PSHE - Learning for Life

At Murdishaw West Primary School PSHE (known as Learning for Life) is at the core of what we do and enables all children to become independent, confident, healthy and responsible members of society as well as developing the ‘whole child’ intellectually, morally, socially and spiritually in preparation for life in society now and in the future. Through our whole-school approach to PSHE, we believe that excellence in these areas will lead to excellence across the curriculum and beyond in later life.

Intent

Our Learning for Life curriculum follows the Learning Outcomes and Core Themes provided by the PSHE Association Programme of Study which is recommended and referred to by the DfE in all key documentation relating to PSHE provision in schools. Through this our children are equipped with relevant and meaningful content, which is supported through a strong emphasis on emotional literacy, building resilience and nurturing mental and physical health. With an ever-changing society, we are able to provide our children with a strong understanding of the diverse world around them and support them in playing a positive role in contributing to the school and the wider community. Weaving through the heart of our PSHE teaching, is a commitment to enhancing and promoting our Core Values; Collaborate, Achieve, Respect, Enjoy.

Implementation

At Murdishaw West Primary School Learning for Life plays a vital role in supporting our children, our school ethos and culture. We have a whole school approach and follow the SCARF PSHE program (Safety, Caring, Achievement, Resilience and Friendship) which links to the PSHE Association’s Programmes of Study. This is taught weekly through discreet lessons which meet the statutory and non-statutory requirements of Relationship Education, Health Education and Sex Education and the National Curriculum as well as through a Growth Mindset approach, theme experiences, visitors, our school ethos and culture.

Find out how the SCARF values of Safety, Caring, Achievement, Resilience, Friendship can help your child to be their best - both at school and at home, by clicking the button below.

Half termly units are covered by each year group through a spiral curriculum being explored in greater depth and resources tailored to each year group and to our specific children’s needs. This enables them to build a toolkit of strategies and knowledge which they are able to apply in scenario-based lessons, giving the opportunities to ask questions and practise skills in a safe and caring environment:

Me and my Relationships
Valuing Difference
Keeping Myself Safe
Rights and Responsibilities
Being my Best
Growing and Changing

To create a curriculum that focus’ on what our children really need we seek advice and support from experts in our local community and work with Halton Health Team, Community Support Officers and the local community to provide additional learning opportunities, relating to what is important for us: for example swim safety (being near the canal) and crossing roads safely (being near the busway) etc.

We are incredible passionate about equipping children with the skills and knowledge to develop positive mental health and wellbeing. We have achieved the ‘5 Ways to Wellbeing’ Award, work with the Mental Health and Resilience (MHARS) Framework and are Bronze Stonewall Champions. We actively encourage mindfulness, a Growth Mindset and physical engagement to help our children be ready to learn.

Impact

Our Learning for Life curriculum reflects the needs of our children by developing the whole child and promoting their personal, social, emotional and health needs and British Values. Children at Murdishaw West are able to talk confidently about how to keep themselves safe both in and around school as well as online. They care for each other, accept and celebrate differences and support their peers in a way that demonstrates our Core Values (Collaborate, Achieve, Respect, Enjoy).

As children progress through the school, their ability to articulate their feelings develops, they become more reflective and articulate when discussing various scenarios. Teachers assess children’s progress regularly through questioning and observations which feeds into planning for further work. Regular ‘pupil voice’ and unit work demonstrated in class books provides evidence of children’s knowledge, skills and understanding.

Year Group Overviews