1. Personal, Social and Health Education in the Primary School

Jan Lever® and the team can support with the following aspects of PSHE in the Primary School:

  • Auditing and action planning
  • Monitoring
  • Subject leader training and mentoring
  • Policy review, writing and consultation
  • Curriculum review and design
  • Writing lesson plans and designing resources
  • Staff training and mentoring
  • Parent and carer sessions
  • Governor sessions
  • Jigsaw® the mindful approach to PSHE

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 2. Jigsaw, the mindful approach to PSHE in the Primary School

Jigsaw LogoOur Primary Scheme of Work can be seen in detail with sample lesson plans and testimonials on www.jigsawpshe.com.

We are very keen to hear from schools who may like to adopt Jigsaw as a cluster or family of schools, as this enables us to offer discounted training and support for its implementation.

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 3. Personal, Social and Health Education in the Secondary School

Jan and the team can support with the following aspects of PSHE in the Secondary School:

  • Auditing and action planning
  • Monitoring
  • Subject leader training and mentoring
  • Policy review, writing and consultation
  • Curriculum review and design
  • Writing lesson plans and designing resources
  • Staff training and mentoring
  • Parent and carer sessions
  • Governor sessions

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 4. Mindfulness in and through the PSHE curriculum

Mindfulness is the ability to be aware of your thoughts and feelings as they are happening, in the present moment, with no judgement.

We are seeing a very positive impact on learning, behaviour, and relationships when children and young people are taught straightforward mindfulness techniques. These techniques not only support children in school, but equip them with stress management and emotional resilience strategies for their current and future lives whilst simultaneously increasing their capacity to learn. Such strategies underpin personal, social and health education.

Jigsaw, the mindful approach to PSHE has mindfulness philosophy and practice woven through it.

These sessions explain what mindfulness is, and how it relates to children and their PSHE learning. Most importantly, the sessions offer structured ways to develop these mindfulness skills with children and young people, and provide materials to take back to the classroom.

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 5. Sex and Relationships Education for Primary Schools

SRE is vital to children’s well-being and contributes to their safeguarding.

We believe every child has an entitlement to understand his/her body and how it will change during puberty, to manage puberty without fear, and to be taught how babies are made and where they come from. We also feel strongly that in an increasingly sexualised world with such easy access to online images inappropriate for children, schools have a vital role in preparing children to stay safe and to gain a balanced view of the important issues like body image, self-esteem, respect for the human body and relationships, which are key elements in our SRE programme.

We understand the sensitivities, parents’ concerns and Governor and schools’ legal responsibilities and can support schools through all aspects of SRE development, policy-writing, parent sessions, teacher training, etc.

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 6. Sex and Relationships Education for Secondary Schools

Young people deserve to be offered the appropriate information to equip and empower them to build healthy, positive relationships and to make informed decisions about sexual activity, if and when appropriate. We believe SRE in secondary schools is not just about bodies, pregnancy, sexual health and safeguarding, but very importantly also about relationships and managing the complexities of them and the emotions and responsibilities that come with them.

We understand the sensitivities, parents’ concerns and Governor and schools’ legal responsibilities and can support schools through all aspects of SRE development, policy-writing, parent sessions, teacher training, etc.

We can also support schools with the following aspects relating to SRE:

  • Auditing and action planning
  • Monitoring
  • Subject Leader training and mentoring
  • Policy review, writing and consultation
  • Curriculum review, writing and design
  • Writing lesson plans and designing resources
  • Staff training and mentoring
  • Parent and carer sessions
  • Governor sessions

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 7. SRE Peer-Review. A peer-review tool for Secondary SRE

We offer a peer-review tool which enables teachers from two or three schools to meet and review each other’s SRE programmes or to just use the audit tool in their own school. This leads to action planning for improvement. Schools can access this tool through JLECT, and several members of the team act as mentors for this process.

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 8. Drugs and Alcohol Education

We believe that drugs and alcohol education needs to be far more sophisticated than facts about drugs and alcohol, effects on the body, and so on. Whilst those things must be in a drugs and alcohol education scheme of work, we believe issues like risk, addiction, self-image, pressure and influence and aspiration should also figure prominently. Young people are entitled to be helped to understand themselves, their futures and their world, and in this context we place our drugs and alcohol education work.

JLECT can support schools with the following in relation to drugs and alcohol education:

  • Auditing and action planning
  • Monitoring
  • Subject Leader training and mentoring
  • Policy review, writing and consultation
  • Curriculum review and design
  • Writing lesson plans and designing resources
  • Staff training and mentoring
  • Parent and carer sessions
  • Governor sessions

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 9. Anti-Bullying, cyber and homophobic bullying

Our anti-bullying support is outlined in the Emotional and Mental Health Menu and includes specific work on homophobic and cyber bulling.

As well as curriculum work, JLECT also offers training for staff in supporting both the givers and receivers of bullying behaviours. This is a more therapeutic type of work and usually includes building resilience, emotional literacy and self-understanding in individuals, and can include teaching the use of visualisation techniques as protective strategies.

Jigsaw, the mindful approach to PSHE, is a full PSHE scheme of work for the primary school. It includes specific lessons on similarity and difference (gender, race, culture, disability, etc.) in every year group from Foundation Stage to Year 6, and focuses on a different aspect of bullying each year.

We offer specialist training and support on LGBT issues.

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 10. Emotional and Mental Health

Jan and the team are passionate about improving children and young people’s ability to understand and manage their emotional lives, as they believe emotionally literate children have greater capacity to learn, to build positive relationships and enjoy life.

The Emotional and Mental Health Menu gives an overview of the range of support offered.

 

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 11. Emotional Literacy through whole-school PSHE

Jigsaw LogoWe believe all children are entitled to well-planned, well structured support to develop their emotional literacy, and that this needs to be taught. To enable this to be possible, we have developed a whole-school approach to PSHE, a Scheme of Work that builds emotional literacy in a progressive and developmental way.

We are very happy to talk to you about the possibility of bringing Jigsaw to your school.

For more information see www.jigsawpshe.com.

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 12. PSHE subject leader training for Primary Schools

Understanding that subject leadership for PSHE may change hands quite often and that training for the new subject leaders is not easy to find, we run a series of two sessions, preferably in the Autumn Term, to build confidence, add clarity as to the role, expectations and boundaries of it, and offer strategies to ensure success in it.

These sessions cover planning across the whole school, supporting colleagues, assessment and monitoring strategies as well as being prepared for Ofsted.

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 13. SMSC (Spiritual, Moral, Social and Cultural) development opportunities

The spiritual, moral, social and cultural development of pupils is not easy to define or to pin down, especially when mapping across the school or trying to monitor for all children/young people. Ofsted offers its description with objectives for each of the areas, but on top of everything else required in the pressurised curriculum time, SMSC can be one of those slightly slippery concepts that many schools struggle to define for themselves. It is, however, essential to creating a positive school ethos, to pupils’ academic progress and, of course, to Ofsted’s judgements on your school.

Since the Education Reform Act of 1998, all state-funded schools have had a statutory duty to provide a broad and balanced curriculum and promote the SMSC development of pupils. Our training helps to clarify what this is, how it can be monitored across, within and outside of the curriculum and how schools can ensure good and outstanding provision, not just because it’s required and expected, but because it helps teachers teach, and enhances pupils’ learning.

Our sessions can focus on all or specific elements of SMSC and can consider the significant contribution of RE and PSHE if that is helpful.

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