PSHE
PSED/PSHE
Subject Leader: Miss Kilby
What is PSED/PSHE?
PSED stands for Personal, Social and Emotional Development (Foundation Stage)
PSHE stands for Personal, Social, and Health Education (Key Stage 1)
PSED/PSHE is a planned programme of learning, through which children and young people acquire the knowledge, understanding and skills they need to manage their lives – now and in the future. PSED/PSHE enables children to become effective learners and supports them as they move from childhood through adolescence to become independent young people and effective citizens.
What is Jigsaw, and how does it work?
In 2017, Jigsaw was introduced to all Solihull schools by the Local Authority. Jigsaw is a comprehensive and completely original PSED/PSHE programme for the whole primary school that connects personal, social and health education, emotional literacy, social skills and spiritual development. It is taught in school from Nursery through to Year 2.
Jigsaw has two aims for all children:
• To build their capacity for learning
• To equip them for life
Jigsaw brings together PSED/PSHE, emotional literacy, mindfulness, social skills and spiritual development. 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, led by the head teacher, generating a whole school focus for adults and children alike.
The Jigsaw Puzzles (Units)
Jigsaw is structured into six half-termly Puzzles (units) with the whole school studying the same Puzzle at the same time. The Puzzles are sequential and developmental from September to July.
Being Me in My World Autumn 1
| Celebrating Difference Autumn 2
| Dreams and Goals Spring 1
| Healthy Me Spring 2
| Relationships Summer 1
| Changing Me Summer 2
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OVERVIEW IN PSED/PSHE FROM NURSERY TO YEAR 2
| NURSERY | RECEPTION
| YEAR 1 | YEAR 2 |
autumn 1: Being Me In My World | Self-identity Understanding feelings Being in a classroom Being gentle Rights and responsibilities | Self-identity Understanding feelings Being in a classroom Being gentle Rights and responsibilities | Feeling special & safe Being part of a class Rights & responsibilities Rewards & feeling proud Consequences Owning the Learning Charter | Hopes & fears for the year Rights & responsibilities Rewards & consequences Safe & fair learning environment Valuing contributions Recognising feelings |
autumn 2: Celebrating Differences | Identifying talents Being special Families Where we live Making friends Standing up for yourself | Identifying talents Being special Families Where we live Making friends Standing up for yourself | Similarities & differences Bullying Making new friends Celebrating the differences in everyone | Families, their differences & managing their conflicts Bullying Recognising hurtful words Giving & receiving compliments |
spring 1: | Challenges Perseverance Goal-setting Overcoming obstacles Seeking help Jobs Achieving goals | Challenges Perseverance Goal-setting Overcoming obstacles Seeking help Jobs Achieving goals | Setting goals Identifying our achievements Learning styles Tackling new challenges Identifying & overcoming obstacles Feelings of success | Difficult & new challenges Achieving success Dreams & ambitions Motivation & enthusiasm Overcoming obstacles Evaluating learning processes Managing feelings Simple budgeting |
spring 2: | Exercising bodies Physical activity Healthy food Sleep Keeping clean Safety | Exercising bodies Physical activity Healthy food Sleep Keeping clean Safety | Keeping healthy & clean Healthier lifestyle choices Being safe Medicine safety Road safety Linking health & happiness | Exercise & fitness challenges Food labelling & healthy swaps Attitudes towards drugs Keeping safe (online & off line) Respect for myself & others Healthy & safe choices |
summer 1: | Family life Friendships Breaking friendships Falling out Dealing with bullying Being a good friend | Family life Friendships Breaking friendships Falling out Dealing with bullying Being a good friend | Belonging to a family Making friends/being a good friend Physical contact preferences People who help us Qualities as a friend & person Self-acknowledgement Being a good friend to myself Celebrating special relationships | Family roles & responsibilities Friendship & negotiation Keeping safe online Being a global citizen Being aware of how my choices affect others Awareness of how other children have different lives Appreciation for family & friends |
summer 2: | Bodies Respecting my body Growing up Growth and change Fun and fears Celebrations | Bodies Respecting my body Growing up Growth and change Fun and fears Celebrations | Life cycles – animal & human Changes in me Changes since being a baby Differences between female & male bodies (correct terminology) Linking growing & learning Coping with change Transition | How babies grow Understanding a baby’s needs Outside & inside body changes Family stereotypes Challenging my ideas Preparing for transition |
SMSC at Blossomfield
SMSC is an integral part of the ethos of Blossomfield. Elements of SMSC can be found in lessons and activities throughout school to promote children’s natural enthusiasm and curiosity. As a result of our planned learning experiences, children develop their skills, encompassing creativity, investigation and imagination. We aim to awaken children’s life- long interest in the diversity of the world in which they live to prepare pupils for life. The climate and ethos of the school enables pupils to grow and flourish, become confident individuals, recognise the importance of equality and appreciate their own worth and that of others.
