Welcome!

Intent

At Havelock, our well-planned PSHE curriculum is designed to equip all of our pupils for the real world and to meet all of our pupils’ needs. We want our children to have high aspirations; a strong belief in themselves and to realise that anything is possible if they put their mind to it:

What do we want for our pupils?

• To develop a confidence in sharing their own thoughts and opinions with others
• To show tolerance of others’ beliefs and life choices
• To develop skills and attributes to keep themselves healthy and safe
• To develop an attitude of a responsible citizen
• To build positive, respectful relationships with other people

Implementation

Our PSHE curriculum builds on prior learning by following the progressive frameworks outlined in the Jigsaw PSHE scheme of work. The scheme of work covers the following strands:

• Being Me in My World
• Celebrating Difference
• Dreams and Goals
• Healthy Me
• Relationships
• Changing Me

This scheme of work has been amended and adapted to ensure that it meets the needs of all of our pupils at Havelock. It has been timetabled carefully, so that it links to events such as Anti-Bullying week, World Mental Health day and Internet Safety Week. Time has been taken to ensure that all areas of the curriculum are being covered across both key stages and that they are being taught at an age-appropriate level.

Although regular time-tabled sessions will be a necessity, PSHE must also be taught incidentally and teachers must be flexible and respond to pupils’ needs and current world affairs.  Our School values and Celebration Assemblies which promote our values will also support the teaching of PSHE across the school.

It is also important that PSHE is taught in other areas of the curriculum, not just as a discrete lesson. At Havelock Schools we aim to promote and reflect British Values in all that we do. We pride ourselves on a whole school approach to promoting the spiritual, moral, cultural and social development of our pupils.

Links with SMSC and Fundamental British Values

Our Cornerstones Curriculum puts SMSC and Fundamental British Values at the heart of everything our pupils do. Many of our Imaginative Learning Projects promote aspects of SMSC and FBV. For example, in Year 1 children learn about how to listen others and work cooperatively in the ‘School Days’ project. Whilst in Year 6 pupils learn about discrimination and how to challenge in ‘Maafa’ project.

Impact

The impact of our curriculum will not only be seen in pupils’ work but by looking at the type of people our pupils become. Our pupils will become confident, tolerant, independent and well-rounded individuals who are prepared for life and for their next steps. We want our children to be able to approach a range of real -life situations with confidence and to apply their skills when navigating themselves through modern life.

The impact of PSHE lessons will be measured by:

• Looking at evidence of pupils’ work
• Pupil voice
• Self-assessment
• Looking at achievements of pupils both in and outside of school
• Celebration assemblies – how has the children’s behaviour/learning behaviour improved? What have they achieved this year that they have struggled with before?

·         How children apply their PSHE skills in other subjects and situations they are faced with.

Physical Education 

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At Havelock Schools we believe that every child should have the opportunity to take part in physical activity on a regular basis and become more physically confident and competent, and that Physical Education (P.E), experienced in a safe and challenging way, is essential to children’s wellbeing, physical development and can be essential in developing the ‘whole child’. 

 We hope that, through all the sporting opportunities and physical activity we offer, the children will potentially develop a love and passion for sport and continue this into their later lives. 

In PE lessons, our aim is to make physical activity inclusive and enjoyable for all children. Lessons are differentiated through different challenges and support to suit the needs of all pupils. We aim to develop fundamental skills in our PE lessons and then apply these in a variety of different situations. 

We offer sports festivals as well as competitive opportunities outside of lessons and aim to gain success at external competitions, as we feel it is important to give children the opportunity to compete. We regularly field teams in a variety of sports and often gain successes in local competitions. 

Intent 

At the Havelock Schools, the intent of teaching Physical Education is to allow children to work on the three pillars of progression;  

Motor competence  

Rules, strategies and tactics  

Healthy participation 

 We will provide opportunities for children to accumulate knowledge which is defined as: 

Declarative – the ‘know what’ 

Procedural – the ‘know how’ 

Both are connected and will be taught explicitly. 

We aim to give children the tools and understanding required to make a positive impact in their own physical health and well-being.  

PE can challenge and promote self-esteem through the development of physical confidence and problem solving. It can teach children to cope with both success and failure in competitive, individual and team based physical activities.  We strive to create a culture which aims to inspire an active generation to enjoy PE, encourage each other and achieve. We provide a safe and supportive environment for children to flourish in a range of different physical activities which is essential in supporting their physical, emotional, spiritual, social and moral development. 

Implementation 

At Havelock Schools, Physical Education is taught through the Real PE scheme and supported by the Cambridge scheme of work, both of which offer a coherently planned sequence of lessons to help teachers ensure they have progressively covered the requirements of the PE National Curriculum.  

REAL PE is based on the idea that there are six aspects of learning that a child needs in order to progress: physical, cognitive, health and fitness, creative, social, and personal. REAL PE addresses all these aspects throughout the year through games, challenges, and reflection. A more formal summative assessment spreadsheet is included to help monitor the impact against National Curriculum aims.  

Each unit is mapped against the progression documents to ensure that learners develop detailed knowledge and skills across the full breadth of the PE curriculum through engaging and age-appropriate curriculum content. 

In KS1, the focus of the PE curriculum is on the development of the fundamental skills that will be built upon in KS2 when they are starting to be applied in specific sports and taught using the Cambridgeshire PE scheme alongside Real PE.   

