Shaftesbury High School

PSHEE

Intent:

PSHEE aims to provide pupils with a positive, supportive learning environment to work in partnership with carers and agencies to foster an ethos which promotes high achievement and raised self-esteem. This will assist young people to prepare for adult life by supporting them through their physical, emotional and moral development. This is by helping them to understand themselves, respect others and form and sustain healthy relationships. This includes providing them with opportunities to reflect on a variety of issues, beliefs and viewpoint. A key aspect of effective PSHE Education (HRSE) is that pupils learn how to access appropriate support safely in school and outside for themselves and to help others when needed.

We ensure our curriculum builds on prior learning by assessing pupil needs on an individual basis through both formal and informal baseline assessments and then supported with ongoing assessments and discussions.

While promoting the values above, we ensure that pupils are offered a balanced curriculum designed to meet their needs by incorporating pupil voice in their assessments. The use of relevant data and school information related to RSE/Health/PSHE Education informs planning and addresses the identified needs of the whole school community.

Please refer to the CIAEG policy to see how Shaftesbury High School prepares pupils for the next phase of education.

Implementation:

PSHE education cannot be assessed in the same way as most other subjects. It would be inappropriate for assessment in PSHE education to imply passing or failing for instance, as this might imply passing or failing ‘as a person’, given the subject’s personal nature. It is however, possible to recognise and evidence progress and attainment in PSHE education knowledge, understanding, skills and attributes.

We advocate a model of assessment that starts with carrying out an initial assessment activity for each new topic, module, or series of lessons. This gauges pupils’ starting point in terms of their existing knowledge, skills, attitudes and beliefs, and informs teachers’ planning. An end assessment then demonstrates the progress pupils have made since the baseline activity. We assess pupils’ learning through class activities to include discussions, keyworker roles and staff / pupil relationships to establish their baseline and their endpoint to assess individual progress. Pupils will have opportunities to review and reflect on their learning during lessons and through pupil voice.

This is evidenced by pupil work, lesson observations, department meetings, pupil voice feedback, class charts, CPOMS and SIMS. In Year 11, pupils have the opportunity to be formally accredited for the Princes Trust Employability Award.

Impact:

Pupils will:

•         Know and understand what constitutes a healthy lifestyle
•         Be able to keep themselves and others’ safe from harm
•         Understand how to identify and form healthy, positive relationships with others
•         Have respect for others regardless of race, gender, differences or disabilities whilst upholding the Equality Act 2010 protected characteristics.
•         Be independent and responsible members of a democratic society
•         Play an active part in decision making
•         Develop self-confidence and self-esteem
•         Make informed choices regarding personal and social issues
•         Develop good relationships with other members of the school and the wider community
•         Develop positive learning behaviours
•         Develop language skills and the confidence to behave accordingly in situations.
•         To be able to make a valuable contribution to society.

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PSHE (HRSE) education represents a huge opportunity to help our children and young people develop. The knowledge and attributes gained will support their own, and others’, wellbeing and attainment and help young people to become successful and happy adults who make a meaningful contribution to society.