Curriculum Intent 

We want to prepare pupils for the opportunities, responsibilities and experiences of adult life. We do this through the Jigsaw PHSE program 

teaching as part of our. In each year group children will work through 6 puzzle pieces, each one focusing on an area of personal development - Being Me in My World, Celebrating Difference, Dreams and Goals, Healthy Me, Relationships and Changing Me. We link our learning to the statements of our Vision 25 which encapsulate what is important for us as a school. The purpose of a vision is to have a dream, is to have a hope and is to have an aspiration that we all can work towards. We also intend to use this to support our decision making for the school and to have common goals that unite our entire community: our children, our families and our staff. Our Vision '25 with two core pillars that are vital for any school or educational establishment: Learning and Wellbeing. In learning wea re committed to:- 

“At Abbey, we nurture a love of learning. We open windows of opportunity by creating memorable moments. Learning with meaningful relationships supports our children to become valued members of our community.”  

For all of our learners to reach their potential, there are many things that we as a school need to do well. For that reason, our Vision '25 also includes other areas within the term of learning: teaching of the highest quality' as curriculum rich in nature and accessible for all and; an environment which enhances learning, is inclusive and safe. 

“We captivate young minds through our engaging delivery and a variety of approaches. We have high aspirations for all. Learning is enhanced through strong relationships with children and their families. Children attain and progress very well.” 

“We embed the core subjects within an expansive and challenging curriculum. We develop and nurture young minds, creating memorable moments and events. We both promote and celebrate equality and diversity. A curriculum rich in nature and accessible for all.” 

“Both inside and out, our environment enhances the physical and emotional needs of all. It promotes and celebrates learning and provides a welcoming, secure place for children, staff and families. An environment which enhances learning, is inclusive and safe.”  

 

Our wellbeing statements are powerful and relevant.  

“We respect and support each other, valuing our diverse community. We seek to care for and include everyone. We are safe, listened to and empowered to embrace challenges.” 

Wellbeing is a key focus throughout school for all our stakeholders. Our children, 

 “Our children are both respected and respectful. They are happy and resilient. Relationships are founded on trust enabling children to flourish and be the best they can be.”  

Our families, “We have a thriving school community. Our families are valued and well informed. Strong partnerships ensure they are listened to and their views respected.” 

And our staff, “The staff team are ambassadors of wellbeing. Our voices are heard, and opinions valued. We are well supported emotionally, and our aspirations are respected.” 

 

As well as our vision statements setting out our core values, we promote solid links to SMSC (Spiritual, Moral, Social & Cultural) Education, British Values and behaviour for learning (Ready, respectful, Safe) as set out in our Behaviour Policy.  

 

Curriculum Implementation 

EYFS- In Early Years, PSHE is taught as an integral part of topic work and is embedded throughout the curriculum. The objectives taught are covered within the Personal, Social and Emotional Development statements from ‘Development Matters in the EYFS’.  

KS1 And KS2- We implement PSHE through a scheme of work called Jigsaw which looks closely at prior leaning. It offers a comprehensive Programme 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 lesson is built upon a Charter which underpins the behaviour and respect that is the basis for each lesson. 

The lessons then split into 6 parts: 

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. 

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 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 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 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. 

 

We support our children emotionally when learning, what can be challenging content, with empathetic teaching, ESLA and a dedicated Safeguarding team and processes as needed.   

 

At Abbey Primary, we allocate 1 lesson (approx. 45 mins) to PSHE each week in order to teach the PSHE knowledge and skills in a developmental and age appropriate way. 

 

Curriculum Impact 

The  children will know and value who they really are and how they relate to other people in this ever-changing world.  

• Develop confidence, independence and take responsibility for themselves and their actions. 

• Prepare to play an active role as citizens.  

• Develop a healthy safe lifestyle including the physical and emotional aspects.  

• Develop good relationships and respect the differences between people.  

• Have worthwhile and fulfilling relationships, within which they are able to communicate their ideas and feelings.  

• Value and make the most of their own and others’ abilities. 

• Express their opinions and understand that others’ opinions may differ from their own.  

• Explore values, morals and beliefs.  

• Explore how all actions have outcomes for themselves and others.  

• Develop a positive attitude towards themselves, their peers and the wider school community.  

• Learn about the physical changes they will go through into their journey through and into adulthood.  

• Help pupils move more confidently and responsibly into adolescence.  

• Help pupils to learn about the full range of different relationships in modern Britain.  

• Help pupils to keep themselves safe from inappropriate behaviour. 

• To be secondary ready with regard to the SRE curriculum.