At Godolphin Junior Academy, we aim for Personal, Social, Health and Citizenship Education (PSHCE) to be embedded throughout the school. Although it is not a statutory subject, we strongly believe that this subject is necessary in developing the whole child and that children are entitled to a broad and balanced curriculum.
Over the past few years, PSHCE has become known as an important subject for children’s wider life beyond the classroom. At Godolphin, we aim to provide children with the knowledge and skills in order for them to be prepared for modern day Britain, and for them to understand how they fit in and how they can contribute to the world around them.
We also aim to develop children’s self-esteem, self-confidence and their knowledge of how to control and manage their thoughts and feelings. We want our students to be mindful of their own and others well-being, health and safety, and that they develop awareness of differences around them and that they accept differences. We want our students to use the techniques learnt from the subject and apply them to their community and the world around them.
Our approach to teaching PSHCE at Godolphin is through a discrete one hour weekly PSHCE lesson, where we use the scheme called Jigsaw. It is also taught throughout other lessons and times of the day to address issues that may arise. Our Jigsaw scheme focuses on well-being through mindfulness and allows the children to discuss the world around them in an engaging and comfortable environment. It also contributes to SMSC (spiritual, moral, social, cultural) development.
The scheme consists of six units of work, one for each half term and there are six lessons within each half term. Our coverage is as follows:
Autumn term 1 – Being Me in My World
Autumn term 2 – Celebrating Differences (including anti-bullying)
Spring term 1 – Dreams and Goals
Spring term 2 – Healthy Me
Summer term 1 - Relationships
Summer term 2 – Changing Me
Every lesson has two learning intentions. One specific to Relationships and Health Education and the other is designed to develop emotional literacy and social skills.
Each lesson is built upon a charter which underpins the behaviour and respect, which is the basis. The wide range of teaching and learning activities are engaging and mindful of different learning styles and the need for differentiation.
This spiral approach to PSHCE allows for clear progression throughout the year groups. With each year group studying the same unit at the same time, at their level, building sequentially through the school year, facilitates whole-school learning themes. Every half term, to introduce the new theme, we have an assembly.
To further ensure optimum progression, every lesson is split into six parts.
1. ‘Connect us’ is an activity which enhances social skills, positive relationships and collaborative learning.
2. ‘Calm me’ is the time in the lesson where children relax, unwind and think about themselves and their emotions.
3. ‘Open my mind’ introduces the new topic.
4. ‘Tell me or show me’ introduces new information, concepts and skills.
5. ‘Let me learn’ is where the children use their new learnt knowledge and make sense of it themselves through an activity.
6. ‘Help me reflect’ is where the children take the time to think about their learning and progress.
We evidence our student’s learning through a class journal. In here, every child will have a few pieces of their work, their reflections and photos from activities, from each unit of work. It allows the children and teacher to reflect and build upon their learning. There are summative assessments which allow teachers to gauge individuals learning against the set criteria.
Linked to PSHCE is our ‘Supportive Stars’ who are students that help lead well-being at Godolphin. Every half term, these 16 students meet and organise a day where all students and staff promote and do a kindness act for someone else. This is then celebrated through our newsletters, app and in class.
At Godolphin, we have the same high expectations for PSHCE as we do with any other subject in the curriculum and we assess and give feedback accordingly.
Assessment in Jigsaw is both formative and summative. In each lesson, our students focus on two clear learning outcomes which allows the students and the teacher to be mindful of the assessment elements that can be formatively assessed. The students and teacher at the end of each lesson will verbally assess against these two outcomes. It also allows our students the opportunity to identify areas for self-improvement.
Our summative assessment tracks pupil progress each half term, at the end of each unit. They are assessed against three descriptors: working towards, working at or working beyond.
This whole school approach builds a sense of belonging and community. Jigsaw also helps students develop a positive psychology that they can use in and outside of school. Our students develop spiritually, morally, socially and culturally (SMSC) and gain a deeper understanding of our British Values through this approach. At Godolphin, our students leave with knowledge to support them in the wider world and are equipped with the knowledge and skills of how to respond and deal with their and others thoughts and emotions.