EYFS/Key Stage 1/ Key Stage 2

PSHE )Personal, social, health education) RSHE (Relationships, sex and health education) SMSC (Spiritual, moral, social and cultural)

Jigsaw is a comprehensive Scheme of Learning for Foundation to Year 6

There are six different units which the whole school follows together.

Each unit is launched with a whole school assembly. 

SMSC (Spiritual, Moral, Social and Cultural)

Every Piece (lesson) contributes to at least one of these aspects of Children’s development. This is mapped out on each piece and balanced across each year group. This is easy to see on the Puzzle Map (overview) at the beginning of each Puzzle. 

The children are taught a charter…

• 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

The Structure of the Pieces (lessons) in Jigsaw
The creation of Jigsaw is motivated by the genuine 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. That’s why Jigsaw is completely child-focussed. This is reflected in the innovative way that Pieces (lessons) are structured. In designing the Pieces, we imagine that children are asking the teacher to:

• Improve their social skills to better enable collaborative learning (Connect us)
• 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)

Using these child-centred headings for the sections of each Piece is not insignificant. It encourages teachers to see their pupils as whole children who want and deserve to learn, an attitude sometimes hard to hold onto amidst the ever-increasing pressures and demands of education and the curriculum.

EYFS/Key Stage 1/ Key Stage 2

PSHE )Personal, social, health education) RSHE (Relationships, sex and health education) SMSC (Spiritual, moral, social and cultural)

Jigsaw is a comprehensive Scheme of Learning for Foundation to Year 6

There are six different units which the whole school follows together.

Each unit is launched with a whole school assembly. 

SMSC (Spiritual, Moral, Social and Cultural)

Every Piece (lesson) contributes to at least one of these aspects of Children’s development. This is mapped out on each piece and balanced across each year group. This is easy to see on the Puzzle Map (overview) at the beginning of each Puzzle. 

The children are taught a charter…

• 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

The Structure of the Pieces (lessons) in Jigsaw
The creation of Jigsaw is motivated by the genuine 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. That’s why Jigsaw is completely child-focussed. This is reflected in the innovative way that Pieces (lessons) are structured. In designing the Pieces, we imagine that children are asking the teacher to:

• Improve their social skills to better enable collaborative learning (Connect us)
• 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)

Using these child-centred headings for the sections of each Piece is not insignificant. It encourages teachers to see their pupils as whole children who want and deserve to learn, an attitude sometimes hard to hold onto amidst the ever-increasing pressures and demands of education and the curriculum.