www.jigsawpshe.com +44 (0)1202 377192© Jigsaw PSHE Ltd

Jigsaw, the mindful approach to Health and Wellbeing:

Jigsaw 3-11 is an integrated scheme of learning, for personal, social and health education, with particular emphasis on emotional literacy, mental health, social, moral, cultural and spiritual development.

Jigsaw provides teachers with detailed, weekly lesson plans and all the resources needed to deliver an engaging and relevant, spiral Health and Wellbeing curriculum.

The expectations set out in the Health and Wellbeing AoLE are comprehensively covered through Jigsaw’s spiral curriculum, ensuring that pupils have every chance to become ethical, informed citizens of Wales and the world.

With mindfulness philosophy and practice woven throughout, Jigsaw is a unique, progressive and effective scheme of work for this area of the curriculum.

Jigsaw addresses the needs of children today.Designed as a whole-school approach, Jigsaw aims to equip children for life, helping them really know and value who they are and how they relate to other people in this ever-changing world.

Curriculum for Wales AREA OF LEARNING AND EXPERIENCE:

Health and Well-being

Jigsaw Health and Well-being Curriculum coverage document

© Jigsaw PSHE Ltd

What’s in Jigsaw 3 – 11?

The full Set includes:

• 288LessonPlanscompletewithresources

• PowerPoint®presentations,images,interactivegamesandactivitiesneededtoteachthelessons

• Time-savingTeacherPreparationPages(allowingteacherstoquicklyidentifykeyaspectsforeachunitofwork)

• AJigsawFriend,JigsawJerrieCatFriendandaJigsawChimeforeachyeargroup(extrasareavailableforadditionalclassrooms)

• LaunchAssemblies(withoriginalsongs;sheetmusic,MP3musictracksandPowerPointslideswithembeddedcontent)

• Freeongoingmentorsupportandaccesstoadditionalmaterialsinthepassword-protectedJigsawCommunityArea(includingtrainingmaterials,mappingdocuments,materialsforparentalcommunicationandadditional/optionalteachingresources).

© Jigsaw PSHE Ltd

How Jigsaw, the mindful approach to Health and Wellbeing contributes to the four purposes:

WelshCurriculum2022guidancestatesthatthefourpurposesshouldbethestartingpointandaspirationforschools’curriculumdesign.Ultimately,theaimofaschool’scurriculumistosupportitslearnerstobecome:

1. ambitious,capablelearners,readytolearnthroughouttheirlives

2. enterprising,creativecontributors,readytoplayafullpartinlifeandwork

3. ethical,informedcitizensofWalesandtheworld

4. healthy,confidentindividuals,readytoleadfulfillinglivesasvaluedmembersofsociety.

We are confident that the Jigsaw Health and Well-being teaching and learning programme fully supports schools in these aims.

How does the Jigsaw Programme support the four purposes?

1. ThroughoutJigsaw,childrenaregiventheskillstobereadytolearn,nomatterwhatisgoingonintheworldaroundthemorinsidetheirownheads.ThemindfulnessaspectswhichareembeddedwithinJigsaw,especiallywithinthe“CalmMe”sectionofeachlessonwherechildrenareallowedtimetostop,breathe,andexperienceinsilenceandpeace.Theyidentifytheirownthoughtsandfeelingswithoutjudgementwhichsupportstheminproactivelymanagingtheiremotionsthusallowingthemtochoosetheirresponsesandregulatetheirownbehaviour.Thisinturnallowsthemtorecognisethattheirthoughtsandfeelingsdonothavetoimpactadverselyontheirlearninginschoolatanygiventime,buttheycanhavecontroloverthesetohelptheirlearning.

ThroughoutJigsaw,childrenaretaughttorecognisetheirownself-worthandcapabilitiesandwillingnesstolearn.ThisisespeciallytruewithinthePuzzle(6-weekunit)entitled“Dreams&Goals”whichencouragesthechildrentobeaspirational,resilientinthefaceofdisappointmentandtobreakgoalsdownintomanageablestepssothattheycanenjoysuccess.Theycanworkindependentlyaswellascollaborativelyandlearngroup-managementskillsinordertoembedthoseskillsandattributesthattheywillneedtocarrytheseexperiencesintotheirsecondaryandadultworkinglives.Thebuilt-inpraiseandrewardsystem,aswellasspecificworkongrowthmindsetandresilienceenableschildrentoexperiencesuccessandlearnfromchallenges.

