Personal, Social and Health Education (PSHE), including Relationships, Sex and Health Education (RSHE)

Curriculum Intent, Implementation & Impact Statement: Burston and Tivetshall Primary Schools in PSHE.

We are very proud of our PSHE curriculum. It can be defined by its intent, implementation & impact.

What is our Intent?

We teach PSHE in Years 1-6 and the Early Years statutory framework for our reception class aged pupils.  We have designed our ambitious curriculum to match the needs of all of our pupils, including those who are disadvantaged and those with SEND, in our mixed age classes.  The key components are:

• A sequenced progression of knowledge and skills that builds on and revisits what is taught and learnt to secure children’s long term memory
• The development of critical thinking skills and personal characteristics
• Breadth of opportunity and enjoyment
• High quality-first classroom teaching based on research-derived principles and staff professional knowledge and expertise

What is our Implementation?

The key components of how we deliver our Intent (our implementation):

• Clear, shared understanding of effective, high quality-first teaching to raise achievement, delivered through our pedagogical approach
• In the early years foundation stage PSHE is delivered through the PSED element of the EYFS curriculum, where continuous provision is used to explore relevant and developmentally appropriate skills and knowledge, integrated into relevant topics covered throughout the year. In addition, pupils in the Early Years have weekly circle time to develop their social skills, supporting them to express their feelings and opinions through discussions with adults and their peers
• PSHE is taught discretely in key stage 1 and 2, to ensure pupils are clear as to the subject that is being taught. The majority of work is oral, though learning may well be captured through a variety of mechanisms, such as drawings and concept cartoons
• Carefully designed and purposefully delivered formative and summative assessment strategies that promote deep learning and long-term memory of key concepts, knowledge and skills and inform next steps in learning
• Pupils become a skilled 'explorer', 'gatherer', 'explainer' and 'evaluator' in the development of critical thinking and enquiry
• Personal development and character-building and British values embedded in our curriculum
• CPD for staff aligned with whole school strategic direction and/or individual need

 

What is our Impact?

Pupil outcomes are captured in a variety of ways to measure our Impact.

Capturing and measuring Impact includes:

• A range of strategies to assess pupils’ achievement of key objectives in PSHE, that define meeting the expected standard and exceeding the expected standard, taking into account the very oral nature of PSHE
• The subject leader undertaking aspects of evaluation and reporting in their Impact Statements, which enables them to talk knowledgeably about how well pupils meet the expectations of standards in music and their impact as a subject leader on teaching and learning
• Our most recent external quality assurance judgements
• Pupils being ready for the next stage of their education, which is underpinned by the continuity of the mixed age class approach