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Kirkby La Thorpe
Church of England Primary Academy

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Welcome toKirkby La Thorpe

Church of England Primary Academy

Kindness Learning Tolerance

Personal, Social and Health Education

PSHE at KLT

 

Intent

At KLT our intention is to deliver a PSHE curriculum that provides our pupils with the knowledge and skills required to make safe decisions both now and in the future.  We aim to provide pupils with the knowledge, vocabulary and confidence to be able to communicate any safeguarding issues, and to develop an understanding of previous or potential life experiences, seeking to address social disadvantage.

 

Our PSHE curriculum is mapped to build on the knowledge and skills that pupils’ have learned previously and to closely meet the needs of each cohort.  Resources are regularly checked for updates to ensure that they reflect contemporary issues and address typical gaps in children’s knowledge in the areas of PSHE and safeguarding.  The inclusive nature of the resources used, promote high quality teaching in PSHE.  In addition, they provide support in terms of meeting the needs of all learners.

 

Implementation

At KLT 1Decision is used to deliver our PSHE curriculum.  The resource:

  • Subtly approaches sensitive issues;
  • Guides pupils to understand potential hazards and risks;
  • Provides real life videos, with children actors that pupils can relate to, offering alternative endings, which can be explored;
  • Is in line with current curriculum and PSHE guidance;
  • Has regularly updated units of learning, which reflect changes within society; and
  • Is presented to cater for differing learning styles. 

Due to our rolling three-year cycle in Reception, Year 1 and 2, and Years 3, 4 and 5, the topics within each module are mapped to ensure to enable pupils to access all relevant learning by the end of each Key Stage.  A single year overview is provided for Year 6. 

 

A range of tools are used to deliver each topic; these include:

  • Baseline assessments for the module;
  • Assessment activities, which can be completed
    •  individually, in pairs, or as a whole class activity; and
    • as baseline and end of topic assessments;
  • Lesson guides, with suggested activities to ensure that learning is inclusive and accessible for all;
  • Videos and documentaries for pupils to view; and
  • A range of activities for pupils to apply their learning. 

 

The topics within each module are based upon discussion; the unique sliding doors approach to decision making supports in depth discussion of key life moments, ensuring children understand key concepts and are engaged in active discussion. 

 

The topics build on knowledge and skills previously learned and can be timed to match pupils’ needs; this is particularly valuable if a specific issue needs to be addressed.

 

The sequencing of the topics, coupled with the unique videos mean that pupils are able to commit key knowledge to long term memory.  

 

Assessment is built into the programme and can be gathered in a number of effective ways, including: student self-assessment journeys, baseline, formative, and summative assessments, discussion notes etc.  Student self-assessment journeys enable pupils to work towards clearly defined end points.

 

Impact

  • PSHE delivery is effective and engaging.  This is illustrated in both the children’s responses to topics within lessons, and also through improved pupil behaviour in school, at home, and within the community. 
  • Disadvantaged, SEND and more vulnerable pupils are fully supported.  Learning can be adapted and presented in a variety of formats to ensure that such groups of pupils acquire the cultural capital they need to succeed in life.
  • Effective progression of knowledge is illustrated in pupils’ workbooks and in discussion records. This, alongside the range of assessment tools offers a balanced overview of pupils’ outcome.
  • Pupils are prepared for all aspects of life.  The resources mirror new statutory elements to ensure that pupils are ready for the next stage of their learning. 
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