Implementation

At Signhills Infant Academy we ensure that our PSHE curriculum is embedded day by day in classes alongside weekly lessons. Our curriculum, which is spiral progressive is taught through 6 half term units of work called Puzzle Pieces.

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 RSE)  

Each piece has 2 learning Intentions, once specific to relationships and health education and the other designed to develop emotional literacy and social skills. This meets the requirements of the national curriculum, however, our PSHE curriculum is ambitious and goes beyond these requirements through delivering additional lessons applicable to the current climate and the needs of our children. These include hidden differences, water safety and fire safety. 

Puzzle are launched each half term with a whole school assembly containing an original song. With each year group, studying the same unit at the same time building sequentially through the year facilitating whole school learning themes. The various teaching and learning activities used are engaging and mindful of different learning styles. The early years planning is aligned to the national early year’s framework. 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 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.

In addition to this, teachers have the freedom to plan with detail and attention to their individual children. Learners can be scaffolded, and any individual needs can be supported where necessary. The summative assessment process offers criteria for children either working at, beyond or towards the age-related expectations. Greater depth children can be challenged to ensure that they are being given the opportunities to enrich their learning further. The “Class Teacher” page at the start of every puzzle allows time for practitioners to consider the upcoming content. These support teachers to feel more confident in their own subject knowledge, which in turn allows them to extend the learning of the children.

We also have a MHFA/Wellbeing Lead who supports the whole school community including staff, children and parents. We feel that the children need to understand the importance of both physical and mental wellbeing and the role they play in their education and in life. We will also have a team of wellbeing ambassadors in school who will have been trained to support their peers in a positive way.

Signhills Infant Academy will encourage members of the local community, such as the emergency services, health professionals and people from a range of career backgrounds and experiences to come into school. This both raises aspirations and develops pupil’s knowledge of life outside school and lead them towards a path they may one day take.