PSHE

Curriculum Design Statement

 

Curriculum Intent

Children at Boldmere generally come from caring and supportive homes where social capital is recognised. We believe this to mean that they have the emerging social skills needed to take advantage of the opportunities and responsibilities available to them as citizens, both now as children and in the future as young adults.

At the time they enter the junior school, children from our federation infant school have a good foundation of emotional literacy. The area of PSHE is a focus in EYFS and KS1 and we build upon this prior knowledge; we liaise regularly to ensure a smooth transition in PSHE.

We recognise that PSHE is a non-statutory subject, however, as a federation, we believe it is an essential part of our curriculum and it has a high profile across the schools. To support this, we monitor to ensure it is properly timetabled and also that it is taught regularly by the class teacher. PSHE links closely with our defined Boldmere Values, for example, resilience, co-operation and kindness.

 

Curriculum Implementation

There is no national curriculum for PSHE.  We have chosen to refine, Jigsaw, a commercial scheme.  We selected this, after research, because it provides clear sequencing and progression and a whole-school approach. The federation infant school also use this scheme.

Within our PSHE curriculum, the topics covered each half term are referred to as ‘Puzzles’. Each ‘Puzzle-Piece’ is an objective. ‘Puzzles’ can be launched with a whole-school assembly and learning can be celebrated by the whole school in a meaningful way. This is important as it means that the same topics are being explored by each year group, providing repetition, consolidation and the ability to share specific PSHE vocabulary across the school. For example, bullying is explored on age-appropriate levels. The other benefit of this approach is that it builds teacher knowledge and enables the subject lead to provide effective CPD.

Whilst ‘Jigsaw’ provides the core of our PSHE curriculum, we have adapted this to our context and created a robust Progression Map. This gives a clear overview of topics, which sit upon the foundation of the skills and knowledge that underpin the curriculum. Jigsaw materials are age and stage appropriate, and as we have refined the scheme, our school has the flexibility to deliver the more sensitive issues in ways appropriate to our ethos and values. We have further adapted the commercial scheme by selecting only the topics that are appropriate to children in our context and then ensuring there is sufficient differentiation within these.

In lessons, children are asked to ‘stop and look inside’ to practise observing their thoughts and feelings relating to what they are learning about. 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 to develop their mindfulness. Children at Boldmere Junior School record these reflections in their own journals, and have the freedom to express them in any given way.

There are no national level assessment descriptors for PSHE. At Boldmere we use two Learning Intentions for each half termly ‘Puzzle’ to monitor children’s progress: one is based on specific PSHE learning, and one is based on emotional literacy and social skills development. We monitor children’s wellbeing through our pupil progress meetings and use our wellbeing team to signpost and put in place relevant interventions and strategies.

 

Curriculum Impact

Our PSHE curriculum is designed to ensure that children leave us equipped with cultural capital, which means, that they are able to independently make the right choices, to be safe, and to deal with challenge. We want them to have the skills to navigate safely around the rapidly changing world of social media, technology and society.

 

 

 

What does PSHE look like at Boldmere Junior School?

 

Jigsaw aims to meet children’s needs in this ever-changing world and does not shy away from the most sensitive issues, such as bereavement and family change. Therefore, establishing a safe, open and positive learning environment based on trusting relationships between all members of the class, adults and children alike, is vital. To enable this, it is important that ‘ground rules’ are agreed and owned at the beginning of the year and are reinforced in every ‘puzzle piece’.

• We take turns to speak

• We use kind and positive words

• We listen to each other

• We have the right to pass

• We only use names when giving compliments or when being positive

• We respect each other’s privacy (confidentiality).

 

Journals

So, how would children, and their learning, benefit if they could be aware of their thoughts and feelings as they arise, in the present moment, on purpose with no judgement? This is what mindfulness is.

• To be aware of your thoughts and feelings as they happen;

• To be able to consciously focus your mind on what you choose to focus it on, both outside of you and within you.

 

Thoughts and feelings motivate and determine actions/responses/behaviours. If we are caught up in thoughts and feelings and are not aware of them as they happen, the responses that follow may not be under our control, and may not be in our best interest or appropriate in the situation. If a child can be aware of their thoughts and feelings as they arise, they can choose to regulate/ manage their thoughts and feelings by using the interventions taught in lessons. This is empowering.

In lessons, children are asked to ‘stop and look inside’ to practise observing their thoughts and feelings relating to what they are learning about. 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 to develop their mindfulness. Children at Boldmere Junior School record these reflections in their own journals, and have the freedom to express them in any given way.

 

Relationships and Health Education

Jigsaw fulfils all the requirements for the statutory Relationships and Health Education curriculum, as announced by the Department for Education in England in 2019, for full implementation from September 2020. 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 also 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.

The DFE statutory guidance (England 2019) expects schools to deliver work on puberty. This sits under the Health Education statutory expectations. This work is done in the context of managing change and is age-appropriate. At Boldmere Junior School, an outside agency delivers age appropriate lessons to year 5 and 6 separately, that meet the national curriculum requirements and are founded on scientific knowledge and understanding. Class teachers are also present so they understand the content of the sessions and can therefore support the children appropriately.