PSHE
What does Personal, Social, Health Education &
Sex and Relationships Education look like at South Wonston?
Intent
At South Wonston Primary School, , we believe the PSHE curriculum is important to develop the children’s knowledge, skills and attributes they need to become a wellrounded, happy and considerate member of their communities. Our aim is for every staff member and child to strive for the personal best to make our community proud and PSHE teaching and learning supports this. We aim to provide strategies to help the children be independent and responsible members of the school as well as developing their self-confidence and self-esteem. This is to ensure the children have the skills to make informed choices regarding personal and social issues, including keeping themselves safe and healthy. Through providing the children with PSHE lesson, we aim for them to be able to express and manage their feelings appropriately, socialise well with others and deal effectively with new challenges and situations.
To ensure progression and a spiral curriculum, we use Jigsaw, the mindful approach
The aim is to support children to feel a strong sense of belonging and community and in children’s lives outside of school. The Jigsaw programme offers us a comprehensive, carefully thought-through scheme of work which brings consistency and progression to our children’s learning in this vital curriculum area. Jigsaw has a full set of attainment descriptors and an assessment process embedded throughout.
Aims of the Personal, Social, Health Education & Sex and Relationships Education
The national curriculum for PSHE aims to ensure that schools teach a broad and balanced curriculum that:
• promotes the spiritual, moral, social, cultural, mental and physical development of pupils at the school
• prepares pupils at the school of the opportunities, responsibilities and experiences of later life
• promotes British values.
Jigsaw covers all areas of PSHE for the primary phase including statutory Relationships and Health Education. The table below gives the learning theme of each of the six Puzzle (Units) which are taught across the school; the learning deepens and broadens every year.
Jigsaw 3-11 offers a comprehensive programme for Primary PSHE, including 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.
Early Years Foundation Stage
In each EYFS lesson, there are:
• Child-initiated and adult-led activity ideas
• Assessment opportunities and cross-curricular links
• Home-learning and family links
• Resources
• Display ideas
• SMSC mapped opportunities
• Outside learning ideas
Implementation
Whole School Approach
At South Wonston Primary School, PSHE is taught as a whole school approach focusing on an identified theme each half term. Lessons are taught twice-weekly and each unit aims to activate and build upon prior learning, including EYFS, to ensure better cognition and retention.
Assemblies and weekly celebration achievements support the whole school approach by sharing key PSHE themes and celebrating other areas of the curriculum, which are explored in age-appropriate ways. At South Wonston Primary School, puberty is taught as a statutory requirement of Health Education and covered by our Jigsaw PSHE Programme in the ‘Changing Me’ Puzzle (unit). We conclude that sex education refers to Human Reproduction, and therefore inform parents of their right to request their child be withdrawn from the PSHE lessons that explicitly teach this, i.e. the Jigsaw Changing Me Puzzle (unit) e.g. Year 4, Lesson 2 (Having a baby) Year 5, Lesson 4 (Conception) Year 6, Lesson 4 (Conception, birth)
Planning
Planning documents identify each element in the lesson, which allow the children to: discuss, reflect and share their thoughts, ideas and feelings.
| Term | Puzzle (Unit) | Content |
| Autumn 1 | Bring Me in My World | Includes understanding my own identity and how I fit well in the class, school and the global community. Jigsaw Charter established. |
| Autumn 2 | Celebrating Difference | Includes anti-bullying (cyber and homophobic bullying included) and understanding |
| Spring 1 | Dreams & Goals | Includes goal-setting, aspirations, who do I want to become and what would I like to do for work and to contribute to society. |
| Spring 2 | Healthy Me | Includes drugs and alcohol education, self-esteem and confidence as well as healthy lifestyle choices, sleep, nutrition, rest and exercise. |
| Summer 1 | Relationships | Includes understanding friendship, family and other relationships, conflict resolution and communication skills, bereavement and loss. |
| Summer 2 | Changing Me | Includes Relationships and Sex Education in the context of coping positively with change. |
A Jigsaw lesson will include:
1. Connect us
2. Calm me
3. Learning Intentions / Open my mind
4. Open My Mind / Pause Point
5. Let me learn
6. Help me reflect
7. My Jigsaw Journey / My Next Learning Steps & Reflections
Knowledge Organisers
Knowledge Organisers are grouped firstly by Puzzle (with each covering all age-groups) and alternatively by age-group (covering all Puzzles). These grids draw out the spiral knowledge and skills progression within each Puzzle (unit of work) including the key vocabulary used in each year group and suggestions for Family Learning.
