PSHE

Each class has an ambassador for every subject. One of these ambassadors is chosen to be the CHPA representative. These pupils are

passionate about the subject they represent, they enjoy learning about their chosen subject and are inspirational in leading and

empowering other pupils to feel the same way.

Our Pupil Subject Ambassadors for PSHE are –

Class 3 – Darcie

Class 4 – Arielle

Class 5 – Isla

Class 6 – Lacie-Lou

Class 7 – Amirah

Class 8 – Daisy

Class 9 – Freddie

Class 10 – Nancy

Class 11 – Ava

Class 12 – Olivia

Class 13 – Beau

Class 14 – Jacob

Freddie is the CHPA PSHE Representative.  He said the following about PSHE, ‘I enjoy PSHE because we learn to control our feelings and help others that are angry.’

PSHE Intent, Implementation & Impact

Intent

At CHPA, we value PSHE as one way to support pupil development as human beings, to enable them to understand and respect who they are, to empower them with a voice and to equip them for life and learning. This applies to all areas of pupils’ development and learning. We believe relationships and health education plays a key in providing pupils with the knowledge that enables them to make informed decisions about their wellbeing, health and relationships to build their self-efficacy.

We develop pupils with the following essential characteristics to help them become prepared for adult life:

• Teach the fundamental building blocks and characteristics of positive relationships, with particular reference to friendships, family relationships, and relationships with other pupils and with adults.
• Enable pupils to gain the skills and understanding to support the development of healthy bodies and minds.
• Develop pupils’ skills around assessing risk and keeping safe.
• Enable pupils to recognise and manage their emotions effectively.
• Support pupils to effectively manage their health and wellbeing.
• Make pupils aware of their rights especially in relation to their bodies.
• Enable the development of social and relationship skills and protective behaviours.
• Prepare pupils for the physical and emotional changes of puberty and menstruation.
• Explore a range of attitudes, values and faith perspectives around aspects of relationships.
• Support pupils to use the internet safely and to recognise the benefits and risks that it brings.
• Provide pupils with the knowledge and skills to access appropriate support.

Implementation

To ensure progression and a spiral curriculum, we are using ‘PSHE Association Question Based Model’ to map out our PSHE curriculum to build upon previous knowledge and skills whilst addressing the three main themes; relationships, health and wellbeing and living in the wider community. Teachers can focus their time on ensuring they provide engaging sessions, which are well resourced and match the needs of their class.

As part of this planning process, teachers need to ensure the following:

• Timetable 30 minutes of PSHE curriculum learning each week, in order to teach the knowledge and skills in a developmental and age-appropriate way.
• Establishing ground rules with pupils
• Setting the tone by speaking in a matter-of-fact way, to be clear what is appropriate and inappropriate in a whole class setting.
• Responding to pupils’ questions in an age appropriate and sensitive manner
• Encouraging reflection
• Using strategies for pupils who may not wish to raise suggestions in front of others e.g., a question (ballot style) box.
• Key vocabulary used throughout the lessons.
• Assemblies and collective worship used to enhance the PSHE curriculum.
• Class learning charters, Charnock Values and LEAD values used to enhance the PSHE curriculum.
• As PSHE incorporates the development of self-esteem and relationships, pupils’ learning does not just take place through the taught curriculum but through all aspects of school life, including the playground. It is important then that all staff understand they have a responsibility to implement this policy and promote the aims of the Academy at any time they are dealing with pupils.
• Deliver PSHE in a sensitive way ensuring that their personal beliefs and attitudes will not prevent them from providing balanced PSHE at CHPA
• Model positive attitudes to PSHE
• Tailor their lessons to suit all pupils in their class, across the whole range of abilities, faiths, beliefs and cultures, including those pupils with special educational needs, asking for support in this should they need it
• Monitor pupil understanding and progress in PSHE

Impact

Our PSHE curriculum is high quality, well thought out and is planned to demonstrate progression. If pupils are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods:

• A reflection on standards achieved against the planned outcomes;
• Pupils are able to communicate comfortably, respectfully throughout the school day.
• Coverage mapped on progression documents;
• Where applicable, pupils will have encountered or participated in high-quality visits/visitors to further appreciate the impact of PSHE;
• Pupils are able to retain prior-learning and explicitly make connections between what they have previously learned and what they are currently learning.
• Pupils will be encouraged to reflect and self-assess their own learning and progress.

PSHE Curriculum Information 2024 -2025

PSHE End Points

PSHE Vocabulary

PSHE Progression of Knowledge & Skills

PSHE Progression

PSHE – Learning in Action

Assemblies and collective worship, team points, Class Learning Charters, Charnock Values and LEAD values, through relationships child to child, adult to child and adult to adult across CHPA. We aim to ‘live’ what is learnt and apply it to everyday situations.

This incorporates the development of self-esteem and relationships, pupils’ learning does not just take place through the taught curriculum but through all aspects of school life, including the playground. It is important then that all staff understand they have a responsibility to implement this policy and promote the aims of the Academy at any time they are dealing with children.

Peer mediation is a process by which children and young people themselves help their peers resolve conflict in a constructive, non-violent way. It involves trained mediators helping their peers deal with conflict through a series of mediation steps. It can be used for children and young people of all ages. Children in Year 6 volunteer their time to help support each other through mediation during play times and dinner times for KS1 and KS2 after receiving training.

In Year 5, pupils take part in a practical First Aid Workshop provided by Mini First Aid. They are taught all the life-saving basics they should know. Mini First Aid cover assessing a casualty, CPR, chocking, burns, bleeds, bumps and breaks in their sessions. Pupils are able to practise the techniques learned on their CPR manikins and choking vests. At the end of the session, pupils receive a workbook and certificate to take home.

Evidence of learning

We uphold the British value of Democracy by:

• facilitating a democratic process for electing school councillors and the running of the council.
• taking turns in class, at dinner time and in after school clubs.

We uphold the British value of the Rule of Law by:

• teaching pupils an understanding of human rights.
• implementing our Charnock All-Star values which have clear and agreed statements, and ensuring that the pupils know their own right and respect the rights of others.
• teaching pupils to learn about the process of law-making and the part that citizens can play in that process.
• implementing our procedures and protocols for dealing with any behavioural or bullying issues.

We uphold the British value of individual liberty and work to identify and combat discrimination by:

• teaching an understanding of the concept of freedom and choice.
• teaching our RE curriculum, which inculcates values of understanding, tolerance and respect for others, including those of other faiths.
• holding discussions in RE, English and other subjects, which allow children to develop respect for the opinions, values and beliefs of others.

We uphold the British value of developing personal and social responsibility by:

• expecting pupils to have responsibility in many ways in school including being play leaders, peer mediators, pupil councillors and eco warriors.
• expecting pupils to take responsibility in every class for a variety of roles which assist in the running of the classroom.
• encouraging pupils to have responsibility for their own possessions, behaviour and work, both at school and at home and to always do their personal best in all aspects of school life.
• training staff to deliver information about keeping safe on the internet to all our children and holding information sessions for parents about this.

We uphold the British value of respect for British Institutions by:

• celebrating many British festivals and special events, e.g. Remembrance Day, November 5th, Christmas, Easter, World Book Day, Children in Need, Red-nose day etc.
• regularly inviting representatives from various groups, such as Police, charities and the local church to visit CHPA and talk to pupils in both lessons and assemblies