Personal, Social, Health and Economic Education (PSHE)
RSHE Education (Relationship, Social, Health and Economic Education) is a planned programme of learning through which children and young people 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, RSHE Education develops the qualities and attributes pupils need to thrive as individuals, family members and members of society.
|The National Curriculum Personal, Social, Health and Economic (RSHE) Education|
PSHE Consultation Process
As some of you may already be aware, Relationships and Sex Education (RSE), along with Health Education, will soon become a statutory part of the National Curriculum. This change was due to begin as of September 2020 but due to the COVID-19 pandemic, schools have been given longer to bring this into their curriculums.
Schools are required to consult with parents when developing and reviewing their policies for Relationships and (RSE), which will inform schools’ decisions on when and how certain content is covered. We would really appreciate it if parents could read through the policy and guidance and share your thoughts with us.
|Relationships Education Relationships and Sex Education RSE and Health Education 2020||[pdf 577KB]|
Statement of Intent
At St Mary’s PSHE is at the core of what we do and enables our children to
become independent, confident, healthy and responsible members of society, as well as developing the “whole child” intellectually, morally, socially and spiritually. Through our whole-school approach to PSHE, it is our belief that excellence in these areas will lead to excellence across the curriculum and beyond in later
life. PSHE is taught across the school from FS1- Year 6 on a weekly basis and as a school, we follow the Jigsaw PSHE scheme. Our PSHE curriculum equips children with relevant and meaningful content, which is supported through a strong emphasis on emotional literacy, building resilience and nurturing mental and
physical health. With an ever changing society, we are able to provide our children with a strong understanding of the diverse world around them and support them in playing a positive role in contributing to the school and the wider community. Weaving through the heart of our PSHE teaching, is a commitment
to enhancing and promoting our core Christian Values; Compassion, Respect, Courage and Humility. We follow and incorporate out SCARF principles consistently throughout school.
Personal, social and health education (PSHE) and citizenship enables children to become healthy, independent and responsible members of society. The curriculum delivered in school aims to develop children's confidence, self-esteem and awareness to:
- actively promote fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs;
- promote tolerance and respect of all faiths (and those with no faith), cultures and lifestyles through effective spiritual, moral, social and cultural development;
- make the most of their abilities;
- play an active, positive role as citizens in a democratic society;
- understand and develop good relationships with each other and all members of the school and wider community;
- have respect for each other and the differences between people;
- develop a healthy and safe lifestyle;
- make informed choices regarding personal and social issues – be responsible members of the school community.
Statement of Implementation
Our whole curriculum is shaped by our school vision which aims to enable all children, regardless of background, ability, additional needs, and to flourish to become the very best version of themselves they can possibly be.
There are six Puzzles (half-term units of work) each with six Pieces (lessons). Every year group studies the same Puzzle at the same time (sequentially ordered from September to July), allowing for whole school themes and the end of Puzzle product, for example, a display or exhibition (like the Garden of Dreams and Goals) to be shared and celebrated by the whole school. Each year group is taught one lesson per week and all lessons are delivered in an age- and stage-appropriate way so that they meet children’s needs. Find these materials on the follow link https://jigsawpshe.online/
What is Jigsaw, the mindful approach to PSHE, and how does it work?
Jigsaw is a whole-school approach and embodies a positive philosophy and creative teaching and learning activities to nurture children’s development as compassionate and well-rounded human beings as well as building their capacity to learn. Jigsaw is a comprehensive and completely original PSHE Education programme (lesson plans and teaching resources) for the whole primary school from ages 3-11. Written by teacher and psychotherapist, Jan Lever MBE (services to education) and teachers, and grounded in sound psychology, it also includes all the statutory requirements for Relationships and Health Education, and Sex Education is also included in the Changing Me Puzzle (unit).
Jigsaw has two main aims for all children:
• To build their capacity for learning
• To equip them for life Jigsaw brings together PSHE Education, compulsory Relationships and Health Education, emotional literacy, mindfulness, social skills and spiritual development.
It is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time at their own level. There are six Puzzles (half-term units of work) and each year group is taught one lesson per week. All lessons are delivered in an age- and stage-appropriate way so that they meet children’s needs.
Each Puzzle starts with an introductory assembly, generating a whole school focus for adults and children alike. There is also a Weekly Celebration that highlights a theme from that week’s lesson across the school encouraging children to live that learning in their behaviour and attitudes.
|Jigsaw Information Leaflet for Parents and Carers 2021||[pdf 474KB]|
What will Jigsaw teach my child?
The overview below summarises the content in each of Jigsaw’s units of work (Puzzles):
Being Me In My World covers a wide range of topics, including a sense of belonging, welcoming others and being part of a school community, a wider community, and a global community; it also looks at children’s rights and responsibilities, working and socialising with others, and pupil voice.
