PSHE

PSHE

PSHE – Jigsaw (Personal Social Health Economic)

What is PSHE Education?

INTENT

PSHE (personal, social, health and economic education is a school subject through which pupils develop the knowledge, skills and attributes they need to manage their lives, now and in the future. Our pupils are encouraged to develop their self-worth by developing their resilience, determination, self-esteem and confidence by playing positive roles in contributing to School life and the wider community. We work hard to ensure that all we learn is put into practice within our own smaller community, in preparation for life beyond as responsible citizens.

IMPLEMENTATION

We teach PSHE once a week and follow a spiral curriculum that revisits and builds on learning from previous years. There is plenty of opportunity throughout the School year to incorporate PSHE through other areas of the School curriculum and whole School events. Sharing the Agora Values and linking these to their own and experiences of others supports the children to good school citizens. Weekly circle times provides a chance to share thoughts and feelings and discuss topical issues.

IMPACT

In doing so they will learn to recognise their own worth, work well with others and become increasingly responsible for their own learning. Through our PSHE curriculum our children will be able to reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up. Our children will 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.

Bromet Primary School follows the Jigsaw Programme to teach PSHE to our children.

Jigsaw brings together PSHE Education, emotional literacy, mindfulness, social skills and spiritual development. A variety of teaching strategies are used and we 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 assembly, generating a whole school focus for adults and children alike. There is a Weekly Celebration that highlights a theme from that week’s lessons across the school, and encourages children to try to reflect that learning in their behaviour and attitudes.

Whole School Community

Children at Bromet are given many opportunities to be part of the whole school community on a regular basis. Some of the responsibilities in which our children regularly participate include:

Buddying- year 5 and year R

School Council- 2 representatives from each year group

School Librarians- year 6,

Play-leaders- year 5,

Cross key stage readers- UKS2 and KS1

House captains for school sports events- year 6

School Ambassadors - Year 6

PSHE Scheme of Work in Key Stage 1 and Key Stage 2 using JIGSAW

PSHE SOW USING JIGSAW.pdf

Progression of Knowledge and Understanding in PSHE

Progression-of-knowledge-and-understanding-in-pshe-jigsaw.pdf

Vocabulary progression Document

Vocab Progression.pdf

Some of our lovely whole school displays: Remembrance, Anti Bullying and COP26

ONE KIND WORD

Just Talk Webinar links for parents

Just Talk week webinars for Parent & Carers.docx

SMSC AT BROMET

What is SMSC?

This stands for Spiritual, Moral, Social and Cultural development.

This is not a subject but something that is everywhere in our school: in lessons, in the playground, in our relationships, in our thinking, in our values.

Find out more about SMSC here: http://www.doingsmsc.org.uk/

Spiritual

Pupils’ spiritual development is shown by their:

ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values
sense of enjoyment and fascination in learning about themselves, others and the world around them
use of imagination and creativity in their learning
willingness to reflect on their experiences

Moral

Pupils’ spiritual development is shown by their:

ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values
sense of enjoyment and fascination in learning about themselves, others and the world around them
use of imagination and creativity in their learning
willingness to reflect on their experiences

Social

Pupils’ social development is shown by their:

use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds
willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; the pupils develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain

Cultural

Pupils’ cultural development is shown by their:

understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others
understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain
knowledge of Britain's democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
willingness to participate in and respond positively to artistic, sporting and cultural opportunities

interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity, and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities