of how to address and maintain their own mental health but also that of others. We want for them to be able to recognise when they need help but also to recognise when people around them need help too.

Our intention is that all our pupils will:

Aspire, Believe, Achieve: Together in Christ.

By the time pupils leave The Rosary Catholic Primary School, they will have mastered a range of skills that will support their future development. These are:

• To have a sense of curiosity and enjoyment through a range of interactive video content, story based activities and original worship music with an accompanying programme of prayer.
• To have experience Cultural Capital in a variety of different forms by exposing pupils to a wide range of experiences; experience days, workshops and circle time activities.
• To be resilient, independent and self-motivated pupils. Children participate in discussions and debates regarding their rights and responsibilities and appreciate what it means to be a member of a diverse society.
• To ask questions and to problem solve by creating a safe classroom for children to openly ask questions about more challenging subjects that arise during PSHE lessons. Lessons include scenarios that children might face throughout their life and give the children opportunities to work out how they might solve a problem they face.
• To be global citizens of the twenty first century by offering the children the relevant knowledge and the skills to live in a healthy, safe and responsible way.

Implementation

At The Rosary Catholic Primary School, we teach PSHE using a comprehensive programme of study – TEN TEN Life to the full which embraces and fulfils the new statuary curriculum in Relationships and Health Education (RHE) for Catholic Primary schools. The entire teaching is underpinned with a Catholic faith understanding that our deepest identity is as a child of God – created, chosen and loved by God. The programme adopts a spiral curriculum approach so that as our children explore the programme year-after-year, the learning will develop and grow, with each stage building on the last. Alongside this we have worked closely with a PSHE specialist to develop a series of lessons for each year group which primarily focus on the living in the wider world theme.

Our PSHE curriculum is inclusive of all learners and is taught using a range of activities including music, role-play, discussions, debates, creative tasks and circle time games.

Wider curriculum

• Developing a 'Growth Mindset': We encourage children to build resilience, independence and confidence. The children designed four key characters that are displayed and regularly referred to throughout the school. We continually praise children when they are showing a growth mindset using specifically designed resources.
• Developing their sense of self-worth: by playing a positive role in contributing to school life and the wider community including being a Rosary Apostles , Junior Road Safety Officers , Librarians , Peer tutor , School prefects, KS2 playground leaders and School Councillors.
• Developing Healthy Lifestyles: We encourage healthy food choices at lunchtimes through our Healthy Lunch; Healthy Munch reward scheme. We also celebrate healthy Eating week which includes workshops teaching children how to eat healthily. We ensure that mental health awareness activities occur across the school but particularly in Year 6 where transition to secondary school and coping with homework pressure are covered in detail.
• Developing Public Speaking and Confidence: Pupils at KS2 participate in at least two class assemblies per year. This develops their confidence and their skills in public speaking. Pupils also participate in Masses and all pupils participate in the nativity productions each Christmas. Year 6 perform in the summer production. Widening pupil experience: pupils participate in at least three off site trips per year. Being so close to Hounslow and its public transport links, we make full use of the Underground and the buses rather than travelling on coaches when we travel off site. This ensures that pupils learn how to navigate the Underground and London bus system confidently and also how to behave respectfully and considerately on public transport.
• Developing pupil voice: we ensure that pupils understand that their views are important and that voicing opinions can change the world. Pupil views are represented through the school council but also through annual questionnaires. Each class also has a Pupil Concerns box for pupils.
• Standing up for Justice: pupils have devised the school’s Anti Bullying Charter. Each year, pupils are asked to repeat their commitment to the charter. They demonstrate this commitment through wearing the Rosary ABA (Anti Bullying Alliance) badge. Pupils’ intolerance of bullying can be seen in how they interact with each other in the playground, in lessons and around the school. Adult interaction is also key in modelling for pupils how to behave respectfully and responsibly. PSHE also links with Internet Safety lessons each year where pupils are taught to behave responsibly when using the internet. They also engage in the PANTS programme which ensures that they know how to protect themselves and their bodies.
• Developing Public Speaking and Confidence: Pupils at KS2 participate in at least two class assemblies per year. This develops their confidence and their skills in public speaking. Pupils also participate in Masses and all pupils participate in the nativity productions each Christmas. Year 6 perform in the summer production. Widening pupil experience: pupils participate in at least three off site trips per year. Being so close to Hounslow and its public transport links, we make full use of the Underground and the buses rather than travelling on coaches when we travel off site. This ensures that pupils learn how to navigate the Underground and London bus system confidently and also how to behave respectfully and considerately on public transport. Pupils also engage in a wide variety of extra-curricular activities including judo, football, dance, violin, guitar, the school choir, Girls’ Active etc.
• Developing Aspiration: we constantly encourage pupils to become people of aspiration and achievement. We encourage this through our central Aspiration Board which features inspiring figures from the past and present. The figures on this board change termly. This board also displays selected pupils from our own community and their aspirations.

Impact

 We measure the impact of PSHE curriculum in the following ways:

• In-Class Feedback

Feedback is given to the pupils verbally in PSHE lessons. Immediate feedback enables the children to respond and learn from their mistakes during the lesson and also gives the teacher the opportunity to extend learning when needed. Sharing of work and pupil discussions enables pupils to develop their own understanding alongside the use of peer feedback.

• Corrective Teaching/Summative Assessment

Verbal feedback in class addresses any misconceptions during the lesson, however if a pupil has not met the learning question, there is timely support so that they are able to continue on the learning journey with their peers. The children will be qiven Quality First Support (QFS) before the next lesson. This may be in a small group with the teaching assistant or class teacher. If the teacher feels that the concept needs further teaching then teachers adapt their planning for the next lesson to ensure there is time to address these misconceptions.

