Cowley Hill PSHE Curriculum Statement
At Cowley Hill, the aim of PSHE is to help children to acquire and develop knowledge and understanding of their world and the world around them in order to help them develop as young citizens. In an ever-changing world, it is important that the children have opportunities to explore, clarify and if necessary challenge their integrity and beliefs. Developing an understanding of themselves, empathy and the ability to work with others will help children to form and maintain good relationships. We follow Hertfordshire’s “5 ways to Wellbeing” pathway which enables children to engage with, and experience key elements of wellbeing. This assists the development of skills that enables them to think about and look after their own wellbeing, for life.
We aim to equip pupils with cultural capital, preparing children with the essential Personal, Social, Health and Emotional knowledge and skills for what comes next. The exploration of new skills and experiences helps to nurture resilience, curiosity and creativity. Through this journey, children develop new forms of cultural capital that makes a difference in individual mind-sets, which consequently shapes their future.
The class teachers deliver a PSHE lesson each week adapted using the Jigsaw Scheme of Work. There are six Puzzles in Jigsaw that are designed to progress in sequence from the start of each academic year:
Term 1: Being Me in My World
Term 2: Celebrating Difference (including anti-bullying)
Term 3: Dreams and Goals
Term 4: Healthy Me
Term 5: Relationships
Term 6: Changing Me (including Sex Education)
The Scheme of work also includes opportunities to link British Values, Spiritual, Moral, Social and Cultural (SMSC) and schools key skills into the curriculum. Children have access to key knowledge, language and meanings in order to understand PSHE and to use across the wider curriculum Whole school, Key Stage and class assemblies always make a link to PSHE, British Values and SMSC.
At appropriate times in the year, there are themed weeks eg, “Anti-Bullying” Week, “Walk to School” week, “Children’s Mental Health” week, “Feeling Good” week where children focus on British Values, physical activity and healthy life style. Jigsaw PSHE is fully compliant with the DfE Statutory Relationships & Health, Education Guidance.
The impact of PSHE is monitored effectively using scrutiny and moderation of outcomes. We continuously assess the implementation and impact of our PSHE curriculum to achieve the highest outcomes possible across all year groups and ensure we provide the support that is necessary for all children to achieve. Regular pupil voice and pupil surveys also assesses the impact on them of their learning.
The universal whole-school curriculum enhances social skills, grows emotional literacy, motivation and empathy, enables healthy mental health, and nurtures children’s positive relationships with themselves and others. Children are encouraged to be aware of choices they can make and carefully decide what the best action for them is in any particular circumstance. Resilience and the ‘5 Ways to Wellbeing’ teaching approach across the school aims to equip children with a ‘tool kit’ of knowledge and skills that will support their school lives and hopefully through into adulthood.
The impact of our curriculum is under constant review and development to ensure that it appropriately meets the needs of our children, supporting and challenging pupils to achieve their full potential.
Our curriculum is regularly monitored by:
- Assessing children’s existing understanding and vocabulary, before and after the unit is taught.
- Assessing children’s’ learning behaviours working towards an objective such as confidence, engagement, self-motivation, resilience, curiosity.
- Moderation of effective planning and lesson sequences.
- Summative assessment of children’s discussions about their learning.
- Assessment of recorded work, which may include work in books, images of practical activities, electronic work stored on Google Classroom.
- Interviewing the children about their learning (pupil voice).
- Moderation staff meetings where children’s books are scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work.