PERSONAL, SOCIAL, HEALTH & ECONOMIC EDUCATION

At Basildon CE Primary School, we believe in developing children holistically so that they flourish personally as well as academically. We want our pupils to be well rounded confident members of society who are kind, empathetic and giving.

 

Through our lessons we cover a wide range of skills and areas of knowledge that are appropriate to the age and cohort.

 

Our PSHE curriculum is organised into three core themes:

  • Health and wellbeing

  • Relationships

  • Living in the wider world

Disadvantaged children and those with SEND are given full access to the PSHE curriculum. Teachers use a range of strategies to enable all children to become confident including:

 

  • Pre teaching vocabulary

  • Clear communication with parents (e.g. support with vocabulary)

  • Dual coding used in lessons to support understanding of key concepts/vocabulary

  • Metacognitive approaches used in lessons

  What PSHE at Basildon looks like in lessons:

  • Whole class, interactive sessions

  • One timetabled session per week, with additional short sessions as required

  • Opportunities for children to develop oracy skills

  • PSHE association planning tools to support coverage of the three core themes

  • Teaching children about relationships/health, following the DfE’s RSE guidance

  • Sex Education lessons for Year 5 and 6

  • Building Learning Power and metacognition skills taught through PSHE and other subjects

  • Teaching children how to be safe, including when online

What PSHE at Basildon looks like outside lessons:

  • Individual additional support for children available from our school ELSA (emotional literacy support assistant)

  • Additional support for children available from our Wellbeing Counsellor

  • Regular mindfulness sessions in class

  • Optional mindfulness club before school once a week

  • Annual PSED week, focusing on developing a wide range of personal, social and emotional skills

  • Therapeutic thinking behaviour approach applied across school as main thread of behaviour policy

  • 5 Ways to Wellbeing incorporated across school day

  • Children are confident in seeking adult support or advice and know who to go to for help

  • Consistent use of language terms linked with anti-bullying used across school (rude, mean and bullying)

  • Regular staff training

  

Formative Assessment

 

  • Pre and post-unit self-evaluations e.g. bubble maps

  • Retrieval ‘quizzes’ to recap previous learning

  • Written work is marked and includes helpful comments about how pupils can improve.

  • This monitoring of progress is appropriate to the activity and used to identify pupils who may benefit from additional support or intervention

  • In class emotional rating check ins, where children can assess and ‘rate’ their own wellbeing and emotions throughout the school day

  • Staff will talk with a child and/or share concerns with appropriate staff if a child’s behaviour or general demeanour appears to be different to normal and it is felt that they may need some support with an area of their wellbeing..

Summative Assessment

  • Formal assessments (such as RCADs or SDQs) are used with individual children when needed

Subject leaders map tier two vocabulary across each milestone and tier three vocabulary for each unit. Dual coding is used to support the discreet teaching of PSHE vocabulary across the curriculum.

The school’s curriculum driver of diversity underpins the entire PSHE curriculum. Teachers actively seek opportunities to promote and celebrate diversity across the curriculum where ever appropriate.

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