PSHE Curriculum Intent @ TJ

At Thomas Jolyffe Primary School we believe every child is valued and encouraged to achieve their full potential. Every member of our school community is encouraged to respect and value each other.

Through a planned programme of learning, we aim to provide our pupils with the knowledge, understanding and skills that they need in order to manage their lives both now and in the future. As part of a whole school approach, we aim to develop the attributes our pupils need to thrive as individuals, as part of a family and as a confident member of the wider community.

PSHE Curriculum Implementation @ TJ

At Thomas Jolyffe the teaching and Learning of the Personal, Social and Health Education is taught through the PSHE Association. This scheme covers current and reliable topics for all of our children from Reception through to Year 6. It is based on 3 core themes:

CORE THEME 1: HEALTH AND WELLBEING

CORE THEME 2: RELATIONSHIPS

CORE THEME 3: LIVING IN THE WIDER WORLD

These 3 core themes address both pupils’ current experiences and preparation for their future. The Programme of Study therefore provides a spiral curriculum to develop knowledge, skills and attributes, where prior learning is revisited, reinforced and extended year on year. Children are encouraged to share their feelings and thoughts and reflect on their learning experiences and their progress.

Whole school and Key Stage assemblies refer to these themes and are reinforced throughout school both in and outside of the classroom. With the PSHE Association as our platform, we also cover areas that are important for children to have an awareness of; to support their own well-being and understanding of life and the wider world. This includes implementing RSE, Protective Behaviours and Zones of Regulations within our PSHE Curriculum.

Protective Behaviours

Protective Behaviours provides a framework for personal safety, self-esteem, resilience and confidence building.

As a whole school we teach Protective Behaviours to our children during the autumn term and revisit the themes regularly throughout the school year. Protective Behaviours is based on two themes, which are used to teach and reinforce the basic concepts on which the process is based.

WE ALL HAVE THE RIGHT TO FEEL SAFE ALL OF THE TIME

WE CAN TALK WITH SOMEONE ABOUT ANYTHING EVEN IF IT FEELS AWFUL OR SMALL

Theme 1: We all have the right to feel safe all of the time

This theme focuses on the connection between ‘Rights and Responsibilities’, ‘Safety’ and ‘Early Warning Signs’. It explores not only the rights of an individual but our responsibility to make sure other people feel safe with us.

With that right comes a responsibility not to do anything that would leave other people feeling unsafe. The PB process helps the children to identify what it is to feel safe and to recognise the difference between feeling safe, having fun, scary feelings, risking on purpose and feeling unsafe. When we stop feeling safe, our bodies prepare us for action with a rush of adrenaline and many other physical changes. These are called the bodies 'Early Warning Signs'.

Theme 2: We can talk with someone about anything even if it feels awful or small

This theme develops the concept of personal ‘Networks’ of support. PBs encourages us to think clearly about what our options are and work out what action we might need to take. The action might be to contact somebody on a ‘support network’. Children are encouraged to think about those people they could go to when they are not feeling safe and a process for how we might identify these people. We often revisit this idea at the end of every half term/ before school holidays as the children's networks often change during holidays.

Mrs R Preedy     Mrs H O'Sullivan (PSHE Coordinators)