PSCHE Curriculum Offer

Learning

Intent

At Holy Trinity Primary School and Nursery, our PSCHE curriculum promotes positive behaviour, mental health, wellbeing, resilience and achievement. It intends to help children understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up. Values-based education underpins
everyday life at HTPS, providing our children with opportunities for them to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society.

We use the SCARF Programme from Coram Life Education which brings consistency and progression to our children’s learning in this vital curriculum area. SCARF represents our values for children of Safety, Caring, Achievement, Resilience and Friendship. It intends to contribute significantly to developing the four capacities, supporting children and young people to become:

• Successful learners
• Confident individuals
• Responsible citizens
• Effective contributors

For Citizenship, the intent is to help children:

• Develop confidence and responsibility and make the most of their abilities
• Prepare to play an active role as citizens
• Develop a healthy, safer lifestyle
• Develop good relationships and respect the differences between people

Journey

Implementation

Lessons

SCARF provides a comprehensive spiral curriculum for PSHE education, including mental health and wellbeing. Each year group delivers the same units, building on previous learning. These units are

• Me and My Relationships
• Valuing Differences
• Keeping Myself Safe
• Rights and Responsibilities
• Being My Best
• Growing and Changing

Using SCARF across all age groups ensures progression in knowledge, attitudes and values, and skills – including the key skills of social and emotional learning, known to improve outcomes for children.

Knowledge organisers

Knowledge is an important part of any subject area, but for PSHE (including RSHE) we believe that children also need to develop key
skills, attitudes and values to enable them to make informed choices about their health and wellbeing.

Our approach to knowledge organisers reflects this three-strand approach of knowledge, skills, attitudes and values that work together to help children develop healthy behaviours.

Assessment

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. 

 PSHE Association's Guidance to Assessment for Learning and Progression

Citizenship

This is non-statutory, however at HTPS we feel we need to prepare our children for future life. We give them a platform to consider current affairs using class discussions and reflections, enabling them to become engaged. We provide opportunities for children to
develop their philosophical thinking across our curriculum. We also give opportunities for engagement with others, and to have an active role in the community.

Enriching the PSCHE experience

Future

Impact

ASSESSMENT IN PSCHE
Our PSCHE and Values-based curriculum is relevant and meets the needs of pupils today. It is planned to demonstrate progression and an engagement in the world around us. Children will be measured on their interaction in lessons and the impact that this has on their behaviour and understanding within school.

Evidence of outcomes can be found through:

• A celebration of learning through Class PSCHE books.
• Pupil discussion about their learning.
• Pupil discussion about their learning