• Teaching Assistants and Interventions

Teacher assistants are used during PSHE lessons to either support children who are finding the lesson challenging or to further challenge those who are ready for the next step. Interventions are offered by the teaching assistant or teacher after the lesson in the form of QFS when needed.

• Partnership

Teachers engage parents through Curriculum meetings, Weekly newsletters, Parent Consultation Days, the School website and School Reports. These ensure an effective partnership to encourage children to make progress in PSHE. 

• Formal Assessment Cycle
  • Termly Scrapbook monitoring
  • Learning walks
  • Pupil voice

At the beginning of every new topic, the children complete a baseline activity to show their current knowledge of a topic. Once the topic has been completed, the children return to their baseline assessment and add to it in a second colour to show the learning that has taken place. The teachers then use this to inform their planning, address misconceptions and offer further challenge.

We aim for our pupils to develop the vocabulary, confidence and resilience to clearly articulate their thoughts and feelings within an environment that encourages openness, trust and respect and know when and how they can seek the support of others.

In conclusion, the delivery of our PSHE curriculum will encourage our pupils to:

• Have a good understanding of the complexities of relationships and how they grow and change. They develop the secure knowledge and skills for navigating their way through these now and in the future whilst appreciating difference and diversity.
• Be confident individuals who have positive body awareness. They have the knowledge of how their increasing independence brings increased responsibilities and how they can use this to keep themselves and others safe and healthy.
• Recognise and apply the British Values of Democracy, Tolerance, Mutual respect, the rule of law and Liberty.
• Have respect for themselves and others and have a positive self esteem with the ability to approach a range of real life situations in modern life.
• Have an understanding that God formed them out of love, to know and share His love with others and the ways in which they can spread God’s love in their community.

21^st Century World; 21^st Century Learners

Autumn: Health and Wellbeing

• What is meant by a healthy lifestyle
• How to maintain physical, mental and emotional health and wellbeing
• How to manage risks to physical and emotional health and wellbeing
• Ways of keeping physically and emotionally safe
• About managing change, including puberty, transition and loss
• How to make informed choices about health and wellbeing and to recognise sources of help with this
• How to respond in an emergency
• To identify different influences on health and wellbeing
• Ways of keeping physically and emotionally safe

Spring: Living in the Wider World

• About respect for self and others
• The importance of responsible behaviours and actions
• About rights and responsibilities as members of families, other groups and ultimately as citizens
• About different groups and communities
• To respect equality and to be a productive member of a diverse community
• About the importance of respecting and protecting the environment
• About where money comes from, keeping it safe, and the importance of managing it effectively
• How money plays an important part in people’s lives
• A basic understanding of enterprise

Summer: Relationships

• How to develop and maintain a variety of healthy relationships, within a range of social/cultural contexts
• How to recognise and manage emotions within a range of relationships
• How to recognise risky or negative relationships including all forms of bullying and abuse
• How to recognise and manage emotions within a range of relationships
• How to respond to risky or negative relationships and ask for help
• How to respect equality and diversity in relationships.

At the beginning of each theme, we gather together for a whole school assembly and then meet again at the end of the theme to share what we have learnt.

PSHE and the Hidden Curriculum

Standing up for Justice: pupils have devised the school’s Anti Bullying Charter. Each year, pupils are asked to repeat their commitment to the charter. They demonstrate this commitment through wearing the Rosary ABA (Anti Bullying Alliance) badge. Pupils’ intolerance of bullying can be seen in how they interact with each other in the playground, in lessons and around the school. Adult interaction is also key in modelling for pupils how to behave respectfully and responsibly. PSHE also links with Internet Safety lessons each year where pupils are taught to behave responsibly when using the internet. They also engage in the PANTS programme which ensures that they know how to protect themselves and their bodies.

Developing Healthy Lifestyles: We encourage healthy food choices at lunchtime through our Healthy Lunch; Healthy Munch reward scheme. We ensure that mental health awareness activities occur across the school but particularly in Year 6 where transition to secondary school and coping with homework pressure are covered in detail.

Developing Public Speaking and Confidence: Pupils at KS2 participate in at least two class assemblies per year. This develops their confidence and their skills in public speaking. Pupils also participate in Masses and all pupils participate in the nativity productions each Christmas. Year 6 perform in the summer production.

Widening pupil experience: pupils participate in at least three off site trips per year. Being so close to Hounslow and its public transport links, we make full use of the Underground and the buses rather than travelling on coaches when we travel off site. This ensures that pupils learn how to navigate the Underground and London bus system confidently and also how to behave respectfully and considerately on public transport.
Pupils also engage in a wide variety of extra curricular activities including judo, football, dance, violin, guitar, the school choir, Girls’ Active etc.

Developing pupil voice: we ensure that pupils understand that their views are important and that voicing opinions can change the world. Pupil views are represented through the school council but also through annual questionnaires. Each class also has a Pupil Concerns box for pupils.

Developing Responsibility:
Pupils assume responsibilities during their time at the school:

• the Rosary Apostles lead worship in their classes and at the Gospel assemblies
• Junior Road Safety Officers
• Librarians
• Peer tutors – pupils who teach their peers mathematics
• School prefects
• KS2 playground leaders who co-ordinate and lead games for KS1 pupils
• the School Council who represent the views of pupils across the school to help bring about change and development

Developing Aspiration: we constantly encourage pupils to become people of aspiration and achievement. We encourage this through our central Aspiration Board which features inspiring figures from the past and present. The figures on this board change termly. This board also displays selected pupils from our own community and their aspirations.