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Personal, Social, Health, Citizenship and Economic Education

Curriculum Statement

“A growing body of research shows that pupils who are emotionally healthy do better at school. PSHE education helps children and young people to achieve their potential by supporting their wellbeing and tackling issues that can affect their ability to learn, such as anxiety and unhealthy relationships.”

PSHE Association

The PSHE Curriculum and Catholic Distinctiveness at St Albert’s Catholic Primary School

Our Personal, Social, Health Citizenship and Economic education is fully embedded within our curriculum at St Albert’s as well as running through our core values of the ‘CHILD’ (Child; High Expectations; Inspirational and memorable; Listening; Dreams and Doors) whilst ‘walking together with Jesus to Love; Learn and Serve’.
Our PSHE lessons and opportunities provided bring together citizenship with personal well-being, whilst promoting and upholding fundamental British Vales. The topics covered allow pupils the opportunity to self-reflect, identify their strengths, achievements and emotions, as well as teaching them the attitude needed for success thereby encouraging our pupils to flourish.
The units around Relationships and Living in the Wider World allow pupils to consider compassion and empathy: to love and serve others as well as encouraging them to be kind to themselves.
In the Aiming High and Money Matters units, pupils consider their aspirations: to learn and serve in order to be what they want to be.
The Diverse Britain and One World unites allow pupils to learn about diversity and the benefits and responsibility that comes with living in a diverse community, considering the different contributions people can make to a community, as well as the shared responsibility to love, learn and serve in order to protect the environment and the world we live in.
Relationships and Sex Education – ‘A Journey in Love’
The RSE curriculum compliments the PSHE curriculum taught at St Albert’s. The approach of the RSE curriculum allows pupils to talk positively about healthy, fulfilling relationships based on love, trust, respect and communication, encouraging pupils to aspire to and enjoy healthy and respectful relationships. RSE lessons empower children to feel ‘love’ as they learn to build self-esteem, positive and open views, supporting mutual respect and celebration of self and others. Pupils can develop their own values and skills to put into practice in the real world showing their responsibility towards the school community as they learn to make safe choices and healthy decisions, whilst exploring their views and learning from the views of others.

What will take place before teaching begins?

What will take place before teaching in the classroom?

The curriculum leader will:

 • Understand and articulate the expectations of the curriculum to support teaching and support staff in the delivery.
 • Ensure an appropriate progression of knowledge is in place which supports pupils in knowing more and remembering more as citizens.
 • Ensure an appropriate progression of PSHE skills and knowledge is in place over time so that pupils are supported to be the best citizens they can be, and challenge teachers to support struggling learners and extend more competent ones.
• Ensure an appropriate progression for vocabulary is in place for each phase of learning, which builds on prior learning.
 • Identify inspirational people who underpin specific areas of the curriculum and raise aspirations for pupils.
 • Keep up to date with current PSHE research and subject development through an appropriate subject body or professional group.
 The class teacher will, with support from the curriculum leader:
 • Create a long term plan which ensures appropriate coverage of knowledge, skills and vocabulary from the progression grid. • Personally pursue support for any particular subject knowledge and skills gaps prior to teaching.
• Ensure that resources are appropriate, of high enough quality and are plentiful so that all pupils have the correct tools and materials.

    What will this look like in the classroom?

Our teaching sequence will be: 
 • Will follow a flexible approach to PSHE from Early Years to Year 6.
 • ‘The Big Picture’ – setting the PSHE learning that is about to take place within the chronology of pupils PSHE learning to date. Starting with what the children know, understand, are able to do and able to say.
 • Review most recent learning in PSHE.
 • Specify key vocabulary to be used and its meaning.
 • Provide relevant and realistic information, which reinforces positive social norms. 
 • Provide opportunities for the children to work interactively with the teacher acting as the facilitator. 
 • Provide opportunities for children to make real decisions about their lives, to take part in activities, which simulate adult choices and where they can demonstrate their ability to take responsibility for their decisions. 
• Individual reflection on learning that has taken place. 
 Our classrooms will: 
 • Provide appropriate quality equipment for each area of the curriculum. 
 • Be organised so that pupils can work in small groups or whole class as appropriate to support pupils in their development of their skills. 
 • Deploy appropriately challenging selections of texts, both non-fiction and fiction, accessible throughout learning to develop wider understanding and underpin reading skills. 
Our children will be: 
 • Engaged because they are challenged by the curriculum which they are provided with. • Resilient learners who overcome barriers and understand their own strengths and areas for development. 
• Able to critique their own work as a citizen because they know how to be successful. 
 • Safe and happy in PSHE lessons which give them opportunities to explore their own social development. 
 • Encouraged and nurtured to overcome any barriers to their learning or self-confidence because feedback is positive and focuses on PSHE skills and knowledge.
 • Develop Personal, social and health skills and confidence over time because of careful planning, focused delivery and time to practice at home skills.

                 How will it be measured?

Pupil Voice will show:

• A developed understanding of what it is to be a morally conscious citizen at an age appropriate level.
• A secure understanding of the key techniques and methods for each key area of the curriculum.
• A progression of understanding, with appropriate vocabulary which supports and extends understanding. Confidence in discussing PSHE, their own work and identifying their own strengths and areas for development.

Displays around school and files will show:

• Pupils have had opportunities for practice and refinement of skills.
• A varied and engaging curriculum which develops a range of Personal, social and health skills.
• Developed and final pieces of work which showcase the skills learned.
• Clear progression of skills in line with expectations set out in the progression grids.
• That pupils, over time, develop a range of skills and techniques across all of the areas of the PSHE curriculum

The curriculum leader will:

• Celebrate the successes of pupils through planned displays.
• Collate appropriate evidence over time which evidences that pupils know more and remember more.
• Monitor the standards in the subject to ensure the outcomes are at expected levels.
• Provide ongoing CPD support based on the outcomes of subject monitoring to ensure that the impact of the curriculum is wide reaching and positive.

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