GLF Schools

GLF Schools

PSHE KS1

 

Warren Mead Infant and Junior Partnership 2020-21

Curriculum Intent

 

Subject: PSHE

Subject Leaders: Lucy Johnson (Infant School) & Jess Moylan/Roxanne Wigmore (Junior School)

 

Curriculum Intent  (what is the purpose of this subject)

A high quality PSHE education provides learners with the knowledge, understanding, attitudes, values and skills they need in order to reach their potential as individuals and within the community. Our learners are encouraged to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of our school and community. In doing so they learn to recognise their own worth, work well with others and become increasingly responsible for their own learning. They reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up. Through our PSHE curriculum, children learn to understand and respect our common humanity; diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning. In our school we choose to deliver Personal, Social, Health Education using Jigsaw, the mindful approach to PSHE. 

 

We want to ensure that our learners achieve their potential by supporting their wellbeing and tackling issues that can affect their ability to learn, such as mental health and unhealthy relationships. A growing body of research shows that  pupils who are emotionally healthy do better at school; our Jigsaw PSHE sessions are used by class teachers as a weekly therapeutic intervention and are structured to provide knowledge and skills development, with application of these to our children’s lives within and beyond school. 

 

Jigsaw sets out a progressive and sequential programme evidenced by the developmental learning intentions written into all the materials. The learning within our Jigsaw PSHE is challenging but child-centred. It allows students to focus on ‘the opportunities, responsibilities and experiences of life’; and as such underpins a broad and balanced curriculum offer. Cultural capital is at the heart of EVERY Jigsaw lesson, helping students to understand and navigate a rapidly changing 21st Century world.

Curriculum Implementation (how is the subject structured/sequenced)

Jigsaw brings together PSHE Education, emotional literacy, social skills and spiritual development in a comprehensive scheme of learning. Teaching strategies are varied and are mindful of preferred learning styles and the need for differentiation. Jigsaw is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. There are six Puzzles in Jigsaw that are designed to progress in sequence from Autumn to June/July; therefore, each puzzle is taught over a half term. These six puzzles are: 1.Being Me in My World, 2.Celebrating Difference, 3.Dreams and Goals, 4.Healthy Me, 5.Relationships, 6.Changing Me). Each Puzzle has six Pieces (lessons) which work towards an ‘end product’.

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. The enhancements mean that Jigsaw, the mindful  approach to PSHE, is relevant to children living in today’s world as it helps them understand and be equipped to cope with issues like body image, cyber and homophobic bullying, and internet safety. Every Piece (lesson) contributes to at least one of these aspects of children’s development. This is mapped on each Piece and balanced across each year group. Jigsaw sessions are current, relevant and responsive to the needs of our learners. Jigsaw’s wide range of child-centred activities ensure the learning is enjoyable for learners and teachers alike.

Pedagogy: (what is the teaching approach taken)

We use our PSHE sessions as a therapeutic intervention for all of our learners, so it is always taught by the class teacher in order to ensure that issues that may affect certain learners can be taught sensitively. Lessons are taught every week in hour long sessions (depending on lesson content; sessions may be longer if necessary). Each session is split into six segments: Connect Us - this segment is a chance to build social skills and is a key part of the Jigsaw Approach. It focuses on specific social skills and enables the children to get to know each other more and build their social skills. It also marks the start of the Jigsaw Piece (lesson), separating it clearly from the previous lesson in a fun and inclusive way.); Calm Me - this segment enables our children to relax the body as well as calm/quieten the mind. This improves their capacity to learn and develops inner resilience. Using the Jigsaw Chime and the Calm Me exercises is an easy introduction to techniques which help children relax their bodies and calm their minds, reaching an optimum state for learning. The aim is to bring children’s awareness/attention to the present moment and in doing so let go of other thoughts that might be scurrying around the mind which distract from focusing on the learning of this lesson; Open My Mind - this segment is a short activity designed to help the children’s minds focus in on the essence of the learning coming up in the lesson. It also builds upon concepts which may have been initially introduced through the Connect us game and/or Calm me script; ‘Tell Me or Show Me’ - this is the teacher input part of the lesson that usually introduces new information or teaches a new skill; ‘Let Me Learn’ - the children now do the activity/game/drawing/role-play etc to internalise the learning, to make it their own/to accommodate it into their own frame of reference. This can be individual, paired or group work depending on the lesson plan. Help Me Reflect - at the end of every lesson, children are encouraged to reflect on what they have learnt, how they feel about this, and to think about the progress they have made – perhaps in their attitudes and values, not just in their knowledge acquisition. This is also where the Formative assessment in Jigsaw is included as My Jigsaw Learning and My Jigsaw Journey tasks.

