PSHE Milestones 2020-2021

PSHE Milestones

2020-2021

The Bishop Martin Curriculum School Aims The Bishop Martin Curriculum is guided by our 3 core aims, linked to our values:   

To understand the awe and wonder of God’s love and aspiration for them to succeed in life To instil in every child a lifelong love of learning that will equip them to succeed in an ever-changing modern world.

To encourage them to fully engage in the learning process so that they ‘take ownership’ of their learning.

Our PSHE Promise At Bishop Martin we promise to provide a PSHE Curriculum that reflects the needs of our children. We believe that our curriculum will equip our pupils with the knowledge and skills necessary to prepare them for life, helping them to really know and value who they truly are and to understand how they relate to others and to make safe and informed decisions in this ever-changing world. To successfully achieve this, we use a scheme of work called Jigsaw.

Jigsaw 3-11, the mindful approach to PSHE, is an integrated scheme of learning, for Personal, Social & Health Education. With strong emphasis on emotional literacy, SMSC development and nurturing mental health as the necessary underpinnings for learning, Jigsaw equips teachers with detailed lesson plans and all resources required to deliver engaging and relevant PSHE incorporating a whole-school approach. Teaching strategies are varied and are mindful of preferred learning styles and the need for differentiation. Jigsaw is designed as a whole school approach; the 6 Jigsaw Puzzles (half-termly units) are planned so the whole school can study the same learning themes at the same time, each year group at its own level. The Puzzles are sequential and developmental throughout each academic year.

Subject content – PSHE Association Programme of Study Most of PSHE education becomes statutory for all schools from September 2020 under the Children and Social Work Act 2017. This includes Relationships Education at key stages 1 and 2, Relationships and Sex Education (RSE) at key stages 3 and 4, and Health Education in both primary and secondary phases.

The Department for Education published Statutory Guidance for Relationships Education, Relationships and Sex Education (RSE) and Health Education in June 2019. This sets out what schools must cover from September 2020 (though not all they should cover as part of broader PSHE education).

COVERING THE STATUTORY CONTENT The statutory guidance is comprehensively covered by learning opportunities across all three core themes. Even though much of ‘Living in the wider world’ is not included in statutory requirements, the theme as a whole remains vitally important for pupils’ personal development and economic wellbeing.

1. Health and Wellbeing  what is meant by a healthy lifestyle both physical and mental health  how to maintain physical, mental and emotional health and wellbeing  how to manage risks to physical and emotional health and wellbeing  ways of keeping physically and emotionally safe  about managing change, including puberty, transition and loss  how to make informed choices about health and wellbeing and to recognise sources of help with this 2. Relationships  how to develop and maintain a variety of healthy relationships, within a range of social/cultural contexts  how to recognise and manage emotions within a range of relationships and friendships  how to recognise unsafe or negative relationships including all forms of bullying and abuse  how to respond to risky or negative relationships and ask for help  how to respect ourselves and others and develop equality and diversity in relationships

3. Living in the Wider World  about respect for self and others and the importance of responsible behaviours and actions  about rights and responsibilities as members of families, other groups and ultimately as citizens  about different groups and communities  to respect diversity and equality and how to be a productive member of a diverse community  about the importance of respecting and protecting the environment  about where money comes from, keeping it safe and the importance of managing it effectively  the part that money plays in people’s lives 8. a basic understanding of enterprise

School Defined Milestones

‘Milestones’, ‘Statements’, ‘Vocabulary’ and ‘Content’   

In PSHE at Bishop Martin, the Milestones on which pupils are assessed against are within the school Tracking system, ‘Target Tracker’ as the defined ‘Statements’ directly linked to the Jigsaw Scheme of Work.

Teachers use the ‘exemplars’ and ‘Progress Indicators’ alongside the ‘Statements’ to guide the evidencing of pupils reaching these Milestones Teachers plan and teach PSHE the Jigsaw scheme of work and PSHE vocabulary lists.

At Bishop Martin we use a scheme of work called Jigsaw to support the teaching and learning of PSHE:

The Jigsaw Approach How would children benefit if they could be aware of their thoughts and feelings as they happen, in the present moment, on purpose with no judgement? This is what mindfulness means. It can be learnt, and techniques to develop it taught. It also needs to be practised. We believe mindfulness is a vital tool for life, not only does it support the regulation of emotion and build emotional resilience but also enhances focus and concentration; both helping to optimise learning. Mindful children can more readily choose their responses to situations rather than react while caught up in the thought-flows and emotions. In Jigsaw PSHE, mindfulness is developed through the ‘Calm Me’ time in each piece (lesson). This consists of breathing techniques, awareness exercises, visualisations etc, all tried, tested and very enjoyable activities for children and teachers alike.

Observing your thoughts and feelings, on purpose, in the present moment with no judgement…what a gift!

Jigsaw brings together PSHE Education, emotional literacy, social skills and spiritual development in a comprehensive scheme of learning. Teaching strategies are varied and are mindful of preferred learning styles and the need for differentiation. 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.

Aims:

The overarching aim for PSHE education is to provide pupils with:    

accurate and relevant knowledge opportunities to turn that knowledge into personal understanding opportunities to explore, clarify and if necessary challenge, their own and others’ values, attitudes, beliefs, rights and responsibilities the skills, language and strategies they need in order to live healthy, safe, fulfilling, responsible and balanced lives.

From a Faith based perspective that supports the ethos of Bishop Martin, the following Strands are explored through a range of Christianbased Values: 1. Health, Wellbeing and Spirituality: Pupils are taught Pupils are taught the following principles through core Christian Values:  What is meant by a healthy lifestyle (physically, mentally and spiritually).  How to maintain physical, mental emotional and spiritual health and wellbeing  How to manage risks to physical, emotional and spiritual health and wellbeing  Ways of keeping physically, emotionally, spiritually secure  About managing change, including physical change, transition and loss  How to make informed choices about health, wellbeing and spirituality and to recognise sources of help with this  To identify different influences on health, wellbeing and spirituality 2. Relationships: Pupils are taught the following principles through core Christian Values:  How to develop and maintain a variety of healthy relationships, within a range of social/cultural contexts  How to recognise and manage emotions within a range of relationships.  How to recognise risky or negative relationships including all forms of bullying and abuse  How to respond to risky or negative relationships and ask for help  How to respect equality and diversity in relationships.

3. The Wider World: Pupils are taught the following principles through core Christian Values:  About respect for self and others and the importance of responsible behaviours and actions  About rights and responsibilities as members of families, other groups, citizens and ultimately as Christians  About different groups and communities  To respect equality and to be a productive member of a diverse community while recognising the distinctiveness of the Christian Faith  About the importance of respecting and protecting the environment  About where money comes from, keeping it safe and the importance of managing it effectively  How money plays an important part in people’s lives but should never be the driving force