Personal Social Health Education (PSHE)

At Upton St James CofE Primary (USJ) the intent of our PSHE curriculum is to deliver a curriculum which is accessible to all and that will enable every pupil to ‘rise to their best’ and become healthy, independent and responsible members of society. 

Our PSHE education: 

• promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society 

• prepares pupils at the school for the opportunities, responsibilities and experiences of later life 

• promotes British values and the protected characteristics  

We aim to provide our children with extensive opportunities to learn about rights and responsibilities and appreciate and value what it means to be a member of a diverse society. Our children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community – living out our key scripture ‘Love your neighbour as yourself’ (taken from Mark 12:30-31). 

At USJ, PSHE is taught using the comprehensive and well-sequenced Jigsaw scheme of work. The USJ PSHE thematic plan is taught on a two-year rolling programme to ensure coverage and pupils record their learning and ideas within individual PSHE books. Sex and relationships (SRE) education is taught in single-year groups. PSHE is taught for one hour per week and each lesson makes explicit links to the British Values (and Protected Characteristics, where appropriate). Each child has an individual Jigsaw Journal to record their learning and reflections. 

Jigsaw brings together PSHE Education, emotional literacy, mindfulness, social skills and spiritual development. A variety of teaching strategies are used and are mindful of each child’s preferred learning style. Jigsaw is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. This enables each Puzzle to start with an introductory collective worship, generating a whole school focus for adults and children alike. There are six Puzzles (half-term units of work) each with six Pieces (lessons). Each year group is taught one lesson per week and all lessons are delivered in an age- and stage-appropriate way so that they meet children’s needs. The expectations of mutual respect is achieved through the Jigsaw Charter, which is set at the beginning of each year and re-capped every lesson.  

The Jigsaw Approach is underpinned by mindfulness. Mindfulness is being able to observe your own thoughts and feelings as they happen, in the present moment, applying no judgement. Jigsaw teaches children to understand their thoughts and feelings and through both taught lessons and the Calm Me time exercises, helping to develop their awareness, and their capacity to be mindful human beings. Learning is thus enhanced as emotions are regulated, behaviour managed and calmness generated. 

The overarching Jigsaw puzzles, which take place every year are:  

Autumn A - Jigsaw unit - Being me in my world 

‘Being me in my world’ covers a wide range of topics, including a sense of belonging, welcoming others and being part of a school community, a wider community, and a global community; it also looks at children’s rights and responsibilities, working and socialising with others, and pupil voice. 

Autumn B - Jigsaw unit – Celebrating difference   

‘Celebrating difference’ focuses on similarities and differences and teaches about diversity, such as disability, racism, power, friendships, and conflict; children learn to accept everyone’s right to ‘difference’, and most year groups explore the concept of ‘normal’; bullying – what it is and what it isn’t, including cyber and homophobic bullying.  

Spring A – Jigsaw unit – Dreams and goals 

‘Dreams and goals’ aims to help children think about their hopes and dreams, their goals for success, what personal strengths are, and how to overcome challenges, via team work skills and tasks. There is also a focus on enterprise and fundraising. Children learn about experiencing and managing feelings of pride, ambition, disappointment, success; and they get to share their aspirations, the dreams and goals of others in different cultures/countries, and their dreams for the world. 

Spring B – Jigsaw unit – Healthy me  

‘Healthy me’ covers two main areas of health: Emotional health (relaxation, being safe, friendships, mental health skills, body image, relationships with food, managing stress) and Physical health (eating a balanced diet, physical activity, rest and relaxation, keeping clean, drugs and alcohol, being safe, first aid) in order for children to learn that health is a very broad topic. 

Summer A - Jigsaw unit - Relationships 

 ‘Relationships’ has a wide focus, looking at diverse topics such as families, friendships, pets and animals, and love and loss. A vital part of this Puzzle is about safeguarding and keeping children safe; this links to cyber safety and social networking, as well as attraction and assertiveness; children learn how to deal with conflict, their own strengths and self-esteem. They have the chance to explore roles and responsibilities in families, and look at stereotypes. 

Summer B - Jigsaw unit – Changing me  

 ‘Changing me’ deals with change of many types, from growing from young to old, becoming a teenager, assertiveness, self-respect and safeguarding. Self and body image, puberty, attraction and accepting change are diverse subjects for children to explore. Each year group thinks about looking ahead, moving year groups or the transition to secondary school. 

At our school we seek to ensure that the PSHE that we teach improves the physical, emotional and social well-being of pupils. Through our PSHE education, we believe we can enhance children’s education and help them to become caring, respectful, aspirational and confident individuals.  

It will:  

•   Give pupils the knowledge and develop the self-esteem, confidence and self-awareness to make informed choices and decisions; 

•    Encourage and support the development of social awareness; 

•    Enable pupils to make sense of their own personal and social experiences; 

•    Promote responsible attitudes towards the maintenance of good physical and mental health, supported by a safe and healthy lifestyle; 

•    Enable effective interpersonal relationships and develop a caring attitude towards others; 

•    Encourage a caring attitude towards and responsibility for the environment; 

•    Help our pupils understand and manage their feelings, build resilience and be independent, curious problem solvers; 

•    Ensure they understand how society works and the laws, rights and responsibilities involved.