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Coordinator - Mrs Wrangles

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Please click on the Twitter icon to see examples of our PSHE learning.

PSHE education helps pupils to develop the knowledge, skills and attributes they need to manage many of the opportunities, challenges and responsibilities they will face as they grow up.

There are 3 core themes to our PSHE planning in EYFS (PSED) these are:

Making relationships

Self-confidence and self-awareness

Managing feelings and behaviour

In KS1 and KS2 these are:

Health and well being

Relationships

Living in the wider world

 

We follow statements from Development Matters / Early Years Outcomes for EYFS and use guidance from PSHE Association along with our enhanced curriculum planning for KS1 / KS2.

The impact of our commitment to PSHE can not only be seen, but can also be felt in the whole school ethos at GSP. We are a family school in the heart of the community with the motto “Together we learn and grow”.

By teaching pupils to stay safe and healthy, and by building self-esteem, resilience and empathy, an effective PSHE programme can tackle barriers to learning, raise aspirations, and improve the life chances of all pupils.

The skills and attributes developed through PSHE education are also shown to increase academic attainment and attendance rates, as well as improve employability and boost social mobility.

These are the 10 key principles of good practice in PSHE education:

1. Start where children and young people are: find out what they already know, understand, are able to do and are able to say.  For maximum impact involve them in the planning of your PSHE education programme.

2. Plan a ‘spiral programme’ which introduces new and more challenging learning, while building on what has gone before, which reflects and meets the personal developmental needs of the children and young people.

3. Take a positive approach which does not attempt to induce shock or guilt but focuses on what children and young people can do to keep themselves and others healthy and safe and to lead happy and fulfilling lives.

4. Offer a wide variety of teaching and learning styles within PSHE education, with an emphasis on interactive learning and the teacher as facilitator.

5. Provide information which is realistic and relevant and which reinforces positive social norms.

6. Encourage young people to reflect on their learning and the progress they have made, and to transfer what they have learned to say and to do from one school subject to another, and from school to their lives in the wider community.

7. Recognise that the PSHE education programme is just one part of what a school can do to help a child to develop the knowledge, skills, attitudes and understanding they need to fulfil their potential.  Link the PSHE education programme to other whole school approaches, to pastoral support, and provide a setting where the responsible choice becomes the easy choice.  Encourage staff, families and the wider community to get involved.

8. Embed PSHE education within other efforts to ensure children and young people have positive relationships with adults, feel valued and where those who are most vulnerable are identified and supported.

9. Provide opportunities for children and young people to make real decisions about their lives, to take part in activities which simulate adult choices and where they can demonstrate their ability to take responsibility for their decisions.

10. Provide a safe and supportive learning environment where children and young people can develop the confidence to ask questions, challenge the information they are offered, draw on their own experience, express their views and opinions and put what they have learned into practice in their own lives.

 

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