PSHE Philosophers at Queen's Crescent

Being a PSHE Philosopher

Lead Engineer: Mrs Lisa Quintin

Intent:

Personal, social, health and economic (PSHE, including RSE) education is an important and necessary part of all pupils’ education. We tailor our PSHE programme to reflect the needs of our children at Queen’s Crescent School, to equip them with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions. We guide the children to form responsible attitudes towards the maintenance of good physical and emotional health through a healthy lifestyle; to develop a sense of fairness together with respect for the processes of the law and the legal rights of others and support them in understanding their stages of development enabling happy and stable relationships to be formed in later life

Aims:

The national curriculum for PSHE aims to ensure that all pupils learn:

• relationship education in primary schools
• relationship and sex education in secondary schools
• health education in state funded primary and secondary schools

These areas will support all young people to be happy, healthy and safe. Equipping them for life as an adult in British society.

How do we teach PSHE and why has this approach been chosen?

The Six Puzzles (Themes/ Units of work)

There are six Puzzles in Jigsaw that are designed to progress in sequence from the start of each academic year:

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)

Each Puzzle has six Pieces (lessons) which work towards an ‘end product’, for example, The School

Learning Charter or ‘The Garden of Dreams and Goals’. Each Piece has two Learning Intentions: one is based on specific PSHE learning (purple) and one is based on emotional literacy and social skills development (green).

The whole school works on the same Puzzle at the same time, meaning that each Puzzle can be launched and discussed through assemblies. The learning outcomes are also clear, across the school, at the end of each unit.

The Structure of the Pieces (lessons) in Jigsaw

• Improve their social skills to better enable collaborative learning (Connect us)
• Relax their bodies and calm their minds to prepare them for learning (Calm me)
• Help the brain to focus on specific learning intentions (Open my mind)
• Initiate new learning (Tell me or show me)
• Facilitate learning activities to reinforce the new learning (Let me learn)
• Support them in reflecting on their learning and personal development (Help me reflect)

Children’s learning is documented in wider curriculum books

Philosopher outcomes:

PSHE is monitored by the PSHE lead throughout the year in the form of book looks, lesson observations and pupil conferencing. Classroom displays and wider curriculum books evidence the work the children have completed throughout Jigsaw units of work.

Teachers continually assess children in PSHE lessons and set an assessment task at the end of Jigsaw pieces 2-6. Progression grids, within Jigsaw, act as a reference for end of year expectations for each year group and teachers are aware of the entry and exit points for their children.

The lead Philosopher works closely with the link governor to assess the impact of the PSHE curriculum each year.