PSHE

Mickleton Primary School 

Curriculum Statement for Implementation for PSHE

To create a space in the curriculum for children to explore their emotional and social needs in order to support the development of children’s health and wellbeing, self-esteem and confidence. We aim to nurture and support the spiritual, moral, social and cultural (SMSC) development in young children and promote the fundamental British values. Ultimately, we aim to support children in developing the knowledge, skills and understanding they need to lead confident, healthy and independent lives in becoming responsible citizens.

At Mickleton we follow 'Jigsaw' which is a comprehensive Programme for Primary PSHE including statutory Relationships and Health Education. 

Jigsaw is a progressive and fully planned scheme of work, which gives children relevant learning experiences to help them navigate their world and to develop positive relationships with themselves and others. Jigsaw has a strong emphasis on emotional literacy, building resilience and nurturing mental and physical health. It provides the material to deliver engaging and relevant PSHE within our whole-school approach. 

Jigsaw lessons also include mindfulness allowing our children to advance their emotional awareness, concentration and focus. 

There are six units, which are called puzzles: Being Me in My World, Celebrating Difference, Dreams and Goals, Healthy Me, Relationships and Changing Me 

The progressive sequence is mapped out and the skills are built upon in each unit as the children move up through the school. The Jigsaw scheme has a built-in assessment task for each unit. This task is used for teacher assessment, but also offers the children the chance to assess their own learning. 

We aim to provide our pupils with the knowledge, understanding, attitudes, values and skills they need in order to reach their potential as individuals and within the community. 

Pupils are encouraged, throughout each year, to take part in a wide range of activities and experiences across and beyond the curriculum therefore contributing fully to the life of their school and communities. By doing this, they are able to recognise their own worth, work together with others and become increasingly responsible for their own learning. This means they 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. They learn to understand and respect our common humanity; diversity and difference so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning.