Our curriculum is informed by, but not limited to the Jigsaw scheme and the national curriculum for PSHE. Under section 78 of the Education Act 2002 and the Academies Act 2010, a PSHE curriculum:
Promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and
Prepares pupils at the school for the opportunities, responsibilities and experiences of later life.
The National Curriculum advises schools to make provision for personal, social, health and economic education drawing on good practice. At Town Farm, PSHE is considered across the curriculum and is a fundamental part of the pupils’ school experience. In maths, pupils are taught the importance of a growth mindset which supports their self-belief, resilience and perseverance and supports success across the wider curriculum and in social contexts. In humanities, the pupils learn the significance of their local area and key figures from within it. They also have access to positive role models from the community and this supports their learning in many areas, including religious education and learning about local heritage. Pupils also have access to positive role models from a range of fields and learn about a range of career possibilities, as part of ‘Dream Big’ week.
To support our aims, the school follows the Jigsaw Programme scheme of work, which holds the PSHE Association Quality Mark. Jigsaw PSHE offers a comprehensive, carefully sequenced scheme of work which brings consistency and progression to our pupils’ learning in this vital curriculum area. Our approach also supports the ‘Personal Development’ and ‘Behaviour and Attitudes’ aspects required under the Ofsted Inspection Framework, as well as significantly contributing to the school’s Safeguarding and Equality Duties, the Government’s British Values agenda and the SMSC (Spiritual, Moral, Social, Cultural) development opportunities provided for our pupils.
We recognise that we have a high level of pupils with speech, language and communication needs so ensure PSHE vocabulary is taught explicitly.
The curriculum is sequenced to ensure progression in skills and knowledge from the EYFS, following ‘Development Matters’ guidance until pupils leave us at the end of key stage 2.
We aim to ensure that all pupils:
Develop confidence and responsibility and to make the most of their abilities
Prepare to play an active role as citizens in Britain
Develop a healthy, safer lifestyle
Develop good relationships and to understand and celebrate the differences between people.
Jigsaw covers all areas of PSHE for the primary phase including statutory Relationships and Health Education. The table below gives the learning theme of each of the six Puzzles (units) and these are taught across the school; the learning deepens and broadens every year.
Being Me in My World
Includes understanding my own identity and how I fit well in the class, school and global community. Jigsaw Charter established.
Includes anti-bullying (cyber and homophobic bullying included) and understanding
Dreams and Goals
Includes goal-setting, aspirations, who do I want to become and what would I like to do for work and to contribute to society
Includes drugs and alcohol education, self-esteem and confidence as well as healthy lifestyle choices, sleep, nutrition, rest and exercise
Includes understanding friendship, family and other relationships, conflict resolution and communication skills, bereavement and loss
Includes Relationships and Sex Education in the context of coping positively with change
PSHE lessons are taught every week across the school, ensuring that we teach the PSHE knowledge and skills in a developmental and age-appropriate way.
Class teachers deliver the weekly lessons to their own classes. The school’s ethos, curriculum design and PSHE lesson coverage promote the following –
Empathy and compassion (including impact on decision-making and behaviour)
Respect for others’ right to their own beliefs, values and opinions
Discernment in evaluating the arguments and opinions of others
Skills for employability, including active listening and communication (including assertiveness skills)
Negotiation (including flexibility, self-advocacy and compromise within an awareness of personal boundaries)
Enterprise skills and attributes (e.g. aspiration, creativity, goal setting, identifying opportunities, taking positive risks)
Recognising, evaluating and utilising strategies for managing influence
Valuing and respecting diversity
Using these skills and attributes to build and maintain healthy relationships of all kinds
To enrich the school’s approach to PSHE and to broaden the curriculum, we organise events and opportunities such as ‘Dream Big’ Week and participate in national drives, such as ‘Hello Yellow’ and ‘Odd Sock Day’ (anti-bullying). The school’s celebration of the annual ‘Mental Health Week’ also raises awareness and compliments the school’s commitment to promoting good mental health.
In each curriculum area, consideration is given to the school’s own context to ensure that learning experiences are meaningful and relevant.
Through the involvement of visitors with specialist skills and backgrounds and the careful consideration and planning of trips and real-life experiences, the pupils are able to build on their knowledge of community and develop the skills they will require for life after education. An example of this is the annual Christmas visits to the residents of our local care home.
The school has established and maintained a positive learning environment where the pupils have positive relationships with their peers and school staff. Our PSHE curriculum reflects the needs of our pupils, supports the spiritual, moral, cultural, mental and physical development of our pupils and promotes British values. It aims to provide pupils with the knowledge, skills and understanding to prepare them for the opportunities, responsibilities and experiences of adult life.
We regularly maintain up to date training which the subject co-ordinator disseminates to ensure an approach that is informed by current pedagogy and advice from experts, as well as involving the use of recommended resources.
By the time our pupils leave our school they will:
be able to approach a range of real-life situations and apply their skills and attributes to help navigate themselves through modern life
be on their way to becoming healthy, open minded, respectful, socially and morally responsible, active members of society
appreciate difference and diversity
recognise and apply the British Values of Democracy, Tolerance, Mutual respect, Rule of law and Liberty
be able to understand and manage their emotions
be able to look after their mental health and well-being
be able to develop positive, healthy relationship with their peers both now and in the future.
understand the physical aspects involved in RSE at an age-appropriate level
have respect for themselves and others.
have a positive self esteem