Burnley Road Academy

Good Personal, Social, Health and Economic (PSHE) education enables pupils to develop the knowledge, skills and attributes they need to manage their lives, now and in the future. These skills and attributes help pupils to stay healthy, safe and prepare them for life and work in modern Britain; to lead confident, healthy, independent lives, and become informed and active citizens. By the time they leave us, pupils will have acquired the knowledge and skills for their next phase of education in three distinct areas: Health and Wellbeing, Relationships and Living in the Wider World. We acknowledge the lack of diversity within the local community and strive to broaden pupils’ experience primarily through a good quality broad curriculum enhanced through School Linking projects.

Teachers will use the PSHE Association Programme of Study for Key Stages 1 and 2 alongside matched, published resources and the school’s long term plan. These set out the knowledge and skills that pupils will gain by the end of the topic, sequence the learning according to age appropriate objectives. The school understands the importance of consolidation of key subject skills and knowledge before moving on to the next topic. The School values cross-curricular links when used effectively in the teaching and learning of all subjects involved. They will not be used to support core subjects to the detriment of the PSHE and RSE curriculum. Pupils’ progression in the knowledge and skills in all subjects is a consequence of the planning documents produced by school leaders.

Pupils’ learning will be recorded in the class PSHE floor book or individual exercise books. The books will provide evidence of progression. The school recognises that the curriculum may require differentiating for different ability groups. Pupils showing a high level of skills and knowledge will need greater challenge. Lower attaining pupils or pupils who are unable to access learning may require scaffolded support or reasonable adjustments. Scaffolds by teachers and or support staff should be with the intention of providing the minimum help necessary in order to allow the pupils to work independently. Pupils have unique learning profiles and needs and teachers build expertise over time in teaching the children in their class. For this reason, teachers are responsible for the differentiation of learning in their classes. The school recognises the value of high quality teaching and learning in PSHE and RSE. As such, school leaders provide adequate time and resources.

Teachers will assess pupils’ progress against the expectations of the curriculum intent through questioning, in discussion and in reviewing pupils’ work. Can pupils demonstrate skills and recall and apply knowledge? The results of such enquiries may result in: • changes to planning i.e. to facilitate consolidation or differentiation may be made as a result of assessment. • enhancements in pupil metacognition to ensure that pupils’ learning habits and learning skills are effective. Remembering that this learning is key as it is a transferable skill across all subjects. Leaders will moderate teachers’ assessments of pupil progress against determined curriculum intent. If children* are learning the content outlined in the curriculum, they are prepared for their next stage of education. Leaders will use moderation to continuously strengthen the teaching and learning within the PSHE including RSE curriculum.