PSHE

Curriculum

The aim of the PSHE curriculum is to provide our pupils with the knowledge and skills to embrace the exciting opportunities this modern world brings, and to deal effectively with the challenges and risks they may encounter. We want our pupils to clearly understand how to keep themselves and others safe and healthy (both physically and mentally), to be accepting of diversity and individual differences, to learn how to keep themselves safe in an increasingly online and technological world, and to make positive contributions to their school, local, and wider communities.

The structure and sequencing of the PSHE curriculum enables spaced practice, so pupils can develop upon foundational knowledge previously acquired and continue to relate it to themselves and the world around them.

Knowledge

The PSHE curriculum is split into three main topics:

• Health and Well-Being
• Relationships
• Values For Life In Modern Britain.

Memory

There is repetition and recall built in to embed the learning and memory of key terms and relevant legislation.

Throughout the PSHE curriculum there is frequent opportunity for meaningful discussion. This allows pupils to share existing knowledge about topics, whilst also enabling teachers to tackle and address misconceptions directly.

Assessment

Curriculum progress is monitored three times per year. Whilst no formal written assessments takes place within the PSHE curriculum. Pupil progress is monitored through their engagement with the subject, classwork, meaningful boost, and through the ongoing monitoring of their curriculum understanding and in-class discussions. The reporting of which will take the form of an ‘Attitude to Learning’ grade.

The descriptors of which are below: 

Outstanding	Good	Room for Improvement	Serious Concerns
Successfully learning all or nearly all of the curriculum, demonstrating a strong understanding of the knowledge and skills expected.  Regularly demonstrates an outstanding level of knowledge. Makes in-depth and insightful contributions toclass discussions in every lesson. Always completes Boost work fully. Takes pride in their work.  Exercise book is alwaysneat and tidy. Is always a positive role model for other pupils.	Successfully learning most of the curriculum,demonstrating a good understanding of theknowledge and skills expected, although theremay be gaps. Regularly demonstrates a good level of knowledge. Makes contributions to class discussions in mostLessons. Mostly completes Boost work fully. Takes pride in their work.  Exercise book is mostlyneat and tidy. Is always a positive role model for other pupils.	Successfully learning some of the curriculum,demonstrating a satisfactory understanding of the knowledge and skills expected, although there may be gaps. Demonstrates some relevant knowledge. Makes some/ minimal contributions to classDiscussions. Does not always complete Boost work fully. Exercise book may be untidy, a lack of pride in their work. Sometimes has a negative impact on other pupils.	Not successfully learning the curriculum, withsignificant gaps in the knowledge and skillsExpected. Demonstrates limited relevant knowledge. Makes minimal/ irrelevant contributions to classDiscussions. Limited Boost work. Exercise book not of an acceptable standard, veryuntidy, a complete lack of pride in their work. Lacks motivation, and defies instructions. Often has a negative impact on other pupils.

SEND

The needs of all pupils in our classes are met by adhering to pupil passports. All lessons are considerate of pupils cognitive load. There are a variety of tasks including: discussion, individual, and paired activities; these tasks are chunked into manageable timescales to maximise engagement and minimise cognitive overload.

Subject CPD 

In order to ensure staff are well versed and confident in delivering the content they will continue working with the PD team, safeguarding team and SLT, to ensure PSHE not only meets the national curriculum and RSE in school, but also tackles emerging social issues, both in school and wider society. There will be opportunities built into staff timetables each week to support staff with the delivery of the PD curriculum, particularly with sensitive topics.

Impact

To be completed following the first round of QA, reporting cyle and student feedback. Data collected will help to ensure the team continually reflect, amend and pivot the scheme of work, to continually suit the needs of our cohort. 

British Values 

We believe that pupils should be able to feel that they are part of something bigger. Bigger than our community, we want them to know that they are part of modern Britain. We would like pupils to be able to articulate and understand these values and to see them all around them in our school Culture.  We specifically engage with them at the start of the year, in Assemblies introducing ‘the Paget Way’ as well as other opportunities such as (but not limited to) the Student council, awareness days and conversations with young people. We also tackle them as in a vast array of subject areas throughout our curriculum.

British Value	Intent	Key Methods Of Delivery
Individual Liberty	We believe individuals should be able to make their own choices (within reason) have freedom of speech, the right to a fair investigation, the right to understand consent, the right to have their own opinions and their basic human rights.	Protected characteristics training in the curriculum, PSHE curriculum, The Paget Way and category 4 language training.
Democracy	We believe that everyone should have the opportunity to contribute and vote for those who represent them. We believe decisions should be made with the majority of student’s interests at heart.	Student leadership elections, general election education, Assemblies
Rule Of Law	We believe in rules being followed and reparation being done when we make mistakes. We believe in understanding the consequences of our actions. We believe rules and laws are there for everyone’s protection and safety.	Relationships protocols set out in our behaviour policy, PSHE curriculum (insert where e.g. wider world – Law, Protected Characteristics)
Respect	We believe that everyone and everything should be given respect equally. We believe you should be listened to. We believe in treating people fairly.	Assemblies, Relationships protocols set out in our behaviour policy, respect of the school site and each other demonstrated, Remembrance Day
Tolerance	We believe in equality.We are against discrimination.We believe in using a variety of examples when we talk about people.	Not just tolerance but the embracing of different faiths and cultures can be seen in our school calendar e.g.. Black History Month, Holocaust memorial, RE curriculum.