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PSHE- Implementation

Our whole school PSHE curriculum is shaped by our school vision in which we work 'Together towards excellence with Christ as our guide'. We guide our children to flourish and become the very best version of themselves they can possibly be. We teach PSHE according to the National Curriculum guidance, supported by a clear skills and knowledge progression outlined in the Jigsaw scheme. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children.

 

    The Jigsaw PSHE scheme consists of six half-term units of work (Puzzles), each containing six lessons (Pieces) covering each academic year.  It directs our aim on developing the “whole child” through a spiral curriculum approach to developing knowledge, skills and understanding in the areas of;

     

    • 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 
       

    Every Piece has two Learning Intentions, one specific to Relationships and Health Education (PSHE) and the other designed to develop emotional literacy and social skills .

    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 (England)


    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, all of which should be included in every session to ensure that the learning follows the optimum progression: 
     

    • Connect us – This is a game or activity designed to be fun and inclusive and to build and maximise social skills. ‘Connect us’ engenders 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 engender 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). If we do this well, it will enable 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.
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