Learning for Life (PSHE)
We aim to prepare children for the opportunities, responsibilities and experiences of later life, along with becoming healthy, confident, independent and responsible members of society. Through our PSHE curriculum, we enable children to understand and respect who they are, empower them with a voice and equip them for life and learning. We teach the skills, knowledge and understanding, and attitudes and values, which will allow our children to develop as young people, feeling confident and informed of their view of the world and their life experiences. We make creative, purposeful links within and across year groups, and between subjects to develop children’s knowledge, skills and understanding while motivating them to learn through stimulating, interconnected themes. We want our children to become well-rounded, reflective individuals.
At Tyndale, our children will experience a high quality teaching of PSHE that we hope will inspire and excite them throughout their primary education. We aim to equip children with a sound understanding of risk and with the disciplinary knowledge necessary to make safe and informed decisions in weekly lessons and celebrating children’s achievements through displays and assemblies.
To teach our Learning for Life lessons, we follow the Jigsaw scheme. 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 properly equips us to deliver engaging and relevant PSHE within a whole-school approach. Jigsaw lessons also include mindfulness allowing our children to advance their emotional awareness, concentration and focus.
We follow Jigsaw, which sets out the aims and programmes of study for PSHE, ensuring that our curriculum coverage is consistent across year groups and key stages, whilst also ensuring that disciplinary knowledge is built upon each year. The purpose of this, is to ensure that all teachers are able to support children in developing their own knowledge and understanding about PSHE resulting in them being able to make appropriate links to learning within the community and throughout their lives.
See below the programme of study for each year group.
Jigsaw is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time that allows each Puzzle to start with an introductory assembly, generating a whole school focus. The schemes/programmes we follow within our school, are in line with the National Guidance for PSHE.
Jigsaw offers a comprehensive Programme for 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.
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)
Jigsaw consists of six units of work (Puzzles), each containing six lessons (Pieces) covering each academic year. 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). Puzzles are launched with a whole-school assembly containing an original song, with each year group studying the same unit 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 the Early Years (EYFS) planning is aligned to the National Early Years Framework.
Each lesson is built upon a Charter which underpins the behaviour and respect that 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 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.
Our aim is to ensure that all children feel a strong sense of belonging and community by taking part in whole-school assemblies and end of Puzzle outcomes.
To achieve the above aim, children will be taught a range of disciplinary knowledge:
- Improve their social skills to better enable collaborative learning (Connect us)
- Relax their bodies and calm their minds to prepare them for learning (Calm me)
- Help the brain to focus on specific learning intentions (Open my mind)
- Initiate new learning (Tell me or show me)
- Facilitate learning activities to reinforce the new learning (Let me learn)
- Support them in reflecting on their learning and personal development (Help me reflect)
NSPCC Speak Out Stay Safe
NSPCC Speak Out Stay Safe is a safeguarding programme for children aged 5- to 11-years-old.
The programme helps children understand:
- Abuse in all its forms and how to recognise signs of abuse
- That abuse is never a child’s fault and that they have the right to be safe
- Where to get help and the sources of help available to them, including our Childline service.
The Speak out Stay safe programme will be delivered as part of our curriculum in the summer term each year.
Learning for Life Whole School Curriculum Map
Learning for Life (PSHE) Knowledge and Skills Progression