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The Oaktree School

Inspiring Everyone to Learn

Life Skills, including Health and Relationship Education

Curriculum

Intent

‘The Oaktree Way - To care for everyone and everything’

Personal, Social, Health and Economic (PSHE) Education refers to the process through which children learn to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

The core skills are -

  • Self-awareness
  • Self-management
  • Social awareness
  • Relationship skills
  • Responsible decision making

Our aim is to promote the social and emotional health and wellbeing of children at The Oaktree School by giving access to all social and emotional aspects of learning. We recognise that social and emotional skills are developmental over time and by focusing on self-awareness, managing feelings, empathy, social skills and motivation, we aim to enhance teaching and learning of all children. 

Staff are consistent in supporting this throughout the school day.  Personal, Social and Emotional Development (PSED) is a Prime Area of EYFS and Key Stage 1 classes have weekly discrete lessons as well as opportunity to discuss and embed learning throughout the day.  At the Oaktree School, these lessons are known to the children as “Life Skills".

In addition to Life Skills Lessons we -

  • Teach and model our School Values
  • Use emotional coaching and check-ins to expand children’s emotional vocabulary and support them express emotions
  • Use the explicit teaching of self-regulation calming strategies and positive self-talk to help deal with intense emotions
  • encourage children to develop a healthy growth mindset
  • Use circle time opportunities to talk about every day situations and scenarios
  • appoint a dedicated trained School Emotional Literacy Support Assistant (ELSA)
  • provide opportunities for children to learn about their rights and responsibilities and appreciate what it means to be a member of a diverse society.
  • encourage children to develop a sense of self-worth by playing a positive role in contributing to school life and the wider community through our School Councils and responsibilities.

Implementation

At The Oaktree School we use a whole school approach using the SEAL programme as a guideline for planning for Life Skills lessons. This is an explicit, structured, whole-curriculum framework and resource for teaching social, emotional and behavioural skills to all children. This curriculum resource aims to develop the underpinning qualities and skills that help promote positive behaviour and effective learning. It focuses on five social and emotional aspects of learning: self-awareness, managing feelings, motivation, empathy and social skills.

The materials are organised into seven themes: New beginnings, Getting on and falling out, Say no to bullying, Going for goals!, Good to me, Relationships and Changes. Each theme is designed for the whole school and we include a whole school assembly, using the suggested activities in the different areas of the curriculum.

Teachers will deliver the PSHE curriculum in a way that allows children to explore varying viewpoints by ensuring that information is unbiased and impartial. Potentially sensitive questions from children within lessons will be answered by teachers in a factual way.

ROCK rules are used to provide a safe learning environment through clear ground rules which are made explicit to the children and reinforced consistently.

Respectful of what everyone has to say despite whether they agree or not.

Open to discuss the issue but at the same time understand they everyone has the right to privacy if they wish.

Confidential.

Kind in any discussion.

Impact

Children’s understanding, knowledge and skills are assessed through observation, discussion and questioning and participation in groups. Children will be involved in self-assessment e.g. talking about their own experiences and in special assemblies celebrating achievement. Children will be rewarded in line with school policy e.g. house points, stickers, certificates in Celebration Assembly and special event assemblies.

Assessment is an on-going process through:

  • informal observation of children working and during break/play time and other unstructured play opportunities;
  • discussion with children;
  • formal assessments and recording across the curriculum.

All year groups plan lessons to ensure that the children develop their understanding of the subject, building on previous knowledge as designed through the SEAL resource. As a result of high-quality teaching and engaging experiences, children are well prepared for the next stage in their education.