National Curriculum Statement
Purpose of study
Promotes the spiritual, moral, cultural, mental and physical development of pupils; and prepares pupils at the school for the opportunities, responsibilities and experiences of later life.
Pupils should follow a balanced and broadly based curriculum which ‘promotes the spiritual, moral, cultural, social, mental and physical development of pupils and of society, and prepares pupils for the opportunities, responsibilities and experiences of later life’. Learning about and from religions and beliefs, through the distinct knowledge, understanding and skills contained in RE within a broad-based curriculum, is essential to achieving these aims. Exploring the concepts of religion and belief and their roles in the spiritual, moral and cultural lives of people in a diverse society helps individuals develop moral awareness and social understanding.
By the time our children leave our school, our RE provision will have offered our children an insight into exploring the theological positions of a range of religious practises linked to leading their lives individually and collectively, all within the spiritual atmosphere of Christian love in our church schools.
Living Difference III RE Syllabus
Living Difference III is the agreed Syllabus for Hampshire, Portsmouth, Southampton & the Isle of Wight – please click on the link for a copy of the Syllabus – Living Difference Syllabus
RE entitlement is:
EYFS & KS1 36 hours taught RE from the Living Difference 111 syllabus
KS2 45 hours taught RE from the Living Difference 111 syllabus.
National Curriculum Statement
Purpose of study
Personal, social, health and economic (PSHE) education is an important and necessary part of all pupils’ education. We expect schools to use their PSHE education programme to equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions.
By the time our children leave our school, our Personal, Social and Healthy Education provision aims to have prepared them with the knowledge and equipped them with tools needed as they progress onto Secondary school and beyond. This will involve discussing and covering essential topics such as drug education, financial education, sex and relationship education (SRE) and the importance of physical activity and diet for a healthy lifestyle, tailored to the children’s year group and understanding. These will be taught in a safe, understanding environment where questions will be encouraged and answered sensitively and thoroughly.
Spiritual, Moral, Social, Cultural (SMSC) Education
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Progression of Skills
Communicate – children relating their own experience to a religious concept.
Apply – Listening to other’s opinions and relating them to their own experience of the religious concept in different situations.
Enquire – Introducing material of varying complexity prompting the children to reflect collaboratively and becoming more intellectually humble.
Contextualise – Looking at the concept within a specific religious context.
Evaluate – Children are able to summarise their experience of the concept.
Foundation Stage (Year R) children in general will engage with aspects of Christianity and the other religion being explored in Key Stage 1. At Key Stage 1 children are required to study Christianity and one other religion. At Key Stage 2 children are required to study Christianity and two other religions.
Progression of Skills
These are the areas that will be covered each year (one each half term) throughout our children’s time at the Federation.
2.Getting on and falling out
3.Going for goals
4.Good to be me
Monitoring & Evaluating
Impact of the implementation of the RE & PSHE curriculum is measured in a variety of ways.
Work Scrutiny – alongside teacher’s planning
This initiative is building on the previous Healthy Schools work undertaken. It focuses on the knowledge that healthy children are more ready, willing and able to learn. If we improve school-aged children’s physical activity, healthy eating, PSHE, emotional health and wellbeing we expect to see another shift forward in academic achievement, aspiration and therefore their future life prospects and longer term health outcomes.
Public Health in partnership with schools and wider stakeholders across health, education and children’s services have worked to co-produce a framework to enable and embed a whole-system, whole-school and whole-child approach to improving wellbeing, health, behaviour and attainment within, and through, school settings.
We are calling this PEACH – Partnership for Education, Attainment and Children’s Health.
The PEACH framework is composed of 34 criteria within the four domains; Physical Activity, Healthy Eating, PSHE and Emotional Wellbeing and Mental Health. Below are a selection of some of the criteria we had to meet.
Demonstrating how teaching and learning throughout whole-school curriculum explores, values and reflects pupil diversity and views. Responding to current, and emerging, issues ensuring that the PSHE curriculum is representative of context.
Physical Activity Policy showing how all pupils and staff are supported to be more active, more often. A range of Physical Activity and Sport extra-curricular activities tailored to pupil interest and abilities with links to community physical activity and sport groups. Participation in non-sedentary activity during the school day including promotion and practice of movement based teaching, learning and revision.
A clear curriculum plan that explores the associations with healthy eating e.g. oral health, crop to plate; ensuring that the importance of nutrition is conveyed.
Emotional Health and Wellbeing
A curriculum plan for students to explore and understand emotions and feelings, utilising practical evidence-informed initiatives. Whole-school approach to actively raise awareness and address stigma and discrimination. Having a pastoral support system in place for both students and staff, with a referral pathway to appropriate advice and support. Providing opportunities for individuals to participate in school activities in order to build confidence, resilience and self-esteem.
Both Shalfleet and Yarmouth schools have recently had an assessment of where we are along this path. Each area was assessed within these core standards.
1. School Leadership
2. Policy and Ethos
3. Teaching and learning practice
4. System/Service support
5. Training and CPD
6. Pupils and Parent/Carer involvement
After we had collated all our evidence to present to the panel for awarding, we are pleased to announce we were awarded the Bronze PEACH standard for both schools. We are now working towards the SILVER award.
The hard work of all our staff, pupils and parents across the federation helped us achieve this award. A big thank you to everyone.