PSHE

OUR AIMS

We want our pupils to:

• Respect themselves, respect others, respect all property, and respect their community and the World around them.
• Have a positive attitude that encourages self-belief and confidence
• Achieve high standards in all areas of the curriculum.
• Respond to challenges and seize new experiences whole–heartedly.
• Take an active lead in their own learning and development throughout their life.
• Develop the spirit of enquiry leading to life-long learning.

OUR VISION FOR THIS SUBJECT

PSHE Education (Personal, Social, Health and Economic Education) is a planned programme of learning through which our children acquire the knowledge, understanding and skills they need to successfully manage their lives – now and in the future. As part of a whole-school approach, PSHE Education develops the qualities and attributes pupils need to thrive as individuals, family members and members of society.

PSHE CURRICULUM INTENT  

As part of our PSHE programme we use the Jigsaw 3-11 scheme which holds children at its heart.   Its cohesive vision helps children understand and value how they fit into and contribute to the world.

With strong emphasis on emotional literacy, building resilience and nurturing mental and physical health, Jigsaw 3-11 supports our school to deliver engaging and relevant PSHE within a whole-school approach. Jigsaw lessons also include mindfulness allowing children to advance their emotional awareness, concentration and focus. Our intention is that when children leave Cheswick Green, they will do so with the knowledge, understanding and emotions to be able to play an active, positive and successful role in today’s diverse society.

PSHE CURRICULUM IMPLEMENTATION

Our comprehensive PSHE programme through Jigsaw 3-11 includes statutory Relationships and Health Education, in a spiral, progressive and fully planned scheme of work, giving children relevant learning experiences to help them navigate their world and to develop positive relationships with themselves and others.

Jigsaw consists of six half-term units of work (Puzzles), each containing six lessons (Pieces) covering each academic year.

• Term 1: Being Me in My World
• Term 2: Celebrating Difference (including anti-bullying)
• Term 3: Dreams and Goals
• Term 4: Healthy Me
• Term 5: Relationships
• Term 6: Changing Me (including Sex Education)

Every Piece has two Learning Intentions, one specific to Relationships and Health Education (PSHE) and the other designed to develop emotional literacy and social skills.

• Puzzles are launched with a whole-school assembly containing an original song, with each year group studying the same unit at the same time (at their own level), building sequentially through the school year, facilitating whole-school learning themes.
• The various teaching and learning activities are engaging and mindful of different learning styles and the need for differentiation and the Early Years (EYFS) planning is aligned to the National Early Years Framework (England).
• Each lesson is built upon a Charter which underpins the behaviour and respect that is the basis for each lesson (one is provided within Jigsaw, but children and their teacher can write their own to ensure mutual respect and ownership).
• The lessons then split into 6 parts, all of which should be included in every session to ensure that the learning follows the optimum progression.

Connect us – This is a game or activity designed to be fun and inclusive and to build and maximise social skills. Calm me – This section of the Piece helps children gain awareness of the activity in their minds, relaxing them and quietening their thoughts and emotions to a place of optimum learning capacity.

Open my mind – The Reticular Activating System of the brain filters the many stimuli entering the child’s mind at any given time.

Tell me or show me – This section of the Piece (lesson) is used to introduce new information, concepts and skills, using a range of teaching approaches and activities.

Let me learn –After receiving new information/concepts, children need to manipulate, use, and play with that new information in order for it to make sense to them.

Help me reflect -Throughout Jigsaw, children are encouraged to reflect on their learning experiences and their progress.

Closure – Each Piece needs safe closure. This will always include the teacher praising the children for their effort, positive attitude and achievement, as well as giving one or two sentences to summarise the key learning points for the children.

PSHE CURRICULUM IMPACT

The impact of our PSHE curriculum will:

give pupils the knowledge, skills, and attributes they need to keep themselves healthy and safe and to prepare them for life and work in modern Britain. Children will achieve their academic potential, and leave our school equipped with skills they will need throughout later life.

This is achieved through:

• monitoring the PSHE effectively using scrutiny and moderation of outcomes
• discussions with pupils to ensure impact matches intent
• through summative and formative assessment

EQUAL OPPORTUNITIES IN PSHE

Where children have a physical disability or have SEND, we aim to provide resources and learning experiences that will support their learning in PSHE. We do this by setting suitable learning challenges, responding to each child’s different needs and providing learning opportunities that enable all pupils to make progress.

Activities should be carefully planned by the class teacher and be differentiated where appropriate for children with SEN and equally the more able and Gifted and Talented children. All resources/materials have been reviewed with equal opportunities in mind, e.g. race, gender, ethnicity. Learning experiences in music will be available to every child, regardless of race, gender, class or ability. Pupils will be encouraged to value social and cultural diversity through musical experiences. They will listen to, and participate in, a variety of experiences in a positive and constructive role.

INCLUSION

Inclusion is about every child having educational needs, that every child is special and the School is meeting these diverse needs in order to ensure the active participation and progress of all children in their learning.

We recognise that in all classes, children have differing emotional and social and emotional literacy skills, so we seek to provide suitable learning opportunities for all children by matching the challenge of the task to the ability and skills of the child. We achieve this in a variety of ways:

• setting tasks which are open-ended and can have a variety of responses;
• setting tasks of increasing difficulty;
• grouping children by ability and setting different tasks for each group;
• grouping children in mixed ability groups;
• providing resources of different complexity, depending on the ability of skills of the child;
• using classroom assistants to support the work of individuals or groups of children.