Gotherington Primary School

The Lawns, Gotherington, Cheltenham, GL52 9QT

Our School  »  Our Curriculum  »  PSHE and RSHE


At Gotherington we value the importance of a high quality PSHE and RSHE curriculum. Since September 2020 we have been using the Jigsaw scheme of work to teach all of the statutory elements of the RSHE curriculum and more. To make sure that this scheme meets the needs of our children we make adaptations where needed. We also teach The Protective Behaviours Programme alongside Jigsaw.
Protective Behaviours is a framework for personal safety consisting of 2 Themes ('We all have the right to feel safe all of the time.' and 'We can talk with someone about anything even if it feels awful or small.')and 7 Strategies. This is very different from the ‘lock your doors’, restrictive approach to personal safety - it is a dynamic, confidence building, empowering approach that links safety with having adventures and taking risks.
Please follow this link for further information:
https://www.protectivebehaviours.org/what-does-protective-behaviours-mean

Intent

The Jigsaw curriculum focuses on a mindful approach to teaching PSHE. It is a comprehensive, universal whole-school curriculum that builds social skills, grows emotional literacy, enables mental health and nurtures children’s positive relationships with themselves and others. Integrating this personal and social development work into a comprehensive PSHE curriculum gives the relevant context to build skills, attitudes, self-esteem, resilience and confidence which are taught explicitly each week but also enhanced during whole-school opportunities such as assemblies, end of puzzle displays, weekly celebrations, music and songs. Lessons and resources are matched to the age and ability of the pupils and there is clear progression. Protective behaviours is an additional programme that is intended to complement Jigsaw and build on the teaching of essential safeguarding issues, developing the knowledge of when and how children can ask for help.

The scheme of work fulfils the requirements of 2020 Statutory Relationship and Health Education, setting these learning intentions in the context of a broad and balanced PSHE curriculum.

Implementation

     

The PSHE curriculum has been designed to be taught weekly in classes with themes and learning outcomes being built on and reinforced throughout the school day and across all aspects of the children’s lives at home and in school. The units are designed to be taught in themes which are revisited and previous learning is built upon at a depth that is appropriate for the age and stage of the child. The lessons are designed for delivery in a creative manner, using many approaches such as role play, discussion and games which incorporate learning outside the classroom where possible. Learning activities enable children to build confidence and resilience. Resources are also provided for communicating with parents and carers so that learning can be extended at home.

Many themes are reinforced through other areas of the curriculum and across the school day for example, themed weeks (e.g. Anti-bullying week), trips and visits (e.g. Skills zone, Waitrose), visitors in classes and assemblies (Growth Mindset Coaches, PCSOs, Environmental Entrepreneurs), whole-school initiatives (Food for Life, Healthy Schools, Play leaders). Children learn that PSHE is not just a lesson but a way of living which is reinforced in every aspect of their lives.
Impact
The PSHE curriculum will enable children to develop the knowledge, skills and attributes they need to succeed at school and in the wider world. Children will be enabled to develop the vocabulary and confidence needed to clearly articulate their thoughts and feelings in a climate of openness, trust and respect, and know when they can seek support from others. They will apply their understanding of society to their interactions within communities, from the classroom to the wider community of which they are a part. The curriculum supports the active development of a school culture that prioritises physical and mental health and wellbeing, providing children with skills to evaluate and understand their own wellbeing needs, practice self-care and contribute positively to the wellbeing of those around them. Teachers use children's work and participation in class activities to assess whether they have met the learning outcomes for each puzzle piece.