Celebrating Difference focuses on similarities and differences and teaches about diversity, such as disability, racism, power, friendships, and conflict; children learn to accept everyone’s right to ‘difference’, and most year groups explore the concept of ‘normality’. Anti-bullying, including cyber and homophobic bullying, is an important aspect of this Puzzle.
Dreams and Goals aims to help children think about their hopes and dreams, their goals for success, what their personal strengths are, and how to overcome challenges, using team-work skills and tasks. There is also a focus on enterprise and fundraising. Children learn about experiencing and managing feelings of pride, ambition, disappointment, success; and they get to share their aspirations, the dreams and goals of others in different cultures/countries, and their dreams for their community and the world. It’s great for children to have this experience, to think ambitiously, and to have aspirations.
Healthy Me covers two main areas of health: Emotional/mental health (relaxation, being safe, friendships, mental health skills, body image, relationships with food, managing stress) and Physical health (eating a balanced diet, physical activity, rest and relaxation, keeping clean, drugs and alcohol, being safe, first aid). Most of the statutory content for Health Education (DfE) is contained within this Puzzle.
Relationships starts with building a respectful relationship with self and covers topics including families, friendships, pets and animals, and love and loss. A vital part of this Puzzle is about safeguarding and keeping children safe; this links to online safety and social networking. Children learn how to deal with conflict, build assertiveness skills, and identify their own strengths and strategies for building self-esteem and resilience. They explore roles and responsibilities in families and friendship groups, and consider stereotypes.
Changing Me deals with change of many types, from growing from young to old, becoming a teenager, assertiveness, puberty, self-respect and safeguarding. Each year group thinks about looking ahead, moving year groups or the transition to secondary school and how to cope positively with such changes. Life cycles and human reproduction are taught in some year groups at the school’s discretion. Jigsaw has produced a separate leaflet explaining the approach taken with Relation
How is the Jigsaw programme taught?
There are numerous additional aspects of the Jigsaw Programme to enhance the learning experience, including the Jigsaw Friends (jigsaw-shaped soft toys used as teaching aids), Jigsaw Chimes and Jigsaw Jerrie Cats (used to help and encourage calming and mindfulness practice).
Every Jigsaw lesson includes mindfulness practice. Mindfulness is being able to observe your own thoughts and feelings as they happen, in the present moment, applying no judgement. Jigsaw teaches children to understand their thoughts and feelings through the Calm Me time exercises (using the Jigsaw Chime) and Pause Points (using Jigsaw Jerrie Cat). This helps to develop their awareness, and their capacity to be mindful human beings. Learning is thus enhanced as emotions and behaviour are self-regulated.
This is measured through the Jigsaw scheme. Progression and continuity of each year groups outcomes.
Science, English, RE and Art.
The Jigsaw scheme is an online comprehensive bank of resources for each year group. There are also physical Jigsaw teddies for each year group.
We display The Jigsaw theme at the entrance of our school. This is updated each half term with the theme and new song. Class displays of The British Values.
Through lesson outcome. Shared discussions and yearly evaluation forms. Also through book scrutiny and pupil voice.
What’s the impact as a result of learning this subject?
What will this look like? By the time children leave our school they will:
For all children to have a ready willingness and ability to try new things, push themselves and persevere.
To have a good understanding of how to stay safe, healthy and develop good relationships.
To have an appreciation of what it means to be a positive member of a diverse, multicultural society.
To have a strong self-awareness, interlinked with compassion of others.
Discussions within the lessons and pupils will tell you that they enjoy the subject and can find their content helpful. This links to monitoring.
Evidence in Knowledge
Pupils can make links between their learning in PSHE and their life outside of school. They know:
- What constitutes a safe and healthy lifestyle.
- The physical and mental changes that will occur as they grow up
- The importance of health and hygiene
- They have a right to be accepted for who they are
- They have a responsibility to acknowledge and appreciate difference and diversity
- They have a responsibility to be positive and active members of a democratic society.
Evidence of Skills
It is the responsibility of the subject leader to monitor the quality of teaching and learning of PSHE across the whole school, and to triangulate this evidence to ensure consistency. The subject leader also provides regular staff updates and support to staff in order to guide their planning and teaching of PSHE.
Teach them to:
- recognise, form and maintain positive relationships and recognise negative behaviours both on and offline.
- Prepare themselves for the opportunities, responsibilities and experiences of later
- Make informed choices
- Understand and manage emotions
- Verbalise their feelings or their experiences
- Develop the attributes of self-respect, confidence and empathy
Breadth and Depth
It is our aim that our children leave St Mary’s Primary School with a confident image of themselves as valued people who are better equipped to manage situations that arise in their lives both socially and personally. Through our PSHE lessons and safe environments created within school children are able to move forward into the world as happy, confident young people who know how best to manage situations, or who to turn to in order to seek help.