PE, PSHE & SMSC
Our aims in teaching Wellbeing are that all children will: -
We aim to promote an ‘everybody active’ attitude amongst the children, where all pupils develop a keen interest in sport and are willing to partake in sporting activities. We aim to provide a variety of engaging lessons delivered by school staff and external bodies; deploy a wide range of teaching strategies and enter a good selection of competitions for the children across all year groups. By doing this, the pupils further develop their confidence and self esteem when they are accessing P.E. lessons and when they are representing the school in sporting competitions. The pupils also continue to develop their knowledge and understanding of a wide range of sports, equipping them with the skills they need to access sporting activities. Our PE curriculum is supported by OPAL - facilitated play.
Our intention is that when children leave Blue Coat’s they will do so with the knowledge,
understanding and emotions to be able to play an active, positive and successful role in today’s
diverse society. We want our children to have high aspirations, a belief in themselves, a passion for
learning and realise that anything is possible if they put their mind to it. In an ever–changing world,
it is important that they are aware, to an appropriate level, of different factors which will affect their
world and that they learn how to deal with these so that they have good mental health and well-
Our PSHE curriculum develops learning and results in the acquisition of knowledge and skills which
will enable children to access the wider curriculum and prepare them to be a global citizen now and
in their future roles within a global community. It promotes the spiritual, moral, cultural, mental and
physical development of pupils, preparing them for the opportunities, responsibilities and
experiences for later life. Our Relationships and Sex Education enables our children to learn how to
be safe, and to understand and develop healthy relationships, both now and in their future lives.
PSHE is taught through a clear and comprehensive scheme of work in line with the National
Curriculum. We ensure we cover the Health and Well-Being, Relationships and Living in the Wider
World Learning Opportunities set out in the PSHE Association’s Program of Study, which
comprehensively cover the statutory Health Education and Relationships Education guidance.
Pupils are taught PSHE using ‘Jigsaw’ which is a spiral, progressive scheme of work, covering all of
the above and aims to prepare children for life, helping them to know and value who they are and
understand how they relate to other people in this ever-changing world’. There is a strong emphasis
on emotional Literacy, building resilience and nurturing mental and physical health. It includes
mindfulness to allow children to advance their emotional awareness, concentration and focus.
At Blue Coat’s, in addition to Relationships Education, we also teach aspects of Sex Education that is
covered in our Science Curriculum. Alongside this we teach about different kinds of relationships,
including same sex relationships, and gender identity because it is important that our children
should have an understanding of the full diversity of the world they live in and be prepared for life in
modern Britain. The Sex Education aspects of PSHE are also taught through the ‘Jigsaw’.
PSHE is taught through Jigsaw’s six half termly themes with each year group studying the same unit
at the same time (at their own level):
Autumn 1: Being Me in My World
Autumn 2: Differences (including anti-bullying)
Spring 1: Dreams and Goals
Spring 2: Healthy Me
Summer 1: Relationships
Summer 2: Changing Me (including Sex Education)
It also identifies links to British Values, and SMSC and is taught in such a way as to reflect the overall
aims, values, and ethos of the school.
build resilience, independence and confidence; embrace challenge; foster a love of learning;
and increase their level of happiness. We do this through the language we use in class,
praising/ rewarding children for their efforts, and using language to encourage children to
change their way of thinking. This supports both our school and PSHE aims and values, and
we focus on Growth Mindsets in all aspects of school life.
therefore often taught within another subject area.
curriculum to offer additional learning.
contributing to the Service of the school and our wider community. We challenge all our
pupils to look for opportunities to demonstrate the school values of.
that would benefit the whole school.
By the time children leave us they will:
law and Liberty.
Assessment within discrete PSHE lessons, will ensure that pupils are building on their skills and
knowledge over time. It will demonstrate progression and also uniformity between parallel classes.
Predetermined learning objectives allow teachers to be mindful of the assessment elements within
lessons and can help them pitch and plan subsequent lessons. Activities are included within lesson to
give the children the opportunity to self-assess and these allow children the opportunity to identify
areas for self-improvement.
An individual’s progress will be recognised through recognition within the classroom and being
awarded certificates during weekly celebration assemblies.
In order to be confident in the impact of PSHE across the whole school community, the PSHE leader
will monitor the subject through discussion with pupils, gathering evidence of written activities,
monitoring displays and through ongoing discussion with colleagues.
All National Curriculum subjects at Blue Coat Junior School provide opportunities to promote pupils’ spiritual, moral, social and cultural development. Explicit opportunities to promote pupils’ development in these areas are provided in Religious Education and the non-statutory framework for personal, social and health education (PSHE) and citizenship. A significant contribution is also made by the school ethos, effective relationships throughout the school, collective worship, and other curriculum activities.
At our school we believe that these areas are intrinsic to the daily life of the school. They are taught the following important skills:
• To be able to reflect about their own beliefs that informs their perspective on life and their interest in and respect for different people’s faiths, feelings and values.
• To develop a sense of enjoyment and fascination in learning about themselves, others and the world around them.
• To use imagination and creativity in their learning.
• To be willing to reflect upon their experiences.
• To be able to recognise the difference between right and wrong and readily apply this understanding in their own lives and therefore respect the civil and criminal law of England.
• To be able to understand the consequences of their actions and behaviours.
• To show an interest in investigating and offering reasoned views about moral and ethical issues, and being able to understand and appreciate the viewpoints of others on these issues.
• To be able to use a range of social skills in different contexts, including working with and socialising with pupils of different religious, ethnic and social economic backgrounds.
• To have a willingness to participate in different communities and social settings, including by volunteering, cooperating well with others and being able to solve conflicts effectively.
• To accept and engage fully with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance for those with different faiths and beliefs.
• To be able to understand and appreciate the wide range of cultural influences that have shaped their heritage and that of others.
• To understand and appreciate the range of different cultures within school and further afield as an essential element for their preparation for life in modern Britain.
• To have a willingness to participate in and respond positively to artistic, sporting and cultural opportunities.
• To develop an interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity