INTENT – to what do we aspire for our children?

To embrace the challenges of creating a happy and successful adult life, pupils need knowledge that will enable them to make informed decisions about their well-being, health and relationships and to build their self efficacy. Pupils can also put this knowledge into practice as they develop the capacity to make sound decisions when facing risks, challenges and complex contexts. Everyone faces difficult situations in their lives. These subjects can support young people to develop resilience, to know how and when to ask for help, and to know where to access support.

National Curriculum statement 2014

School’s values and how the subject develops them:

Children at St Werburgh’s Primary will develop the knowledge, understanding and emotional awareness to be able to play an active role in today’s society. They will develop a responsibility for themselves and those around them as well as showing an appreciation of difference. They will have high aspirations, a belief in themselves, confidence in their own thoughts and realise that anything is possible if they put their mind to it.

We teach PSHE through KAPOW, which is a whole school, planned programme of learning through which children can acquire the knowledge, skills and attitudes they need to effectively navigate the complexities of life in the 21st century. The curriculum covers key areas which will support children to make informed choices now and in the future around their health, safety, wellbeing, relationships, and financial matters and will support them in becoming confident individuals and active members of society.

We aim for children:
● To nurture mutual trust and respect
● To develop informed and responsible healthy life choices and to have a positive out-look towards health
● To foster self-respect and self-worth amongst each other and the wider community
● To develop understanding and tolerance
● To develop social, economic, political and ecological understanding
● To understand how to keep themselves and those around them safe
● To develop the qualities and attributes pupils need to thrive as individuals, family members and members of society.
● To promote the spiritual, moral, social, cultural, mental and physical development of pupils at the school.
● To prepare pupils at the school for the opportunities, responsibilities and experiences of later life

The KAPOW Primary scheme is a whole school approach that consists of five areas of learning across Key stages 1 and 2.

Key stage 1 and 2:
● Families and relationships – Learning how to: form respectful relationships with others, deal with conflict and bullying and the importance of challenging stereotypes.
● Health and wellbeing – Learning strategies for looking after their mental and physical health, including: healthy eating, relaxation techniques, sun safety, immunisation facts and the benefits of sleep.
● Safety and the changing body – Learning: how to administer first aid in a variety of situations and about safety around medicines, online and road safety and the changes which occur during puberty,
● Citizenship – Learning about: human rights and the rights of the child, democracy, diversity and community and protecting the environment.
● Economic wellbeing – Learning how to make decisions when it comes to spending, budgeting and saving money and exploring different career choices.
● Identity (Y6 only) – Considering what makes us who we are whilst learning about body image.

KAPOW Primary’s RSE and PSHE scheme of work has been designed as a spiral curriculum with the following key principles in mind:
✓ Cyclical: Pupils revisit the five key areas throughout KS1 and KS2.
✓ Increasing depth: Each time a key area is revisited, it is covered with greater depth and increasing maturity.
✓ Prior knowledge: Upon returning to each key area, prior knowledge is utilised so pupils can build on previous foundations, rather than starting again.

EYFS:

Personal, social and emotional development is one of the three Prime Areas in the Statutory framework for the early years foundation stage. The prime areas, Communication and language, Physical development and Personal, social and emotional development, lay the foundations for children to achieve in all areas of learning and life. In EYFS we use the CUSP Early Foundations.

The EYFS curriculum for PSHE has the following sections:

Self regulation, Managing Self, Building Relationships and Health and Self Care.

Each section has foundational knowledge progression.

An example of the foundational knowledge progression for Health and Self Care is below.

In EYFS the conceptual understanding is unlocked through core texts; examples of these for EYFS are The Worrysaurus, Standing up to Racism and Pumpkin Soup.

The pupils are working towards achieving the ELGs which are below:

 

Long-term overviews can be found here

Unit Summaries:

Progression of Skills:

Here is an example of progression in Families and Relationships:

 

IMPLEMENTATION – how will we deliver the curriculum?

How the KAPOW Scheme of work is organised:
Each year group has five units (six in KS2), with each containing two to four lessons lasting around 30- 45 minutes.
● Year groups in KS1 and KS2 begin with an introductory lesson to familiarise pupils with RSE & PSHE as a subject and help them create an effective learning environment.
● Pupils end with a transition lesson to prepare them for the changes and challenges of moving to the next year group.

Lesson design:

Lessons are designed with the KAPOW structure and CEEAAC model (below) in mind. Teachers adapt this structure based on their knowledge of the curriculum content and their class.

• CONNECT to prior knowledge.
• EXPLAIN new content
• Give an EXAMPLE of new learning
• Pupils ATTEMPT new learning with scaffolding
• APPLY new learning independently
• Pupils are CHALLENGED to integrate learning with prior knowledge.

Lessons start with the opportunity to remember and recall previous learning, which the new learning is then linked to. Vocabulary is introduced and the learning objective and success criteria are shared.  The rest of the lesson is based around questions: thinking questions, discussion questions and reflective questions. Knowledge organisers are used to summarise the key facts and definitions for children.

Curriculum enrichment:

• PSHE themes are delivered in assemblies and through themed events i.e. Anti-bullying week, Black History Month and Online Safety event,
• Visits support PSHE and we welcome visitors into school. For example, trips to the life Skills centre, visits into assembly from local police officers and MPs.

Reading across the curriculum:

Where appropriate, high quality texts are used to support the teaching of a concept or skill. These are identified at the planning stage.

Oracy:

Through our RSE & PSHE curriculum, pupils have opportunities to develop their oracy skills by:

• Discussing scenarios to gain understanding.
• Role-playing characters in scenarios to help empathise.
• Contributing to discussions.
• Explaining choices using key vocabulary.
• Responding to questions.
• Asking questions of one another.
• Collaborating on tasks as a group or in pairs.
• Summarising key information.
• Expressing opinions in a respectful and thoughtful way.

Pupils with SEND:

SEND We recognise some pupils need provision ‘additional to’ quality first teaching in order to reach their potential. This includes: – Carefully considered scaffolding – Explicit instruction and modelling – Additional targeted adult support.

IMPACT – how do we know our curriculum is effective?

Assessment:

Pupil Voice

• Children can use taught vocabulary correctly
• Children are able to discuss the impact of the PSHE/RSE lessons on theirs and others lives
• Children can talk about the ‘why’ behind the learning
• Children can explain how learning builds on previous knowledge

Our school values can be demonstrated in class and on the playground.