PSHE / RSE Curriculum Map
Curriculum Statement – PSHE – Chatsworth Primary School
At Chatsworth Primary School, we have shaped our PSHE curriculum to ensure it is fully inclusive for every child. Our aims are to fulfil the requirements of the National Curriculum as a minimum for PSHE; promoting spiritual, moral, social, cultural, mental wellbeing and physical development of pupils at the school and of society and preparing such pupils for the opportunities, responsibilities and experiences of the next stage of their education. Our curriculum values the diverse nature of our community – our diversity of cultures, faiths and backgrounds.
We intend that our teaching of PSHE will help prepare pupils for their adult lives, teaching them to understand how to engage with society and providing them with plentiful opportunities to do so. At Chatsworth we aim to support pupil’s personal development by:
◼ developing responsible, respectful and active citizens who are able to play their part and become actively involved in public life as adults
◼ developing and deepening pupils’ understanding of the fundamental British values of democracy, individual liberty, the rule of law and mutual respect and tolerance
◼ promoting equality of opportunity so that all pupils can thrive together, understanding that difference is a positive, not a negative, and that individual characteristics make people unique
◼ promoting an inclusive environment that meets the needs of all pupils
◼ developing pupils’ character, which we define as a set of positive personal traits, dispositions and virtues that informs their motivation and guides their conduct so that they reflect wisely, learn eagerly, behave with integrity and cooperate consistently well with others. This gives pupils the qualities they need to flourish in our society
◼ developing pupils’ confidence, resilience and knowledge so that they can keep themselves mentally healthy
◼ enabling pupils to recognise online and offline risks to their well-being – for example, risks from criminal and sexual exploitation, domestic abuse, female genital mutilation, forced marriage, substance misuse, gang activity, radicalisation and extremism – and making them aware of the support available to them
◼ enabling pupils to recognise the dangers of inappropriate use of mobile technology and social media
◼ developing pupils’ understanding of how to keep physically healthy, eat healthily and maintain an active lifestyle, including giving ample opportunities for pupils to be active during the school day and through extra-curricular activities
◼ developing pupils’ age-appropriate understanding of healthy relationships through appropriate relationship and sex education
We aim to support pupil’s spiritual, moral, social & cultural development by:
Provision for the spiritual development of pupils includes developing their:
◼ ability to be reflective about their own beliefs (religious or otherwise) and perspective on life
◼ knowledge of, and respect for, different people’s faiths, feelings and values
◼ sense of enjoyment and fascination in learning about themselves, others and the world around them
◼ use of imagination and creativity in their learning
◼ willingness to reflect on their experiences.
Provision for the moral development of pupils includes developing their:
◼ ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, and to recognise legal boundaries and, in doing so, respect the civil and criminal law of England
◼ understanding of the consequences of their behaviour and actions
◼ interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.
Provision for the social development of pupils includes developing their:
◼ use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds
◼ willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
◼ acceptance of and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. They will develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.
Provision for the cultural development of pupils includes developing their:
◼ understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others
◼ understanding and appreciation of the range of different cultures in the school and further afield as an essential element of their preparation for life in modern Britain
◼ ability to recognise, and value, the things we share in common across cultural, religious, ethnic and socio-economic communities
◼ knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
◼ willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities
◼ interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept and respect diversity. This is shown by their respect and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.
Relationships and sex education
As part of our PSHE curriculum, we will teach pupils about positive relationships and respect for others, and how these are linked to promoting good mental health and well-being. We will also teach pupils about our bodies and the physical changes to them as we grow –covered in conjunction with elements of the National Science Curriculum.
In ensuring high standards of teaching and learning in PSHE, we implement a curriculum that is progressive throughout the whole school. PSHE is taught weekly, focusing on knowledge, understanding and skills stated in the National Curriculum. At Chatsworth Primary, we ensure that PSHE has the same importance given to it as the core subjects, as we feel this is important in enabling all children to develop and maintain good self-esteem, develop an understanding of what positive relationships look like, develop their resilience and develop and maintain positive mental & physical health which will help prepare them for not only their secondary school life but adulthood as well.
As part of the planning process, teachers need to plan the following:
- An organiser which outlines knowledge (including vocabulary) all children must learn
- A ladder of lessons for each unit, which carefully plans for progression and depth
- Low stakes assessment tasks which are used to support learners’ ability to reflect on their learning and understanding of each focus area
- Challenging questions for pupils to apply their learning in a philosophical/open manner
- Trips and visiting experts who will enhance the learning experience through hands-on experiential activities
The impact and measure of this is to ensure that children at Chatsworth Primary School are equipped with skills and knowledge that will enable them to be ready for the curriculum at Key Stage 3 and 4 and for life as an adult in the wider world.
We want the children to have thoroughly enjoyed learning about PSHE, therefore encouraging them to undertake new life experiences now and in the future.
Our PSHE Curriculum is high quality, well thought out and is planned to demonstrate progression. If children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods:
- A reflection on standards achieved against the planned outcomes
- Pupil discussions about their learning with subject leaders
- Impact of aspects of the PSHE curriculum on attitudes and behaviours towards learning, own self-esteem, family, other members of the school community and the wider world