PSHCE Curriculum

Our PSHE curriculum is based on what we know is best for our pupils. We strive to ensure that all pupils are equipped with the skills and knowledge they need to become responsible, healthy and independent members of society. Our PSHE curriculum aims to teach children from Nursery to Year 6 how to understand their own feelings and respect the feelings and views of others. We want our pupils to develop positive and respectful relationships as they progress through school and eventually into adulthood. Through a variety of activities and on-going discussion, we want pupils to develop resilience and learn coping strategies which will support their physical and mental wellbeing. It is the intent of our PSHE curriculum that all pupils will be able to develop their understanding of the social and moral issues which are relevant to them and today’s society. Through the Jigsaw scheme of learning we strive to create a safe and respectful environment for children to explore their understanding of different issues. We are committed to developing our teaching of PSHE in order to support the ‘Spiritual, Moral, Social and Cultural’ development of our pupils because we want to prepare them as much as possible for their journey into the wider world and to become responsible citizens.

Local and National Guidance
The Education Reform Act of 1988 requires all schools to provide a broad and balanced curriculum that:

  • Promotes the spiritual, moral, social and cultural development of young people at the school and of society
  • Prepares young people for the opportunities, responsibilities and experiences of adult life

‘Every Child Matters’ requires the following outcomes for our young people:

  • be healthy
  • stay safe
  • enjoy and achieve
  • make a positive contribution
  • achieve economic wellbeing

Schools have a statutory duty to promote young people’s wellbeing.
As our school is a place of learning and our intention is to create independent young people, it is essential that we provide the learning to enable our students to take increasing responsibility for these outcomes.

The national curriculum has three aims for all children, to become:

  • Successful learners
  • Confident individuals
  • Responsible citizens

The provision of a comprehensive, developmental PSHE education programme, supported by a curriculum that provides opportunities for personal and social development, set within a ‘healthy school’ that models supportive behaviours and offers opportunities for young people to practise personal and social skills and make real decisions about their lifestyle, is central to our school’s response to these requirements.

Coverage and Progression

Our PSHE education programme recognises that young people will bring prior learning and real life experiences to their learning. Our programme respects and builds on these, providing a programme that reflects both the universal and unique needs of our students. We liaise with local professional agencies to enable us to prioritise learning within our programme and to ensure it is relevant.
We provide PSHE education through the ‘Jigsaw’ scheme of learning. This is a spiral programme that gradually expands and enriches key concepts, increases knowledge, deepens understanding, and rehearses and develops key skills through a thematic approach. Students in all years have discrete lesson time for PSHE.
Where appropriate, the subject is linked to other subjects in a cross curricular way such as:

  • PE (healthy lifestyles)
  • Science (some aspects of drug, SRE and moral awareness)
  • DT food (healthy lifestyles)
  • Drama (often address issues related to PSHE such as peer on peer abuse)
  • English
  • RE (diversity, relationships, moral, social and cultural issues e.g. PREVENT)

 

School assemblies refer to PSHE issues where appropriate and at the start of each term we have a whole school ‘Jigsaw’ assembly to introduce the new theme.
The ‘Jigsaw’ units taught across the year are:

  • Autumn 1 – Being Me in My World
  • Autumn 2 – Celebrating Difference (including anti-bullying)
  • Spring 1 – Dreams and Goals
  • Spring 2 – Healthy Me
  • Summer 1 – Relationships
  • Summer 2 – Changing Me (including sex education)

The aims of PSHE

The provision of a comprehensive PSHE education programme is central to achieving our school’s own aims and objectives and mission statement. PSHE education provides learning that makes an essential contribution to:

  • reducing or removing barriers to learning – by providing learning that promotes positive relationships and thus supports young people in reaching their full potential
  • developing the key concepts, knowledge and understanding, language, skills and strategies that enable young people to make positive lifestyle choices, now and in their future
  • developing the key concepts and skills that both support academic learning (for example, team working that encourages more effective group enquiry) and transcend it (for example, building resilience and developing entrepreneurial skills), and that are essential to employability in a rapidly changing global economy.

