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Our PSHE curriculum is designed to encourage children to become more aware of themselves, how to treat themselves and others with respect and dignity and to understand what constitutes healthy relationships and to help them to understand their place within the wider world and local community.<\/p>\n\n\n\n
Our Christian values of dignity, community, wisdom, hope and love are demonstrated throughout our teaching of PSHE. These values, as well as being Biblical, are pivotal to the teaching in PSHE as they are skills for life that help build a strong community in Britain.<\/p>\n\n\n\n
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The acquisition of knowledge and the understanding of their role in society and how children develop sound, wholesome and mutually beneficial relationships is an integral part of our PSHE lessons. Linked knowledge organisers, which include help and key vocabulary, enable pupils to learn and retain the important, useful and powerful vocabulary and knowledge contained within each unit.<\/p>\n\n\n\n
At Linby cum Papplewick C of E Primary, teachers create a positive attitude to PSHE learning within their classrooms and reinforce an expectation that all pupils are capable of achieving high standards and of being kind, respectful and physically and emotionally healthy.<\/p>\n\n\n\n
Our whole school approach to the teaching and learning of PSHE involves the following:<\/p>\n\n\n\n
Our PSHE lessons are taught over a number of weeks to allow children to acquire a wealth of substantive knowledge and understanding. Our curriculum is progressive. We build upon the learning development of the previous years, which is tested through our \u2018start of unit quizzes\u2019 where teachers can identify misconceptions that need addressing.<\/p>\n\n\n\n
New vocabulary and challenging ideas are introduced through direct teaching. This is developed through the years, in keeping with the topics.<\/p>\n\n\n\n
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EYFS<\/strong><\/p>\n\n\n\n PSHE in the foundation stage is crucial. It underpins and supports children in learning how to make positive relationships, choices and negotiate through play. EYFS teachers will encourage children and take every opportunity to explore how to keep safe, be a good steward of our environment and how to keep well through planned circle times and lessons.<\/p>\n\n\n\n <\/p>\n\n\n\n Assessment and Recording of Learning:<\/strong><\/p>\n\n\n\n Assessment in PSHE is carried out by teachers through a variety of formative and summative methods. Start of unit quizzes allow teachers to identify misconceptions prior to the lesson input. End of unit quizzes allow teachers to assess pupil\u2019s progress and attainment. Knowledge organisers are used during every PSHE lesson to aid knowledge retention.<\/p>\n\n\n\n Learning in PSHE is recorded in floor books.<\/p>\n\n\n\n <\/p>\n\n\n\n By the time our children leave our school they will:<\/p>\n\n\n\n <\/p>\n\n\n\n \u2022 be able to approach a range of real-life situations and apply their skills and attributes to help navigate themselves through modern life<\/p>\n\n\n\n \u2022 be on their way to becoming healthy, open minded, respectful, socially and morally responsible, active members of society<\/p>\n\n\n\n \u2022 appreciate difference and diversity<\/p>\n\n\n\n \u2022 recognise and apply the British Values of Democracy, Tolerance, Mutual respect, Rule of law and Liberty<\/p>\n\n\n\n \u2022 be able to understand and manage their emotions<\/p>\n\n\n\n \u2022 be able to look after their mental health and well-being<\/p>\n\n\n\n \u2022 be able to develop positive, healthy relationship with their peers both now and in the future.<\/p>\n\n\n\n \u2022 understand the physical aspects involved in RSE at an age-appropriate level<\/p>\n\n\n\n \u2022 have respect for themselves and others.<\/p>\n\n\n\n \u2022 have a positive self esteem<\/p>\n\n\n\n <\/p>\n\n\n\n <\/p>\n\n\n\n PSHE Intent Our PSHE curriculum is designed to encourage children to become more aware of themselves, how to treat themselves and others with respect and dignity and to understand what […]<\/p>\n","protected":false},"author":41,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_regular_price":[],"currency_symbol":[],"footnotes":""},"class_list":["post-6164","page","type-page","status-publish","hentry"],"blocksy_meta":{"styles_descriptor":{"styles":{"desktop":"","tablet":"","mobile":""},"google_fonts":[],"version":6}},"post_slider_layout_featured_media_urls":{"thumbnail":"","post_slider_layout_landscape_large":"","post_slider_layout_portrait_large":"","post_slider_layout_square_large":"","post_slider_layout_landscape":"","post_slider_layout_portrait":"","post_slider_layout_square":"","full":""},"featured_image_src":null,"_links":{"self":[{"href":"http:\/\/linby.snmat.org.uk\/index.php?rest_route=\/wp\/v2\/pages\/6164","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/linby.snmat.org.uk\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/linby.snmat.org.uk\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/linby.snmat.org.uk\/index.php?rest_route=\/wp\/v2\/users\/41"}],"replies":[{"embeddable":true,"href":"http:\/\/linby.snmat.org.uk\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=6164"}],"version-history":[{"count":4,"href":"http:\/\/linby.snmat.org.uk\/index.php?rest_route=\/wp\/v2\/pages\/6164\/revisions"}],"predecessor-version":[{"id":6605,"href":"http:\/\/linby.snmat.org.uk\/index.php?rest_route=\/wp\/v2\/pages\/6164\/revisions\/6605"}],"wp:attachment":[{"href":"http:\/\/linby.snmat.org.uk\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=6164"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}Implementation<\/h5>\n\n\n\n