Opportunities for the development of SMSC, in all aspects of the curriculum, are reflected in the day to day teaching. Children’s outstanding spiritual development is evidenced in the way children confidently discuss different elements of a variety of religions in RE lessons. Children learn about how their peers celebrate special times such as Eid, Diwali or Christmas this includes opportunities to visit to places of worship. Their questioning reflects their interest and active engagement. As a result of discussions about people’s feelings and values, the children appreciate these are equally important but are often different. The children’s highly positive attitude towards other ethnic or religious groups in school, or within the wider community, shows a curiosity at times but also respect for other people’s values and beliefs.
The children’s outstanding moral development is reflected in their behaviour in school and elsewhere – in lessons, in the corridors, in the playground, on visits out of school. Through PSHE lessons, which are predominantly based on ‘Jigsaw’ teaching materials, a cohesive schedule of collective worship and through the exemplary modelling of staff and peers, children have a sound understanding of what is ‘right and wrong’ and how to make good choices in their behaviour.
Children successfully learn how to engage socially through a range of opportunities both in and out of school. This is evidenced by their positive and enthusiastic engagement with other children, in a range of contexts. Playground buddies help to resolve minor conflicts at playtime and the children know to try to talking to each other before asking an adult to intervene. Carefully planned learning themes enable the children to learn about other social settings and compare them to their own.
Pupils’ cultural development is reflected in the way children participate enthusiastically in all opportunities – such as the local community dance festival, Science week, and fundraising activities for a variety of good causes as well as the day to day experiences planned for in school.
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Within the classroom, teachers actively encourage children to work independently and to reflect on their learning thus providing the foundations for participation, resilience and stamina within learning. Our Parents, Carers and Grandparents are very supportive of the school and at a recent consultation about the teaching of statutory SRE teaching in school they demonstrated tolerance and respect whilst asking some challenging questions. All agreed at the end that good relationships exist because school and parents are open, honest and transparent. These are values that we believe we need to instil in our children.
Wellbeing at Blossomfield
In designing our curriculum we have considered our school community values and the 5 ways to wellbeing, which scientific studies have shown increase happiness and emotional health and wellbeing. Wellbeing in schools is important for several reasons. When it’s a priority, everyone benefits. The benefits for our children include better social integration, improved behaviour, and increased resilience.
Connect with other people Good relationships are important for your mental wellbeing. They can: • help you to build a sense of belonging and self-worth • give you an opportunity to share positive experiences • provide emotional support and allow you to support others
Be physically active Being active is not only great for your physical health and fitness. Evidence also shows it can also improve your mental wellbeing by: • raising your self-esteem • helping you to set goals or challenges and achieve them • causing chemical changes in your brain which can help to positively change your mood
Learn new skills Research shows that learning new skills can also improve your mental wellbeing by: • boosting self-confidence and raising self-esteem • helping you to build a sense of purpose • helping you to connect with others Even if you feel like you do not have enough time, or you may not need to learn new things, there are lots of different ways to bring learning into your life.
Give to others Research suggests that acts of giving and kindness can help improve your mental wellbeing by: • creating positive feelings and a sense of reward • giving you a feeling of purpose and self-worth • helping you connect with other people It could be small acts of kindness towards other people, or larger ones like volunteering in your local community.
Pay attention to the present moment (mindfulness) Paying more attention to the present moment can improve your mental wellbeing. This includes your thoughts and feelings, your body and the world around you. Some people call this awareness "mindfulness". Mindfulness can help you enjoy life more and understand yourself better. It can positively change the way you feel about life and how you approach challenges.
Source: NHS