To develop learners with the knowledge, skills and attributes needed to keep themselves physically, mentally and spiritually healthy and safe, and prepared for life and work. Our pupils will thrive as individuals, family members and members of society.
What are we aiming to achieve?
A curriculum that will enhance pupils’ life chances helping them to develop the character, resilience and skills they need to succeed academically and in the work place and reduce barriers to learning.
This will be achieved through a broad and balanced curriculum rooted in three core themes: health and wellbeing, relationships and living in the wider world (including finance and economic wellbeing and aspects of Citizenship and careers education), underpinned by Catholic Teaching.
A curriculum where pupils have the opportunity to explore their attitudes, values and beliefs while developing the skills, language and strategies necessary to manage these issues should they encounter them in their lives.
Our PSHE+ curriculum addresses both pupils’ current experiences and preparation for their future.
The curriculum therefore provides a network of interrelated ideas to develop knowledge, skills and attributes, where prior learning is revisited, reinforced and extended year on year.
At key stage 3, pupils build on the knowledge and understanding, skills, attributes and values they have acquired and developed during the primary phase.
PSHE+ at St. Peter’s acknowledges and addresses the changes that young people experience, beginning with transition to secondary school, the challenges of adolescence and their increasing independence.
It teaches the knowledge and skills which will equip them for the opportunities and challenges of life. Pupils learn to manage diverse relationships, their online lives, and the increasing influence of peers and the media.
At key stage 4, pupils deepen knowledge and understanding, extend and rehearse skills, and further explore attitudes, values and attributes acquired during key stage 3.
PSHE+ at Key stage 4 reflects the fact that pupils are moving towards an independent role in adult life, taking on greater responsibility for themselves and others.
Many of the learning opportunities, in our curriculum refer to ‘managing’ or ‘responding to’ challenging situations.
By these terms we mean a variety of strategies which, depending on the context, might include:
- being able to identify risks or warning signs;
- resisting internal or external pressures;
- making informed decisions;
- exit strategies for unsafe situations;
- and knowing whom, how and when to ask for help, including reporting concerns.
The overlap and overarching themes allow more opportunities to develop the schemata and help that powerful knowledge stick.
To be successful independent learners, children and young people need regular opportunities to reflect on and identify what they have learned, what needs to be learned next and what they need to do to continue their learning. Teachers also need to be clear about the progress and achievements of the pupils they teach, and how their learning might be improved.
To enable this to happen, assessment has to be an integral part of the teaching and learning in PSHE+.
The personal nature of PSHE+ education means that it cannot be assessed in the same way as most other subjects and it would be inappropriate for assessment in PSHE+ education to imply passing or failing ‘as a person’.
It is however possible to recognise and evidence progress and attainment in the knowledge, understanding, skills and attributes PSHE+ strives to develop.
Our model of assessment (endorsed by the PSHE+ Association) is:
- That for each lesson, an initial activity is carried out that gauges pupils’ starting point in terms of their existing knowledge, skills, attitudes and beliefs.
- This is used to inform the teacher’s starting points within the session.
- At the end of the lesson or during a lesson, pupils complete a learning journey document in each strand and there is formative assessment throughout the lessons.
The teacher comment will be related to our Learning Skills. Pupils are able to develop these from one strand to the next as they are not content based.