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Wincanton Primary School

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Wincanton Primary School

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PSHE

PSHE

 

Intent:

At Wincanton Primary School we have decided to follow the JIGSAW approach to teaching PSHE, which includes everything needed for us to cover the curriculum in line with the following guidance:

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.

 

JIGSAW aims to provide pupils with the knowledge, understanding, attitudes, values and skills they need in order to reach their potential as individuals and within the community. Pupils are encouraged to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of their school and communities. 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.

They 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.

 

Aims of PSHE at Wincanton Primary 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 aim of Jigsaw is to be able to meet the needs of all children in today’s world in a developmental and progressive way. There are numerous ways in which teachers are able to enable children to transfer concepts and skills, one of which is through mindfulness techniques. The Jigsaw Approach is underpinned by mindfulness. The meaning of mindfulness in this context is two-fold: teaching information and skills to empower children to learn now and improve their life-chances later; and aiming to help them develop personal awareness. This enables them to observe their own thoughts and feelings, regulate them and make conscious decisions about their learning, behaviour and lives. It helps them to remain focused on the present moment and thrive in it.

 

Implementation:

The teaching of PSHE at WPS is underpinned by the belief that if attention is paid to supporting children’s personal development in a structured and developmentally appropriate way, this will not only improve their capacity to learn (across the curriculum) but will ultimately improve their life chances.  For this reason we use the completely child-focussed Jigsaw scheme. This is reflected in the innovative way that Pieces (lessons) are structured, which also reflects understanding of the learning process.

 

Within each Piece (lesson) children will:

  • 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)
  • Participate in learning activities to reinforce the new learning (Let me learn)
  • Reflect on their learning and personal development (Help me reflect)

 

Jigsaw is a progressive, developmental and comprehensive scheme of work. It is designed as a whole school approach, and every year group studies the same Puzzle at the same time (sequentially ordered from September to July), allowing for whole school themes and to be shared and celebrated by the whole school. Topics are introduced from EYFS and Year 1, and are returned to consistently and developmentally throughout the scheme, in an age- and stage-appropriate way.

 

Impact:

Throughout each lesson formative assessment takes place and feedback is given to the children to ensure they are meeting the specific learning objective. Teacher’s then use this assessment to influence their daily planning and ensure they are providing a mathematics curriculum that will allow each child to progress and be challenged at a level appropriate to them. The teaching of maths is also monitored on a termly basis through book scrutinies, learning walks and lesson observations. Each term children from Year 1 and above, complete a summative NFER assessment to help them to develop their testing approach and demonstrate their understanding of the topics covered. The results from both the formative assessment and summative assessment is then used to determine children’s progress and attainment.

 

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.


Attainment in Maths has improved over the last 3 years.

2018/2019

Year 6 – 80% at ARE 23% at GD.

Year 2 – 77% at ARE 22% at GD.

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