PSHE


Personal, Social, Health and Economic Education (PSHE)

Intent

We promote positive mental and physical health for every member of our school community including, staff, pupils and families. PSHE education allows pupils develop the knowledge, skills and attributes they need to keep themselves healthy and safe, and to prepare for life and work.

At Dukesgate Academy we intend to deliver an age-appropriate curriculum, building knowledge and life skills over time in a way that prepares pupils for issues they will soon face. This will focus on:

  • different types of relationships, including friendships, family relationships and dealing with strangers
  • how to recognise, understand and build healthy relationships including: self-respect and respect for others; commitment, tolerance, boundaries and consent; how to manage conflict; and how to recognise unhealthy relationships including online relationships
  • how relationships may affect health and wellbeing, including mental health
  • healthy bodies and lifestyles, including keeping safe (including online), puberty, drugs and alcohol education
  • healthy minds, including emotional wellbeing, resilience, mental health
  • economic wellbeing and financial capability
  • making a positive contribution to society

We also strive to develop Emotional Literacy in our children. Emotional Literacy is the term used to describe the ability to recognise, name and express feelings. It's important for children to develop Emotional Literacy so that they can recognise their own emotions. Once children learn to recognise and name their feelings, they can then start learning how to manage and communicate them. While they develop an understanding of their own feelings, they also start to be able to read and understand them in others too. This is a key factor in healthy relationships.

Implementation

At Dukesgate Academy, we use a consistent, whole-school approach to teach PSHE and we employ a scheme of learning called ‘Jigsaw’. Jigsaw is a unique, progressive scheme of work, which aims to prepare children for life. It helps them to really know and value who they are and to understand how they relate to other people in this ever-changing world. This is achieved by teaching six key projects each year; Being Me in My World, Celebrating Differences, Dreams and Goals, Healthy Me, Relationships, and Changing Me. We place strong emphasis on emotional health, building resilience, nurturing mental and physical health, and mindfulness. This allows children to improve their emotional awareness, concentration and focus.

The children at Dukesgate Academy engage in our Emotional Literacy scheme of work. Lessons focus on a text, providing discussion and engaging activities to suit all learning styles. The lesson plans are based on popular children's books. The scheme also includes Circle Time games specially selected for their positive effect on the emotional wellbeing of our children.

As a further strand to our PSHE curriculum, all children participate in physical activity for our Daily Mile initiative which encourages them to improve their fitness levels  as well as having a positive impact on their physical and emotional health.

In the Early Years, 'Personal, Social and Emotional Development' (PSED) supports children with: learning to get on with others and make friends; understanding and talking about feelings; learning about 'right' and 'wrong'; developing independence and ultimately feeling good about themselves.

All children will have Quality First Teaching. Any children with identified SEND or in receipt of Pupil Premium funding may have additional or different work to their peers, depending on their needs, in order to access the curriculum. As well as this, our school offers a demanding and varied curriculum which provides children with a range of opportunities to enable them to reach their full potential and consistently achieve highly from their starting points.

Beyond the planned programme for PSHE education, the curriculum provides children with a variety of experiences that have the potential to promote their personal, social development and economic education. These include:

  • Celebration Assemblies
  • Circle time
  • Sports clubs & competitions
  • Drama, music activities and productions
  • Residential visits and day trips
  • Community, social and fundraising events
  • Theme days and events, for example World Book Day, Odd Sock Day
  • Charity events
  • Leadership opportunities, for example Playground Leaders, School Communication Team

Impact

Our PSHE Curriculum is high quality, well thought out and is planned to demonstrate progression. We focus on progression of knowledge and skills in the different physical activity areas and, like other subjects, discreet vocabulary progression also forms part of the units of work.

We measure the impact of our curriculum through the following:

  • Celebrating children’s knowledge and understanding, for example, information on health, understanding of rules, understanding of health and safety procedures, and the meaning of ideas such as democracy
  • Observing how well children can apply their knowledge and understanding when participating in discussions, group tasks and activities, managing conflict, making decisions and promoting positive relationships
  • Using Pupil Voice surveys to assess knowledge of how to stay safe and emotionally confident within the school.
  • Analysing Strengths and Difficulties questionnaires to provide individual profiles of children
  • Evaluating how well children reflect on their experiences, ask questions, make judgements about their strengths and needs, and begin to plan how to make progress and set personal targets
  • Making informal judgements based on observing children during lessons and at other times during the school day
  • Making formative assessments of PSHE work in lessons
  • Recording and reporting to parents as part of the child’s annual school report.

Assessment in PSHE education should be active and participatory, helping children to recognise the progress they are making in developing and taking part, as well as in their knowledge and understanding.

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