Our Intent for PSHCE
At Turvey Primary we recognise that a high quality provision for personal, social, health, citizenship and economic education (PSHCE) provides all our pupils with the knowledge, skills and attributes they need to manage their lives, and prepare them for the opportunities, responsibilities and experiences of later life. Our broadly-based and balanced curriculum ensures we promote the spiritual, moral, social, cultural, mental and physical development of pupils at the school. Through building up a body of key foundational knowledge and concepts, pupils are encouraged to question, discuss, debate and learn about the world around them in a safe, supportive and impartial environment.
Implementation of the Curriculum
At Turvey Primary the children will be taught PSHCE each week. The units of work will follow the Coram Life Education SCARF programme for Reception to Year 6. The curriculum map for which can be seen below. Lessons will be delivered with age appropriate topics for the different year groups, with one topic per half term being taught to each year group; At Turvey, we find it is more effective to teach PSHCE through a ‘spiralling programme’. This means the learning is organised into recurring themes which pupils experience every year (excl. RSE). At each encounter, the level of demand increases and therefore the learning is progressively deepened.
Personal, social and emotional development in EYFS, is seen as one of 3 prime areas which are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. The three prime areas reflect the key skills and capacities all children need to develop and learn effectively, and become ready for school.
In line with the Statutory Framework for EYFS (Sept’21), at Turvey Primary our PSHCE teaching involves helping our children:
- to develop a positive sense of themselves, and others;
- to form positive relationships and develop respect for others;
- to develop social skills and learn how to manage their feelings;
- to understand appropriate behaviour in groups and
- to have confidence in their own abilities
Each area of learning and development will be implemented through the fully planned SCARF programme, purposeful play and through a mix of adult-led and child-initiated activity. In addition, the class teacher will respond to children’s ad hoc questions, actions and issues and address as part of PSHE learning and development.
For all year groups, assessment has been included as an integral part of each topic. At the beginning of the topic pupils will complete a pre-topic assessment activity, which is then revisited at the end of the topic. This enables pupils and teachers to understand and demonstrate the progress made. Pupils will also complete a self-reflection sheet at the end of each topic; to encourage self-evaluation and reflection on learning within the topic as a whole unit of work. Teachers will use these for report writing, parent/carer meetings and to discuss learning with individual pupils. In the EYFS, practitioners observing children to understand their level of achievement, interests and learning styles, and to then shape learning experiences for each child reflecting those observations.