At Stocksbridge Junior School, we have implemented the Jigsaw scheme of work to provide a broad and balanced curriculum which develops pupils personally, socially, emotionally and economically whilst also ensuring that the statutory parts of the RSHE curriculum are delivered in each year group. The Jigsaw schemes progressive, spiral and age-appropriate approach will ensure that pupils are prepared for each stage of their education, including secondary school, and they will learn and practise skills that they can use throughout their whole lives in future friendships and relationships, careers and hobbies.
Through the Jigsaw scheme, the RSHE curriculum is implemented throughout six units of work across the year:
- Autumn 1- Relationships
- Autumn 2- Healthy Me
- Spring 1- Celebrating Difference (including anti-bullying)
- Spring 2- Dreams and Goals
- Summer 1- Being Me in My World
- Summer 2- Changing Me (including Sex Education)
Units are launched during year group assemblies so that it is made explicitly clear to pupils what they are learning in RSHE and why they are learning it. Each year group studies the same unit at the same time allowing for knowledge to be built sequentially throughout the year and then built upon and retrieved in future years.
Our RSHE curriculum is interwoven with our Social and Emotional curriculum that is underpinned by the Thrive approach. Social and emotional targets underneath the strand of ‘Skills and Structure’ are shared with class teachers each half-term based on assessments from the Thrive-Online assessment tool. This enables teachers to work on the development of desired behaviours and social and emotional skills within both RSHE lessons and the wider curriculum.
We also ensure that, throughout the year, we celebrate awareness days/ week such as: Anti-Bullying Week, Safer Internet Day, Mental Health Awareness Week and RSE Day to ensure that statutory parts of the RSHE curriculum are explicitly taught at every possible opportunity.
One of the most important aims of our broad and balanced RSHE curriculum is to ensure that pupils are kept safe during their time in education and are well equipped to continue to keep themselves safe in life beyond education. Therefore, it was vital when implementing our RSHE curriculum that we embraced the following which is outlined in KCSIE 2022 paragraph 131:
Schools and colleges play a crucial role in preventative education. Preventative education is most effective in the context of a whole-school or college approach that prepares pupils and students for life in modern Britain and creates a culture of zero tolerance for sexism, misogyny/misandry, homophobia, biphobic and sexual violence/harassment. The school/college will have a clear set of values and standards, upheld and demonstrated throughout all aspects of school/college life. These will be underpinned by the school/college’s behaviour policy and pastoral support system, as well as by a planned programme of evidence-based RSHE delivered in regularly timetabled lessons and reinforced throughout the whole curriculum. Such a programme should be fully inclusive and developed to be age and stage of development appropriate (especially when considering the needs of children with SEND and other vulnerabilities). This program will tackle, at an age-appropriate stage, issues such as:
- healthy and respectful relationships
- boundaries and consent
- stereotyping, prejudice and equality
- body confidence and self-esteem
- how to recognise an abusive relationship, including coercive and controlling behaviour
- the concepts of, and laws relating to – sexual consent, sexual exploitation, abuse, grooming, coercion, harassment, rape, domestic abuse, so called ‘honour’-based violence such as forced marriage and Female Genital Mutilation (FGM), and how to access support, and
- what constitutes sexual harassment and sexual violence and why these are always unacceptable.
The teaching of the RSHE curriculum is planned and delivered to support pupils to transfer key knowledge into their long-term memory and therefore improve the progress they make. Essential vocabulary is identified within each lesson and unit of work to ensure that our pupils can discuss and evaluate the RSHE content effectively. Pupils’ work is evidenced as part of a whole-class floor book or on Seesaw.