PSHE

Intent: Introduction, Vision and Philosophy.

The purpose of this document is to clarify the how, why, and what of PSHE teaching at Harris Primary Academy Benson. This is to be used by staff to clarify expectations, highlight the resources that we have at our disposal, and to ensure that a high-quality PSHE curriculum is being taught to all.  

Within PSHE at HPAB, we want our children to learn about themselves as developing individuals and as members of their communities, building on their own experiences and on the Early Learning Goals for personal, social and emotional development within the EYFS. To achieve this, they will learn the basic rules and skills for keeping themselves healthy and safe and for behaving appropriately. They also have opportunities to show that they can take some responsibility for themselves and their environment. They will begin to learn about their own and other people's feelings and become aware of the views, needs and rights of other children and other people. As members of a class and school community, they will learn social skills, such as how to share, take turns, play, help others, resolve simple arguments and identify bullying. They will begin to take an active part in the life of their school and the wider community. 

As they mature and develop during Key Stage 2, they will learn about themselves as growing and changing individuals with their own experiences and ideas, and as members of their communities. They learn about the wider world and the interdependence of communities within it. They develop their sense of social justice and moral responsibility and begin to understand that their own choices and behaviour can affect local, national or global issues and political and social institutions. They learn how to take part more fully in school and community activities. As they begin to develop into young adults, they face the changes of puberty and transfer to secondary school with support and encouragement from the school. They learn how to make more confident and informed choices about their health and environment; to take more responsibility, individually and as a group, and for their own learning. 

Implementation:
What does PSHE look like at Harris Primary Benson Overview:

At Harris primary Benson, we follow Federation scheme of work which has been developed collaboratively with the PSHE Association guidelines at its heart.

As well as following the PSHE curriculum, the school supports a variety of charity fundraising days, each with a special assembly planned to promote awareness of helping the wider community and the role of charities in supporting those in need.

Impact: Evidence and Assessment

At Harris Primary Academy Benson children have the opportunity to record their learning in a variety of ways, which is recorded within their class PSHE books.  Evidence of the learning is dependent on the lesson outcome, year group and the knowledge and skills being developed.  This can be in the form of: extended writing, photographs of practical activities, tables and charts, speech bubble comments relating the learning.

We also have eleven ‘Value words’ at HPAB; one for each school month. These words are embedded into the curriculum and school ethos through weekly assemblies, stories, songs and PSHE lessons. They are: The Golden Rules (Show Respect, Take Responsibility and Always Make the Right Choice), Empathy, Friendship, Positivity, Creativity, Individuality, Curiosity, Kindness, Resilience, Patience and Courage. The British Values: Democracy, The Rule of Law, Mutual Respect, Individual Liberty, Tolerance of those of Different Faith and Beliefs are also highlighted through assemblies and within the PSHE curriculum.    

Subject leaders will conduct learning walks and pupil interviews to measure the impact of our teaching, based on how much children can remember.

At Harris Primary Benson, we expect the children to show evidence through their class books and building on key skills each year. Children are given a safe space in which to discuss their feelings, opinions and develop their emotional intelligence. Our teachers include a range of formal and informal assessment tools to review how the children have progressed over the term. This includes:

• circle time and pupil voice 
• focus questions designed to challenge misconceptions   
• enquiry tasks
• standards of learning in independent task
• end of unit questions and quizzing