PSHE Associationscheme of Work Planning Toolkit

Please note: these medium term planning grids are draft versions intended for piloting. Final versions will be published in due course as part of the forthcoming PSHE Association Scheme of Work Planning Toolkit for key stages 1 and 2.

Draft extract

PSHE AssociationScheme of Work Planning Toolkit

For Key Stage 1 and Key Stage 2: Health and Wellbeing

YEAR BY YEAR MEDIUM TERM PLANS

The PSHE Association is currently designing a scheme of work planning toolkit for key stages 1 and 2 to support teachers in planning a personalised and flexible scheme of work, based on the PSHE Association programme of study, which can be adapted to meet the needs of pupils. We are making available a draft of the medium term grids for each year group for core themes 1 and 2 (Health and Wellbeing and Relationships) to give members an opportunity to pilot the materials over theAutumn term.
We would welcome feedback on these draft materials by the end of September. Please email and put ‘Feedback on primary toolkit’ as the subject line.

An overview of the primary scheme of work planning toolkit

How to use the draft extract from the Primary Scheme of Work Planning Toolkit

Essential Skills

Long Term Plan

Sessions

Incorporating Assessment

What type of assessment do we need?

Medium term planning grids

Year One

Year Two

Year Three

Year Four

Year Five

Year Six

An overview of the primary scheme of work planning toolkitThe final planning toolkit will comprise:

1. An overview of PSHE education and long-term planning which will suggest how you might develop,over the course of the year,pupils’ knowledge, skills and understanding, through schemes of work based on the PSHE Association Programme of Study for PSHE education. The Programme of Study is divided into three core themes: Health and Wellbeing, Relationships and Living in the Wider World. For the purposes of the planning toolkit, each core theme has been divided into 3 topic areas:

Overview for Key Stages 1 and 2

Core Theme 1: Health and Wellbeing

Core Theme 2: Relationships

Core Theme 3: Living in the Wider World

Topic areas:Healthy lifestylesKeeping safeGrowing and changing

Topic areas:Healthy RelationshipsFeelings and emotionsValuing difference

Topic areas:Rights and responsibilitiesTaking care of the environmentMoney matters

2. A section on medium term planning which will provide grids for each year group, taking the learning opportunities from the Programme of Study (the numbered points under each core theme) and identifying suggested learning objectives and intended learning outcomes for each series of lessons within the topic areas. Where these are expressed in fairly general terms, it is because the precise nature of the outcomes will depend on the specific teaching and learning activities chosen. The medium term grids will also reference the essential skills that are being developed by pupils and include additional guidance to support the learning objectives.

3. A section on short term planning which will provide a lesson plan template and a ‘checklist’ to ensure the components of a high quality PSHE lesson are in place.
This document is a draft extract from the medium term planning section.

©PSHE Association 2015

How to use the draft extract from the Primary Scheme of Work Planning Toolkit

The toolkit is designed to support teachers in planning personalised and flexible schemes of work for PSHE education which can be adapted to meet the learning, social and emotional needs of pupils.

The toolkit suggests how you might develop pupils’ knowledge, skills and understanding based on the Key Stage 1 and Key Stage 2 Programme of Study for PSHE education, which is divided into three core themes: Health and Wellbeing,Relationships (both of which are published in this draft document) and Living in the wider world, to be made available after the pilot.

For each year group there is a series of grids, with each grid outlining a session or series of sessions covering one or more of the learning opportunitiesin the Programme of Study (the numbered points under each Core theme). The grids provide suggestedlearning objectives (what we intend the learners to learn) and intendedlearning outcomes (what they will be able to do as a result of the learning) for that session or series of sessions, with an indication of how many sessions would be required to achieve the objectives. Where the learning outcomes are expressed in fairly general terms, it is because the precise nature of the outcomes will depend on the specific teaching and learning activities used. It is important that schools do not attempt to cover all of the suggested content contained in this toolkit. Instead, we encourage schools to select content that is relevant to their pupils and use this as a context through which to explore the overarching concepts and to develop the essential skills and attributes outlined in the programme of study.Grids are provided to cover most or all of the learning opportunities from the programme of study in every year group, to allow teachers to select the learning that is most appropriate for their pupils. Many of the session objectives and intended outcomes are similar in consecutive years. It is not intended that teachers will cover everything in these grids in each year group.

This toolkit is not definitive and schools should adapt and enrich it as they feel appropriate, including relocating learning in different year groups or key stages where appropriate to pupils’ readiness or needs. Due to the overlap between different year groups, it may only be necessary to teach some of the learning opportunities in one year group. For example, some of the sessions can be taught in either year 1 or 2, or either year 3 or year 4. Where appropriate, reference to this has been made on the grids.