2. CreativityandpupilvoiceareencouragedthroughoutJigsaw.JigsawFriends(softtoyteachingaids)areinstrumentalinsupportingchildrentosharetheirviewsandopinions(iftheywantto)andtodevelopinglisteningskills.Enterpriseisspecificallyexperiencedinthe“Dreams&Goals”Puzzleaschildrenlookatthelifeofworkandmoney,andpossiblecareers.Theylookoutwardstowhattheywouldliketodoandbe,andinwardstolookatwhotheyareandwanttobecome.Throughouttheprogrammetheyconsolidatetheirabilitytoworkwithothersandresolveconflict,forexampleusingthe‘Solveittogether’technique.Childrenlearntorecognisethatwedonotalwaysworkwithpeoplewhoareourchosenfriendsorinthesituationswemightchoose,butthatalldifferencesshouldbecelebratedastheycanencouragecreativitywithinagroup.Childrenareencouragedtosetgoalswhichcanalsoincluderaisingmoneyfortheirschooloracharity,sothattheycanlearnhowtheirworkcanachievewiderobjectivesthanacademicsuccessalone.Personalqualitiesanduniquenessarevalued.

© Jigsaw PSHE Ltd

3. ThroughoutJigsaw,andspecificallyintheCelebratingDifferencePuzzle,childrenaregivenmanyopportunitiestoexploresimilarityanddifference,becomingawareofavarietyofdifferentculturesandlifestylesituationsofotherchildrenbothwithintheUK(whichcouldbespecificallytailoredbytheteachertoreflectthelocalsituation)andthewiderworld.Olderchildrenconsidersponsoringachildinadevelopingcountryandconsiderhownationalandglobalissuesaffectchildrentheworldover,specificallyfocussingontheUnitedNations’ConventionontheRightsoftheChild(UNCRC).Childrenunderstandthatitisnotonlymoneywhichbringshappiness.Inlookingatdevelopingcountriestheyseethattheycanachievehappinessthroughmoreintrinsicrewards,buttheyalsounderstandthatwithoutcertainnecessities,lifeismoredifficultandtheylearntoappreciatethevalueofwhattheyhavesuchaseducation,familyetc.Childrenlookathowdifferencecanbeasourceofcelebrationorconflictandexploreissuesofequalityandsocialjustice,havingopportunitiestodiscussissuesofconcerntotheme.g.climatechangeandhomelessness.Theydevelopempathywiththosewhoaredifferenttothemandstarttogrowtheirbeliefintheirownagency.

4. Healthisspecificallyconsideredinthe“HealthyMe”Puzzlewhichnotonlygiveschildrenfactualinformationaboutsmoking,drugs,medicines,safety,firstaidetc,butalsoteachesthemaboutthedangersofpeerpressureandhowtoresistit.Withintheseunits,theolderchildrenalsolearnabouttheneedtosafeguardtheirmentalhealthandhowtocopewithanxiety.Webelievehealthy,positiverelationshipsunderpinwellbeing.TheRelationshipsPuzzleinJigsawnurturesrelationshipskillse.g.negotiationandcommunication,aswellashelpingtosafeguardchildrenbyhelpingthemunderstandissuesoftrust,friendshipandtheirownidentityandsenseofbelonging.AlltheJigsawPuzzleshelpchildrentoexamineandfurtherreinforcetheirownself-esteembothfromwithinthemselves,butalsobyaskingotherstosupportthemandbylearninghowtoacceptcompliments.WetrulybelievethatwithJigsaw,childrenarebeingtaughtthemental,emotionalandspiritualskillstoallowthemtoflourishinsocietyandtoleadlivesthatwillbothbefulfillingforthembutalsoofbenefittotheircommunitiesandthewiderworld.Thefactthatchildrenaregivenasafespacetospeakandreflectwillalsohelptheirconfidenceinspeakingandlisteninginotheraspectsofschoolandadultlife.Thisisevidentinthecommentsfromthechildrenandteachersalike.

