PSHE

Intent

At Sudbourne our whole self is developed.   

Our intention is that when children leave Sudbourne, they will do so with the knowledge, understanding and emotions to be able to play an active, positive and successful role in today’s diverse society. We want our children to have high aspirations, a belief in themselves and realise that anything is possible if they put their mind to it. In an ever–changing world, it is important that they are aware, to an appropriate level, of different factors which will affect their world and that they learn how to deal with these so that they have good mental health and well-being.

Implementation       

Cumulative progression and coherent substantive concepts

Pupils are taught PSHE using ‘Jigsaw’ which is a spiral, progressive curriculum. Jigsaw PSHE ensures that learning from previous years is revisited and extended, adding new concepts, knowledge and skills, year-on-year as appropriate through six core concepts.

Substantive knowledge concepts

Each phase studies the same Jigsaw puzzle piece at the same time, with a launch assembly at the start of each term. These puzzle pieces form the core knowledge concepts of our PSHE curriculum, and include explicit links to the DfE statutory Relationships and Health Education outcomes and the Early Learning Goals. 

Disciplinary knowledge 

Every Jigsaw lesson from Early Years to Phase 3 offers opportunities for children’s spiritual, moral, social and cultural (SMSC) development, and this is clearly mapped and balanced through identified social and emotional skills.  

Our PSHE curriculum  is designed to provide structured opportunities in every lesson to practise and enhance the five skills associated with emotional literacy (self-awareness, social skills, empathy, motivation and managing feelings). We believe that these opportunities are vital for children’s development, their understanding of themselves and others and in increasing their capacity to learn.   

Vocabulary   

Age appropriate and specific vocabulary is mapped out for each puzzle piece and revisited within a phase. 

EYFS - 

Children explore a puzzle substantive concept half termly, through the use of direct teaching input, activities in the provision or adult interaction. 

Phase 1 -  Phase 3 

Our two-year cycle ensures that children cover both of the age specific puzzle pieces within a phase (e.g. the Year 3 and the Year 4 dreams and goals puzzle piece within their time during Phase 2). The changing me puzzle piece is taught in age appropriate groups and further details can be found under the Relationship Sex and Health Education tab.  

Our PSHE overview can be found below.