- Learning and Curriculum
- RE, Collective Worship, PSHE and P4C (Philosophy for Children)
RE, Collective Worship, PSHE and P4C (Philosophy for Children)In this section...
Religious Education (RE) - Mrs Hannah Nutley is the Subject Leader
The Religious Education curriculum forms an important part of our school’s spiritual, moral and social teaching. RE is a flagship subject for championing and promoting the teaching of thinking skills, British Values and links to PSHE. It provides opportunities for pupils to ask questions, seek answers and develop ideas in a quest to discover more about their own identity and that of others. Within their learning in RE, pupils develop specific attitudes that are open, reflective, and critical and a skill base which allows them to be curious, play with ideas, empathise, listen, imagine, question, make links and reason.
Our teaching and learning styles in RE enable children to build on their own experiences and extend their knowledge and understanding of religious traditions. We use their experiences of religious festivals to develop their religious thinking and encourage children in carrying out research into religious topics. Children discuss religious and moral issues in various group situations, using computing and drama to explore learning further. We also take the opportunities that the teaching of RE provides to promote a positive attitude towards other people, respecting their right to hold different beliefs from their own and towards living in a society of diverse religions
The subject of RE is taught in line with recommendations based on the Sutton Agreed Syllabus set out by the Sutton Standing Advisory Council on Religious Education (SACRE).
Parents have a statutory right to withdraw their children from Religious Education and assemblies. However, because of the benefits of RE within a broad and balanced, inclusive curriculum, we hope that any who may wish to do so will contact the school to discuss any matters of concern before making such a decision.
The SACRE (Standing Advisory Council for Religious Education) syllabus and Long Term Overview for Y1-6 is attached below:
Collective Worship - Mr Charlie Shaw is the Leader
Mr Shaw will be adding to this in 2018, where he recently took on the role of "Collective Worship" Leader.
Personal Social and Health Education - Miss Katie Lucuas is the Subject Leader with Mrs Janine Covey overseeing
Our aim in the teaching and learning of Personal, Social, Health Education (PSHE) is to give our pupils the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active and responsible citizens.
Pupils are encouraged to take part in a wide range of activities and experiences beyond the curriculum, contributing fully to the life of the school and community. We provide a supportive environment where all members of the community are valued and encouraged; positive relationships are seen as important and there is a safe and secure school environment, which is conducive to learning. Finally, through a broad and balanced PSHE curriculum our pupils are prepared for the opportunities, responsibilities and experiences of future and ultimately adult life.
At Barrow Hedges we aim to:
- To help pupils to develop self-confidence and a feeling of worth
- To become increasingly responsible for their own learning
- To help pupils to understand and manage their feelings
- To develop a caring and considerate attitude towards themselves, others and their environment
- To encourage pupils to make healthy, informed choices about their lives
- To develop an understanding of how society works, including rights and responsibilities
Through the teaching of PSHE we ensure that the children adhere to our Core Values which underpin all PSHE teaching at Barrow Hedges.
Scheme of Work
The scheme of work for KS1 and 2 is based on the Social, Emotional Aspects of Learning (SEAL) resources produced by the DfE. Each half term has a set theme, appropriate to the time of year taught and followed by each Year Group. The PSHE scheme of work covers all Year Groups from Year 1 to Year 6. Each Year Group follows the same theme in the same half term, to provide a consistent whole school approach. A long term plan shows how we provide curriculum coverage.
In the EYFS, PSED is taught providing a foundation for future PSHE teaching and learning.
Implementation - Opportunities for Learning
All members of the school community are aware of the themes covered in each half term. Through this awareness ideas, vocabulary and issues are consistent and reinforced in all aspects of school life. Eg. Midday Supervisors are ready to discuss issues with pupils and are aware of the sort of vocabulary being used in class by the teachers.
Teaching of PSHE is taught through 'Philosophy for Children'. Philosophy teaching is timetabled for half an hour per week in KS1 and for 1 hour fortnightly in KS2. Cross curricular links may also mean work related to the PSHE curriculum may be taught at other times:
- Through pastoral care groups
- Through foundation subjects as well as literacy, numeracy and science
- Circle Time sessions
- Through our Cornerstones themes and topics
Other PSHE provision can be seen through:
Assemblies, visits and visitors, Rights Respecting School meetings, special events in school, playtimes, worry boxes, etc.
Why teach PSHE through Philosophy?
Philosophy for children (p4C) is often taken up because of its 'effects'. It is praised for its effects on emotional awareness and thinking skills. Philosophy calls on imagination and reasoning and puts these capacities to work exploring values, assumptions and vital concepts like justice, truth, knowledge and beauty. The Philosophy Circle creates a philosophical community of enquiry, a forum where adults and children can search for meaning together. Children become reasonable in both senses of the word -- they are adept at reasoning and they are open to the reasoning of others.
It is so important for adults and children to talk together in situations where differences can be welcomed and explored. Young people talk to each other and the talk means something. It’s important and memorable. Adults can make classroom talk memorable too, through philosophy.
Philosophy for Children promotes a forum for open dialogue in which participants are not content to exchange ideas and opinions as if they were bits of information. Instead they ask questions, sift arguments and explore alternatives. Above all, they try to understand each other. It is possible to find a philosophical dimension, and so an opportunity for philosophical thinking, in any subject in the curriculum.
Rights Respecting School
Barrow Hedges is just beginning the exciting journey towards becoming a UNICEF recognised Rights Respecting School (RRS). We are very proud of recently being awarded with our Recognition of Commitment certificate, which outlines our plans and journey to becoming a fully accredited Rights Respecting School.
In a Rights Respecting School children and adults work together to ensure that children’s rights are taught, practiced, respected, protected and promoted each and every day. Working towards the award will have a positive impact on learners across the school by supporting them to grow into confident, active and empowered young people.
A steering group comprising of staff and pupils has recently been set up, led by Miss Cameron. Their aim is to take a lead in developing and promoting a ‘Rights Respecting’ ethos throughout our school.
They will plan the activities for the school and ensure that the whole school community is involved and kept up to date. Weekly assemblies, PSHE lessons, display boards and various focus days throughout the year will provide children with opportunity to learn about their rights.
Please follow and support our journey. Key findings, our action plan and half-termly updates will be communicated via the school website and Hedgelines.