Essential Skills

The medium term grids also identify the essential skills (interpersonal, intrapersonal and skills of enquiry) that might be developed, used and appliedthrough each learning opportunity. There may be additional or alternative skills which the teacher, who has the knowledge of the specific needs of the class, may choose to focus on. Please read the Essential Skills documentwithin the full toolkit for further information. For each learning opportunity there is also additional guidance included to support the learning objectives and teacher’s knowledge and understanding. Where appropriate, links to lesson plans have been included, as have suggestions for useful websites or story books. Please note, as this is a draft, the ‘Additional guidance’ section is not necessarily complete with all links inserted, references and suggested story books listed.

Long Term Plan

The following is an example of a long term plan which revisits some of the core themes through the first two terms. This model takes into account progression and development of pupils’ understanding of the overarching concepts and development of essential skills. Topic areas are arranged into half-term ‘chunks’. These can be adapted to suit your school’s planning requirements. There are approximately 10 sessions for each term for each year group, although again, this is flexible according to your programme.

Autumn Term (1)
Core Theme: Relationships / Spring Term (1)
Core Theme: Health and Wellbeing / Summer Term (1)
Core Theme: Living in the wider world
TOPICS for this half-term: / TOPICS for this half-term: / TOPICS for this half-term:
Feelings and emotions
Healthy Relationships / Growing and changing
Keeping safe / Rights and responsibilities
Taking care of the environment
Autumn Term (2)
Core Theme: Health and Wellbeing / Spring Term (2)
Core Theme: Relationships / Summer Term (2)
Core Theme: Living in the wider world
TOPICS for this half-term: / TOPICS for this half-term: / TOPICS for this half-term:
Healthy Lifestyles
Keeping safe / Feelings and emotions
Valuing difference / Money matters
Taking care of the environment

Sessions

A suggested number of sessions is included for teaching each of the learning opportunities. Obviously, the time available for these sessions will differ from school to school, however the suggestion is based on sessions is one hour in length. Whilst it is always important for PSHE education lessons to be pacy, it is equally important to meet the needs of your pupils. More may be gained from spending longer on an in-depth exploration of an activity that has fired up discussion and imagination, so long as you are comfortable leading the discussion and feel pupils are progressing towards the lesson objectives. When this is the case, it may be more appropriate for your group to extend the session. Alternatively, the number of sessions should be adjusted according to the needs of your pupils. Every group of pupils in every school will have different starting points and needs, so inevitably the suggested learning outcomes will need to be adapted by teachers for their pupils. This might include differentiating to allow all pupils to access the learning activities, or modifying intended learning outcomes, as appropriate for individual pupils’ needs and circumstances.

Often the starting point for lesson planning in PSHE education is an activity or particular resource, rather than starting with a clear picture of what we want the learners to learn and then finding activities and resources that help us achieve our objectives. If we take thelearning objectives and intended learning outcomes as our starting point, it is much easier to ensure a progressive, coherent programme, as well as ensuring that appropriate assessment for and of learning is incorporated and not an ‘add-on’. It is important to note that it is not expected that every session within the toolkit is taught, rather that teachers use the learning opportunity grids that are appropriate and relevant to plan a progressive programme according to the needs of their pupils.

Incorporating Assessment

Assessment should be an integral part of teaching and learning, rather than a ‘bolt-on’ so it is important that when we are planning sessions we think about our priorities for assessment, why we are assessing a piece of learning, who is the most appropriate person to measure the learning and what evidence we need to make judgements about the learning.

It is important that we assess learning and progression in PSHE education because:

young people have a right to know how they are doing and how to improve in every subject;

teachers need to know how learners are progressing, in order to inform future teaching and learning;

used effectively, assessment for learning improves teaching and learning;

assessment results in higher expectations of teaching and learning;

it raises standards in and status of the subject;

the school leadership team, parents, governors and inspectors need to see the impact PSHEeducation is having for learners. If we do not assess learning in PSHE education, then all we can do is describe what we do but not what impact it has.

When integrating assessment into our planning, we need to bear in mind what assessment in PSHE education needs to achieve. It needs to:

measure all learning that has value in PSHE education, and not value only those aspects that are easy to measure;

reflect evidence of progress in skills as well as knowledge and understanding;

not judge the worth, personality or value of an individual or their family;

involve learners as partners in the assessment process;

reflect the learning and achievements of alllearners and the range of learners’ learning styles.

What type of assessment do we need?

One way we can divide assessment is into ‘Baseline (or needs) Assessment’, ‘Assessment of Learning’ (summative) and ‘Assessment for Learning’ (sometimes used interchangeably with ‘Formative Assessment’ although these are not exactly the same). There is a place for all three types of assessment in PSHE education, although it is important that ‘Assessment for Learning’ is built into and forms a central part of everything we do as PSHE education teachers.

Assessment for learning is used in PSHE education to promote learning. It:

•actively involves learners in their own assessment;

•involves sharing learning objectives with learners;

•helps learners know and recognise what they are aiming for;

•uses effective questioning techniques;

•involves both teacher and learner reviewing and reflecting on collected assessment information;

•provides feedback, which leads to learners recognising their next steps and how to take them;

•promotes confidence so that everyone can improve.

