Developing independence

Promoting Well-being

All schools must provide a curriculum that is broad and balanced, and meets the needs of all pupils. Under section 78 of the Education Act 2002 and the Academies Act 2010, a PSHE curriculum:

  • Promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and
  • Prepares pupils at the school for the opportunities, responsibilities and experiences of later life.

At St George’s we teach Personal, Social, Health Education as a whole-school approach to underpin students’ development as people and because we believe that this also supports their learning capacity.

Jigsaw, the mindful approach to PSHE, provides a programme which offers us a comprehensive, carefully thought-through Scheme of Work bringing consistency and progression to our students’ learning in this vital curriculum area. The Jigsaw Programme, covers all areas of PSHE for the secondary phase including statutory RSE and Health Education.

Lessons are carefully adapted to ensure the developmental needs of our students are considered and appropriately met. We will also cover current affairs or pertinent issues that form part of a local, national or global discussion.

JIGSAW

Resources
for
PSHE/SRE

An overview of the Jigsaw resources utilised at St George’s for PSHE and SRE are available for your perusal:

PSHE Overview | Big QuestionsSRE Overview

JIGSAW

Resources
for
PSHE/SRE

An overview of the Jigsaw resources utilised at St George’s for PSHE and SRE are available for your perusal:

PSHE Overview

Big Questions

SRE Overview

Statutory RSE and

Health Education

“The Relationships Education, Relationships and Sex Education and Health Education (England) Regulations 2019, made under sections 34 and 35 of the Children and Social Work Act 2017, make Relationships Education compulsory for all pupils receiving primary education and Relationships and Sex Education (RSE) compulsory for all pupils receiving secondary education” (DfE guidance).

This also supports the “Personal Development” and “Behaviour and Attitude” aspects required under the DfE, as well as significantly contributing to the school’s Safeguarding and Equality Duties, the Government’s British Values agenda and the SMSC (Spiritual, Moral, Social, Cultural) development opportunities provided for our young people.

We allocate weekly lessons in order to teach PSHE/RSE knowledge and skills in a developmental and age-appropriate way.

These explicit lessons are reinforced and enhanced in many ways including:

  • the tutor time programme
  • assemblies
  • our Rights Respecting Schools curriculum
  • visiting speakers and workshops
  • extra-curricular activities
  • praise and reward system
  • our school values
  • through modelling expectations and behaviours as staff
  • outreach in the local community
  • charity fundraise and enterprise projects
Statutory RSE and

Health Education

“The Relationships Education, Relationships and Sex Education and Health Education (England) Regulations 2019, made under sections 34 and 35 of the Children and Social Work Act 2017, make Relationships Education compulsory for all pupils receiving primary education and Relationships and Sex Education (RSE) compulsory for all pupils receiving secondary education” (DfE guidance).

This also supports the “Personal Development” and “Behaviour and Attitude” aspects required under the DfE, as well as significantly contributing to the school’s Safeguarding and Equality Duties, the Government’s British Values agenda and the SMSC (Spiritual, Moral, Social, Cultural) development opportunities provided for our young people.

We allocate weekly lessons in order to teach PSHE/RSE knowledge and skills in a developmental and age-appropriate way.

These explicit lessons are reinforced and enhanced in many ways including:

  • the tutor time programme
  • assemblies
  • our Rights Respecting Schools curriculum
  • visiting speakers and workshops
  • extra-curricular activities
  • praise and reward system
  • our school values
  • through modelling expectations and behaviours as staff
  • outreach in the local community
  • charity fundraise and enterprise projects
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