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At Seaton, we want our pupils to develop the knowledge, skills and attributes they need to keep themselves healthy and safe, and prepare for life and work in the modern world. Our personal, social and health education (PSHE) curriculum brings together citizenship with personal well-being, whilst promoting fundamental British values. We want our pupils to grow up to be global citizens. We want them to care for themselves and for others, especially those less fortunate than themselves as well as caring for the world they live in. 

Through our PSHE teaching, we hope that all children: 

  • are be safe, secure and happy in school 
  • develop knowledge and understanding to make informed choices and decisions 
  • have the opportunity to develop self-awareness, confidence and self-esteem 
  • can manage and express feelings appropriately  
  • develop an appreciation of the importance of responsible behaviour, courtesy and consideration of others 
  • have the skills and positive attitude towards building effect relationships and respect for others 
  • understand responsible attitudes towards physical and mental health, supported by a healthy and safe lifestyle 
  • have an understanding of a diverse society and our rights and responsibilities 

In our PSHE lessons, we promote the development of spiritual, moral, cultural, mental and physical aspects of ‘self’ that we aim for children to transfer into all aspects of life, both within and beyond the school. PSHCE encompasses mindfulness, drug awareness, Relationships and sex education, health and well-being and many other elements that help build self-esteem. Guest speakers such as the fire service, police service, local councillors and other professionals are also invited in to speak to our school to equip pupils with real life knowledge that will aid them not only to be good citizens, but to inspire them to have aspirations and prepare them for the future. PSHE underpins all of our school activities: assemblies, educational visits and extra-curricular clubs to endure that we offer a cohesive whole-school approach which enables our children to become healthy, independent and responsible members of society. 

PSHE Curriculum Implementation

PSHE is taught across the school continuously during lessons, it is embedded within our broad and balanced curriculum through SMSC and our school values of Be: Respectful, Responsible, Truthful, Kind, The best you can be! 

In the Foundation Stage, PSHE and citizenship is embedded throughout the curriculum. The objectives taught are the Personal, Social and Emotional Development statements from ‘Development Matters in the EYFS’ and the PSED Early Learning Goals.  

In Key Stage 1 & 2 We teach PSHE discretely through weekly lessons using the Jigsaw Scheme of Learning. 

What is Jigsaw, the mindful approach to PSHE, and how does it work? 

Jigsaw is a whole-school approach and embodies a positive philosophy and creative teaching and learning activities to nurture children’s development as compassionate and well-rounded human beings as well as building their capacity to learn.
Jigsaw is a comprehensive and completely original PSHE Education programme (lesson plans and teaching resources) for the whole primary school from ages 3-11 (12 in Scotland). Written by teachers and grounded in sound psychology. 

Jigsaw has two main aims for all children: 

  • To build their capacity for learning
  • To equip them for life 

Jigsaw brings together PSHE Education, emotional literacy, mindfulness, social skills and spiritual development. It is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time at their own level. There are six Puzzles (half-term units of work) and each year group is taught one lesson per week. All lessons are delivered in an age- and stage-appropriate way so that they meet children’s needs. 

Each Puzzle starts with an introductory assembly, generating a whole school focus for adults and children alike. There is also a Weekly Celebration that highlights a theme from that week’s lesson across the school encouraging children to live that learning in their behaviour and attitudes. 

At Seaton we teach 5 of the Jigsaw Puzzles in each year group. 

For SRE we use the Christopher Winter Project Planning units:

By the end of Key Stage 1 :  

  • Children can identify and name some feelings (for example through interpreting facial expressions) and express some of their positive qualities. 
  • Children can demonstrate that they can manage some feelings in a positive and effective way. They begin to share their views and opinions (for example talking about fairness). They can set themselves simple goals (for example sharing toys). 
  • Children can make simple choices about some aspects of their health and wellbeing (for example by choosing between different foods and between physical activities, knowing that they need sun protection) and know what keeps them healthy (for example exercise and rest). 
  • Children can explain ways of keeping clean (for example by washing their hands and keeping their hair tidy) and they can name the main parts of the body. 
  • Children can talk about the harmful aspects of some household products and medicines, and describe ways of keeping safe in familiar situations (for example knowing how and where to cross the road safely). 
  • Children can explain that people grow from young to old. 
  • Children can recognise that bullying is wrong and can list some ways to get help in dealing with it. 
  • Children can recognise the effect of their behaviour on other people, and can cooperate with others (for example by playing and working with friends or classmates). 
  • Children can identify and respect differences and similarities between people, and can explain different ways that family and friends should care for one another (for example telling a friend that they like them, showing concern for a family member who is unwell) 

By the end of Key stage 2: 

  • Children can demonstrate that they recognise their own worth and that of others (for example by making positive comments about themselves and classmates during praise and beyond). 
  • Children can express their views confidently, listen to, and show respect for the views of others. 
  • Children can identify positive ways to face new challenges (for example the transition to secondary school). 
  • Children can discuss some of the bodily and emotional changes at puberty, and can demonstrate some ways of dealing with these in a positive way.  
  • Children can talk about a range of jobs, and explain how they will develop skills to work in the future. 
  • They can demonstrate how to look after and save money. 
  • Children can make choices about how to develop healthy lifestyles (for example by knowing the importance of a healthy diet and regular exercise by working through ELAC). 
  • Children can identify some factors that affect emotional health and wellbeing (for example exercise or dealing with emotions). 
  • Children can make judgements and decisions and can list some ways of resisting negative peer pressure around issues affecting their health and wellbeing. 
  • Children can list the commonly available substances and drugs that are legal and illegal (Science link), and can describe some of the effects and risks of these. 
  • Children can identify and explain how to manage the risks in different familiar situations (for example discussing issues connected to personal safety). 
  • Children can explain how their actions have consequences for themselves and others. 
  • Children can describe the nature and consequences of bullying, and can express ways of responding to it. 
  • Children can identify different types of relationship (for example marriage or friendships), and can show ways to maintain good relationships (for example listening, supporting, caring). 
  • Children can respond to, or challenge, negative behaviours such as stereotyping and aggression. 

Children can describe some of the different beliefs and values in society, and can demonstrate respect and tolerance towards people different from themselves.