PSHE

The PSHE curriculum at Eastwick meets: the statutory requirements for both Relationships Education and Health Education at primary level; non-statutory elements of economic education; the requirements of the THPT RSE and Health Education Policy; the aims of school’s Curriculum Intent.

It prepares children to be ‘Ready for Everything’ in their futures in terms of:

• Success in the next stage of their education and beyond: by fostering life aspirations and goals; by giving them knowledge to make informed decisions and to thrive; by achieving a ‘virtuous circle’, whereby pupils with good health and wellbeing can achieve better in school and in life.
• their ability to navigate life’s personal Challenge: by helping them to deal with critical issues they face every day such as friendships, emotional wellbeing and change.
• understanding their place in communities at global, national and local levels and seize the Opportunity of the future: by instilling the importance of good relationships, shared values and responsibilities.

• In Reception, specific teaching opportunities are used to introduce elements of PSHE.
• From Reception to Year 6, teachers teach lessons based on the Jigsaw PSHE scheme.
• Each Jigsaw PSHE unit follows one of six themes: Being Me in My World; Celebrating Difference; Dreams and Goals; Healthy Me; Relationships; Changing Me.  Some elements of the scheme have been adjusted to be in line with the THPT RSE and Health Education Policy.  NSPCC Talk PANTS resources are used as part of the Relationships curriculum in each year group.
• Knowledge is built progressively throughout Reception and Key Stages 1 and 2.  For each unit, the following is identified:
  • ‘knowledge end points’ (‘I know (that)...’ or ‘I know how to…’ outcomes that children are expected to master by the end of the unit)
  • ‘substantive knowledge strands’ (key themes and vocabulary that form the basis of children’s mental mind maps or schemas, which enable pupils to recall and build on prior knowledge)
  • ‘disciplinary knowledge’, which is taught implicitly and enables children to ‘walk in the expert’s shoes’.
• Pupils revisit the substantive knowledge strands as they progress through the school.  Each time a strand is revisited, prior knowledge is recalled before it is covered with greater complexity or in a different context, therefore increasing children’s breadth and depth of knowledge.
• Across Key Stages 1 and 2, pupils are taught six units per year. This equates to one unit per half term.
• Provision is made for all pupils, including those with SEND, by teachers providing suitable access arrangements as part of their ‘Quality First Teaching’ offer, adapting resources and activities to meet individual children’s needs.
• Online safety is taught both through our PSHE curriculum and Computing curriculum.

• The PSHE subject leader, in conjunction with senior leaders and others, carry out monitoring of provision. This takes the form of pupil voice, lesson observation and work scrutiny.
• We know that teaching is impactful on children’s progress when:
  • children demonstrate that they have built progressively complex ‘schemas’ in their long-term memory for each of the substantive knowledge strands. This is demonstrated when they can recall prior knowledge and learning, and master the knowledge in each progressive step in the curriculum because they have mastered the knowledge gained in previous steps and built on it
  • children show increasing mastery of disciplinary knowledge as they progress through the curriculum
  • children therefore show that they ‘know more and remember more’ after each unit of learning.