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PHSCE Curriculum WCPS- Progression of knowledge and skills

Intent: Knowledge, skills and the National Curriculum

Our approach to the PHSCE curriculum ensures that it is taught discretely outside of topic time to ensure depth and rigour. The PHSCE curriculum has been developed from the National Curriculum, which ensures it supports pupils' spiritual, moral, cultural, mental and physical development and prepares them for the opportunities, responsibilities and experiences of life. We feel it is important that it develops the qualities and attributes pupils need to thrive as individuals, family members and members of society.

The HCAT progressive documents support the progression of knowledge and skills a child should learn and how these are built upon over time.

Implementation: Accelerated Learning

The Accelerated Learning Cycle, based on the work of Alastair Smith, is applied in all lessons. It stems from the idea of a supportive and challenging learning environment. The cycle has active engagement through multi-sensory learning, encourages the demonstrating understanding of learning in a variety of ways and the consolidation of knowing.

At WCPS we ensure we provide opportunities for children to personally develop by immersing themselves in another culture as well as providing an equality of opportunity so that all pupils can thrive together, is at the heart of the our PSCHE curriculum offer. We provide to the children through developing their understanding of the fundamental British values of: democracy, individual liberty, the rule of law and mutual respect and tolerance in order to develop responsible, respectful and active citizens who are able to play their part and become actively involved in public life as adults in the 21st Century.

A customised curriculum which meets both the academic and pastoral needs of all our pupils is fundamental to our school ethos and vision, particularly PSHCE.

Impact: Summative and Formative Assessment

PSHE is largely assessed formatively by the class teacher. By knowing the class well and establishing ground rules early on, the class teacher creates close, positive relationships with the children in which they are able to assess the understanding of the children during each topic. As our lessons are mainly discussion based, reflection questions are completed after a lesson to show progress throughout KS1 and KS2. Teachers will provide written and verbal feedback based on reflections of the children to challenge their thinking and extend them further. In Early Years Foundation Stage, we assess children’s knowledge and understanding according to the relevant aspects of the Development Matters. The information gathered will inform subsequent teaching and learning.

As a school, we believe that reflection time is an important step in pupil learning and progress. We ensure that our pupils are given time to reflect upon their learning. Reflection helps us to recognise what and how we have learned and what we need to focus on in the future. Reflection should be about valuing and encouraging pupil involvement – getting them to share ideas, listen to each other and develop the confidence to join in.