PSHE

The Curriculum Intention

The Lawnswood School PSHE Curriculum aims to provide students with life skills for the future. We deliver information across 3 keys strands. These being living in the wider world, health and well-being and relationships. The curriculum strives to be proactive and ever changing to maintain its up to date and relevant status. Students are delivered a plethora of information to allow them to make informed choices in risk taking situations as well as daily life. It is designed to filter into everyday life within the Lawnswood community via morning registration, assemblies, weekly themes and set curriculum lessons. We work closely with specialists from the council to ensure resources and information is kept up to date in relation to city wide issues as well and our school.

The Implementation; how the Lawnswood Links are addressed

Downloads

PSHE calendar 2021-2022
Lawnswood MTP Years 7-11

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Confidence

KS3

We follow a set progressive timetable across all forms within the KS to support consistency in delivery, provide a rounded experience and help prepare students for KS4 and beyond.
We liaise with the council and other schools to make sure that the materials delivered to students are up to date and current.
Staff are offered opportunities to attend CPD and are encouraged to have a specialised area to support other colleagues.
Best practice is shared amongst colleagues within the year teams and materials are shared.
In house CPD is shared on sensitive areas – some whole school, some optional drop ins.
Each lesson is taught to build on the next which will then progress throughout each year.

KS4

Same as However some more sensitive and mature topics delivered. Staff supported prior to delivery and materials given to support quality and consistency.
Topics given to tutors the year ahead to allow for
Students to evidence learning within their books as a brief

Mindmate

Students throughout their learning journey will complete sessions using the MindMate scheme. This is a spiral SEMH curriculum from KS1 to KS4. It is divided into 6 themes covering issues that children may be presented with and experience in their lives:

Feeling good and being me
Friends and Family
Life Changes
Strong Emotions
Being the same and being different
Solving Problems

Ambition

Students will be given opportunities to access further career enrichment opportunities such as university visits. Students will discuss careers throughout the program and also will discuss finances in relation to further education. Students Will look at other relating topics such as the impact of having children early on their careers. Any content covered will have a focus or questions as to how it may affect your prospects.

Communication

Literacy is developed at KS3 through Oracy, students are encouraged to use technical language to discuss topic areas and debate. Through Oracy, teachers encourage correct terminology of key vocabulary and full sentences to be used in answers in order to support literacy development. Students write a reflection and where possible are encouraged to write full sentences either in bullet point form or continuous pros. Various methods are applied: written articles, quotes, audio/videos etc.

Key Stage 3 Assessment Rationale	PSHE
How progress is tracked	Students' progresses are tracked via their form tutors. Students are given a chance at the start of the lesson to reflect current knowledge of the topic area either using mind maps or other identified reflective and assessment strategies identified by the PSHE association this is revisited at the end of the lesson to demonstrate the journey made throughout the lesson. All students' efforts are logged and sent to parents within their report.
How Developing/Meeting/Exceeding is determined	Tutors to report an ATL on SIMS. This score is 0-3. 3 being outstanding, 2 being good, 1 requires improvement and 0 being unsatisfactory. This information is then shared with parents. Verbal continuous feedback will also be given throughout. Students are challenged via targeted questioning.
How students are stretched and challenged	Some students are signposted as ambassadors to further develop their interest within the subject area. Some students are signposted to lead discussions. At times students will be allocated to lead assemblies where appropriate. Within the lesson plans themselves students will have a range of tasks to attempt as well as a variety of ways to approach their answers or presentation of information. The lesson plan will offer differentiated tasks which will allow greater depth to be demonstrated by certain students.
How intervention is provided to Developing students	Students struggling with certain areas of the curriculum with be identified to tutors. External support will be brought in for specialist support as well as our internal pastoral and student support workers. Students will assess their knowledge and identify areas which they feel they would still like further knowledge or support with. Students developing will also likely have intervention from the year team and depending on the area to develop may be signposted to relevant bespoke support or agencies.