Streethouse Primary School

 PSHE

At Streethouse, the child is at the centre of all we do. They are our ‘why’. Our aim is to ensure they are able to develop into the most social, emotional, moral, spiritual and resilient young people can be to take into adulthood. Through the Jigsaw PSHE programme children learn the language, vocabulary and techniques that enable them to build their confidence and ‘emotional repertoire’. The uniqueness Jigsaw provides means that we ensure the environment for learning permeates every pore of school life. By providing a genuine whole school approach rather than a curriculum delivery model we can ensure that the environment for children is at the heart of our mission. They will always be our why!

Intent

At Streethouse the intent of our PSHE curriculum is to provide our children with a broad and balanced curriculum that “meets the needs of all pupils”. Our school's PSHE curriculum follows the mindful aproach through our Jigsaw programme. Jigsaw aims to improve children's capacity to learn, their resilience and emotional well-being and mental health and thereby enhancing thir life-chances. Our school is dedicated to the whole school delivery of PSHE and provides a spiral and progressive comprehensive programme in which statutory elements are embraced. Jigsaw offers materials that are age and stage appropriate, offering our school the flexibility to deliver more sensitive issues in a way that follows our school ethos and values. Our PSHE curriculum gives 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. Our PSHE education helps pupils to achieve their academic potential, and leave school equipped with skills they will need throughout later life

National Curriculum

Jigsaw provides a comprehensive PSHE Programme which covers all the requirements of the government guidance and outcomes, and more. The Relationships and Healthy Me Puzzles (units) cover most of the aspects in the guidance but these are enhanced, revisited and foundations built throughout the Jigsaw Programme. Jigsaw’s philosophy starts by building positive self-image, a sense of identity and a healthy relationship with self, and from that starting point helps children grow healthy relationships with others.

Health Education in Jigsaw embraces not only physical health but has a strong focus on mental health and emotional literacy throughout, and empowers children to be aware of their own thoughts and feelings and know how to manage and regulate these e.g.using Calm Me (mindfulness techniques).

Implementation

At streethouse we follow Jigsaw 3-11 which 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.

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) (in purple) and the other designed to develop emotional literacy and social skills (in green). 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. ‘Connect us’ engenders positive relationships and enhances collaborative learning. It sets the atmosphere at the beginning of each Jigsaw Piece and can be used again at the end should the teacher feel the atmosphere needs to be lifted after some deep work during the lesson.
• 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. This will also engender a peaceful atmosphere within the classroom. It is an invaluable life skill which also enhances reflection and spiritual development. This underpins the mindful approach advocated in Jigsaw.
• Open my mind - The Reticular Activating System of the brain filters the many stimuli entering the child’s mind at any given time. It is designed only to allow in that which is significant. Therefore, it is important to engage this system with the most important aspects of learning intended for each Piece (lesson). If we do this well, it will enable children to filter out activity around them not significant to this learning intention, thereby improving concentration and learning.
• 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 - Following Piaget’s learning model, 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 and for them to ‘accommodate’ it into their existing learning.
• Help me reflect - Throughout Jigsaw, children are encouraged to reflect on their learning experiences and their progress. By reflecting, children can process and evaluate what they have learnt, which enables them to consolidate and apply their learning. They are also asked to stop and become aware of their thoughts and feelings in any given moment in Pause Points (brief pauses within the lesson where the children can have a couple of moments to just stop and be to consider whether what they are learning may be particularly meaningful to them).
• 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. 

Impact

The impact of our PSHE curriculum is evidenced through our whole-school approach, rather than simply a lesson-a-week Scheme of Work for PSHE. There are numerous layers built in that engender a sense of belonging and community, and that value every individual, for example: praising one attitude or behaviour each week, bringing the whole school together for Jigsaw assemblies and to sing the Jigsaw songs, and celebrating every child’s contribution to the school community. Each child will share thier discussions and learning through their cohort's PSHE floorbook which will remain with them throughout their learning journey at Streethouse.

The expected impact of following Jigsaw PSHE scheme of work is that children will:

• be able to approach a range of real life situations and apply their skills and attributes to help navigate themselves through modern life

• be on their way to becoming healthy, open minded, respectful, socially and morally responsible, active members of society

• appreciate difference and diversity

• recognise and apply the British Values of Democracy, Tolerance, Mutual respect, Rule of law and Liberty

• be  able to understand and manage their emotions

• be able to look after their mental health and well-being

• be able to develop positive, healthy relationship with their peers both now and in the future.

•  understand the physical aspects involved in RSE at an age appropriate level

•  have respect for themselves and others.

•  have a positive self esteem