© Jigsaw PSHE Ltd

How Jigsaw covers the health and well-being area of learning

Welshcurriculumguidancesetoutin‘CurriculumforWales’statesthat:TheHealthandWell-beingAreaofLearningandExperienceprovidesaholisticstructureforunderstandinghealthandwell-being.Itisconcernedwithdevelopingthecapacityoflearnerstonavigatelife’sopportunitiesandchallenges.ThefundamentalcomponentsofthisAreaarephysicalhealthanddevelopment,mentalhealth,andemotionalandsocialwell-being.Itwillsupportlearnerstounderstandandappreciatehowthedifferentcomponentsofhealthandwell-beingareinterconnected,anditrecognisesthatgoodhealthandwell-beingareimportanttoenablesuccessfullearning.

EngagementwiththisAreawillhelptofosterawhole-schoolapproachthatenableshealthandwell-beingtopermeateallaspectsofschoollife.

JigsawHealthandWell-beingisanintegratedschemeoflearning,forpersonal,socialandhealtheducation,withparticularemphasisonemotionalliteracy,mentalhealth,social,moral,culturalandspiritualdevelopment.

Jigsawprovidesteacherswithdetailed,weeklylessonplansandalltheresourcesneededtodeliveranengagingandrelevant,spiralHealthandWell-beingcurriculum.

TheexpectationssetoutintheHealthandWellbeingAoLEarecomprehensivelycoveredthroughJigsaw’sspiralcurriculum,ensuringthatpupilshaveeverychancetobecomeethical,informedcitizensofWalesandtheworld.

Withmindfulnessphilosophyandpracticewoventhroughout,Jigsawisaunique,progressiveandeffectiveschemeofworkforthisareaofthecurriculum.

Jigsawaddressestheneedsofchildrentodayandwillcontinuetodosobykeepingthematerialsupdatedandrelevant.

Designedasawhole-schoolapproach,Jigsawaimstoequipchildrenforlife,helpingthemreallyknowandvaluewhotheyareandhowtheyrelatetootherpeopleinthisever-changingworld.

Jigsaw and Mindfulness

The‘whatmatters’sectionoftheHealthandWell-beingAreaofLearninghasthefollowingheading:

How we process and respond to our experiences affects our mental health and emotional well-being.

AtJigsawwebelievethisisoneofthemostimportantthingsthatwecanteachourchildrenandoneofthekeywayswedothisisthroughmindfulness.

Howwouldchildrenandtheirlearningbenefitiftheycouldbeawareoftheirthoughtsandfeelingsastheyhappen,inthepresentmoment,onpurposewithnojudgement?

Thisiswhatmindfulnessmeans:

• tobeawareofyourthoughtsandfeelingsastheyarise

• tobeabletofocusyourmindonwhatyouchoosetofocusitonbothoutsideofyouandwithinyou.

© Jigsaw PSHE Ltd

Howcouldbeingmindfulhelptoaddresstheemotionalhealthandbehaviourissuessooftenactingasbarrierstolearning?

Thoughtsandfeelingsmotivateanddetermineactions/responses/behaviours.Ifwearecaughtupinthoughtsandfeelingsandarenotawareofthemastheyhappen,theresponsesthatfollowmaynotbeunderourcontrol,andmaynotbeinourbestinterestorappropriateinthesituation.Ifachildcanbeawareoftheirthoughtsandfeelingsastheyariseandhavebeentaughtandpractisedhowtouseinterventionse.g.breathing(CalmMe)techniques,theycanchoosetoregulate/managetheirthoughtsandfeelingsbyusingtheseinterventions.Theycaneffectivelypressthe‘pause’buttonandconsiderwhethertoallowthatchainofthoughtstocontinueortochangeitsdirection,thuspotentiallychoosingtheresponse,action/behaviourthatwillbemotivatedbyit.Ifthoughtsandfeelingsareleftuncheckedtheyleadtoresponses/actions/behaviours(e.g.fight/flight/freezeresponses),andsomeofthesemaynotbeconducivetolearningeitherforthechildortheirclassmates.IfIcanseemythoughtsastheyariseandintervene,Icanpressthe‘pause’buttonandconsidermyresponse.

Mindfulchildrencanmorereadilychoosetheirresponsestosituationsratherthanreactingwhilecaughtupinthethought-flowsandemotions,savingbehaviourissuesfromhappening,helpingconcentrationandlesseningstressandanxiety.

Thisisempoweringforchildrenandforthemasadults.

InJigsaw,themindfulapproachtohealthandwell-being,mindfulnessisdevelopedin3mainways:

a) throughthe‘CalmMe’timeineachPiece(lesson).Thisconsistsofbreathingtechniques,awarenessexercisesandvisualisations,enablingchildrennottoemptytheirmindsbuttoquietthemandbecomeawareoftheactivitywithinthemandmanageitpositively

b) throughthetaughtcurriculum.Lessons(Pieces)helpchildrentoexploretheirthoughtsandfeelings,toexpandtheiremotionalvocabulary,explorethoughts-feelings-consequencesequences,buildtheirconfidenceandexpressthemselvesinasafeenvironment.

c) throughthe‘PausePoints’inlessons(Pieces)inwhichJigsawJerrieCatandhisbig‘paws’askchildrento‘Pause,stopandlookinside’topractiseobservingtheirthoughtsandfeelingsrelatingtowhattheyarelearningaboutinthatlesson.

JigsawJerrieCatisintroducedinthefirstPuzzle(BeingMeinMyWorld)through2whole-schoolassembliesandactsasthetriggerforPAUSEPOINTSinlessons(theteacherusingJerrieCat’sPaws,tosymbolisethePausePointforchildren).

© Jigsaw PSHE Ltd

Developing physical health and well-being has lifelong benefits:coveredinHealthyMeandChangingMeJigsawPuzzles(units)

Progression step 1 = Jigsaw ages 3 - 5 Progression step 2 = Jigsaw ages 5 - 8 Progression step 3 = Jigsaw ages 8 - 11

IhavetheconfidenceandmotivationtomoveindifferentwaysandIambeginningtodevelopcontrolofgrossmotorandfinemotormovementsindifferentenvironments,movingsafelyinresponsetoinstructions.CoveredinP.E.curriculum

Icanuseandimprovebasicmovementskillsinfamiliarandunfamiliarsituations.Icanrespondtopromptsinimaginativeandcreativeways.Ihavetheconfidenceandmotivationtoperseverewhenfacedwithphysicalchallenges.CoveredinP.E.curriculum

Icandevelopandapplyarangeofskillsinfamiliar,unfamiliarandchangingsituations,exploringspacecreativelyinresponsetoavarietyofstimuli.Icanmotivatemyselftoengageconfidentlyinregularphysicalactivityandsport,andamawareofmyownprogress.CoveredinP.E.curriculum

Iambeginningtomakeconnectionsbetweenmydietandmyphysicalhealthandwell-being.HealthyMe:lessons1-3

IhavedevelopedanunderstandingthatIneedabalanceddietandIcanmakeinformedchoicesaboutthefoodIeatandpreparetosupportmyphysicalhealthandwell-being.HealthyMe,ages5-6:lessons1and2HealthyMe,ages6-7:lessons1,4and5HealthyMe,ages7-8:lesson2

Icanexplaintheimportanceofabalanceddietandnutritionandtheimpactmychoiceshaveonmyphysicalhealthandwell-being.Icanplanandpreparebasic,nutritiousmeals.HealthyMe,ages9-10:lessons5and6HealthyMe,ages10-11:lesson1

Iambeginningtorecognisetheconnectionbetweenthephysicalandemotionalchangesthatcanoccurindifferentcontexts.ChangingMe:lessons3and4

Icandescribethewayinwhichphysicalandemotionalchangesareconnectedindifferentcontexts.ChangingMe,5-6:lessons1,2,5and6ChangingMe,6-7:lessons2and3ChangingMe,7-8:lessons1-4

Icanexplainthewayinwhichphysicalandemotionalchangesareconnectedindifferentcontexts,andIcanmonitor,reviewandadaptmybehaviourtosupportmyphysicalandemotionalhealth,settingmyselfrelevanttargets.ChangingMe,ages8-9:lessons1,2and5ChangingMe,ages9-10:lessons2,3,5and6ChangingMe,ages10-11:lessons1,2and6HealthyMe,ages8-9:lessons5and6HealthyMe,ages9-10:lessons4and6HealthyMe,ages10-11:lessons1,5and6

Iambeginningtorecognisesomeofthebehaviours,conditionsandsituationsthataffectmyphysicalhealthandwell-beingandIambeginningtoknowhowtorespondandgethelp.HealthyMe:lessons4-6

Icanrecognisesomeofthebehaviours,conditionsandsituationsthataffectmyphysicalhealthandwell-being,andIknowhowtorespondandgethelpinasafeway.HealthyMe,ages5-6:lessons3-6HealthyMe,ages6-7:lessons2-6HealthyMe,ages7-8:lesson3-5

Icandescribethebehaviours,conditionsandsituationsthataffectmyphysicalhealthandwell-being,andIknowhowtorespondtoand/ormanagetheseinordertoactivelyreducetheriskofharmtomyself.HealthyMe,ages8-9:lessons3and4HealthyMe,ages9-10:lessons1,2and3HealthyMe,ages10-11:lessons2,3and4

© Jigsaw PSHE Ltd

How we process and respond to our experiences affects our mental health and emotional well-being:coveredinBeingMeinMyWorldandRelationshipsJigsawPuzzles

Progression step 1 = Jigsaw ages 3 - 5 Progression step 2 = Jigsaw ages 5 - 8 Progression step 3 = Jigsaw ages 8 - 11

I have an awareness of my perceptions and thoughts.I can focus my attention and am aware of being able to do this.I am beginning to have an awareness that thoughts and feelings change, and I am starting to notice when change happens.

I can, with support, focus attention on my perceptions and thoughts.I can understand how and why my thoughts, feelings and actions change in response to different experiences.

I can recognise the benefits of being able to focus attention on my perceptions and thoughts and know that I am developing my self-awareness.I can self-regulate my emotions in a healthy way using strategies that I have developed.

I can notice and communicate how I am feeling.I am beginning to have an awareness of how feelings are communicated through actions.BeingMeinMyWorld:lessons2,3and4

I can notice and communicate my feelings.I am beginning to notice when I need help to manage my feelings.BeingMeinMyWorld,ages5-6:lessons2,3and4BeingMeinMyWorld,ages6-7:lessons3and4BeingMeinMyWorld,ages7-8:lessons1–4

I can see the benefits of communicating about feelings as one of a range of strategies which can help promote positive mental health and emotional well-being.I can ask for help when I need it from people I trust.BeingMeinMyWorld,ages8-9:lessons2and4BeingMeinMyWorld,ages9-10:lesson1,3and4BeingMeinMyWorld,ages10-11:lessons1,5and6Relationships,ages8-9:lessons1and3Relationships,ages9-10:lesson1Relationships,ages10-11:lessons1and2

I can reflect on my experiences.Most Jigsaw lessons requite the children to self-reflect at the end of the lessonBeingMeinMyWorld,ages5-6:lessons1,5and6BeingMeinMyWorld,ages6-7:lessons1,5and6BeingMeinMyWorld,ages7-8:lessons5and6

I can reflect on the way that past events and experiences have affected my thoughts, feelings and actions.I can anticipate how future events may make me and others feel.BeingMeinMyWorld,ages8-9:lessons1and4BeingMeinMyWorld,ages9-10:lesson4BeingMeinMyWorld,ages10-11:lessons1,2and3Relationships,ages8-9:lessons1,2,3and4Relationships,ages9-10:lesson1Relationships,ages10-11:lessons1-4

I have an awareness of the feelings of others.I am aware of when others are kind to me and when I am kind to others.BeingMeinMyWorld:lessons3,4and5Relationships:lessons2-6

I can pay attention to the feelings of others and I am learning to think about why they may feel that way.BeingMeinMyWorld,ages5-6:lessons2,3and5BeingMeinMyWorld,ages6-7:lessons2,3and4BeingMeinMyWorld,ages7-8:lessons1-4Relationships,ages5-6:lesson2Relationships,ages6-7:lesson3Relationships,ages7-8:lesson2

I can empathise with others.I can understand how and why experiences affect me and others.BeingMeinMyWorld,ages8-9:lessons1and4BeingMeinMyWorld,ages9-10:lesson4BeingMeinMyWorld,ages10-11:lessons1,2and3Relationships,ages8-9:lessons1,4and5Relationships,ages9-10:lessons1and6Relationships,ages10-11:lessons3and4

