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Curriculum Overview

PSHE

 Implementation: 

The PSHE and RSE curriculum is differentiated and presented in ways that remove barriers to learning linked to a diagnosis of autism. For our learners this means that learning will be presented in context (where possible) and linked to real life situations. The content is compliant with the governments 2020 expectations for RSE health education.

What do we teach and who teaches it? 

SAIL uses the 'Jigsaw' PHSE/RSE scheme of learning to inform our whole school approach. Jigsaw covers all areas of PSHE including statutory Relationships and Health Education. The table below gives the learning theme of each of the six Puzzles (units) and these are taught across the school; the learning deepens and broadens every year.

 

Term

Puzzle (Unit)

Content

Autumn 1/Term 1:

Being Me in My World

Includes understanding my own identity and how I fit well in the class, school and global community. Jigsaw Charter established.

Autumn 2/Term 2:

Celebrating Difference

Includes anti-bullying (cyber and homophobic bullying included) and understanding

Spring/Term 3:

Dreams and Goals

Includes goal-setting, aspirations, who do I want to become and what would I like to do for work and to contribute to society

Spring 2/Term 4:

Healthy Me

Includes drugs and alcohol education, self-esteem and confidence as well as healthy lifestyle choices, sleep, nutrition, rest and exercise

Summer 1/Term 5: 

Relationships

Includes understanding friendship, family and other relationships, conflict resolution and communication skills, bereavement and loss

Summer 2/Term 6:

Changing Me

Includes Relationships and Sex Education in the context of coping positively with change

At SAIL we allocate time to PSHE each week in order to teach the PSHE knowledge and skills in a developmental and age-appropriate way, in addition to the PHSE themes that are embedded throughout the curriculum and compliment our social communication enablement work linked to our pupils diagnosis of autism.

These explicit lessons are reinforced and enhanced in many ways:

  • Celebration Time
  • Class learning charters
  • SAIL School Rules
  • Reward Systems (Class systems, class dojo, individual systems)
  • Social Communication and Social Interaction enablement strategies
  • Emotional Literacy support
  • Wellbeing tiers of support
  • Specific therapeutic intervention as required
  • Modelling positive relationships – child to child, adult to child, adult to adult across the school

We aim to ‘live’ what is learnt and apply it to everyday situations in the school community.

Weekly lessons are delivered by class teachers across all ages of the school.

Where more individualised therapeutic or safeguarding needs are identified individual interventions may be put in place. The focus of this work is agreed with the professional team around the child (Academy’s Safeguarding team or Therapy Team in collaboration with any relevant outside agencies) as well as parents. Clear outcomes for the intervention will be set against a review timeline, with all session content and resources agreed upon by all parties in advance of the work commencing.

SAIL has an inclusive ethos promoting and teaching about equality for all nine protected characteristics as identified in the Equalities Act 2010 for pupils and staff members. 

Contact Us

SAIL (Salisbury Academy for Inspirational Learning)
Wilton Road
Salisbury
SP2 7EU

T: 01722 694013