PSHE

Personal, social, health and economic (PSHE) education

Personal, social, health and economic (PSHE) education is an important and necessary part of all pupils’ education. We aim to deliver high quality PSHE through a variety of learning experiences and daily activities. Many of the core concepts will be covered in Personal, Social, Health and Economic Lessons (PSHE) and in Religious Education (RE).

Across school, we use a resource called ‘Jigsaw’. Jigsaw brings together PSHE, Emotional Literacy, social skills and spiritual development in a comprehensive scheme of learning. Jigsaw is a whole school approach with the whole school working on the same ‘puzzle’ at the same time.

There are other opportunities to develop SMSC, for example through:

• Having an active school council across school to ensure pupils have a voice
• Participation in both local and national charitable events such as Children in Need.
• Weekly celebration of attitudes to learning
• Whole school performances of drama, music, singing and dance
• Playground leaders
• Year six monitors
• Termly Family Learning Events

Sex and relationship education

Sex and relationship education (SRE) is an important part of PSHE education. Mallard Primary School believes that effective RSE is essential to enable children make informed decisions about their lives. The RSE programme is integrated into the PSHE curriculum within the school and is delivered such that it meets with the guidance set out in latest DFE guidance ‘Sex and relationships Education Guidance’ (2000). RSE is the life-long learning about physical, moral and emotional and moral development. The school recognises the importance of a mutually supportive relationships. It does not promote any one form of relationship but ensures there is no stigmatism of children based upon their home circumstances. Our children learn about relationships

Promoting fundamental British values as part of SMSC

• enable students to develop their self-knowledge, self-esteem and self-confidence;
• enable students to distinguish right from wrong and to respect the civil and criminal law of England;
• encourage students to accept responsibility for their behaviour, show initiative, and to understand how they can contribute positively to the lives of those living and working in the locality of the school and to society more widely;
• enable students to acquire a broad general knowledge of and respect for public institutions and services in England;
• further tolerance and harmony between different cultural traditions by enabling students to acquire an appreciation of and respect for their own and other cultures;
• encourage respect for other people; and
• encourage respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England.

The list below describes the understanding and knowledge expected of pupils as a result of schools promoting fundamental British values.

• an understanding of how citizens can influence decision-making through the democratic process;
• an appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing and safety;

the judiciary, and that while some public bodies such as the police and the army can be held to account through Parliament, others such as the courts maintain independence;

• an understanding that the freedom to choose and hold other faiths and beliefs is protected in law;
• an acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour; and
• an understanding of the importance of identifying and combatting discrimination.