PHSRE

Intent

The 'robust and comprehensive' teaching of PHSRE is one of the fundamental drivers of our curriculum intent. It is there to support our values at the heart of our intent and the global values that feed through it. 

The PSHE Association states
“PSHE education gives pupils the knowledge, skills, and attributes they need to keep themselves healthy and
safe and to prepare them for life and work in modern Britain…. When taught well, PSHE education helps
pupils to achieve their academic potential, and leave school equipped with skills they will need throughout
later life.”

In order to fulfill this Breadsall Hill Top has adopted the Jigsaw PSHRE scheme. They state “Jigsaw holds children at its heart, and its cohesive vision 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 schools to deliver engaging and relevant PSHE within a whole-school approach.Jigsaw lessons also include mindfulness allowing children to advance their emotional awareness,concentration and focus.”  

At Breadsall we believe the adoption of Jigsaw will aid the implementation and impact of our whole curriculum intent and by supporting the values at its core. 

Implementation

Implementation needs to ensure 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 (PSHE) (in purple) and the other designed to develop emotional literacy and social skills (in green).

Each year group studies the same unit (puzzle) 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 (England).

Each lesson is built upon a Charter which underpins the behaviour and respectthat is the basis for each lesson (one is provided within Jigsaw, but children and their teacher can write their own to ensure mutual respect and ownership). The lessons then split into 6 parts, all of which should be included in everysession 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.

Impact

Assessment in Jigsaw is both formative and summative. As Jigsaw is a new scheme ways of assessing impact in a formative way are under development 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.