 

The values and ethos of the school will not only be made explicit in PSHE education, they will at times be shaped by what happens in PSHE education. It is the planned provision through which we promote both the present and future personal and economic wellbeing of our young people. We like to think that PSHE lessons provide “learning for life” opportunities.

Teaching and Learning

The PSHE education programme is taught within a safe and supportive learning environment, where young people can develop the confidence to ask questions, challenge the information they are offered, contribute their own experience, views and opinions, and put what they have learned into practice in their own lives.

To facilitate pupils’ learning in PSHE:

  • Attention is given to developing a safe and secure classroom climate (via use of ground rules in all years, with confidentiality boundaries clearly stated. The ‘Jigsaw Charter’ is a starting point for this).
  • The purpose of each lesson is made clear
  • Clear success criteria are used
  • Appropriate learning experiences are planned and meet the needs of all the pupils in the class-they are planned to be age appropriate and to respond to local needs
  • Learning experiences draw on pupils’ own experiences or existing knowledge, and provide a range of opportunities for pupils to learn, practise and demonstrate skills, attitudes and knowledge and understanding 
  • Time is given for pupils to reflect, consolidate and apply their learning
  • Pupils are encouraged to take responsibility for their own learning and to record / reflect on their own progress
  • A wide range of active teaching and learning methods are used to include many team games / role plays / card games / activities in the third person
  • Information provided is realistic and relevant and reinforces positive social norms. It takes a positive approach that does not attempt to induce shock or guilt and focuses on what young people can do to be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic wellbeing
  • It is always stressed however, that most importantly what they learn within the classroom, needs to be applied out of school when students are ready / need to apply their learning

 

The PSHE education programme is just one part of what we do to help young people develop the knowledge, skills, attitudes and understanding they need to fulfil their potential. The learning provided by the PSHE education programme supports and is supported by other curriculum areas, cross-curricular learning opportunities, the school’s commitment to providing a ‘Healthy Schools’ climate and culture, and the pastoral system.
We are committed to providing a setting where the responsible choice becomes the easy choice. The personal and social development of young people is the responsibility of all staff, in partnership with families and the wider community.

Enrichment within PSHE

We have assemblies and celebrations throughout the year which bring the whole school together to explore different aspects of PSHE. Alongside our half-termly Jigsaw assemblies, we also engage pupils in; ‘Internet Safety Week, Anti-Bullying Week, International Kindness Day, Walk to School Week together with fundraising events for Children in Need, Sport Relief and MacMillan Support. Our weekly themed assemblies often include learning about inspirational role models and how they overcame adversity through applying positive personal attributes to difficult situations. Our ‘Out of this World’ assemblies celebrate behaviours for learning and encourage children to see the value in being resilient, motivated and determined. School trips including PGL also contribute towards elements of PSHE development.

PSHE Curriculum Planning

During the EYFS pupils gain confidence in trying new activities, saying why they like some activities more than others. They grow in confidence to speak in a familiar group and can identify a safe person to talk to in school if they are worried or upset. They will talk about their ideas, and will choose the resources they need for their chosen activities. They develop independent skills, say when they do or don’t need help and start to understand how to lead a healthy lifestyle regarding food. They notice and can talk about the effect that exercise has on their body.

Pupils explore and talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They develop skills to work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.

Pupils spend time playing co-operatively, taking turns with others. They begin to learn to take account of one another’s ideas about how to organise their activity. They start to show sensitivity to others’ needs and feelings, and start to form positive relationships with adults and other children.

During key stage 1 pupils learn about themselves as developing individuals and as members of their communities, building on their own experiences and on the early learning goals for personal, social and emotional development. They learn the basic rules and skills for keeping themselves healthy and safe and for behaving well. They have opportunities to show they can take some responsibility for themselves and their environment. They begin to learn about their own and other people’s feelings and become aware of the views, needs and rights of other children and older people. As members of a class and school community, they learn social skills such as how to share, take turns, play, help others, resolve simple arguments and resist bullying. They begin to take an active part in the life of their school and its neighbourhood.

