Personal, social, health and economic (PSHE) education is an important and necessary part of all pupils’ education. All schools should teach PSHE, drawing on good practice, and this expectation is outlined in the introduction to the proposed new national curriculum.
PSHE is a non-statutory subject. To allow teachers the flexibility to deliver high-quality PSHE we consider it unnecessary to provide new standardised frameworks or programmes of study. PSHE can encompass many areas of study. Teachers are best placed to understand the needs of their pupils and do not need additional central prescription.
However, while we believe that it is for schools to tailor their local PSHE programme to reflect the needs of their pupils, we expect schools to use their PSHE education programme to equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions.
Schools should seek to use PSHE education to build, where appropriate, on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on: drug education, financial education, sex and relationship education (SRE) and the importance of physical activity and diet for a healthy lifestyle.
At Coleridge, we aim for a high-quality PSHE curriculum which should inspire in pupils a curiosity and intrigue in their own personal development and behaviours. Our teaching sequence covers the following aspects of PSHE: Being me in my World, Celebrating Difference, Dreams and Goals, Healthy Me, Relationships and Changing Me. We want children to enjoy and engage in the PSHE curriculum and develop a range of knowledge and skills not just through experiences in the classroom, but also with assemblies, relationships built throughout the school and within the community,
In ensuring high standards of teaching and learning in PSHE, we will implement a curriculum that is progressive throughout the whole school. PSHE is taught using the Jigsaw scheme of work, and focusses on knowledge and skills stated in the National Curriculum. At Coleridge, we feel it is important that all children develop positively as human beings, to enable them to understand and respect who they are, to empower them with a voice and to equip them for life and learning. The PSHE curriculum also supports school’s Safeguarding and Equality Duties, the Government’s British Values agenda and the SMSC (Spiritual, Moral, Social, Cultural) development opportunities provided for our children.
The impact and measure of this is to ensure that children at Coleridge are equipped with PSHE skills and knowledge that will enable them to be ready for the curriculum in the next phase of their education and for life as an adult in the wider world.
We want the children to have thoroughly enjoyed learning about PSHE, therefore encouraging them to undertake new life experiences now and in the future.
Cultural Capital in PSHE
According to the national curriculum, cultural capital is the ‘essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement.’ (Ofsted School Inspection Handbook 2019). Cultural capital is at the heart of all our PSHE lessons at Coleridge Primary School, helping our children navigate through the ever changing world around them. Citizenship at school, community and global levels are a vital part of our PSHE lessons, providing knowledge and skill development for all children.
Through an extensive range of educational visits, visitors and themed days and events, we build on cultural capital, providing our pupils with the knowledge and exposure to experiences, that they may otherwise not have had. In turn, this knowledge will equip and prepare our pupils to become active and successful members of society.
Cultural capital can be seen through the units taught, including; ‘Celebrating differences’, ‘Relationships’, ‘Hopes and Goals’ and ‘Healthy Me’, that are taught in every year group.
At Coleridge Primary School we have introduced a whole school PSHE scheme called Jigsaw. Jigsaw combines PSHE, emotional literacy, mindfulness, social skills and spiritual development.
Jigsaw is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. This enables each Puzzle to start with an introductory assembly, generating a whole school focus for adults and children alike. There is a Weekly Celebration that highlights a theme from that week’s lessons across the school, and encourages children to try to reflect that learning in their behaviour and attitudes.
Jigsaw aims to help children know and value who they really are and how they relate to other people in this ever-changing world.
There are six Puzzles (half-term units of work) each with six Pieces (lessons). Every year group studies the same Puzzle at the same time (sequentially ordered from September to July), allowing for whole school themes and the end of Puzzle product, for example, a display or exhibition (like the Garden of Dreams and Goals) to be shared and celebrated by the whole school. Each year group is taught one lesson per week and all lessons are delivered in an age- and stage-appropriate way so that they meet children’s needs.
The different puzzle pieces are:
To find out more about Jigsaw please click on the link below to access our Jigsaw PSHE Policy and Curriculum overview.
At Coleridge we understand the importance of knowledge organisers and how they can support children’s understanding and learning.
They are also an excellent assessment tool which can help identify gaps in learning and inform planning, teaching and intervention. As we have developed our own curriculum, class teachers have also developed knowledge organisers to work alongside our curriculum. Children will be encouraged to refer to knowledge organisers throughout sessions to help support and enhance their learning.
Knowledge organisers can be a valuable tool for both children, staff and parents. Class teachers are the ones who write the knowledge organiser, to set out their expectations of what pupils should learn about a topic – and to clarify their own thinking around what is important.
School leaders, headteachers and subject leaders then may look at a series of knowledge organisers to check for progression and continuity both within and across curriculum subjects and to ensure standards and expectations for learning are being implemented, and if not, what CPD is required.
Pupils will review, revise and quiz themselves using their knowledge organisers. Knowledge organisers are a really clear and easy to understand way for parents to be more aware of what their children are learning and thus to support them.
Some of the benefits of knowledge organisers
- A knowledge organiser makes the teacher think hard about what will be taught.
- Knowledge organisers are an endless source of meaningful homework activities.
- Knowledge organisers are an excellent tool for inclusion.
- Knowledge organisers create opportunities for spaced retrieval practice.
- Ahead of a summative assessment at the end of a topic you can inform pupils that some of the questions will refer to previous learning; pupils can then refer to the knowledge organiser to access and practice those topics.
- Used appropriately, knowledge organisers can increase retention of facts
At Coleridge, we have several non-negiotiables that need to be included in a knowledge organiser, they are:
- Key vocabulary (linked to Progression of language)
- Key places and people
- Useful diagrams (as required for the topic)
- Key dates for a subject like history (e.g. when the two World Wars were)
- Key themes
- Important quotes
- Stem sentences for a subject like Science or Maths
We use knowledge organisers throughout school, however, in EYFS they look different to other phases of school due to the away the curriculum is structure. In EYFS, we use a holistic approach to knowledge organisers and have a topic knowledge organiser, whereas, in KS1 and KS2 our knowledge organisers are subject specific.
If you would like any information about our knowledge organisers then please contact us at email@example.com