Evaluation: (how will outcomes be measures for your subject)

The in-built assessment processes within each unit allow evidence of impact to be easily captured and recorded. Assessment criteria are differentiated so that teachers can track pupil learning accordingly.

 

Each unit has its own assessment system, descriptors and exemplifications, so our teachers can see the expected standard of learning that learners should attain at the end of each unit of work, each year (as well as by the end of Key Stage 2). The schemes are inclusive and allow pupils of all abilities and from all backgrounds, to participate and learn. Jigsaw PSHE contains both formative and summative assessment opportunities that support our teachers to assess PSHE knowledge, and how these are applied within social and emotional skills development. Equally, the scheme we follow is planned and sequenced, demonstrating a spiral learning progression with key assessment points along the way to assess impact.

 

Each Puzzle (unit of work) has a built-in assessment task, usually in Lesson (Piece) 6.  This task is the formal opportunity for teacher assessment, but also offers children the chance to assess their own learning and have a conversation with the teacher about their two opinions. In addition, as part of the Help me Reflect section of every Jigsaw lesson, children can complete a self assessment using the My Jigsaw Journey/Learning resource that accompanies each lesson.

 

Each Puzzle (unit of work) has a set of three level descriptors for each year group: ‘Working Towards’, ‘Working At’ and ‘Working beyond’. To support the teacher in tracking each child’s Jigsaw Learning progress throughout the year, there is a Pupil Tracking Grid.  This sheet has the three attainment descriptors for each Puzzle. After each Puzzle is completed, the teacher, using a best-fit approach, decides whether the child is working at, towards or beyond and highlights the appropriate descriptor box on that child’s overview sheet. There is also space for the teacher’s comments. This sheet gives a quick visual representation of where the child is in each Puzzle. This information is then documented on Pupil Asset.

Impact of Curriculum (what are the outcomes of your subject)

Children will have learned about rights and responsibilities to themselves and others and they will have developed a high degree of empathy and social skills. In the ‘Being Me in my World’ and ‘Dreams and Goals’ units, our learners will have focused on their attitudes towards learning, motivation and resilience and developed the skills and understanding to better these. The ‘Celebrating Difference’ unit will have supported our children in exploring differences across the spectrum of global society, prejudice and discrimination, acceptance and understanding; as a result our children will be tolerant and respectful. 

 

Jigsaw PSHE will have supported the development of the skills, attitudes, values and behaviour, which will have enabled our learners 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

Next steps: (what are the key priorities for development in this subject)

  1. Embed Jigsaw at WM Infants 

  2. Implement assessment method across WM Infants and Juniors 

  3. Promote mental health and well-being through Jigsaw sessions

 

Documents

Page Downloads Date  
03 Ages 6 7 Jigsaw Skills and knowledge... 21st Jul 2021 Download
02 Ages 5 6 Jigsaw Skills and knowledge... 21st Jul 2021 Download
01 Ages 3 5 Jigsaw Skills and knowledge... 21st Jul 2021 Download
PHSE Curriculum Content Overview 2020 21... 21st Jul 2021 Download