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Image by John Schaidler

PSHE

Intent 

At Burnhope Primary School, we teach Personal, Social, 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. 

The overview of the programme can be seen here.

JIGSAW and RSE Mapping

Jigsaw – Whole – School – Overview Summer – 2 Changing Me Sex Education

This also supports the “Personal Development” and “Behaviour and Attitude” aspects required under the Ofsted Inspection Framework, as well as significantly contributing to the 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.

11b-british-values-in-jigsaw-by-puzzle-and-year-group

Implementation 

What do we teach when and who teaches it? 

Whole-school approach 

Jigsaw covers all areas of PSHE for the primary phase including statutory Relationships and Health Education. The table below gives the learning theme of each of the six Puzzles (units) and these are taught across the school; the learning deepens and broadens every year.  

At Burnhope Primary School we allocate 1 lesson (approx. 45mins to 1 hour) to PSHE each week in order to teach the PSHE knowledge and skills in a developmental and age-appropriate way. The lessons are taught by the class teacher or another substantive member of staff.

These explicit lessons are reinforced and enhanced in many ways:  

Assemblies and collective worship, praise and reward system, Learning Charter, through relationships child to child, adult to child and adult to adult across the school. We aim to ‘live’ what is learnt and apply it to everyday situations in the school community. 

Impact 

Jigsaw aims to help children know and value who they really are and how they relate to other people in this ever-changing world. 

This also supports the “Personal Development” and  “Behaviour and Attitude” aspects required under the Ofsted Inspection Framework, as well as significantly contributing to the 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.  

We can see the impact of the programme through the programme through the behaviours and attitudes of the pupils within school and their relationships with each other.  

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