The intent of our RSHE curriculum is to deliver a curriculum which is accessible to all, that will maximise the outcomes for every child so that they know more, remember more and understand more.
At Holy Family our bespoke personal, social, health and economic (RSHE) curriculum known as ‘Get Set for Life’ prepares our children to become healthy, independent and responsible members of a society. It aims to help them understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up. We provide our children with opportunities for them to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society.
Our children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community.
In line with Holy Family’s curriculum intent, PSHE ensures that the ‘Get Set for Life’ curriculum will:
•Develop strong characters in order to be resilient and cope with adversity.
•Develop creative individuals who collaborate and co-operate and can solve problems seeing failure as an opportunity to learn.
•Develop pupils who can think critically and care about their learning so they always do their best.
•Develop pupils who care about their role as part of a family, community and the wider world; encouraging them to feel part of, and to contribute positively to fundamental British values.
•Ensure all pupils have high aspirations.
•Develop a thirst for learning for all pupils
The Scheme of work also includes opportunities to link British Values, SMSC and schools Key skills and learning values into the curriculum.
The sequential curriculum starts in Reception and follows the children through to Year 6. Topics are revisited and built on to ensure that life-skills and knowledge are embedded. The distribution of the lessons complements key campaigns throughout the year such as Alzheimer’s Awareness Week, Anti-bullying Week, Mental health Week and Refugee Week.
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