PSHE

'You are BRAVER than you believe, STRONGER than you seem and SMARTER than you think. '

- A.A Milne 

PSHE Curriculum Design Statement

Curriculum Intent

At Richard Wakefield C.E. Primary Academy we believe that personal, social and health education (PSHE) underpins everything that we do and is essential in preparing our pupils for the wider world and keeping them healthy and safe. We aim to help our children develop the knowledge, skills and attributes that they need to manage life challenges but also to make the most of life’s opportunities. We teach and promote healthy bodies, minds and relationships through providing a wealth of opportunities and experiences whilst modelling the de Ferrers Trust values of working hard, being kind and choosing wisely.

Curriculum Implementation

As a Trust we created a shared document to unpick key skills and show progression and consistency. As a school, we adapt and plan carefully to suit the needs of our own pupils. We use the progression grid carefully and link it to SMSC (social, moral, social and cultural) to teach personal and social development, emotional literacy, emotional intelligence, sex and relationships, social and emotional competence and social, emotional and behavioural skills. Social, emotional and behavioural skills underlie almost every aspect of school, home and community life, including effective learning and getting on with other people. Where children have good skills in these areas, and are educated within an environment supportive to emotional health and well-being, they will be motivated to, and equipped to:

• be effective and successful learners;

 • make and sustain friendships;

• deal with and resolve conflict effectively and fairly;

• solve problems with others or by themselves;

• manage strong feelings such as frustration, anger and anxiety;

• be able to promote calm and optimistic states that promote the achievement of goals;

• recover from setbacks and persist in the face of difficulties;

• work and play cooperatively;

• compete fairly and win and lose with dignity and respect for competitors;

• recognise and stand up for their rights and the rights of others;

• understand and value the differences and commonalities between people, respecting the right of others to have beliefs and values different from their own.

We recognise that social, emotional and behavioural skills are developmental and change over time. We revisit and develop the concepts, understanding and skills over time, building on what has been learned previously.

Curriculum Impact

PSHE is embedded throughout the curriculum at Richard Wakefield and is recognised by everyone in our school family as being vital to children achieving and being happy in life. We take every opportunity to support children with this both informally in the playground, around school and in the time we spend together promoting restorative ways of resolving any issues which may arise and through more formal sessions including, assemblies, worships, dedicated well-being sessions, enrichment days, Hope sessions, visitors, trips and residentials. At Richard Wakefield, we endeavour to equip our children with the experience and mindset ready for KS3.

What does PSHE look like at Richard Wakefield 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 Richard Wakefield 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 Richard Wakefield, 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.

Please find our PSHE progression map here to find out more.