Self-Assessment
At the end of each lesson children have opportunities to discuss the session and complete a self-evaluation. The self-evaluation format changes throughout the year groups, allowing for each child to access independently. Younger pupils use the jigsaw images template, colouring in the image that shows their understanding of the learning.
Older pupils use the more extensive template which allows for deeper discussion about their understanding. It also provides opportunities for children to identify ways to improve their learning which they can then monitor and reflect on over item.
Summative Assessment
Summative assessments provide teachers with a clear picture of each pupils understanding. Documents provided by the jigsaw website allow teachers to record assessments for each pupil. Each objective is divided into three levels of understanding;
- Working Towards
- Working At
- Working Beyond
A simple one-page assessment guide is included with every Puzzle (unit) to support teacher judgements and moderation of children’s learning.
Knowledge and Skills Progression
Accompanying each module is a Knowledge and Skills Progression document which contains key vocabulary, information about objectives covered within the unit and support questions for families to explore at home.
Reading
In our PSHE curriculum we encourage pupils to access high quality texts to support their learning and develop their skills in accessing information. Each lesson has recommended texts to encourage discussions and extend understanding of new concepts. As well as recommended texts, Jigsaw has created stories that support specific lesson aims.
Vocabulary
Vocabulary forms a key part of our wider curriculum. Each lesson identifies key vocabulary to be introduced and discussed within the session.
Oracy
PSHE sessions encourage children to express themselves verbally using full sentences. During whole class and small group discussions children share their thoughts, feelings and questions using appropriate vocabulary.
Writing
Opportunities for writing are incorporated into PSHE sessions, allowing children to show their understanding of discussion topics using full sentences. High levels of presentation are modelled by teachers, incorporating key features introduced in literacy sessions.
Resources
To ensure PSHE sessions are interactive and inclusive all classes have a range of practical resources to support learning. Each year group is allocated a jigsaw friend which is used as the ‘talking object’ in circle discussions.
To develop children’s understanding of the mindfulness approach, every teacher has a ‘jigsaw chime’. This helps children relax their bodies and calm their minds, reaching an optimum state for learning.
Jerrie Cat is used during pause points in a session to help children practise becoming aware of their thoughts and feelings in the present moment. Printable resources are all used to support achievement, develop understanding and assess understanding. Access to lyrics and MP3downloads also support different elements of PSHE sessions.
Continuous Professional Development
All staff have undergone training outlining the structure of a PSHE lesson and the objectives identified within each unit. A range of online training is also available to support staff with planning and delivering quality PSHE sessions. In addition, staff have access to online videos that demonstrate quality delivery of each aspect of a lesson.
Teachers are encouraged to develop their subject knowledge by accessing resources in school and online using the Jigsaw website. Along with subject specific support to aid teaching of the Jigsaw curriculum, all teachers have access to the PSHE Association online platform. Online access to DfE training modules relating to statutory RSHE is also available to teachers.
Impact
Assessing Knowledge and Understanding
At the end of each lesson children complete self-assessment tasks to reflect on their learning and evaluate their understanding of the session’s objectives. This also provides opportunities for the pupil to identify ways to improve their learning next time.
Teachers complete summative assessments to monitor each pupil’s progress against each lesson objective. The children are assessed against three levels of understanding; Working toward, working at and working beyond.
Pupil Book Study Senior leaders and subject leaders regularly undertake book studies to monitor the effectiveness of teaching and learning. This includes sessions with small groups of pupils using questioning to check and ensure information and knowledge is acquired and understood with increasing confidence. Feedback is given to teaching staff to inform future planning.
Early Years Foundation Stage children take part in whole class circle time that develops speaking and listening skills. Adults support children when identifying feelings and discussing different ways we can express ourselves. A range of texts are also used to explore feelings and emotions. Main themes are explored daily through the use of interactive classroom displays.
Child initiated learning opportunities are integral to developing children’s social skills. In reception, pupils use small world resources to acquire turn taking skills. Listening to the thoughts and views or others and expressing themselves effectively.
An interactive display can be found in each classroom entitled “How am I feeling Today.” This enables children to “check in at the start of the day and after lunchtime.
During anti-bullying week pupils take part in a themed assembly. During the week the children show their support for anti-bullying by wearing odd socks to school. They also take part in various activities in class.