MindfulnessisembeddedthroughouttheJigsawapproach.Jigsawteacheschildrento:• tobeawareofyourthoughtsandfeelingsastheyarise• tobeabletofocusyourmindonwhatyouchoosetofocusitonbothoutsideofyouandwithinyou

© Jigsaw PSHE Ltd

Our decision-making impacts on the quality of our lives and the lives of others:coveredinBeingMeinMyWorld,CelebratingDifferences,Dreams&Goals,HealthyMeandRelationshipsJigsawunits.

Progression step 1 = Jigsaw ages 3 - 5 Progression step 2 = Jigsaw ages 5 - 8 Progression step 3 = Jigsaw ages 8 - 11

I can make decisions based on what I like and dislike.CelebratingDifference:lesson1and2

I can make decisions based on what I know.BeingMeinMyWorld,ages5-6:lesson5BeingMeinMyWorld,ages6-7:lessons1and2BeingMeinMyWorld,ages7-8:lessons1,2,3and4

I can make considered decisions, taking into account available information, including past experiences.Icansetappropriategoals.BeingMeinMyWorld,ages8-9:lessons1-4BeingMeinMyWorld,ages9-10:lessons1-4BeingMeinMyWorld,ages10-11:lessons1–3Dreams&Goals,ages8-9:lesson4Dreams&Goals,ages9-10:lesson3Dreams&Goals,ages10-11:lessons1and2

I have developed an awareness that my decisions can affect me and others.I can take part in group decisions.Relationships:lessons2,3and4BeingMeinMyWorld:lessons1,4,5and6

I can recognise that my decisions can impact on me and others, both now and in the future.I can take part in group decisions and I understand why some decisions need to be made as a group.BeingMeinMyWorld,ages5-6:lessons5and6BeingMeinMyWorld,ages6-7:lessons3-6BeingMeinMyWorld,ages7-8:lessons4–6Relationships,ages5-6:lessons2-5Relationships,ages6-7:lesson3Relationships,ages7-8:lesson2,4and5

I can recognise that some decisions I make will have a long-term impact on my life and the lives of others.I can understand that decisions can be made individually and collectively, and that they can be influenced by a range of factors. BeingMeinMyWorld,ages8-9:lessons4-6BeingMeinMyWorld,ages9-10:lessons4-6BeingMeinMyWorld,ages10-11:lessons4–6Relationships,ages8-9:lessons1and4Relationships,ages9-10:lessons1-3Relationships,ages10-11:lessons4–6

I have an understanding that things can be safe or unsafe.HealthyMe:lessons4,5and6

I can identify and assess risks.HealthyMe,ages5-6:lessons3-6HealthyMe,ages6-7:lesson3HealthyMe,ages7-8:lesson3-5

I can identify and assess risks, and I can take steps to reduce them.HealthyMe,ages8-9:lessons3and4HealthyMe,ages9-10:lessons1,2and3HealthyMe,ages10-11:lessons2,3and4

© Jigsaw PSHE Ltd

How we engage with social influences shapes who we are and affects our health and well-being:coveredinBeingMeinMyWorld,CelebratingDifference,HealthyMeandRelationshipsJigsawunits.

Progression step 1 = Jigsaw ages 3 - 5 Progression step 2 = Jigsaw ages 5 - 8 Progression step 3 = Jigsaw ages 8 - 11

I can recognise and follow rules and norms in the groups and situations in which I take part.BeingMeinMyWorld:lessons5and6

I can recognise and follow the rules and norms of different groups and situations in which I take part.BeingMeinMyWorld,ages5-6:lesson2,3,4and6BeingMeinMyWorld,ages6-7:lessons2-5BeingMeinMyWorld,ages7-8:lessons4-6

I have an understanding of the rules, norms and behaviours of different groups and situations, and I recognise that these have an influence on me.BeingMeinMyWorld,ages8-9:lessons1,2,5and6BeingMeinMyWorld,ages9-10:lessons5and6BeingMeinMyWorld,ages10-11:lessons4–6

