PSHE - Subject Leader: Mrs Rachel Tichband
Our PSHE curriculum is designed to be broad and balanced so that it can:
- Provide values-based, progressive content that promotes positive behaviour, mental health, wellbeing, resilience and achievement.
- Help children to develop good mental health, resilience and the ability to keep themselves safe.
- Equip children with the attributes described above and the skills to implement them in different contexts.
Curriculum Overview
PSHE objectives are taught using the Coram Life Education SCARF Programme of Study but it is also covered across the curriculum especially though our RE, Science PE and computing curriculum.
PSHE objectives and outcomes are achieved through discreet lessons, but also during circle times, assemblies, and collective worship.
SCARF, standing for Safety, Caring, Achievement, Resilience and Friendship is mapped to the PSHE Association programmes of study. It is centred on a values based, ‘Growth Mindset’ approach and is divided into six half termly units. The units are tailored to each year group under the following themes:
- Me and my relationships
- Valuing difference
- Keeping myself safe
- Rights and responsibilities
- Being my best
- Growing and changing
The SCARF programme of study is fully in line with the learning outcomes and core themes of the PSHE Association scheme of work. It covers all the required objectives and follows the three core areas of Health and Wellbeing, Relationships and Living in the Wider World. It also fulfils the requirements of the 2020 Statutory Relationship and Health Education which enables all pupils to build good, safe and healthy relationships now and in their future lives.
Progression of Skills
Units are taught through a spiral curriculum being explored in greater depth and resources being tailored to each age group.
Children explore the same 6 strands year-on-year, building a toolkit of strategies and knowledge which they apply in scenario-based lessons, giving them the opportunity to ask questions and practise the skills in a safe and caring environment.
Coram SCARF assessment tools give guidance on what teachers could expect of pupils in each year group.
Assessment
The PSHE Association's guidance cautions that:
"Assessment in PSHE education should not be about levels or grades, passing or failing. The model of assessment that is most meaningful is ipsative assessment. This compares the pupil’s results against his or her previous results in a similar way to an athlete measuring today’s performance against their previous performance. So the benchmark against which progress is measured is the pupil’s own starting point; not the performance of others or the requirements of an exam syllabus. "
Staff use the Coram SCARF assessment for learning tools to help ensure that our children are embedding and building on key concepts. These tools contain succinct 'I can' statements to aid judgements and pupil self-assessment.
Impact of our PSHE Curriculum
Our PSHE provision has a positive impact on the whole child, including their attainment and progress, by mitigating any social and emotional barriers to learning and building self-esteem. Through the effective delivery of the SCARF curriculum we enable pupils to develop the knowledge, skills and attributes they need to succeed at school and in the wider world.
Children at St Mark’s
- Develop the vocabulary, confidence and resilience to clearly articulate their thoughts and feelings within an environment that encourage openness, trust and respect and know when and how they can seek the support of others.
- Be able to apply their understanding of society to their everyday interactions, from the classroom and the school to the wider community they are part of.
- Have the skills to evaluate their own wellbeing needs, practice self-care and contribute positively to the wellbeing of those around them.
- Have a safe space in which to discuss their feelings, opinions and develop their emotional intelligence.
- Recognise and understand the school values
- Demonstrate a healthy outlook towards school, and demonstrate positive behaviour because they understand that they have a responsibility for their own actions and how they affect others
