Personal, Social, Health & Economic Education (PSHE) with Relationships & Sex Education (RSE) and British Values Curriculum

Intent

We believe that PSHE and RSE are an integral part of the curriculum as the skills learnt will equip our children for their futures as 21st-century citizens who are active members of both British and wider global societies. Based on statutory and non-statutory elements of the National Curriculum and our vision and values, we aim to provide a nurturing environment, which will enable each child to grow in understanding so as to reach their full potential, spiritually, emotionally, intellectually, morally, physically, socially and culturally. Through their understanding of PSHE and RSE, children will be able to succeed in many different areas of the curriculum and throughout life as the learned skills are transferrable.

By the end of their time at All Saints, children should:

• Have respect for themselves, each other and others in a pluralistic world, being accepting and understanding of the various belief systems they are likely to encounter throughout their lives
• Know and understand what constitutes a healthy lifestyle
• Understand what makes for good relationships with others
• Have respect for others regardless of race, gender, identity and mental & physical disability
• Be independent and responsible members of the school and wider communities, understanding the fundamental British Values and how they align to the school's values and their own belief systems
• Develop self-confidence and self-esteem and make informed choices regarding personal and social issues
• Prepare children for the opportunities, responsibilities and experiences of adult life
• Raise pupils’ confidence and self-esteem

Implementation

Every class follows our PSHE Scheme of Work, Jigsaw PSHE, which covers the National Curriculum non-statutory guidance for PSHE (Personal, Social, Health and Economic Education) and the statutory guidance for RSE (Relationships and Sex Education). The Scheme of Work has a strong emphasis on emotional literacy, building resilience and nurturing mental and physical health. PSHE is often addressed on a daily basis as questions and incidents arise and, from time to time, teachers may choose to hold a circle-time session/class discussion in response to a particular event or issue. Assemblies will provide extra opportunities to enhance pupils’ spiritual, moral, social and cultural development, promoting our school’s values, alongside British Values, and celebrating achievement. Our values align with British Values as follows:

Teaching

Activities will be planned and adapted according from the PSHE Scheme of Work to the different levels of children’s needs, skills and previous knowledge. A range of teaching strategies and learning styles will be used in delivering this policy with an emphasis is placed on active learning. These may include:

• Circle time and class discussion
• Role-play and drama
• Visits and visitors, when appropriate
• Group work

Pupils are also supported in applying the skills they are learning, in real-life situations as they arise: e.g. resolving conflicts; working a part of a group on a project.

Learning

Children will learn a range of skills (see skills progression table below) based on the following areas:

• Being Me in My World: children understanding their place in the class, school and global communities (delivered Autumn 1)
• Celebrating Difference: anti-bullying (cyber and homophobic bullying included) and diversity work (delivered Autumn 2)
• Dreams and Goals: goal-setting, children's aspirations for themselves and the world and working together (delivered Spring 1)
• Healthy Me: drug and alcohol education, self-esteem and confidence as well as healthy lifestyle choices (delivered Spring 2)
• Relationships: understanding friendship, family and other relationships, conflict resolution and communication skills (delivered Summer 1)
• Changing Me: age-appropriate sex and relationships education in the context of coping positively with change (delivered Summer 2)

Assessment

In PSHE, we have high expectations of the quality of children’s work. This curriculum will build on the prior knowledge that children have acquired and include regular feedback with and between pupils. To ensure progress, children will be assessed at the end of each PSHE topic through a self-reflection on the area of learning covered. Children will also be assessed formatively each lesson by a self and teacher assessment of the session's Blooms-focused criteria. Teachers are expected to review the progress and attainment of the whole class and to give collective feedback at the start of the next session.

Impact

Following the implementation of the broad and balanced PSHE curriculum, children will be safe and respectful members of school community, ready to be independent, responsible and confident members of British society and the wider world. They will be equipped with tools to maintain healthy and positive lifestyles with regard to relationships, diet and their own personal identity. As they become more confident throughout the areas of PSHE and progress in the related skills, children will understand their personal role in society. The most significant impact that we want for our pupils is the development of respect for themselves and others. The delivery of the PSHE curriculum is monitored by the PSHE Subject Leader, who reports appropriately to Senior Leaders and Governors.

Jigsaw PSHE: Our Scheme of Work

The Scheme of Work we use for PSHE & Citizenship is Jigsaw PSHE: it brings together British Values with Personal, Social, Health and Economic education. Emotional literacy, moral and social skills, and spiritual and cultural development - as well as being seeded throughout our wider curriculum - are brought together in a lesson-a-week programme with mindfulness at its core.

The Scheme of Work, its contents (including long term overview) and the mindfulness approach are explained here: