PSHE Curriculum Vision
“PSHE education gives pupils the knowledge, skills, and attributes they need to keep themselves healthy and safe and to prepare them for life and work in modern Britain.” (The PSHE Association)
Purpose and Intent
At Radipole we aim to give our children the knowledge, understanding and emotions to enable them to play an active role in society. We strive to teach vital life skills, helping children to manage many critical life experiences, challenges and responsibilities they will face as they grow. We promote respect and tolerance for those who choose to live their lives differently to others. Giving the children the skills and knowledge to stay safe and healthy is a high priority and children are equipped to make informed decisions. We encourage children to have confidence in their own thoughts and believe that anything is possible if they put their mind to it.
Implementation and Realisation
At Radipole we follow the SCARF PSHE scheme which offers a comprehensive programme for Primary PSHE including statutory Relationships and Health Education. It is a spiral, progressive scheme of work, giving children the relevant learning experiences to help them navigate their world and to develop positive relationships with themselves and others.
SCARF consists of six half-term units of work, each containing six lessons covering each academic year. All children will study the same topics in each year group (at their own level), building sequentially through the school year, facilitating whole-school learning themes.
Me and My Relationships
Rights and Respect
Being My Best
Growing and Changing
(including Sex Education)
In teaching of PSHE at Radipole you will see…
Impact and Evaluation
The children’s learning is assessed against the learning objectives identified within the SCARF scheme. SCARF provides a summative assessment opportunity at the end of each unit enabling teachers to assess children’s understanding of the unit and to identify whether children are working above, below or at an expected level of development. In addition to this, children’s progress is monitored through questioning and discussion. Skills and knowledge are built upon through curriculum progression across the year groups and across sequences of lessons, to allow learning to be fully embedded.