We are committed to equipping the children in our care with the qualities and skills they need to become “happy, articulate, resilient, agentive people with the capacity to embrace whatever future they eventually inhabit” (Debra Kidd, 2014) – that is, we hope for them to become accomplished self-managers who are able to access ‘life in all its fullness’.
For us this means “people who are flourishing…
- people who have the wherewithal to shape their own life well;
- people who take a delight in learning;
- people who are compassionate, who appreciate the value and preciousness of each and every person and all life on earth;
hence people who help to make the world a better place.” (Minchinhampton Primary Academy School Vision, 2019-2024)
The teaching of PSHE supports and upholds this vision, playing a crucial role in preparing young people for the challenges facing our planet and life upon it.
“[It] gives pupils the knowledge, skills, and attributes they need … to manage their lives, now and in the future. These skills and attributes help pupils to stay healthy, safe and prepare them for life and work in modern Britain. When taught well, PSHE education helps pupils to achieve their academic potential, and leave school equipped with skills they will need throughout later life.” (PSHE Association, 2020d).
As educators, we have a collective duty to prepare our children to take their place in an increasingly fast-paced, globalised and diverse society. We are responsible for developing the children’s resilience and critical thinking skills, so that when they are faced with ecological, financial, professional and personal challenges, they are well equipped and confident in their own abilities.
We wish for our children to be “…less plagued by issues of confidence, self-doubt and low self-esteem” (Wilkinson & Pickett, 2019).
Establishing a strong ‘growth mindset’ is key in developing the children’s resilience. “Life isn’t perfect – any failures you have are actually learning moments. They teach us how to grow and evolve.” (Phillipa Soo).
If children are “…taught how to think, not what to think” (Margaret Mead), their physical and mental wellbeing becomes much more within their control.
“To be calm becomes some sort of revolutionary act. To be happy with your own non-upgraded existence. To be comfortable with our messy, human selves, would not be good for business.” (Matt Haig).