PSHE at Rood End contributes to our school ethos, safeguarding and SMSC. British Values and SMSC are mapped throughout the Jigsaw scheme. School leadership, the staff and pupils are clear about the contribution of PSHE to our pupils’ development. PSHE at Rood End helps children understand and value how they fit into and contribute to the world. With strong emphasis on emotional literacy, building resilience and nurturing mental and physical health, Jigsaw 3-11 properly equips us to deliver engaging and relevant PSHE. Jigsaw lessons also include mindfulness allowing children to advance their emotional awareness, concentration and focus.
Our implementation ensures depth, accurate subject knowledge, detailed planning and building on prior learning. Jigsaw 3-11 offers a comprehensive Programme for Primary PSHE including statutory Relationships and Health Education, in a spiral, progressive and fully planned scheme of work, giving children relevant learning experiences to help them navigate their world and to develop positive relationships with themselves and others.
Jigsaw consists of six half-term units of work (Puzzles), each containing six lessons (Pieces) covering each academic year.
Term 1: Being Me in My World
Term 2: Celebrating Difference (including anti-bullying)
Term 3: Dreams and Goals
Term 4: Healthy Me
Term 5: Relationships
Term 6: Changing Me (including Sex Education)
Every Piece has two Learning Intentions, one specific to Relationships and Health Education and the other designed to develop emotional literacy and social skills. Each year group studies the same unit at the same time (at their own level), building sequentially through the school year, facilitating whole-school learning themes.
The various teaching and learning activities are engaging and mindful of different learning styles and the need for differentiation and the Early Years (EYFS) planning is aligned to the National Early Years Framework.
Each lesson is built upon a Charter which underpins the behaviour and respect that is the basis for each lesson. The lessons then split into 6 parts:
Connect us – This is a game or activity designed to be fun and inclusive and to build and maximise social skills. ‘Connect us’ encourages positive relationships and enhances collaborative learning. It sets the atmosphere at the beginning of each Jigsaw Piece and can be used again at the end should the teacher feel the atmosphere needs to be lifted after some deep work during the lesson.
Calm me – This section of the Piece helps children gain awareness of the activity in their minds, relaxing them and quietening their thoughts and emotions to a place of optimum learning capacity. This will also encourage a peaceful atmosphere within the classroom. It is an invaluable life skill which also enhances reflection and spiritual development. This underpins the mindful approach advocated in Jigsaw
Open my mind – The Reticular Activating System of the brain filters the many stimuli entering the child’s mind at any given time. It is designed only to allow in that which is significant. Therefore, it is important to engage this system with the most important aspects of learning intended for each Piece (lesson). When we do this well, it enables children to filter out activity around them not significant to this learning intention, thereby improving concentration and learning.
Tell me or show me – This section of the Piece (lesson) is used to introduce new information, concepts and skills, using a range of teaching approaches and activities.
Let me learn – Following Piaget’s learning model, after receiving new information/concepts, children need to manipulate, use, and play with that new information in order for it to make sense to them and for them to ‘accommodate’ it into their existing learning.
Help me reflect -Throughout Jigsaw, children are encouraged to reflect on their learning experiences and their progress. By reflecting, children can process and evaluate what they have learnt, which enables them to consolidate and apply their learning. They are also asked to stop and become aware of their thoughts and feelings in any given moment in Pause Points (brief pauses within the lesson where the children can have a couple of moments to just stop and be to consider whether what they are learning may be particularly meaningful to them).
Closure – Each Piece needs safe closure. This will always include the teacher praising the children for their effort, positive attitude and achievement, as well as giving one or two sentences to summarise the key learning points for the children.
Teachers have the freedom to adapt lessons or omit sections of the lesson they feel are not appropriate for their class. Lessons are planned to ensure that pupils of differing abilities, including the most able, are suitably challenged. They plan with detail and attention to their individual children. Learners can be scaffolded, and any individual needs can be supported where necessary. Greater depth children can be challenged to ensure that they are being given the opportunities to enrich their learning further.
PSHE at Rood End develops pupils' knowledge, skills, and attributes that they will need to keep themselves healthy and safe and to prepare them for life and work in modern Britain. It will equip our children with the skills of enquiry and response through the use of questioning and empathy. Our children will learn the skills of reflection and expression. They will also develop respect for and sensitivity to others and consider their own thoughts and opinions and how to communicate their personal responses.
Assessments are used to identify where pupils need extra support or intervention. Assessment in Jigsaw is formative. The two clear learning objectives for each lesson (piece) allow the teacher to be mindful of the assessment elements within that session that can formatively help them pitch and plan subsequent lessons, and activities are included in each lesson to give the children the opportunity to self-assess using simple pictorial resources designed in a child-friendly, age appropriate manner. It also allows children of 6 and over the opportunity to identify areas for self-improvement.
The PSHE lead at Rood End monitors the subject effectively using scrutiny and moderation of outcomes. They also carry out discussions with pupils as this is the only way of knowing exactly how the children feel their learning has impacted them.