The PSHE curriculum:

· Promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of           society, and
· Prepares pupils at the school for the opportunities, responsibilities and experiences of later life. 

The Government’s PSHE education review of PSHE Education (March 2013) stated that:

“PSHE remains an important and necessary part of all pupils’ education. We believe that all schools should teach PSHE, drawing on good practice, and have outlined this expectation in the introduction to the new National Curriculum” (Written Ministerial Statement: Review of Personal, Social, Health and Economic education, March 2013).

Aim of the Jigsaw PSHE programme
To provide pupils with the knowledge, understanding, attitudes, values and skills they need in order to reach their potential as individuals and within the community.

Pupils are encouraged to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of their school and communities. In doing so they learn to recognise their own worth, work well with others and become increasingly responsible for their own learning. They reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up.

They learn to understand and respect our common humanity; diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning.

Objectives/Pupil learning intentions:
Jigsaw PSHE will support the development of the skills, attitudes, values and behaviour, which enable pupils to:
·         Have a sense of purpose
·         Value self and others
·         Form relationships
·         Make and act on informed decisions
·         Communicate effectively
·         Work with others
·         Respond to challenge
·         Be an active partner in their own learning
·         Be active citizens within the local community
·         Explore issues related to living in a democratic society
·         Become healthy and fulfilled individuals

Jigsaw Content Jigsaw covers all areas of PSHE for the primary phase:

Autumn 1:
Being Me in My World - Includes understanding my place in the class, school and global community as well as devising Learning Charters)

Autumn 2:
Celebrating Difference - Includes anti-bullying (cyber and homophobic bullying included) and diversity work

Spring 1:
Dreams and Goals - Includes goal-setting, aspirations, working together to design and organise fund-raising events

Spring 2:
Healthy Me - Includes drugs and alcohol education, self-esteem and confidence as well as healthy lifestyle choices

Summer 1:
Relationships - Includes understanding friendship, family and other relationships, conflict resolution and communication skills

Summer 2:
Changing Me - Includes Sex and Relationship Education in the context of looking at change

Drug and Alcohol Education
Definition of ‘Drugs’:
This policy uses the definition that a drug is: ‘A substance people take to change the way they feel, think or behave’ (United Nations Office on Drugs and Crime). The term ‘Drugs’ includes

·         All illegal drugs

·         All legal drugs including alcohol, tobacco and volatile substances which can be inhaled

·         All over-the-counter and prescription medicines

Effective Drug and Alcohol Education can make a significant contribution to the development of the personal skills needed by pupils as they grow up.  It also enables young people to make responsible and informed decisions about their health and well-being.

Moral and Values Framework The Drug and Alcohol Education programme at our school reflects the school ethos and demonstrates and encourages the following values. For example: o   Respect for self

o   Respect for others

o   Responsibility for their own actions

o   Responsibility for their family, friends, schools and wider community

Jigsaw Content
The grid below shows specific Drug and Alcohol Education learning intentions for each year group in the ‘Healthy Me’ Puzzle.

Confidentiality and Child Protection Issues
As a general rule a child’s confidentiality is maintained by the teacher or member of staff concerned.  If this person believes that the child is at risk or in danger, she/he talks to the named child protection co-ordinator who takes action as laid down in the Child Protection Policy. All staff members are familiar with the policy and know the identity of the member of staff with responsibility for Child Protection issues. The child concerned will be informed that confidentiality is being breached and reasons why.  The child will be supported by the teacher throughout the process.

How is Jigsaw PSHE organised in school?
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.

There are six Puzzles in Jigsaw that are designed to progress in sequence from September to July. Each Puzzle has six Pieces (lessons) which work towards an ‘end product’, for example, The School Learning Charter or The Garden of Dreams and Goals.

Each Piece has two Learning Intentions: one is based on specific PSHE learning (covering the non-statutory national framework for PSHE Education but enhanced to address children’s needs today); and one is based on emotional literacy and social skills (covering the SEAL learning intentions but also enhanced). The enhancements mean that Jigsaw is relevant to children living in today’s world as it helps them understand and be equipped to cope with issues like body image, cyber and homophobic bullying, and internet safety. 