Assessment of Learning (Summative assessment) is used in PSHE education to:

•summarise what has been learnt at a given point in time and is generally carried out at the end of a piece or unit of work;

•tell us where learners are (although it doesn’t identify the source of any learning difficulty or suggest strategies for improving);

•provide evidence for reporting to parents and others and in developing future learning goals;

•celebrate achievement and success for learners and schools.

Starting from where the learners are is a key principle of effective PSHE education. Baseline assessment is therefore extremely important for us.

Baseline assessment is used in PSHE education to:

•identify what is already known;

•clarify learning needs;

•identify any special educational needs;

•determine where to start;

•decide how the work should be developed, including selecting appropriate language and resources.

It is most important when using this toolkit that teachers incorporate a baseline assessment before planning and teaching a series of lessons. This will establish the learners’ starting point and will allow for the adaption of leaning outcomes according to the pupils’ needs.

Who should assess: the teacher, the learner, or their peers?

Teacher-assessment:

•involves the teacher identifying, monitoring and making judgements about aspects of each learner’s learning;

•is about teacher observations and reviews of pupils’ work and contributions to discussions and activities;

•may involve baseline, formative and/or summative forms of assessment and be done formally or informally.

Self-assessment:

•involves learners in taking responsibility for making judgements about aspects of their own learning, setting targets relating to specific goals, and understanding what they need to do to make progress;

•can be used to assess the ‘end results’ but it is also a learning process in itself, so it can be both formative and summative.

Peer-assessment:

•provides a useful way of encouraging learners to make judgements about the knowledge, understanding, skills, confidence and participation of their peers;

•helps individuals to clarify their own ideas and understanding of both the learning intention and the assessment criteria, and provides opportunities for them to give constructive feedback to their peers;

•offers one of the deepest learning experiences (especially if the learners have helped construct the success criteria).

Medium term planning grids

Core theme 1: Health and wellbeing

(Topic areas: Healthy lifestyles; Growing and changing;Keeping safe)

Year One

Key Stage 1 Core Theme 1: Health and Wellbeing

Topic: Healthy Lifestyles

Aim of these sessions: To understand what constitutes a healthy lifestyle including the benefits of physical activity, rest, healthy eating and dental healthLearning opportunity number 1 Suggested number of sessions: 2

Year One
Objectives:
To learn:about some of the things that keep our bodies healthy (physical activity, sleep, rest, healthy food) / Learning Outcomes:
The learner will be able to:

Identify some ways of taking care of themselves
List favourite foods and say which ones are important to keep them healthy and which ones need to be eaten in moderation
Talk about how physical activity, sleep and exercise helps their bodies to grow and helps them to feel well

Essential skills:
Active listening
Self-reflection
Make decisions and choices / Key Questions:

What do we think we need to do to keep ourselves healthy?
What do we do during our day that keeps us healthy?
What do we think healthy people do and don’t do?
What things can we do when we feel good and healthy?

Additional Guidance:Stories or information books on the theme. Ketchup on Your Cornflakes by Nick Sharratt could be used for an engaging start to the session.Be aware that some pupils are in family circumstances that make it difficult to ensure that they can follow a healthy lifestyle or may have family members who have serious health-related illnesses.
During Key Stage 1, pupils are beginning to evolve their self-image, this is an opportunity to help them feel good about themselves.It is important for pupils to know that exercise might not make you feel well at the time, but that the ‘well’ feeling may come later.It is best practice to talk about ‘healthy.’ food and ‘not-so healthy’ food, rather than ‘good food’ and ‘bad food’

Key Stage 1 Core Theme 1: Health and Wellbeing

Topic: Healthy Lifestyles

Aim of these sessions: To recognise what they like and dislike (how to make real and informed choices that improve their physical and emotional health), and that choices can have good and not so good consequences

Learning opportunity number 2 Suggested number of sessions: 2

Year One
Objectives:
To learn:

about what they like and dislike
about what it means to make a choice
how choices can improve how they feel and look

/ Learning Outcomes:
The learner will be able to:

describe what they like and what they dislike
recognise what a choice is
identify some choices they can make
recognise choices have consequences

Essential skills:
Active listening
Make decisions and choices
Drawing conclusions / Key Questions:

What do we like to do that makes us feel good?
What choices do we make during our day?
Why do we make these choices?
What if we chose something else?
How would this make us feel?

Additional Guidance:Stories where the young characters make choices that lead to consequences, e.g.: Goldilocks. This group of lessons may be taught before the healthy lifestyle lessons, learning opportunity 1, so that pupils can talk about informed choices as an important part of a healthy lifestyle.
Ensure ground rules or a working agreement is in place so that pupils have a safe environment in which to reflect on the impact of their choices.An informed choice means using what the pupil already knows to inform their choice or decision.SEAL theme: Changes Years 1 and 2 Blue set

Key Stage 1 Core Theme 1: Health and Wellbeing

PSHE Associationscheme of Work Planning Toolkit

Draft extract