PSHE / SMSC
Following a parent survey earlier in the year, we have now been able to use the outcomes to make an informed choice about the best programme of Personal, Social and Health Education for all the children in school. We will be using Jigsaw which is a nationally acclaimed scheme that ensures a thorough and age appropriate approach to all aspects of PSHE, including sex and relationships across Key Stage 2 (Years 3 -6). Below are links to both our school policy on the teaching of both PSHE and SRE (sex and relationships), together with information created by Jigsaw for parents so that you can have a good insight into the programme.
- An introduction to the Jigsaw approach to PSHE
- An overview of the Jigsaw content by year group
- How British Values are delivered through Jigsaw
- How Jigsaw approaches relationship, health and sex education
- How SMCS is delivered through Jigsaw What Jigsaw teaches about LGBT
- Jigsaw 3-11 Parent Overview 6 Changing Me
Personal, Social & Health Education and Social, Moral, Spiritual And Cultural Education – see our policy page here.
Our full curriculum for PSHCE / SMSC can be found here.
At the start of each school year, the whole school explores the idea of democracy as part of PSHCE!
The children learn about why we vote and how voting takes place in the context of local and national elections and have then applied the same principles to vote for our new school councillors.
We usually have over 50 applications for school council and after all the children cast their vote in the Polling Station the councillors will be announced.
Our councillors will be having regular meetings with Mr Reppold to discuss the thoughts and feelings of pupils about how they would like to further improve our school.
In addition to learning about the principles behind voting, all pupils have worked together in their classes to create parties based on issues that they feel passionate about, ranging from saving endangered species to helping disadvantaged children and keeping our community safe and clean.
They have then really enjoyed writing manifestos and leaflets to advertise their party’ s ideals.
Sir Greg Knight
Following our work on democracy, the Year 6 children were fortunate to have Sir Greg Knight visit to talk further about how democracy works in the political world. Having run our own polling station for School Council elections, the visit really cemented the process and learning for the children. Sir Greg Knight’s visit was also part of our Aspirations work with the children – learning more about the different job roles open to them in the future. Sir Greg Knight was also able to talk to some of our Lower School children who were holding an exhibition of work.
We are a school that prides itself on developing aspiration in our pupils in order to help them strive towards exciting futures. We are therefore very excited to have organised for people representing different professions and trades to come into school to talk to the children about their jobs in the following areas:
Law, Navy, Engineering, Drama, Woodland Trust, York University Research, Pilot, Auctioneer, Marine Conservation, Hearing Dogs for Deaf People.
The visits are led by our head and deputy head boys and head girls who conduct live interviews in assembly with the different professionals in order to find out what their job involves and what personal skills and qualities you would need to develop in order to aspire to the job.
Previous Head girl Chloe said, “It was so exciting to learn about each person and what they do – there’s a lot more to it than what you might first think!”
Previous Head boy Jack was immediately taken with the idea of becoming an auctioneer! He says, “After watching farmer, Steve Burley auction off a sheep in school, I became inspired and thought it would be a really interesting job for me as he sells all sorts of objects from animals to army trucks! I am going to really try hard with literacy, maths and public speaking so I can get that job when I’m older. Being on school council and speaking in assemblies has been a good start for me!”
Here is what some of our pupils have to say about the visits:
Ryan in Year 5 was excited about hearing from local author, Anthony Wootten! He says, “I would like to become an author of children’s fiction myself as it can take you into a magical world that you couldn’t get in real life. I will now work really hard to achieve this especially in literacy!”
Charlotte in Year 5 enjoyed seeing the auctioneer- “When he came in, I really enjoyed seeing the speed of the bidding and how fast he talked! I can see myself doing this when I am older because I am a good talker and I love maths so I could keep track of the price as it goes up!”
Both Ben, in Year 6 and Layla in Year 4 were very taken by the idea of making fireworks. “ I would find it amazing to make fireworks and create my own colour designs,” Layla says. It would make me really happy to make displays that make other people happy!”
Ben said, “I would like to become a firework maker as I would enjoy designing fireworks and choosing the colours and experimenting with chemicals to see what they would do in the air. It has made me want to work especially hard in science and I would love to travel abroad to do displays!”
Our visitor from The Deep talked to the children in depth about the conservation work they undertake and the rehabilitation of the animal in their care, which are quite often rescued from the sea. Other projects which The Deep are keen for the children to realise is the amount of work undertaken to keep our beaches clean and pollution out of the sea. We heard how plastic, in particular, is very dangerous to marine life.
For more information about our Easy Jet pilot visit please click here.
We welcomed Mr Dean Speight from Speight engineering to talk to the children about his job as a Mechanical Engineer. He talked to the children about all the different types of metals he uses and the various products he makes which range from car parts to props for films. The children were fascinated by the different weights of the examples he brought and how realistic the props looked.
In line with Anti Bullying week, we have launched our new anti bullying module, ‘All Different, All Equal’ in school.
Lesson 1: All pupils explored what makes us different and how we can celebrate this. Ideas from the children were, ‘we have different personalities, different talents, skills and achievements, we have different looks, hair styles, skin colour and also different feelings.
The children have created their own piece of jigsaw that represent the uniqueness , which when pieced together with everyone else’s jigsaw, illustrates how each class forms a strong and supportive community in school.
Some children chose to compose an acrostic poem to represent who they are:
Lesson 2 – Why, if we are all unique and special, some people get bullied.
Our most recent sequence of lessons across school have focused on developing empathy in our pupils!
Empathy is the ability to understand and share the feelings of another – to imagine what it would be like to be in their shoes. Pupils who have a high level of empathy tend to be well respected by their peers and are more often successful academically and socially.
Research tells us that teaching children empathy can go a long way to decreasing the likelihood of bullying. We know that roles in bullying situations are often fluid – one day a child may be exhibiting bullying behaviour, the next day experiencing it and the day after that witnessing bullying.
Victim: Empathy will help mitgate the impact of bullying on the person who is targeted. Instead of personalising the bullying and asking, “What’s wrong with me?” A child who has a well-developed sense of empathy will be able to instead ask, “What must be going on with him/her? They must be feeling really bad to make me feel so bad.” This will make it less likely that the child experiencing the bullying will suffer from low self-esteem or other long-term problems.
Bully: It is much harder to engage in bullying behaviour if you are aware of and care about the impact of your behaviour on the other person. Children who are able to take another’s perspective and show compassion are much less likely to engage in unkind behaviour. Therefore, teaching empathy will make the bullying less likely.
Bystander: Empathy for the person being bullied and/or concern about the impact of the person doing the bullying (e.g. don’t want them to get into trouble if the situation escalates) can make it more likely that the person witnessing bullying will want to intervene to stop it. Creating a culture of kindness and empathy will empower kids to try to help if they witness bullying.
Classes explored empathy through role play from the point of view of the victim(s), the bully and the bystander and have enjoyed showing their learning through posters and reflective exercises.
Our Year 6 children using drama to talk about anti-bullying solutions.
Our Year 3 children also worked on how we are all equal. Please use the link below to read some work on empathy and anti-bullying see posters.