Every Piece (lesson) contributes to at least one of these aspects of children’s development. This is mapped on each Piece and balanced across each year group.

The Learning Environment
Establishing a safe, open and positive learning environment based on trusting relationships between all members of the class, adults and children alike, is vital. To enable this, it is important that ‘ground rules’ are agreed and owned at the beginning of the year and are reinforced in every Piece – by using The Jigsaw Charter. (Ideally, teachers and children will devise their own Jigsaw Charter at the beginning of the year so that they have ownership of it.) It needs to include the aspects below:

The Jigsaw Charter
·         We take turns to speak
·         We use kind and positive words 
·         We listen to each other
·         We have the right to pass
·         We only use names when giving compliments or when being positive
·         We respect each other’s privacy (confidentiality)

Teaching Sensitive and Controversial Issues
For example:
Sensitive and controversial issues are certain to arise in learning from real-life experience. Teachers will be prepared to handle personal issues arising from the work, to deal sensitively with, and to follow up appropriately, disclosures made in a group or individual setting.  Issues that we address that are likely to be sensitive and controversial because they have a political, social or personal impact or deal with values and beliefs include: family lifestyles and values, physical and medical issues, financial issues, bullying and bereavement.

Teachers will take all reasonable, practical steps to ensure that, where political or controversial issues are brought to pupils’ attention, they are offered a balanced presentation of opposing views. Teachers will adopt strategies that seek to avoid bias on their part and will teach pupils how to recognise bias and evaluate evidence. Teachers will seek to establish a classroom climate in which all pupils are free from any fear of expressing reasonable points of view that contradict those held either by their class teachers or their peers. 

Answering Difficult Questions and Sensitive Issues
Staff members are aware that views around RSE- and Drug and Alcohol Education-related issues are varied.  However, while personal views are respected, all RSE and Drug and Alcohol Education issues are taught without bias using Jigsaw.  Topics are presented using a variety of views and beliefs so that pupils are able to form their own, informed opinions but also respect that others have the right to a different opinion. 

Both formal and informal RSE and Drug and Alcohol Education arising from pupils’ questions are answered according to the age and maturity of the pupil(s) concerned.  Questions do not have to be answered directly, and can be addressed individually later.  The school believes that individual teachers must use their skill and discretion in this area and refer to the Child Protection Coordinator if they are concerned. 

Our school believes that RSE and Drug and Alcohol Education should meet the needs of all pupils, answer appropriate questions and offer support. In Jigsaw Pieces that cover RSE provision, this should be regardless of their developing sexuality and be able to deal honestly and sensitively with sexual orientation, answer appropriate questions and offer support. Homophobic bullying is dealt with strongly yet sensitively.  The school liaises with parents/carers on this issue to reassure them of the content and context.

Relationships and Sex Education
Definition of RSE:

‘RSE is lifelong learning process of acquiring information, developing skills and forming positive beliefs and attitudes about sex, sexuality, relationships and feelings’ (Sex Education Forum, 1999). 

Effective RSE can make a significant contribution to the development of the personal skills needed by pupils if they are to establish and maintain relationships.  It also enables children and young people to make responsible and informed decisions about their health and well-being.

It is important to note that the RSE at our school sits within the school’s values framework and that we consider it vital to do this work in partnership with parents and carers.

We are mindful that parents/carers do have the legal right to withdraw their children from the RSE that is part of the PSHE (Jigsaw) Programme, whilst we hope they do not feel the need to do so.

Withdrawal from RSE lessons Parents/carers have the right to withdraw their children from all or part of the Sex and Relationships Education provided at school except for those parts included in statutory National Curriculum Science. Those parents/carers wishing to exercise this right are invited in to see the head teacher and/or RSE Co-ordinator who will explore any concerns and discuss any impact that withdrawal may have on the child. Once a child has been withdrawn they cannot take part in the RSE programme until the request for withdrawal has been removed. Materials are available to parents/carers who wish to supplement the school RSE programme or who wish to deliver RSE to their children at home.