Our whole school curriculum intent in PSHE/RSE is to support pupils so that they are able to develop the knowledge, skills and attributes they need to manage their lives, now and in the future. It helps children and young people to stay healthy and safe, while preparing them to make the most of life and work through the teaching of the three fundamental core themes: health and well being, relationships and economic wellbeing. As it is a subject which addresses both pupils’ current experiences and preparation for their future; prior learning for each core theme will be revisited, reinforced and extended year on year and linked into both key aspects of our local community and issues that arise here as well as important and significant changes and developments world wide.
SMSC and British Values
Our whole school curriculum intent with SMSC and British Values is to provide pupils with the opportunity to learn about themselves, others and the world around them so that they can begin to develop and reflect on their own beliefs and opinions and gain an informed perspective of the wider world. Through acceptance and engagement with the British values of democracy, rule of law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs; pupils will develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain. This will include understanding the difference between right and wrong, understanding there are consequences for our actions, learning to accept and respect the viewpoints of others, how to be an active member of our school as well as our wider community, the role of parliament and its history and the way in which it and other historical and cultural events have shaped our own heritage.
We aim to provide this in PSHE/SMSC through:
Gaining first hand experiences from visitors or visits to places linked to those who support us in our own community; for example, local high schools, colleges and businesses, the local council, the emergency services, religious institutions and through family/community events we regularly hold in school.
Developing self-confidence and independence through having the appropriate vocabulary to be able to communicate and express how we feel and what we want to achieve for our own future. Through teaching the zones of regulation and referring to them daily our children will learn to recognise how they feel, understand appropriate ways to express their emotions, who to look to for support should they need it and how to take action for themselves through making the right choices.
Developing a sense of pride in self, school and community through the key teaching of skills in resilience, resourcefulness and respectfulness (our mindful monsters who we focus on each term). Children can participate in lessons, assemblies and key events to explore how each monster can relate to them and the things they do. Celebrating success as individuals, as a school and understanding how we and the local community can support one another is recognised here through personal achievement, team achievements, charity support, our PTFA, our school council and the commitments we make to these.
Developing tolerance and understanding of different cultures and lifestyles is taught through our lessons, in assemblies and through themed days or weeks which often link in to our religious education. This also involves the support and education from parents or others in our local community from different ethnic, social and cultural backgrounds.
At Charles Saer school we follow the 1 Decision scheme of work in our PSHE (Personal, Social, Health Education) lessons. This scheme covers the three core areas of study which are Health and Wellbeing, Relationships (including sex education) and Living in the Wider World (economic wellbeing and being a responsible citizen). Each of these areas is then broken down into core themes. These themes are:
Feelings and emotions
A World Without Judgement (British Values)
All of these themes are taught in each year group at an age appropriate level and progress each year as the children grow, develop and mature themselves. In each unit the children watch a short film which gives them a scenario to think about. They will say whether they would choose option A or B if faced with this particular situation themselves. The children are able to see how their decision affects the people involved and how those people may be affected if they had made a different choice. They are given plenty of opportunity to reflect, share and discuss their opinions and record their thoughts in their 1 Decision journal.
In addition to this we work with our children daily to encourage self -expression through the ‘Zones of Regulation’. Each coloured zone relates to a particular group of emotions, which the children can refer to if they are unsure of how to express their feelings or explain them and also to help extend their vocabulary so that they can learn how to express themselves clearly. The zones are:
Green (Happy, confident, calm, content….)
Blue (sad, lonely, unwell,miserable…)
Yellow (anxious, nervous, excited….)
Red (angry, outraged….)
The use of the zones helps to encourage a healthy growth mind set and links in with our ‘Mindful Monsters’ (Resilience, Resourcefulness, Co-operation and Reflectiveness) who also form the basis of our key mental health education.
Finally, in addition to the coverage of SMSC (Social, Moral, Spiritual and Cultural Education) through our PSHE programme of study we also learn about key events from around the world, embracing different cultures and exploring the world around us though themed days or weeks in our lessons.
More detailed information regarding the One Decision Scheme can be found by clicking on the following link:
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