Lessons provide opportunities for physical actions to be modelled, practised and developed.  The structured lesson plans allow time for the children to reflect, review and refine, thus supporting them to improve their skills. 

Physical Activity at Havelock is taught by a combination of class teachers, PE specialists and qualified sports coaches. Children have equal opportunities to take part in a range of sports and physical activities within a supportive environment where effort as well as success is recognised. Children are encouraged to participate in exercise throughout the day during PE lessons, outdoor learning, lunchtime activities (organised by our dedicated Year 6 Sports Crew) and games specific lunchtime supervisors and a full range of before and after school clubs. 

 Impact   

To fulfil our vision by inspiring a generation, at Havelock Schools we motivate children to participate in a variety of sports which are engaging and fun. We inspire children to instinctively utilise skills and knowledge acquired during PE lessons, encouraging them to take responsibility for their own health and fitness thus developing a love of sport leading to a happy and healthy life.  Through PE lessons and physical opportunities children will develop... 

• The ability to acquire new knowledge and skills exceptionally well and develop an in-depth understanding of PE. 
• The willingness to practise skills in a wide range of different activities and situations, alone, in small groups and in teams and to apply these skills in chosen activities to achieve exceptionally high levels of performance. 
• High levels of physical fitness. 
• A healthy lifestyle, achieved by eating sensibly, avoiding smoking, drugs and alcohol and exercising regularly.  
• The ability to remain physically active for sustained periods of time and an understanding of the importance of this in promoting long-term health and well-being.   

• The ability to take the initiative and become excellent young leaders, organising and officiating, and evaluating what needs to be done to improve, and motivating and instilling excellent sporting attitudes in others.  
• Exceptional levels of originality, imagination and creativity in their techniques, tactics and choreography, knowledge of how to improve their own and others’ performance and the ability to work independently for extended periods of time without the need of guidance or support.  
• A keen interest in PE. A willingness to participate eagerly in every lesson, highly positive attitudes and the ability to make informed choices about engaging fully in extra-curricular sport.  
• The ability to swim at least 25 metres before the end of Year 6 and knowledge of how to remain safe in and around water.   

 Curriculum EYFS  

Physical Development is vital in children, enabling them to pursue happy, healthy, active lives. We encourage the physical development of our children in Reception classes, as an integral part of their learning through sensory explorations, focussing on strength, co-ordination and positional awareness. We provide opportunities for play both indoors and outdoors, which supports our children in building core strength, stability, balance, spatial awareness, co-ordination and agility. 

We relate the physical development of the children to the objectives set out in the Early Learning Goals, which underpin the curriculum planning for children aged three to five years of age. Real PE and the Cambridge PE scheme also play a part in the children’s development in PE specific lessons. 

Intent  

Our primary aim within RE is to engage pupil in systematic enquiry into significant human questions which religions and worldviews address, so that they can develop the understanding and skills needed to appreciate, evaluate and appraise varied responses to these questions, as well as develop responses of their own. Religious Education has a significant role for the development of pupils’ spiritual, moral, social and cultural development. It promotes respect and open-mindedness towards others with different faiths and beliefs and encourages pupils to develop their sense of identity and belonging through self-awareness and reflection. The principle aim of RE is to engage pupils in an enquiry approach where they can develop critical thinking skills as well as an understanding and appreciation for the expression of beliefs, cultural practices and influence of principle religions and worldviews in the local, national and wider global community. 

Implementation  

The religious education in our school will contribute dynamically to children and young people’s education in schools by provoking challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human and how this relates to their own experiences. We will do this by offering the following experiences and enrichment opportunities: 

Experiences and enrichment opportunities: 

• handling artefacts 
• exploring scared texts  
• using imaginative play or drama to express feelings and ideas  
• responding to images, games, stories, art, music and dance 

• meeting visitors from local religious communities 
• making visits to religious places of worship where possible, and where not, making use of videos and the internet  
• taking part in whole school events- (multi-faith days, Harvest Festival, school performances) 
• participating in moments of quiet reflection 

• comparing religions and worldviews through discussion 
• debating and communicating religious belief, worldviews and philosophical ideas and answering and asking ultimate questions posed by these  

Impact  

We envision our RE curriculum impacting the children in the following ways:  

• Know about and understand a range of religions and worldviews so that they can:  

• Describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals  
• Identify, investigate and respond to questions posed, and responses offered by some of the sources of wisdom found in religions and worldviews  
• Appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning. 

• Express ideas and insights about the nature, significance and impact of religions and worldviews so they can:  

• Explain reasonably their ideas about how beliefs, practices and forms of expression influence individuals and communities  
• Express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including ethical issues. 
• Appreciate and appraise varied dimensions of religions. 

• Gain and deploy the skills needed to engage seriously with religions and worldviews so that they can:  

• Find out about and investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively  
• Enquire into what enables different individuals and communities to live together respectfully for the wellbeing of all  
• Articulate beliefs, values and commitments clearly in order to explain why they may be important in their own and other people’s lives.  

By the time our children leave primary school we want them to have the skills and knowledge to be able to not only express their views and beliefs but to be able to respect and understand the views of other people locally and worldwide. We want them to have an interest and desire to learn more about the religions and world beliefs in the local, national and wider global community.