All schools must provide a curriculum that is broadly based, balanced and meets the needs of all pupils. Under section 78 of the Education Act 2002 and the Academies Act 2010, a PSHE curriculum:
- Promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and
- Prepares pupils at the school for the opportunities, responsibilities and experiences of later life.
The Government’s PSHE education review of PSHE Education (March 2013) stated that the subject would remain non-statutory and that no new programmes of study would be published. The DfE specified as part of its National Curriculum guidance that ‘All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice’. The review also detailed:
“PSHE remains an important and necessary part of all pupils’ education.
At Craven Primary Academy we have adopted the Jigsaw programme because it will:
- Deliver a wider range of experiences
- Provide pupils with the knowledge, understanding, attitudes, values and skills they need in order to reach their potential as individuals and within the community.
- Encourage pupils to recognise their own worth, work well with others and become increasingly responsible for their own learning.
- Enable participation in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of their school and communities.
- Help pupils learn to 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.
- Foster understanding and respect for our common humanity, diversity and differences so that pupils can go on to form the effective, fulfilling relationships that are an essential part of life and learning.
Organisation and Implementation of Jigsaw in School
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
The Learning Environment
- Establishing a safe, open and positive learning environment based on trusting relationships between all members of the class, adults and children alike, is vital. To enable this, it is important that ‘ground rules’ are agreed and owned at the beginning of the year and are reinforced in every Piece – by using The Jigsaw Charter. Ideally, teachers and children will devise their own Class Charter. It should include the following aspects:
- We take turns to speak
- We use kind and positive words
- We listen to each other
- We have the right to pass
- We only use names when giving compliments or when being positive
- We respect each other’s privacy (confidentiality)
How is Jigsaw PSHE organised in the academy?
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.
There are six Puzzles in Jigsaw that are designed to progress in sequence from September to July. Each Piece (lesson) has two Learning Intentions: one is based on specific PSHE learning (covering the non-statutory national framework for PSHE Education but adapted to address children’s needs today); and one is based on emotional literacy and social skills and covers and adds to the Social Emotions Aspects of Learning intentions (SEAL). These enhancements mean that Jigsaw is relevant to children living in today’s world. It helps them understand and be equipped to cope with issues like body image, cyber and homophobic bullying, and internet safety.
Every Piece contributes to at least one of these aspects of children’s development. This is mapped on each Piece and balanced across each year group.
Drug and Alcohol Education
Definition of ‘Drugs’:
This policy uses the definition that a drug is: ‘A substance people take to change the way they feel, think or behave’ (United Nations Office on Drugs and Crime). The term ‘Drugs’ includes:
- All illegal drugs
- All legal drugs including alcohol, tobacco and volatile substances which can be inhaled
- All over-the-counter and prescription medicines
Effective Drug and Alcohol Education can make a significant contribution to the development of the personal skills needed by pupils as they grow up. It also enables young people to make responsible and informed decisions about their health and well-being.
Moral and Values Framework
The Drug and Alcohol Education programme at our school reflects the school ethos and demonstrates and encourages the following values. For example:
- Respect for self
- Respect for others
- Responsibility for their own actions
|Year||Piece||Pupils will be able to…….|
What do I know about drugs?
Sex and Relationships Education
Definition of Sex and Relationship and Education (SRE):
‘SRE is lifelong learning process of acquiring information, developing skills and forming positive beliefs and attitudes about sex, sexuality, relationships and feelings’ (Sex Education Forum, 1999).
Effective SRE can make a significant contribution to the development of the personal skills needed by pupils if they are to establish and maintain relationships. It also enables children and young people to make responsible and informed decisions about their health and well-being.
It is important to note that the SRE at our school sits within the school’s values framework and that we consider it vital to do this work in partnership with parents and carers. We are mindful that parents/carers do have the legal right to withdraw their children from the SRE that is part of the Jigsaw Programme and the Channel 4 ‘Living and Growing’ DVD, whilst we hope they do not feel the need to do so.
