Subject Intent

At Fir Tree, PSHE is an important part of our curriculum and supports pupils to develop the knowledge, understanding, skills and attitudes they need to thrive as individuals, in their relationships with others and as members of society.

Our PSHE curriculum aims to develop confident, resilient and responsible pupils who understand themselves, recognise and manage their emotions, develop healthy relationships and make informed choices about their physical and mental wellbeing. We provide pupils with opportunities to explore their values, understand and respect differences, consider their responsibilities and develop the confidence to contribute positively to their community and the wider world.

We want pupils to develop the knowledge and skills needed to navigate the opportunities and challenges they may encounter as they grow. This includes learning about physical and mental health, relationships, personal safety, online life, diversity, aspirations, financial awareness and making healthy and responsible choices.

PSHE also contributes to pupils' wider personal development, including the development of the values, attitudes and behaviours that enable them to participate positively in school and society. Through age-appropriate discussion and reflection, pupils are encouraged to listen to others, express their views respectfully, consider different perspectives and make thoughtful decisions.

Subject Implementation

PSHE is taught through Jigsaw PSHE, which provides a structured and progressive programme from EYFS through to Year 6. The curriculum is organised around six Puzzles, with one Puzzle taught each term:

• Being Me in My World
• Celebrating Difference
• Dreams and Goals
• Healthy Me
• Relationships
• Changing Me

The six Puzzles provide a consistent structure across the school while allowing learning to become increasingly age-appropriate and sophisticated as pupils progress through the year groups.

Lessons provide a safe and supportive environment in which pupils can explore personal, social and health-related issues. Pupils are encouraged to listen, share, question, reflect and express their ideas appropriately. Jigsaw's emphasis on emotional literacy and social skills supports pupils in developing the confidence and vocabulary to understand themselves and their relationships with others.

PSHE learning is connected to the wider curriculum and the life of the school wherever appropriate. Pupils have opportunities to apply their learning through discussions, scenarios, reflection, collaborative activities and real-life contexts. Themes such as British Values, relationships, wellbeing, citizenship and global awareness are reinforced through the wider school experience.

The curriculum also incorporates Relationships, Sex and Health Education (RSHE) in an age-appropriate way, supporting pupils to understand healthy relationships, respect and boundaries, physical and emotional changes, personal safety and healthy lifestyles.

PSHE is further supported through assemblies, school-wide initiatives, pupil leadership and opportunities to contribute to the school and wider community. This helps pupils understand that PSHE is not simply a weekly lesson but forms an important part of everyday life at Fir Tree.

Subject Overview

Across the school, pupils revisit key themes and develop their understanding as they mature. Learning becomes increasingly detailed and sophisticated, enabling pupils to apply their knowledge and skills to new situations and the challenges they may encounter as they grow.

PSHE is complemented by opportunities beyond the classroom, including assemblies, pupil voice, leadership opportunities, community activities and wider school initiatives. These experiences enable pupils to put the knowledge, attitudes and skills developed through PSHE into practice.

Assessment and Measuring Progress

Assessment in PSHE is primarily formative and focuses on pupils' developing knowledge, understanding, skills and ability to apply learning. Teachers use questioning, discussion, observation and pupils' responses to identify understanding and address misconceptions.

Pupils are encouraged to reflect on their learning and consider how it relates to their own lives and experiences. Teachers look for evidence that pupils can increasingly:

• explain their feelings, ideas and opinions;
• listen and respond respectfully to others;
• recognise and manage emotions;
• identify strategies for maintaining positive physical and mental wellbeing;
• understand and demonstrate healthy and respectful relationships;
• recognise risks and make safe and responsible choices;
• understand and respect diversity and difference;
• demonstrate resilience and perseverance when faced with challenges;
• recognise their responsibilities within school and the wider community; and
• apply their learning to different situations and contexts.

Assessment is not based solely on written outcomes. Discussion, participation, reflection and pupils' ability to apply learning in real-life situations provide important evidence of progress.

Teachers use assessment information to identify areas that need revisiting and to ensure that pupils' knowledge and understanding develop progressively. By the end of Year 6, pupils should have developed a strong foundation of personal, social, health and relationship knowledge alongside the confidence, resilience and responsibility needed to navigate the next stage of their education and their wider lives.