Personal, Social Health and Education and Relationships and Health Education
Intent
Ladypool is a Rights Respecting School. The UNICEF UK Rights Respecting School Award (RRSA) is based on principles of equality, dignity, respect, non-discrimination and participation. The RRSA seeks to put the UN Convention on the Rights of the Child at the heart of a school’s ethos and culture to improve well-being and develop every child’s talents and abilities to their full potential.
To embrace the challenges of creating a happy and successful adult life, our children need knowledge that will enable them to make informed decisions about their wellbeing, health and relationships and to build their self-efficacy. They can put this knowledge into practice as they develop the capacity to make sound decisions when facing risks, challenges and complex contexts.
At Ladypool, we teach personal, social, relationships and health education as a whole-school approach to underpin children’s development as people and because we believe that this also supports their learning capacity.
The Jigsaw Programme offers us a comprehensive, carefully thought-through scheme of work which brings consistency and progression to our children’s learning in this vital curriculum area. It also supports the children’s personal development, and behaviour and attitudes as well as significantly contributing to our safeguarding and equality duties, British Values and the SMSC (spiritual, moral, social, cultural) development opportunities provided for our children.
Relationships and Health Education does not include teaching about sex. We have decided following consultation with parents that the only teaching that we will provide about sex education is that which is included in the National Curriculum for Science. Parents do not have the right to withdraw children from these lessons.
Implementation
Jigsaw consists of six half-term units of work (puzzles), each containing six lessons (pieces) covering each academic year.
Autumn 1: Being Me in My World
Autumn 2: Celebrating Difference (including anti-bullying) Spring 1: Dreams and Goals
Spring 2: Healthy Me
Summer 1: Relationships
Summer 2: Changing Me (including puberty teaching for older pupils)
Every piece has two learning intentions, one specific to RHE / PSHE and the other designed to develop emotional literacy and social skills.
Each year group studies the same unit at the same time (at their own level), building sequentially through the school year, facilitating whole-school learning themes. The various teaching and learning activities are engaging and mindful of different learning styles and the need for adaptation and the Early Years (EYFS) planning is aligned to the National Early Years Framework (England).
Each lesson is built upon a charter which underpins the behaviour and respect that is the basis for each lesson (one is provided within Jigsaw, but children and their teacher can write their own to ensure mutual respect and ownership
The lessons then split into 6 parts (connect us, calm me, open my mind, tell me or show me, let me learn, help me reflect, closure), all of which should be included in every session to ensure that the learning follows the optimum progression. Learners can be scaffolded, and any individual needs can be supported where necessary.
Impact
By the time our children leave Ladypool, they will:
- demonstrate kindness and respect for themselves and others.
- have the courage and ability to try new things, challenge themselves and persevere.
- take responsibility for their actions.
- be able to approach a range of real life situations and apply their skills and attributes to help navigate themselves through further education, life and work in modern Britain
- be on their way to becoming healthy, open minded, respectful, socially and morally responsible, active members of a diverse, multicultural 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 relationships with their peers both now and in the future.
- understand the physical aspects involved in RHE at an age appropriate level
- be equipped to ‘reach for the stars’
