At Bridgewater Primary School, we value PSHE as one way to support children’s development, to enable them to understand and respect who they are, empower them with a voice and to equip them for life and learning.
To ensure progression and a spiral curriculum, we use Jigsaw, the mindful approach to PSHE, as our chosen teaching and learning programme and tailor it to our children’s needs. 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.
Aims of the Personal, Social, Health Education & Sex and Relationships Education
The statutory guidance 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 Puzzles (Units) and these are taught across the school; the learning deepens and broadens every year.
Being Me in My World
Includes understanding my own identity and how I fit well in the class, school and global community. Jigsaw Charter established.
Includes anti-bullying (cyber and homophobic bullying included) and understanding
Dreams and 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
Includes drugs and alcohol education, self-esteem and confidence as well as healthy lifestyle choices, sleep, nutrition, rest and exercise
Includes understanding friendship, family and other relationships, conflict resolution and communication skills, bereavement and loss
Includes Relationships and Sex Education in the context of coping positively with change
At Bridgewater Primary School, PSHE is taught as a whole school approach focusing on an identified theme each half term. Lessons are taught weekly lasting 60 minutes and consist of 7 main points. Each unit aims to activate and build upon prior learning, including Nursery and Reception, to ensure better cognition and retention.
Puberty is taught as a statutory requirement of Health Education and covered by our Jigsaw PSHE Programme in the ‘Changing Me’ Puzzle (unit). Within our RSE policy we identify 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), for example:
Year 4, Lesson 2 (Having a baby)
Year 5, Lesson 4 (Conception)
Year 6, Lesson 4 (Conception, birth)
Planning Across Key Stage 1 and 2
Planning documents identify each element on the lesson which allow the children to discuss, reflect and share their thoughts, ideas and feelings. The sequence of each lesson is outlined below.
1. Connect us
2. Calm me
3. Open my mind
4. Tell me or show me
5. Let me learn
6. Help me reflect
Planning in across the Early Phase
In each EYFS lesson, there are:
child-initiated and adult-led activity ideas;
assessment opportunities and cross-curricular links;
home-learning and family links;
SMSC mapped opportunities;
outside learning ideas.
The subject leader regularly undertakes 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.
At the end of each lesson children have opportunities to reflect on their learning and evaluate their understanding of the sessions objectives. 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 voice also demonstrates that pupils are enthusiastic about PSHE and understand how it helps them make sense of the community around them. Pupils work demonstrates that PSHE is taught at an age appropriate standard across each year group. Work is of high quality and demonstrates pupils are acquiring knowledge, skills and vocabulary in an appropriate sequence and with an understanding of the interdisciplinary links.
Within the Nursery the children enjoy taking part in outdoor learning, developing social skills, turn taking and sharing ideas.
A range of texts are also used to explore feelings and emotions. Main themes are explored daily through the use of interactive classroom displays.
Reception children take part in whole class circle time that develops speaking and listening skills. Adults support children when identifying feelings and discussing different ways they can express themselves. 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 of others and expressing themselves effectively.
Assessment Methods to Reach Summative End-of-Year Judgement
To assess PSHE, we:
Value our Reflective Journals to record learning.
Collect Child Voice and value the contributions of all.
Utilise end of lesson resources to support discussion and teacher judgement.
Use our teaching assistants in lessons to make notes on class grids/ flipcharts and put into floor books.
Ensure the Ask-It Boxes, in each classroom, are used and checked regularly for pupil voice and discussion.
Track outcomes on Insight tracking every half term to support end of year final assessment.
Evidence enrichment opportunities in the ‘floor book’.
As an inclusive school, we believe that diversity needs to be embraced, celebrated and highlighted, both within the curriculum and through the culture of the school. As a result, children and stakeholders are represented fairly and accurately, with a focus on equity. Learners will have the opportunity to have access to a deep, enriching curriculum, which supports community cohesion and enables all pupils to develop and understand themselves as interconnected, global citizens.
In teaching Relationships Education, Bridgewater Primary School will ensure that the needs of all pupils are appropriately met, and that all pupils understand the importance of equality and respect, in line with the Equality Duty, 2010. Section 4.2 of the national curriculum (2014) states “Teachers should take account of their duties under equal opportunities legislation that covers race, disability, sex, religion or belief, sexual orientation, pregnancy and maternity, and gender reassignment.”
Our aim is for our PSHE curriculum to reflect the community we live in, including teaching about the different types of families, along with families headed by grandparents, single parents, adoptive parents, same sex parents and foster parents/carers, among other family structures.
We will ensure that all of their teaching is sensitive and age appropriate in approach and content. All content is fully integrated into our programmes of study for this area of the curriculum rather than delivered as a stand-alone unit or lesson and this is found in more detail in the policy.
We acknowledge and plan for the specific needs of all learners, with a range of scaffolding, interactive, practical activities, including Circle Time and Reflective Journals.