PSHE – curriculum information
Intent:
Jigsaw at Stoneferry Primary is taught through 6 units which are designed to progress in sequences throughout the academic year.
Each Piece (lesson) has two Learning Intentions: one is based on specific PSHE learning (covering the non-statutory national framework for PSHE Education and the statutory Relationships and Health Education guidance, but enhanced to address children’s needs today); and one is based on emotional literacy and social skills development to enhance children’s emotional and mental health.
Jigsaw PSHE will support the development of the skills, attitudes, values and behaviour, which enable pupils to:
- Have a sense of purpose
- Value self and others
- Form relationships
- Make and act on informed decisions
- Communicate effectively
- Work with others
- Respond to challenge
- Be an active partner in their own learning
- Be active citizens within the local community
- Explore issues related to living in a democratic society
- Become healthy and fulfilled individuals
In Jigsaw, by the end of EYFS children will:
Begin to develop and form positive relationships. Show sensitivity towards the needs of others. Show self-confidence and awareness by trying new things and taking risks. Understand how to manage feelings and behaviour. Show and talk about your own emotions and those of others. Be able to differentiate between positive and negative behaviour and understand that negative behaviour has consequences.
By the end of Key Stage 1 children will:
Understand how my behaviours and choices affect others. Explain how we are all different and this makes us special. Express how I feel about succeeding in new challenges and how it feels working as a group. Understand the importance of healthy food. Recognise people who are important to me and how to resolve conflicts with my friends. Use the correct names for parts of the body and understand which parts of the body are private.
By the end of Key Stage 2 children will:
Understand why we have rules in our community, how we are given a voice and understand how our actions can affect others in our community. Explain the importance of accepting people for who they are, recognise bullying behaviours and how to help people make the right choice. Understand how to be resilient and the effect of having a positive attitude, recognise my goals and how to work with others to make the world a better place. Recognise how our metal health is as import as our physical health and respect and value our bodies. Explain how to stay safe with technology, describe different points of views and recognise when others are trying to gain control. Explain how bodies change as we grow including through puberty.
Implementation:
Jigsaw is delivered through 6 Puzzles (half-term units of work) each with 6 Pieces (lessons): Autumn 1: Being Me In My World, Autumn 2: Celebrating Differences, Spring 1: Dreams and Goals Spring 2: Healthy Me, Summer 1: Relationships, Summer 2: Changing Me. Lesson objectives are structured and sequenced so that final outcomes are secure and meaningful. Children do not learn objectives in isolation but continue to embed these through carefully planned application of skills throughout the year.
All children have access to the Jigsaw curriculum with work being tailored appropriately for children with SEND. Inclusivity is part of Jigsaw’s philosophy and each piece is tailored to meet the needs of the children in their classes. To support this differentiation, many Jigsaw Pieces (lessons) suggest creative learning activities that allow children to choose the media with which they work and give them scope to work to their full potential. Children will learn through similar activities, with final outcomes modified to suit all needs. Children are then assessed
Impact:
The impact of learning is measured through the use of Jigsaw Journals, class discussions and observations which demonstrate what has been understood. Post assessment and reflection activities demonstrate the progression of knowledge, skills and understanding. Where learning is not secure, additional learning takes place to address this.
Further information:
What do you like about the teachers?
“They tell jokes and help us learn.”
What do you like about the teachers?
“They are helpful and kind.”
What is the best thing you have done in school?
“The best thing I’ve done at school was going to William’s Den and building my own den.”
What is your favourite subject and why?
“Topic and Art are my favourite lessons because they push me to my limits and are fun.”
What is your favourite subject and why?
“Art because it calms me down and it’s great fun.”
What is the best thing you have done in school?
“I love the school trips and when we go to the church to sing.”
What is your favourite subject and why? –
“Maths because I love numbers and adding.”
What would you say to a child who is worried about joining this school?
“Be yourself. It’s a great school and you’ll fit in.”
What would you say to a child who is worried about joining this school?
“We will look after you and help you.”
What is your favourite subject and why? –
“I love P.E. because I am a real sports person and enjoy being creative.”
What would you say to a child who is worried about joining this school?
“Stoneferry is a friendly school.”
What is the best thing you have done in school?
“Everything. I enjoy every single second of school.”
What is your favourite subject and why?
“English because I love writing stories and poems.”
What is your favourite subject and why?
“Art because I like drawing and sometimes my work goes on the wall.”
What is the best thing you have done in school?
“I enjoy the school trips to the museum so I can learn.”
What do you like about the teachers?
“They make me feel safe.”
What is the best thing you have done in school?
“I really enjoy playing for the school football team.”