PSHE
Intent
At Hollywood we follow Jigsaw for our PHSE. This offers a comprehensive programme for Primary PSHE including statutory Relationships and Health Education, in a spiral, progressive scheme of work.
Through Jigsaw, we aim to provide pupils with the knowledge, understanding, attitudes, values and skills they need in order to reach their potential as individuals and within the community.
Our pupils will also learn to understand and respect our common humanity; diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning.
With strong emphasis on emotional literacy, building resilience and nurturing mental and physical health, Jigsaw supports our teachers 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.
Through effective Relationships and Sex Education, we aim to make a significant contribution to the development of e personal skills needed by pupils if they are to establish and maintain relationships. Our RSE teaching also aims to enable children and young people to make responsible and informed decisions about their health and well-being.
Implementation
Jigsaw brings together PSHE Education, emotional literacy, social skills and spiritual development in a comprehensive scheme of learning. Teaching strategies are varied and are mindful of preferred learning styles and the need for differentiation. We teach Jigsaw as 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 assembly, generating a whole school focus for adults and children alike.
There are six Puzzles in Jigsaw that are designed to progress in sequence from Autumn to June/July. Within this, each Puzzle has six Pieces (lessons) which work towards an ‘end product’. Children will work on these in weekly PHSE lessons. These are protected in our timetable as part of our commitment to ensuring every child receives Jigsaw input every week.
Each Piece (lesson) has two Learning Intentions: one is based on specific PSHE learning (covering the non-statutory national framework for PSHE Education and the statutory Relationships and Health Education guidance, but enhanced to address children’s needs today); and one is based on emotional literacy and social skills development to enhance children’s emotional and mental health. The enhancements mean that Jigsaw, the mindful approach to PSHE, is relevant to children living in today’s world as it helps them understand and be equipped to cope with issues like body image, cyber and homophobic bullying, and internet safety.
In our lessons, we will use the Jigsaw charter, which will include:
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)
As part of our broad and balanced curriculum, there are overlaps with PHSE and other subjects, for example Computing (E-safety), Science (recycling), PE (leading healthy active lives).
Impact
When pupils leave Hollywood Primary, they will:
Understand and demonstrate the value of kindness, respect and positive relationships
Be prepared to become positive citizens in a forever changing community and ultimately preparing them for life and work in their futures.
Meet the end of Key Stage statements in line with the statutory guidance outlined in the Relationships Education, Relationships and Sex Education (RSE) and Health Education.
Be healthy and responsible members of society
Have the ability to both collaborate and become self-reliant, with an understanding of how to keep themselves and others mentally and physically safe and well.
Have a high sense of self-worth and positivity towards all they approach
We measure the impact of our curriculum by:
Discussing learning with pupils
Monitoring work in Jigsaw journals and verbal contributions
Assessing learning against set objectives
Measuring progress across a module
Using self evaluation