Didsbury Road Primary School

A Happy, Creative Learning Community showing kindness and respect to all.

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PSHE

PSHE

Subject leader name: Mrs Clapperton

 

Children are not things to be moulded, but people to be unfolded.” Jess Lair

“You cannot teach a person anything, you can only help them find it within themselves.” Galileo

“Nothing in life is to be feared, it is only to be understood. Now is the time to understand more, so that we may fear less”.  Marie Curie

 

Subject Intent

At Didsbury Road, we want all of our children to be healthy, happy, safe and confident to overcome the challenges and embrace opportunities of our ever changing world. We encourage the awareness of wellbeing, strive to develop reflective learners who demonstrate empathy and are equipped with the skills to fully participate in adult life. We celebrate diversity and aim to nurture respectful relationships with all members of the school community.

Teaching and Learning

We follow the six steps to outstanding teaching and learning in PSHE (see separate Teaching and Learning Policy).

 

Orientation – The importance of PSHE and personal development is evident throughout our school, where our school vision and values are displayed clearly in each classroom. Teachers also agree a class charter with pupils, which is also displayed and referred to regularly in order to promote positive behaviour and maintain a happy, respectful learning environment. Children are awarded ‘golden bees’ for behaviour that fits in with our school ethos, and can be nominated for kindness awards in our weekly celebration assemblies. Children are encouraged to embrace a growth mindset approach in PSHE lessons.

Prior Knowledge – Informal baseline assessments are used in order to establish starting points for PSHE topics. Gaps in knowledge are identified, then addressed in future lessons. Key topics may be re-visited either as a whole class or by individuals, at a later date, to consolidate skills.

Presentation – Lessons explore what pupils already know about each topic, and where possible, are linked to the children’s prior experiences and knowledge of the world around them. We use a variety of approaches and resources when delivering material to children, including videos, discussion, stories, drama, written and creative tasks. Pupils are encouraged to ask questions about the topics covered, and listen/respond respectfully to the opinions of others.

Challenge – Teachers use a variety of methods to assess pupils’ responses to learning in PSHE and adapt lessons accordingly. Children are used to working collaboratively as well as independently, and engage in tasks which require them to think deeply and reflect on different scenarios. Pupils are challenged to look at a situation from a variety of angles, deciding how a particular course of action might affect those involved.

Feedback – Teachers use instant feedback in PSHE lessons, enabling pupils to review and improve their knowledge. Misconceptions are addressed within the lesson so that children can move on with their learning.

Repeat – A recap of previous learning is provided through a variety of activities, including discussion, quizzes and questioning, at the start of each PSHE lesson.

Inclusion in PSHE

See the attached document for adaptive teaching strategies in the areas of:

  • communication and interaction
  • cognition and learning
  • sensory and/or physical
  • social and emotional

What our pupils say about the subject

“PSHE helps us make good choices in tricky situations.”

“It helps me decide what I should do if I fall out with my friends.”

“It’s showed me about how things for boys and girls can be fairer.”

“I like it when we talk about problems in PSHE.”

Progression of vocabulary in PSHE

Progression of skills in PSHE

PSHE in EYFS

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