I can show care and respect for others.BeingMeinMyWorld:lessons3and4CelebratingDifference:lesson5HealthyMe:lesson5Relationships:lessons4and6

I can change how I interact and behave in different situations with support.Relationships,ages5-6:lessons2and3Relationships,ages6-7:lesson3-5Relationships,ages7-8:lesson2,4and5

I can interact pro-socially in different groups and situations.BeingMeinMyWorld,ages8-9:lessons1and2BeingMeinMyWorld,ages9-10:lesson5BeingMeinMyWorld,ages10-11:lessons3and5

I can recognise that there are similarities and differences between people’s values and attitudes.CelebratingDifference,ages5-6:lessons1,2and6CelebratingDifference,ages6-7:lesson1,2,5and6CelebratingDifference,ages7-8:lesson1and3

I have developed an understanding that my values, attitudes and identity are shaped by different groups and influences.CelebratingDifference,ages8-9:lessons1and2CelebratingDifference,ages9-10:lessons1,2,3and6CelebratingDifference,ages10-11:lessons1,2,3,5and6

© Jigsaw PSHE Ltd

How we engage with social influences shapes who we are and affects our health and well-being:coveredinBeingMeinMyWorld,CelebratingDifference,HealthyMeandRelationshipsJigsawunits.

Progression step 1 = Jigsaw ages 3 - 5 Progression step 2 = Jigsaw ages 5 - 8 Progression step 3 = Jigsaw ages 8 - 11

I can identify who looks after me and who my family and friends are.Relationships:lesson1

I can identify who looks after me and who my family and friends are.Relationships:ages5-6:lessons1,2and6Relationships:ages6-7:lessons1and6Relationships:ages7-8:lessons1,2and6

I can identify who looks after me and who my family and friends are.Relationships,ages8-9:lesson6Relationships,ages9-10:lesson1and6

I can communicate my needs and feelings in my relationships.Relationships:lesson3,4and5BeingMeinMyWorld:lesson4

I can communicate my needs and feelings in my relationships, and notice the needs and feelings of others.Relationships:ages5-6:lessons1,2,3,5and6Relationships:ages6-7:lessons1,2,3,4and6Relationships:ages7-8:lessons1,2,3and6

I can communicate my needs and feelings, and respond to those of others.Relationships,ages8-9:lessons1,2and4Relationships,ages9-10:lessons1,5and6Relationships,ages10-11:lesson2

I can get along with others with and without support.Relationships:lessons2–6BeingMeinMyWorld:lesson3

I can make friends and try to resolve disagreements, seeking support when needed.Relationships:ages5-6:lessons2and3Relationships:ages6-7:lessons3and4Relationships:ages7-8:lesson2

I can make and maintain relationships that matter to me, identifying conflict and taking steps to resolve it.Relationships,ages8-9:lesson4Relationships,ages9-10:lesson2Relationships,ages10-11:lesson4

I am beginning to recognise safe and unsafe behaviour in relationships.Relationships:lessons4–6

I can recognise when I feel safe in my relationships and I can communicate when I do not feel safe.Relationships:ages5-6:lesson2Relationships:ages6-7:lessons2and4Relationships:ages7-8:lessons2and3

I can reflect on the characteristics of safe relationships and I can seek support when needed.Relationships,ages8-9:lessons1and2Relationships,ages9-10:lessons2,3,and4Relationships,ages10-11:lessons4and5

I am beginning to recognise that I have the right to be treated fairly and respectfully.Relationships:lessons2–6BeingMeinMyWorld:lessons3and4

I can understand that everyone has rights and, with support, I can respect those rights.Relationships:ages5-6:lessons2and6Relationships:ages6-7:lessons3and6Relationships:ages7-8:lessons4and5BeingMeinMyWorld:ages5-6:lessons2and6BeingMeinMyWorld:ages6-7:lessons2,5and6BeingMeinMyWorld:ages7-8:lessons4,5and6

I can respect the rights of others and I understand how these impact on myself and others.BeingMeinMyWorld,ages8-9:lessons3–6BeingMeinMyWorld,ages9-10:lessons3–6BeingMeinMyWorld,ages10-11:lessons2–6

www.jigsawpshe.com +44 (0)1202 377192© Jigsaw PSHE Ltd