During key stage 2 pupils learn about themselves as growing and changing individuals with their own experiences and ideas, and as members of their communities. They become more mature, independent and self-confident. They learn about the wider world and the interdependence of communities within it. They develop their sense of social justice and moral responsibility and begin to understand that their own choices and behaviour can affect local, national or global issues and political and social institutions. They learn how to take part more fully in school and community activities. As they begin to develop into young adults, they face the changes of puberty and transfer to secondary school with support and encouragement from their school. They learn how to make more confident and informed choices about their health and environment; to take more responsibility, individually and as a group, for their own learning; and to resist bullying.

Pupils with special educational needs (SEN), inclusion and differentiation to all

PSHE education must be accessible for all pupils. High quality teaching that is differentiated and personalised will be the starting point to ensure accessibility. Teaching will link with particular targets pupils are working towards as set out in Educational and Health Care (EHC) planning and will also be mindful of preparing for adulthood outcomes (PfA outcomes).

Jigsaw is written as a universal core curriculum provision for all children. Inclusivity is a key part of its philosophy. Teachers understand the need for differentiation and tailor each lesson to meet the needs of the children in their class. To support this differentiation many Jigsaw lessons suggest creative learning activities allowing children to choose the media they work with and give them scope to work to their full potential. Jigsaw provides a wide range of additional support materials and guidance to ensure the needs of all children are met. These principles also apply to other linked subjects to ensure that all pupils can access an engaging curriculum and make good levels of progress.

Equal Opportunities

PSHE promotes the needs and interests of all pupils irrespective of gender / sexual orientation, culture, ability or aptitude. Good quality work to the best of their ability is the target for everyone. We promote social learning and expect our pupils to show a high regard for the needs of others. PSHE is a good vehicle for addressing both diversity and gender issues and ensuring equal opportunities for all.

Confidentiality, Safeguarding and Dealing with Sensitive Questions

All staff members have up-to date training with regard to Safeguarding and online safety. If a pupil asks a particularly sensitive question, staff will deal with this outside of the lesson but an agreed holding statement will be used. For example, ‘that is a really interesting question and I need time to think because I want to give you a really good answer.’ This then allows staff to follow a number of options. These include:

  • Further questioning of the pupil with another member of staff present asking them for interpretation of the question they asked.
  • Time to consult with colleagues to construct an appropriate answer or
  • Liaise with pupil’s family, and obtain information about where to get further help or
  • If the matter is considered a potential Safeguarding issue, the staff member responsible for this will be notified.

Teachers are aware that sometimes disclosures may be made during these sessions, in which case Safeguarding procedures will be followed immediately. Sometimes it is clear that certain children may need time to talk one-to-one after a Jigsaw session. We recognise the importance of allowing the time and appropriate staff for this to happen.

Working with external agencies

Working with external contributors can enhance teaching and provide additional skills and knowledge. This is prepared for carefully in advance to ensure planning and delivery of sessions is age appropriate and to discuss any materials which may be used. A teacher will always be present during these sessions. ‘The Partners in School’ form can be used when planning and evaluating the input of an external contributor.

We have a very effective partnership with ‘Big Talk’ who visit once a year to support our pupils’ developing awareness of their own bodies and how to keep themselves safe. ‘Big Talk Education’ is a leading UK sex education social enterprise working with schools across the UK.The ‘Big Talk’ facilitators work with parents and teaching staff to ensure that children receive high quality sex education which is taught in an age appropriate way to help keep them safe, healthy and happy.
https://www.bigtalkeducation.co.uk/bigtalk-education/

Resources

Our main teaching resource is ‘Jigsaw’ which provides a range of resources including lesson plans, photographs, power point slides, music and songs and on-going online support through ‘the Jigsaw Community’ section on their website.

Assessment, recording and reporting

Each lesson contains a formative assessment activity for teachers to assess children’s current level of understanding. At the end of each unit, teachers will use summative assessment to determine whether children are ‘working towards/working at/working beyond’. This will be based on the formative assessment activities, written work in journals and the assessment activities in the final lesson of each unit.