PSHE

INTENT

(What does PSHE & Relationships Education give to our children? Why are we teaching it?)

Our school Mission Statement forms the very basis of our intentions, commitment and aspirations towards all of our students: 

• As a Catholic School, we come together to celebrate our love of God and each other.
• Through prayer we follow Jesus’ example of love, forgiveness and truth.
• We are a safe and happy community where every individual is supported and encouraged to achieve their targets.
• We believe that with God, everything is in our reach.

The skills and knowledge taught through Personal, Social , Health and Relationships Education makes a vital contribution, to areas where schools do have a duty. For example, the Education  Act (2002) requires that we provide our children with a broad and balanced curriculum that “meets the  needs of all pupils”. We know that Spiritual, Moral, Social and Cultural Education (SMSC) must be promoted and that we have a duty of care to keep our pupils safe.

From our SMSC Policy INTENT: At St Francis RC Primary School we recognise that the personal development of pupils, spiritually, morally, socially and culturally, plays a significant part in their ability to learn and achieve. We therefore aim to provide an education that provides pupils with opportunities to explore and develop their own values and beliefs, spiritual awareness, high standards of personal behaviour, a positive, caring attitude towards other people, an understanding of their social and cultural traditions and an appreciation of the diversity and richness of the cultures. Our children learn that they have rights and to respect the rights of others.

All members of the school community are encouraged to develop into responsible citizens through the implementation of modern British Values. Modern British Values are shared through the thoughtful and wide-ranging promotion of the children’s SMSC development, enabling them to thrive in a supportive, highly cohesive learning community.

From our RSE Policy: We define Relationships Education in accordance with the DfE Statutory Guidance:- ‘The focus in primary school should be on teaching the fundamental building blocks and characteristics of relationships, with particular reference to friendships, family relationships and relationships with other children and with adults. We believe Relationships Education is important for our children because it develops the skills and knowledge that young people need to embrace the challenges of creating a happy and successful life now and in the future by: 

• Equipping children with the knowledge they need to enable them to make informed decisions about their wellbeing, health and relationships and to build their self-confidence
• Fostering pupils to develop resilience, to know when to ask for help, and to know where to access support if problems arise
• Putting in place the key building blocks of healthy, respectful relationships, focusing on family and friendships, and promoting self-worth, in all contexts, including online.
• Teaching about mental wellbeing as central to these subjects, especially as a priority for parents is their children’s happiness.
• Supporting the development of personal attributes including kindness, integrity, generosity and honesty.
• This (above) will sit alongside the essential understanding of how to be healthy: mental wellbeing is a normal part of daily life, in the same way as physical health. 

These subjects represent a huge opportunity to help our children develop. The knowledge and attributes gained will support their own and others’ wellbeing and attainment and help them become successful and happy adults who make a meaningful contribution to society. 

The PSHE Association also clearly summarises our INTENT at St. Francis: “PSHE education 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…. When taught well, PSHE education helps pupils to achieve their academic potential, and leave school equipped with skills they will need throughout later life.” 

IMPLEMENTATION - (How is this being taught in the classroom?)

At St. Francis, we use the Jigsaw Scheme of work to deliver PSHE & Relationships Education. The PSHRE Coordinator or a member of SLT leads an assembly to introduce each new Puzzle. (This has mostly been done by the class teacher during recent times.) 

“Jigsaw holds children at its heart, and its cohesive vision helps children understand and value how they fit into and contribute to the world. With strong emphasis on emotional literacy, building resilience and nurturing mental and physical health, Jigsaw 3-11 properly equips schools to deliver engaging and relevant PSHE within a whole-school approach. Jigsaw lessons also include mindfulness allowing children to advance their emotional awareness, concentration and focus.”

The following information/explanation is taken directly from the ‘Public Information’/Introductory Guide for Parents and Carers about Jigsaw 3-11/12(General Scheme Information) section on the Jigsaw website. As a participating school, we have permission to share this information, here, on our school website. © Copyright Jigsaw PSHE Ltd 2020

Implementation needs to ensure depth, accurate subject knowledge, detailed planning and building on  prior learning. 

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.  

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. 

In addition to this, teachers have the freedom to plan with detail and attention to their individual children.  Learners can be scaffolded, and any individual needs can be supported where necessary. The summative  assessment process offers criteria for children either working at, beyond or towards the age-related  expectations. Greater depth children can be challenged to ensure that they are being given the  opportunities to enrich their learning further. The “Class Teacher” page at the start of every puzzle allows  time for practitioners to consider the upcoming content. These support teachers to feel more confident in  their own subject knowledge, which in turn allows them to extend the learning of the children. 

IMPACT (What is the effect ?) 

The IMPACT of teaching and learning in PSHRE is currently evidenced in whole class PSHRE books. These include pupil voice, in terms of children’s own responses and reactions to the Jigsaw lessons, as well as examples of short learning activities, either written, drawn or photographed. 

Our School Councillors/Rights Respecting Ambassadors (2 from each year group from Y2 upwards) meet regularly to discuss their thoughts and ideas.  These representatives take a question or task back to their classes each month, then feed back on current issues. They are currently ‘monitoring’ the Jigsaw Scheme of Work.

This is what the children told their School Councillors about JIGSAW: 

• Year 1: “I like to breathe in and out.” “I don’t like sitting in a circle,” 
• Year 2: I like it because it calms me.” “I like it when we play the games.”
• Year 3: “It helps me relax and refresh my mind.”  “We have fun and learn.”
• Year 4: “I like the acting parts.”  “You get to stop and listen to other people.”
• Year 5: “I like how it shows you how you can be when you’re older.”  “I like how you get to understand about different cultures and changes.” “You can say what’s on your mind and nobody will judge you.”
• Year 6: “If you’re angry or sad, it makes you feel more relaxed.”  “It helps when you breathe, to slow your mind down.”  “It’s a time you are allowed to be still and calm, and support each other.”

As a result of our thorough PSHE and Relationships Education curriculum, pupils at St Francis are becoming well equipped to develop the resilience, skills and knowledge they need now- and in their futures- to be fully active participants in society, and with agency in their own lives. At St Francis, we take pride in knowing that we all belong to a happy, kind, welcoming and inclusive learning community, where our children have a safe place to process and express their feelings, thoughts and opinions.