Committed to excellent standards of teaching in partnership with a variety of local and national
organisations contributing towards system-wide improvement.
Personal, Social, Health Education (PSHE) & Relationships and Sex Education (RSE)
Intent:
Develop self-awareness and interpersonal skills across the RSE and PSHE curriculum, recognising their application in forming positive relationships and making healthy life choices.
Cultivate empathy, integrity and respect for diversity through community-focused learning, enabling learners to understand their rights and responsibilities as active citizens.
Develop emotional literacy, resilience and personal agency through structured safeguarding principles, enabling learners to navigate an increasingly complex world with confidence and care.
Equip teachers with structured guidance and accessible resources, ensuring the confident and inclusive delivery of sensitive topics to support all learners.
Implementation:
The National Curriculum for PSHE and RSE is taught to all year groups.
A clear progression in knowledge, skills and vocabulary is taught throughout the school to ensure coverage is met; the sequence builds on skills and progression is clear throughout.
Sequencing of units and lessons allows for children to connect previously taught knowledge from across the curriculum to new learning in order to help make connections and understand new learning.
Retrieval lessons and starters are used to activate previously taught knowledge in order to consolidate prior learning and make synoptic links between topics; they are also used as an assessment strategy.
Key vocabulary is shared and discussed at the start of each unit and then revisited in future lessons; it is displayed clearly in the classroom environment.
Teachers assess and adapt learning for all groups of learners, specifically providing support and challenge for learners with SEND and those who are Disadvantaged.
Learning Questions stimulate learners' curiosity and independence.
Lessons provide a range of opportunities for learners to ask questions.
Key Stage 1 utilises collaborative floor books to document shared learning experiences, collective ideas and early reflections; Key Stage 2 learners use individual notebooks to record personal notes, independent reflections and ongoing academic progress.
Impact:
Springfield Citizens develop a deep respect for diverse families, cultures and beliefs, enabling them to build healthy, supportive and respectful relationships both online and offline.
Springfield Citizens understand their physical development and the changes of puberty, acquiring the emotional literacy and self-awareness needed to manage their feelings and care for their bodies effectively.
Springfield Citizens possess the knowledge and confidence to keep themselves safe in various environments, showing a clear understanding of personal boundaries, consent and how to report concerns.
Springfield Citizens grow into active, responsible citizens who understand lawful behaviour, demonstrate moral courage and possess the global awareness to advocate for positive change in their communities.
