Curriculum Leader: Jess Harrison

Miss Harrison is our PSHE Leader and is responsible for this curriculum area. Miss Harrison is responsible for:

• Ensuring consistency of subject teaching, including through observations and ‘book looks’.
• Curriculum sequencing and mapping.
• Meeting with Local Authority and Ofsted inspectors about the subject.
• Supporting planning, team-teaching, and delivering CPD.
• Attending subject network meetings.
• Organising subject events
   

At Chiltern Primary School we are committed to providing a high-quality education that aligns with the goals and standards of the 2014 National Curriculum in England. Through our curriculum, we aim to foster an inclusive and nurturing learning environment where every individual can thrive and reach their full potential.

We are proud to utilize Jigsaw PSHE as a key tool in teaching the requirements of the National Curriculum. Jigsaw PSHE promotes personal, social, and health education, and forms an integral part of our curriculum. The program helps develop a range of skills, including emotional literacy, social skills, and self-esteem, allowing our learners to become responsible and considerate citizens.
 

At the heart of our school, positive relationships are valued and fostered. We firmly believe that a supportive and caring community is essential for the holistic development of our students. This ethos is embedded within our PSHE teaching and learning, as we recognize the importance of promoting positive relationships to enhance well-being and personal growth.
 

Chiltern Primary School caters to a diverse range of pupils, including those with Special Educational Needs and Disabilities (SEND) and those eligible for Pupil Premium support. In line with our commitment to inclusive education, we embrace the principle of "diminishing difference". We ensure that all learners, regardless of their background or ability, have equal access to a high-quality education that addresses their individual needs.
 

To support students with gaps in their PSHE learning, we have a dedicated pastoral support team. This team provides targeted interventions through small group work and one-to-one sessions. By tailoring our support to meet the specific needs of each student, we aim to enhance their understanding and engagement with the PSHE curriculum, promoting their overall well-being and academic achievement.
 

Through our carefully planned and comprehensive curriculum, we strive to equip our students with the knowledge, skills, and attitudes necessary for their personal, social, and emotional development. We foster a safe and inclusive environment where students can freely express themselves, learn from one another, and develop positive values that will benefit them both in and beyond their school years.
 

We regularly review and evaluate the effectiveness of our curriculum, ensuring that it remains relevant and responsive to the changing needs of our learners. By providing a strong foundation in PSHE education, we aim to empower our students to make informed decisions, build healthy relationships, and lead fulfilling lives in our ever-evolving society.
 

If you would like to learn more about our curriculum or have any questions, please do not hesitate to contact us. We look forward to welcoming you to our inclusive and nurturing learning community at Chiltern.

The Jigsaw Approach
A lesson a week helps teachers to focus on tailoring the lessons to their children’s needs and to enjoy building a relationship with their class, getting to know them better as unique human beings. Jigsaw is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. 

Each lesson has a 'calm me' time in which children learn mindfulness techniques and ways to manage their emotions through mindfulness. If a child can be aware of their thoughts and feelings as they arise and have been taught and practised how to use interventions e.g. breathing (Calm Me) techniques, they can choose to regulate/ manage their thoughts and feelings by using these interventions. They can effectively press the ‘pause’ button and consider whether to allow that chain of thoughts to continue or to change its direction, thus potentially choosing the response, action/ behaviour that will be motivated by it.

There are six Puzzles in Jigsaw that are designed to progress in sequence from the start of each academic year:

• Term 1: Being Me in My World Term
• Term 2: Celebrating Difference (including anti-bullying)
• Term 3: Dreams and Goals
• Term 4: Healthy Me
• Term 5: Relationships
• Term 6: Changing Me (including Sex Health and Relationships Education)
   

Aims

• 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.

• In our school we choose to deliver Personal, Social, Health Education using 'Jigsaw' as a baseline for our planning.

Units of Work

Being Me in My World

Autumn 1

In Year 1, children explore their feelings and learn about their school environment. They begin to understand the importance of celebrating differences and develop their sense of belonging. In Year 2, pupils learn about making choices and the importance of cooperation. They delve deeper into understanding respect and problem-solving. By Year 3, children are taught about their rights and responsibilities, and learn to set goals for themselves. They also develop skills in resolving conflicts and understanding democracy. Year 4 pupils explore the concept of friendship, while Year 5 pupils focus on identity and respecting others. In their final year, Year 6 children learn about self-image and managing change, preparing them for the next stage in their education.

Celebrating Difference

Autumn 2

In Year 1, children learn about different types of families and the importance of friendship and respect. In Year 2, the focus is on understanding and embracing differences and learning to manage emotions. They also explore bullying and its impact. By Year 3, pupils learn about disabilities, acceptance, and how to support others. In Year 4, the emphasis is on community, empathy, and equality. Year 5 pupils delve into the concept of diversity, tolerance, and cultural awareness. Lastly, Year 6 children learn about prejudice, stereotypes, and discrimination, and discuss human rights.

Dreams and Goals

Spring 1

Year 1 children start by setting simple goals and celebrating their achievements. In Year 2, pupils learn about perseverance, success, and ambition. By Year 3, teamwork and overcoming challenges become the focus, alongside setting targets for themselves. In Year 4, the importance of aspirations and self-motivation is discussed, along with the value of collaboration. Year 5 pupils learn about long-term goals, resilience, and personal values, while in Year 6, the focus shifts to career choices, skills for work, and decision-making.

Healthy Me

Spring 2

In Year 1, children learn about maintaining a healthy body and mind, as well as the importance of safety. Year 2 pupils focus on exercise, sleep, and making healthy choices. By Year 3, children explore balanced diets, dental care, and physical activity. In Year 4, the focus is on hygiene, emotional well-being, and stress management. In Year 5, pupils learn about mental health, body image, and online safety. In their final year, Year 6 children discuss substance misuse, peer pressure, and the importance of nurturing healthy relationships.

Relationships

Summer 1

Year 1 children learn about trust, listening, and understanding feelings. In Year 2, pupils explore friendship, empathy, and cooperation. By Year 3, the focus is on communication, conflict resolution, and offering support to others. In Year 4, pupils discuss respect, family, and dealing with loss. In Year 5, pupils learn about setting boundaries, maintaining healthy relationships, and understanding intimate relationships. Lastly, Year 6 pupils focus on consent, online communication, and social media safety.

Changing Me

Summer 2

In Year 1, children learn about growth and change, as well as the concept of transition. In Year 2, pupils explore life cycles and coping strategies. By Year 3, the focus is on puberty, managing change, and decision-making. In Year 4, pupils discuss body changes, acceptance, and taking responsibility. In Year 5, pupils learn about emotional changes and support networks. Lastly, in Year 6, the focus is on self-esteem, personal growth, and preparing for secondary school, as well as exploring future aspirations.