We are a Jigsaw ambassador school that promotes mindfulness and the importance of health and well being. Our PSHE curriculum provides pupils with the knowledge and skills to deal with a wealth of experiences in later life ,whilst promoting the spiritual, moral, cultural and physical development of pupils.
As a school we understand the importance of mental health and well-being therefore ensure this is a key feature of our PSHE lessons to develop a greater self-awareness of all aspects of healthy living. The different pieces of Jigsaw that are delivered throughout the year focus on holistic health and ensuring that pupils are well equipped to make positive life decisions. Jigsaw is a unique, spiral, progressive and effective scheme of work, aiming to prepare children for life, helping them really know and value who they truly are and understand how they relate to other people in this ever-changing world.
The school’s context
We chose the PSHE Jigsaw Scheme of learning as we felt it was relevant to the specific needs of our pupils and our community.. Child-centred activities provide our children with relevant learning experiences to help them navigate their world and to develop positive relationships with themselves and others.Our aim is to equip our children with the skills of emotional literacy, building resilience and nurturing mental and physical health,
Raising aspirations and providing pupils with the knowledge and skills to make healthy life decisions is key to our curriculum. Our lessons include mindfulness allowing children to advance their emotional awareness, concentration and focus.
Jigsaw’s wide range of child-centred activities ensure the learning is enjoyable for pupils and teachers alike. There are six units that are covered over the year that cover different areas of relationship and health education and emotional literacy and social skills.
Term one focuses on ‘Being me in my world’ which includes understanding my place in the class, school and global community as well as devising Learning Charters. This is extremely important at the beginning of the year to ensure rules and routines are set in place, furthermore pupils have a developing sense of purpose in their new environment.
Term two is linked to the national anti-bullying week in which pupils learn to ‘Celebrate difference’ including anti-bullying (cyber and homophobic bullying) and diversity work. Due to the diverse nature of our community this is relevant for all.
Term three kick starts the new year with a focus on ‘Dream and Goals’ where pupils are encouraged and introduced to goal-setting, aspirations for yourself and the world and working together.
Term four focus on ‘Healthy me’ which includes drugs and alcohol education, self-esteem and confidence as well as healthy lifestyle choices.
Term five supports developing pupils understanding of friendship, family and other relationships, conflict resolution and communication skills.
Term six focuses on ‘Changing me’ which supports our age appropriate relationship and sex education in the context of coping positively with change. This also prepares pupils for changes they will be going through with moving up a year, meeting new friends, teachers, etc.
In addition we run a forest school for children who we think would benefit emotionally from outdoor learning.
In weekly assemblies SMSC links are made explicit. This is done through an Active Body Healthy Mind Assembly, A School and British Values Assembly and a ‘Spiritual and Cultural’ assembly.
Opportunities to make links to School and British Values are sought when teachers plan lessons and events across the national and school curriculum.
How is this subject assessed?
Children’s understanding is assessed against the end of year expectations on OTRACK (our whole school assessment tool)which are aligned with the school’s end of year expectations.
Jigsaw PSHE contains both formative and summative assessment opportunities that support teachers to assess PSHE knowledge.