PSHE & RSHE

At South Molton Community Primary School, Personal, Social and Health Education (PSHE) enables our children to become healthy, independent and responsible members of society. The intention of our PSHE curriculum is to deliver a curriculum which is accessible to all and will maximise the outcomes for every child so that they know more, remember more and understand more. As a result of this they will have the confidence to tackle many of the moral, social and cultural issues that are part of growing up.

 

We teach Personal, Social, Health Education as a whole-school approach to underpin children’s development as people and because we believe that this also supports their learning capacity.

 

To ensure a consistent approach, with a shared language and understanding at its centre, we use the  Jigsaw Programme. The 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.

The overview of the programme can be seen below.

 

This also supports the “Personal Development” and “Behaviour and Attitude” aspects required under the Ofsted Inspection Framework, as well as significantly contributing to the school’s Safeguarding and Equality Duties, the Government’s British Values agenda and the SMSC (Spiritual, Moral, Social, Cultural) development opportunities provided for our children.

 

Here, at South Molton Community Primary School we value PSHE as one way to support children’s development as human beings, to enable them to understand and respect who they are, to empower them with a voice and to equip them for life and learning.

 

We include the statutory Relationships and Health Education within our whole-school PSHE Programme.

 

To ensure progression and a spiral curriculum, we use Jigsaw and tailor it to your children’s needs. The mapping document: Jigsaw 3-11 and statutory Relationships and Health Education, shows exactly how Jigsaw and therefore our school, meets the statutory Relationships and Health Education requirements. 

 

This programme’s complimentary update policy ensures we are always using the most up to date teaching materials and that our teachers are well-supported.

 

Whole-school approach

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 Puzzles (units) and these are taught across the school; the learning deepens and broadens every year. 

 

Term - Autumn 1:                   

Puzzle (Unit) - Being Me in My World                    

Content - Includes understanding my own identity and how I fit well in the class, school and global community. Jigsaw Charter established.

 

Term - Autumn 2:

Puzzle (Unit) - Celebrating Difference

Content - Includes anti-bullying (cyber and homophobic bullying included) and understanding 

​

Term - Spring 1:

Puzzle (Unit) - Dreams and Goals

Content - Includes goal-setting, aspirations, who do I want to become and what would I like to do for work and to contribute to society

​

Term - Spring 2:

Puzzle (Unit) - Healthy Me

Content - Includes drugs and alcohol education, self-esteem and confidence as well as healthy lifestyle choices, sleep, nutrition, rest and exercise

​

Term - Summer 1:

Puzzle (Unit) - Relationships

Content - Includes understanding friendship, family and other relationships, conflict resolution and communication skills, bereavement and loss

​

Term - Summer 2:

Puzzle (Unit) - Changing Me

Content - Includes Relationships and Sex Education in the context of coping positively with change

 

At South Molton Community Primary School we allocate  time to PSHE each week in order to teach the PSHE knowledge and skills in a developmental and age-appropriate way.

These explicit lessons are reinforced and enhanced in many ways: 

Whole school and class assemblies, themed weeks (such as Children’s Mental Health Week), the daily run, SEMH interventions, praise and reward system, Learning Charter and through relationships (child to child, adult to child and adult to adult) across the school. Our aim is to make the learning the foundations of all that we do in and out of school not simply within the learning of single sessions. We aim to ‘live’ what is learnt and apply it to everyday situations in the school and local community.