Withdrawal from SRE lessons
Parents/carers have the right to withdraw their children from all or part of the Sex and Relationships Education provided at school except for those parts included in statutory National Curriculum Science. Letters informing parents of when the SRE lessons will begin will be sent home to the parents of children in Year 6. Those parents/carers wishing to exercise their right to withdraw their child are invited in to see the head teacher and/or SRE Co-ordinator who will explore any concerns and discuss any impact that withdrawal may have on the child. Once a child has been withdrawn they cannot take part in the SRE programme until the request for withdrawal has been removed.
The grid below shows specific learning intentions for each year group in the ‘Changing Me’ Puzzle. These specific lessons sit within the whole Puzzle (6 lessons), which looks at change and coping with change in lots of contexts, so changes as we grow up and enter puberty are seen as one sort of change that we can all cope with.
|Year||Piece||Pupils will be able to…….|
Boys’ and Girls’ Bodies
Ø Identify the parts of the body that are private.
Ø Respect my body and understand which parts are private.
Boys’ and Girls’ Bodies
Ø Recognise the physical differences between boys and girls.
Ø Tell you what I like/don’t like about being a boy/girl.
How Babies Grow
Ø Understand that in animals and humans lots of changes happen.
Ø Express how I feel when I see babies or baby animals.
Ø Express how I might feel if I had a new baby in my family.
Girls and Puberty:
Not a class session.
Have parents in for this session towards the end of summer term (during school time or after school parent daughter session.)
Ø Describe how a girl’s body changes.
Understand how babies grow and develop and understand what a baby needs to live and grow.
Puberty for Girls:
Not a class session.
Same as above- Y5/Y4 session at same time possibly.
Ø Explain how a girl’s body changes during puberty and understand the importance of looking after myself physically and emotionally.
Ø Understand that puberty is a natural process that happens to everybody and that it will be OK for me.
Ø That menstruation (having periods) is a natural part of this.
Ø Know that I have strategies to help me cope with the physical and emotional changes I will experience during puberty.
Also use the Channel 4
‘Living and Growing’ DVD.
Ø Explain how girls’ and boys’ bodies change during puberty and understand the importance of looking after myself physically and emotionally.
Ø Express how I feel about the changes that will happen to me during puberty.
Girl Talk/Boy Talk
Ø Ask the questions I need answered about changes during puberty.
Ø Reflect on how I feel about asking the questions and about the answers I receive.
Babies – Conception to Birth
Ø Describe how a baby develops from conception through the nine months of pregnancy, and how it is born.
Ø Recognise how I feel when I reflect
Ø Recognise how I feel when I reflect on the development and birth of a baby.
Ø Understand how being physically attracted to someone changes the nature of the relationship.
Ø Express how I feel about the growing independence of becoming a teenager and am confident that I can cope with this.
Safeguarding and Confidentiality Issues
Teaching Sensitive and Controversial Issues
Sensitive and controversial issues are certain to arise in learning from real-life experience. Teachers will be prepared to handle personal issues arising from the work, to deal sensitively with, and to follow up appropriately, disclosures made in a group or individual setting. Issues that we address that are likely to be sensitive and controversial because they have a political, social or personal impact, or deal with values and beliefs. These issues include family lifestyles and values, physical and medical issues, financial issues, bullying and bereavement.
Teachers will take all reasonable and practical steps to ensure that where political or controversial issues are brought to pupils’ attention, they are offered a balanced presentation of opposing views. Teachers will adopt strategies that seek to avoid bias on their part and will teach pupils how to recognise bias and evaluate evidence. Teachers will seek to establish a classroom climate in which all pupils are free from any fear of expressing reasonable points of view that contradict those held either by their class teachers or their peers.
Answering Difficult Questions and Sensitive Issues
Staff members are aware that views around Sex and Relationship (SRE) and Drug and Alcohol Education-related issues are varied. While personal views are respected, all SRE and Drug and Alcohol Education issues are taught without bias using Jigsaw. Topics are presented using a variety of views and beliefs so that pupils are able to form their own, informed opinions but also respect that others have the right to a different opinion.
