PSHE - JIGSAW
Intent of PSHE curriculum
At Roebuck Academy, the intent of our PSHE curriculum is to deliver a curriculum which is accessible to all, and that will maximise the outcomes for every child, so that they know more, remember more, and understand more. PSHE is embedded in all that we do to enable our children to become independent, responsible, healthy, and confident members of society. Our PSHE curriculum has been built with the aim to support the development of the ‘whole child’, by helping them to understand how they are developing personally and socially as well as promoting their social, mental, and physical development. Children will be able to develop the ability to tackle the moral, social, and cultural issues that are part of growing up. Through our discreet lessons as well as wider cross curricular approach to teaching PSHE, children are taught how to keep themselves safe, physically, and emotionally resulting in the acquisition of knowledge and skills, which enable children to access the wider curriculum. We provide our children with opportunities for them to learn about rights and responsibilities and appreciate 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.
PSHE is taught across the school on a weekly basis and as a school, we follow the Jigsaw PSHE scheme of work. The scheme of work covers:
- Being me in my world: including self-identity, feelings, rights and responsibilities.
- Celebrating differences: including identifying talents, families, making friends
- Dreams and Goals: including challenges, goal setting, overcoming obstacles
- Healthy Me: including exercise, healthy food, safety
- Relationships: including family life, falling out, dealing with bullying
- Changing me (SRE): including bodies, growth, and change, respecting my body.
Weaving through the heart of our PSHE teaching, is a commitment to enhancing and promoting our core values; at Roebuck Academy we teach our children to follow the 3RS and our DREAMS values.
The aim of the 3R's, Ready, Respectful, Resilient and Safe, is to provide opportunities for children to develop their character and to have high aspirations of themselves and each other. We want our children know how to make a positive contribution to their community and the wider society. Self-confidence, independence and risk-taking is encouraged through the embedding of our DREAMS Values and Positive Learning Behaviours: Determination, Respect, Excellence, Altogether, Motivation and Safety.
This year, alongside our Jigsaw curriculum, we introduced the Zones of Regulation curriculum. The Zones of Regulation curriculum is a curriculum geared towards helping students gain skills in consciously regulating their actions, which in turn leads to increased control and problem-solving abilities. In the activities, students also learn how to use strategies or tools to stay in a zone or move from one to another.
Our entire curriculum is shaped by our school vision which aims to enable all children, regardless of background, ability, additional needs, and to flourish to become the very best version of themselves they can possibly be. It aims to enable children to understand about trust, respect, and honesty. It encourages children to develop a strong sense of morality; knowing right from wrong and doing the right thing even when it is difficult.
We teach the National Curriculum, supported by a clear skill and knowledge progression. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children
The whole school participates in Wellbeing week, Anti-bullying week, World Mental Health Day, Children’s Mental Health Week, Odd Socks Day, Internet Safety Week . These events raised awareness of these issues; help promote help seeking behaviours and emotional wellbeing practices as well as enabling the whole school community to work together.
The school takes part in charitable events such as Children in Need. Some of the charitable causes are identified from the passions and interests of the school council and the children they represent.
New Statutory Relationships and Health Education September 2020
From September 2020 the Department for Education has made Relationships and Health Education compulsory in all primary schools.
Parents’ rights to withdraw a child from SRE Section 405 of the Education Act 1996 enables parents to withdraw their children from sex education other than the sex education that is in the National Curriculum (such as the biological aspects of human growth and reproduction that are essential elements of National Curriculum Science).
At Roebuck Academy we teach Relationships, Sex and Health Education through our Jigsaw scheme of work, fulfilling DfE statutory requirements.
Teachers monitor each child’s progress termly and subsequently modify their teaching where necessary. Results are analysed and fed back to teachers, SLT and governors. Actions are fed into the annual PSHE action plan.
To run alongside this, we introduced a termly Children’s wellbeing survey for staff where staff identified children who were struggling with mental health, physical health, and engagement. The results are analysed by the Wellbeing working party, children identified, and strategies put into place. For example, extra PE interventions for children struggling physically, nurture groups and individual support from our Pastoral Support officer.
We regularly gather children’s voice to find the issues that directly concern our pupils.