‘Never doubt that a small group of thoughtful committed citizens can change the world, indeed it’s the only thing that ever has.’ Margaret Mead
INTENTION
At Atwood, we believe that PSHE, RSE, Mental Health and Well-being are an integral part of the curriculum as the skills learnt equip our pupils for their future and allow them to become active members of society.
By combining these three areas of learning, we aim to provide a supportive and nurturing environment which will enable each child to grow in understanding so to reach their full potential emotionally, intellectually, morally, spiritually, physically and socially. We believe that our school should be an inclusive community where all aim high, achieve well and develop self-confidence, positive values and beliefs, a sense of community, good relationships with others, well-being and caring attitudes towards others. PSHE, RSE, Mental Health and Well-being are central to this ethos and help build foundations for children to develop resilience as well as knowledge, skills and strategies to live healthy, safe and responsible lives.
IMPLEMENTATION
Planning is guided by the PSHE lead, RSE lead and the Mental Health and Well-being lead to offer a breadth of knowledge, support and advice to staff in accordance with government guidelines.
In addition to the curriculum map and weekly lessons, PSHE, RSE and Mental Health and Well-being is also taught within other subject areas and as part of the wider curriculum through class topics.
PSHE, RSE and Mental Health and Well-being will be addressed on a daily basis as questions and incidents arise and as we teach children skills for coping with stress and to build resilience. This may be in the form of a ‘circle time’ session, daily mindfulness practice or a response to a particular event or issue.
Whole school, key stage or class assemblies will provide extra opportunities to enhance pupils’ spiritual, moral, social and cultural development, promoting our school values and celebrating achievements.
Teaching activities will be planned according to the different levels of children’s skills and previous knowledge. A range of different teaching and learning styles will be used in delivering this curriculum including ‘circle time’ and class discussions, role play and drama. We will also strengthen children’s learning through visits and visitors and where appropriate, group work and debates.
A planned, progressive programme of RSE, gradually and appropriately begins to prepare our children for adult life. It teaches the skills they need to fully manage the natural physical and emotional changes that will happen to them as they grow and mature into healthy, confident and responsible adults.
Atwood follows Croydon Council’s Scheme of Work for RSE which is led by the class teachers through discussions.
IMPACT
Following the implementation of this broad and balanced PSHE, RSE and Mental Health and Well-being curriculum, children will be respectful, independent, responsible and confident members of the community and wider world.Baseline and summative assessments may be carried out in the form of quizzes, voting systems, expression maps and discussions to document learning and inform future planning.
Children will be equipped with tools to maintain healthy and positive lifestyles with regard to relationships, diet and person identity.
The most significant impact that we want for our pupils is the development of respect for themselves and others to be able to communicate and express the skills, knowledge and understanding that they have attained through a quality curriculum, encompassing PSHE, RSE and Mental Health and Well-being.
