PSHE Education Curriculum

Our PSHE education is delivered through Jigsaw which is a planned programme of learning through which pupils acquire the knowledge, understanding and skills they need to manage their lives now and in the future.

It is delivered through a whole school approach, developing the qualities and attributes pupils need to thrive as individuals, family members and members of society.

PSHE addresses both pupils’ direct experience and preparation for their lives now and in the future.

The Core themes are: Living in the Wider World, Relationships and Health and Wellbeing.

Curriculum Overviews

Years One – Six Overview

Foundation Stage Two Overview

Year One Overview

Year Two Overview

Year Three Overview

Year Four Overview

Year Five Overview

Year Six Overview

 

 

 

 

Jiqsaw and the PSHE Association PoS

Jigsaw PoS

Jigsaw linked to British Values

SMSC

SMSC-banner_0 – Langstone Junior Academy

This school promotes a Catholic ethos, and, by example and direct teaching, follows and promotes the teachings of Jesus, whilst recognising that not all of its members will be practising Catholics.

We recognise that the personal development of pupils, spiritually, socially, morally and culturally, plays a significant part in their ability to learn and achieve.

This school promotes a Catholic ethos, and, by example and direct teaching, follows and promotes the teachings of Jesus, whilst recognising that not all of its members will be practising Catholics.

 

 

 

 

 

 

 

We recognise that the personal development of pupils, spiritually, socially, morally and culturally, plays a significant part in their ability to learn and achieve.

The spiritual development of pupils is shown by their:

  • ability to be reflective about their own beliefs (religious or otherwise) and perspective on life
  • knowledge of, and respect for, different people’s faiths, feelings and values
  • sense of enjoyment and fascination in learning about themselves, others and the world around them
  • use of imagination and creativity in their learning
  • willingness to reflect on their experiences

 

The moral development of pupils is shown by their:

  • ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England
  • understanding of the consequences of their behaviour and actions
  • interest  in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.

 

The social development of pupils is shown by their:

  • use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds
  • willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
  • acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

 

The cultural development of pupils is shown by their:

  • understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others
  • understanding and appreciation of the range of different cultures in the school and further afield as an essential element of their preparation for life in modern Britain
  • ability to recognise, and value, the things we share in common across
    cultural, religious, ethnic and socio-economic communities
  • knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
  • willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities
  • interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept and respect diversity. This is shown by their respect and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities

British Values at St. Edward’s – Download