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To ensure our intent works in our day to day classrooms we understand that our implementation needs to be:
- Flexible
- Creative
- Robust
- Resilient
- Collaborative
“Good quality teaching takes into account all children in the class and plans small enough steps for the vast majority of children to achieve success with scaffolding and support, and for others to be challenged in the same concept to a greater depth of reasoning.” (EEF)
Planning and Timetabling
Our PSHE and RHE curriculum is planned using The PSHE Association Programme of Study as a structure. There are different topics for the whole school for each term (see curriculum map). The PSHE curriculum has been tailored to meet the needs of the pupils in our setting. The PSHE Association Programme Builder is used to support medium term planning as well as individual lesson plans. Teachers are expected to plan for PSHE and RHE lessons using the same lesson format as all other core and foundation subjects to ensure high quality planning. Within lessons teachers use resources that have been quality assured by the PSHE Association.
The PSHE and RHE curriculum is a structured, clear and comprehensive programme of study designed using the PSHE Association Programme Builder to ensure coverage and progression. The long term overview is used to ensure our curriculum is in line with the statutory guidance on Relationship Education and Health Education.
PSHE curriculum incorporates Relationship and Health Education and identifies links to British Values, Cultural Capital, SMSC and the school ethos. We ensure that the PSHE curriculum is implemented throughout the whole school. Every class has dedicated time for PSHE (weekly session). PSHE assemblies are also held to address the subject of mental health and well-being.
A coherent sequence: Reflection, re-cap and examples
As a school, we have developed our understanding and use of a variety of pedagogical approaches that focus on how children learn. We believe that these approaches enhance and develop our mastery approach. We are using the 10 principles of Instruction (Rosenshine) to underpin our planning; specifically carefully planning opportunities for retrieval through the use of carefully scaffolded questioning. We understand that with retrieval practice, regularly visiting areas already learnt before, helps to connect new ideas to ones that are already known.
Elicitation Tasks and AFL
Within lessons we use elicitation tasks where pupils are given time to discuss what they already know about the chosen unit, this enables teachers to use their assessment for learning to tailor PSHE lessons to the needs of the pupils in their class. Teachers will allow for AFL in a variety of ways. They will use written work and discussion as well as a whole range of other techniques and resources.
Questioning
Teachers will use questioning throughout PSHE and RHE lessons to elicit children’s understanding and promote and challenge children to deepen understanding of concepts. Questions should be precise and develop thinking. Teachers will build opportunity for AFL into lessons and will use regular opportunities for discussion and use strategies to check and deepen a pupil’s understanding.
Modelling, Discussion and Dialogue
Talk in PSHE and RHE is the basis for all lessons. As teachers we encourage children to: Articulate their thinking, take responsibility for asking questions of others to clarify understanding, agree and disagree, justifying their thinking and responding in full sentences with the intention that everyone understands them.
SEND Pupils
Where children are working significantly below the expected age related requirements of the curriculum, scaffolding and targeted work takes place on a daily basis. These activities are planned by the teacher in discussion and collaboration with the SENDCO, parents and the TA working within the class. We believe that it is important that all learners are taught within the classroom with their peers, where interventions are needed teachers and teaching assistants follow a bespoke evidence informed intervention. Teachers have access to a SEND toolkit available from the PSHE Association to aid planning for pupils with SEND. We also pre-teach children who are at risk of falling behind in certain areas, this develops curiosity and interest as well as gives these children confidence and practice in retrieval before they learn new topic areas.
Collaborative and Reflective CPD
We are fortunate to be part of The South Hams Federation of schools. This gives us an opportunity to reflect and collaborate on all curriculum drivers as well as keeping up to date with current CPD.
Diversity and Inclusion
At key stages 1 and 2, the lessons aim to give pupils foundational learning that will make them less susceptible to prejudiced or extremist narratives as they grow up.
The key stage 1 lesson focuses on similarities and differences and introduces the concept of equality.
The lower key stage 2 lesson for year 3/4 looks at the different groups and communities to which pupils might belong, and how they can help others to feel included.
The two upper key stage 2 lessons for Year 5/6 explore stereotyping and extremism — supporting pupils to recognise how attitudes and opinions can be influenced by exposure to prejudiced or extremist views as well as how to challenge and resist these narratives
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