Both formal and informal SRE and Drug and Alcohol Education arising from pupils’ questions are answered according to the age and maturity of the pupil(s) concerned. Questions do not have to be answered directly, and can be addressed individually later. The school believes that individual teachers must use their skill and discretion in this area and refer to the Designated Child Protection Officer if they are concerned.
Our school believes that SRE and Drug and Alcohol Education should meet the needs of all pupils, answer appropriate questions and offer support. In Jigsaw Pieces/Channel 4 ‘Living and Growing’ that cover SRE provision, this should be regardless of their developing sexuality and be able to deal honestly and sensitively with sexual orientation, answer appropriate questions and offer support. Homophobic bullying is dealt with strongly yet sensitively. The school liaises with parents/carers on this issue to reassure them of the content and context.
Confidentiality and Child Protection Issues
As a general rule a child’s confidentiality is maintained by the teacher or member of staff concerned. If this person believes that the child is at risk or in danger, she/he talks to the named child protection co-ordinator who takes action as laid down in the Child Protection Policy. All staff members are familiar with the policy and know the identity of the member of staff with responsibility for Child Protection issues. The child concerned will be informed that confidentiality is being breached and reasons why. The child will be supported by the teacher throughout the process.
Teachers need to be aware that sometimes disclosures may be made during these sessions; in which case, safeguarding procedures must be followed immediately. Sometimes it is clear that certain children may need time to talk one-to-one after the circle closes. It is important to allow the time and appropriate staffing for this to happen. If disclosures occur, the Child Protection procedures should be followed.
Training and support for staff
All staff benefit from Jigsaw PSHE training in order to enhance their PSHE delivery skills. Opportunities are provided for staff to identify individual training needs on a yearly basis and relevant support is provided.
In addition to this, support for teaching and understanding PSHE issues is incorporated in our staff INSET programme, drawing on staff expertise and/or a range of external agencies
External contributors from the community, e.g. health promotion specialists, school nurses, and community police and fire officers, make a valuable contribution to the Jigsaw PSHE programme. Their input should be carefully planned and monitored so as to fit into and complement the programme.
Teachers must always be present during these sessions and remain responsible for the teaching content.
Assessment and Differentiation
Teachers will be eager to ensure children are making progress with their learning throughout their Jigsaw experience. Therefore, each Puzzle (except Puzzle 1) has a built-in assessment task, usually in Piece 5 or 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 both their opinions opinions. The task can usually be used as evidence in the Jigsaw Journal.
Each Puzzle has a set of three level descriptors for each year group:
Emerging Working within Met
It is envisaged that, at the beginning of a Puzzle, children will be given the ‘My Jigsaw Learning Record’ for that Puzzle, so that it is clear to them what they are aiming to achieve. After completion of the tasks, the teacher and the child return to the ‘My Jigsaw Learning Record’ and the child colours in the attainment descriptor he thinks he has achieved. This is adapted to align with William Davies Primary Schools recording and tracking progress systems.
The Attainment Descriptors
Please be aware that these attainment descriptors are specific to Jigsaw and to year groups. They are designed to give guidance when considering each child’s learning journey. They are not nationally-recognised. There are no national level descriptors for PSHE.
The Jigsaw philosophy is that children are praised and their achievements celebrated in every Piece. It demands a positive relationship between the teacher and the children which, in itself, values and celebrates each individual. Appropriate time is allocated for this process
Differentiation & SEND
Jigsaw is written as a universal core curriculum provision for all children. Inclusivity is part of its philosophy. Teachers will need, as always, to tailor each Piece to meet the needs of the children in their classes. To support this differentiation, many Jigsaw Pieces 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. To further help teachers differentiate for children in their classes with special educational needs, each Puzzle includes a P-level grid with suggested activities for children working at each of those levels.