Intent: Our curriculum intention is to fuel ASPIRATION and ACHEIVEMENT and to foster the CELEBRATION of success in all its forms! Our school shares the government’s aspiration that all pupils should grow up healthy, happy, safe, and able to manage the challenges and opportunities of modern Britain.
Weaving through the heart of our PSHE teaching, is a commitment to enhancing and promoting the British Values and our core Christian Values; Peace, Love and Joy.
With a strong emphasis on emotional literacy, building resilience and nurturing mental and physical health, Stratford-sub-Castle Primary School intends to deliver engaging and relevant PSHE within a whole-school approach. Our approach means pupils develop age-appropriate PSHE knowledge and skill
Since September 2020, all primary age pupils in our school are taught Relationships, Health and Sex Education. These subjects are designed to equip pupils with the knowledge to make informed decisions about their wellbeing, health and relationships as well as prepare them for a successful adult life. Our school intends to use sensitivity and flexibility to deliver the content in a way that is age and developmentally appropriate and sensitive to the needs and religious background of our pupils.
Our concepts for PSHE at Stratford-sub-Castle Primary School are as follows:
Term 1: Being Me in My World
Term 2: Celebrating Difference (including anti-bullying)
Term 3: Dreams and Goals
Term 4: Healthy Me
Term 5: Relationships
Term 6: Changing Me (including Sex Education)
The school has chosen to follow Jigsaw: The Mindful Approach to PHSE scheme of work. This scheme has been used by the school for a number of years because it complements the Christian foundation and ethos of the school. We are confident that the Jigsaw Programme covers all aspects PSHE including Relationships, Sex and Health Education (RSHE) in an age-appropriate way.
At the start of a new unit, teachers ensure that learning from the previous year is revisited. Year on year, through the course of the unit, learning is each concept it extended by adding new knowledge and skills and vocabulary.
All classes study the same unit at the same time, building sequentially through the school year. These units are progressively built upon each year ensuring our pupils know more and remember more within each concept.
At the beginning of every lesson, teachers review the learning from the previous session and build on what has previously been learnt. New knowledge and skills are then introduced using a range of teaching approaches and activities.
As well as discrete lessons, PSHE is also embedded throughout our curriculum and daily life such as: school assemblies, collective worship and the ethos of the school allow pupils’ spiritual, moral, social and cultural curiosity to be stimulated, challenged and nurtured.
Teachers use ongoing formative assessment to inform and adapt planning.
Sex and Relationships education
The DFE statutory guidance (England 2019) expects schools to deliver work on puberty. This sits under the Health Education statutory expectations. Lessons on human reproduction are left to the discretion of schools. We are confident that the Jigsaw Programme covers all aspects of Relationships, Sex and Health Education (RSHE) within the context of a full PSHE programme in an age-appropriate way.
RSHE is delivered in Term 6 during the unit ‘Changing Me’, and this is a tailored plan for each individual class to meet the needs of the different age groups.
By the end of primary school, we believe pupils need to understand that puberty is a natural and inevitable part of growing up; it needs to happen to enable them to have babies in adulthood and that this knowledge helps to safeguard them.
The specific sex education content (puberty and human reproduction) is taught through the Changing Me Puzzle (delivered in the last term of the academic year). The specially-commissioned animations of the female reproductive system and the male reproductive system provide a visual resource to enable pupils to understand how the body changes and develops in puberty. This work is done in the context of managing change and is age-appropriate.