Intent

Vision Statement:

At St Gregory's, we are inclusive and recognise that everyone has their own unique God-given talents. Our curriculum is progressive and builds on prior knowledge, understanding and skills so that we develop our whole school community academically, spiritually, emotionally, morally and socially. This enables our children to become good citizens who give to society. We provide creative and engaging opportunities that inspire and motivate our children to become lifelong learners, who have aspirations to be the very best they can be.

In PSHCE we aim for all of our children to see themselves both as valued individuals and important members of communities e.g. our school, our parish, their family, the country and the world. We endeavour to promote a sense of physical, mental, emotional and spiritual wellbeing across the school and share with children the importance of taking care of their own and others health and wellbeing whilst having a positive impact on God’s world around them.

Implementation

PSHCE Statement of Implementation:

We use the Gloucestershire Healthy Living and Learning PinK Curriculum objectives.  We teach the PinK Curriculum through these vehicles:

• Inclusion through teaching for mastery – ensures our children cover the same content through a mastery approach, enabling all children to achieve their true potential through careful support and scaffolding. 
• Metacognitive and retrieval opportunities – enables our learner to embed knowledge to become ‘understanding’ and to apply methods of transferring knowledge from children’s working memory to their long term memory. 
• Oracy, Circle Time and reading for pleasure – are built across the curriculum to aid metacognition and teaching for mastery.
• Catholic Social Teaching – helping our children be givers rather than takers of society.
• Growth mind-set – helping the children be the very best they can be with high aspirations for themselves and others. This gives them a better awareness of how they learn, the emotions linked to this and the transferable learning skills needed to reach their potential. 
• Restorative practice – helps our children to develop stronger relationships, and become problem solvers within these so that they are resilient to overcome adversity within their lives. 
• Extracurricular opportunities – provides a wide range of addition experiences for the children to inspire them within their learning. This also enables us to seek out and develop the talents in every child. (targeted SEAL groups, Go Givers, trips, festivals, clubs, assemblies, liturgies, mass, chaplaincy, school councils, residential, outdoor learning, production,)

Overview

As a Catholic school, PSHCE objectives are covered in a variety of ways such as through collective worship, assemblies, Catholic social teaching, Relationships and Health Education, RE and foundation subject lessons as well as discrete PSHCE and Mental Health teaching. Our PSHCE curriculum is based on the Facts4Life scheme of work and designed around key themes such as ‘Homeostasis’, ‘Healthy Me’ and ‘The Family’. Each has been structured and sequenced in order to engage pupils in purposeful learning by building on prior knowledge and helping connect knowledge, understanding and skills year-on-year (see PSHE teaching overview Appendix 1).

PSCHE Teaching Overview Example

Planning

At the beginning of each term all classes complete at least one focused PSHE lesson. Objectives for these lessons are taken from the Facts4Life scheme of work and any work completed or evidence from the session is saved in a class ‘PSHE Learning Journey’ file. In addition, KS2 classes also complete a focused Mental Health lesson. Objectives for these lessons are taken from the Sometimes my Brain Hurts scheme of work. Through our Computing lessons, children are also taught how to keep themselves safe online. PSHCE teaching across the school is clearly outlined in our PSHE phase overview documents, an example of which can be found below.    

Structure of PSHE and Mental Health Sessions

PSHE is taught through a mastery approach which avoids mechanical repetition and creates an appropriate path for practicing the thinking process with increasing creativity and independence. 

Typical lesson design:

• Starter / Oracy Activity – Normally reviewing previous learning and an opportunity to recap the meaning and importance of personal, social, health and citizenship education.
• WALT - The WALT should be linked to the NC objective and Facts4Life or Sometimes my Brain Hurts scheme of work.
• Main Teaching – Hook e.g. statement, question, video, image, poem, song etc to prompt thinking and promote discussion.
• Main Teaching – Conceptual variation e.g. what it is / what it’s not used in some sessions
• Main Teaching – Procedural variation e.g. applying learning to our lives
• Main Teaching – Twist it e.g. considering differing views or opinions
• Independent Activity / Paired or group work
• Review of learning – can be completed during or at the end of a session.

Notebook planning is used to support most lessons e.g.

Mastery techniques are embedded across the curriculum to deepen childrens’ knowledge and understanding. In order to support children in becoming emotionally literate, discussion and oracy skills play a vital role in PSHCE lessons. Opportunities to build metacognition skills are also provided to enable children to retain and recall learning.

Additional Opportunities

In order to enhance PSHCE provision and learning, a range of opportunities and initiatives are also offered. Some examples of these are: 
•    Cooking lessons at Waitrose for all year groups
•    Bikeability for Year 6 
•    Balanceability for FS & KS1
•    Mock Trial Competition for Year 6
•    Visits to SkillsZone for Years 3 and 5
•    First Aid Training for all year groups
•    NSPCC assemblies and workshops
•    Visits from PCSOs and the fire service
•    Big Pedal and Walk to School initiatives for all

Useful Information