Relationships - Year 4 -...

© Jigsaw PSHE Ltd.

Relationships - Year 4www.jigsawpshe.com

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© Jigsaw PSHE Ltd.

3

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04)

Reso

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Kn

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ho

w t

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frie

nd

s 1.

Rel

atio

nsh

ip W

ebI c

an id

entif

y th

e w

eb o

f rel

atio

nshi

ps th

at

I am

par

t of,

star

ting

from

thos

e cl

oses

t to

me

and

incl

udin

g th

ose

mor

e di

stan

t

I kno

w h

ow it

feel

s to

bel

ong

to a

ran

ge

of d

iffer

ent r

elat

ions

hips

and

can

iden

tify

wha

t I c

ontr

ibut

e to

eac

h of

them

Jigs

aw C

him

e, ‘C

alm

me’

scr

ipt,

Jigs

aw J

az,

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atio

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iral t

empl

ate,

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mat

eria

ls: g

ems,

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itter

, rib

bons

etc

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gsaw

Cha

rter

.

Try

to s

olv

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ip

pro

ble

ms

wh

en

they

occ

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2. L

ove

an

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oss

I can

iden

tify

som

eone

I lo

ve a

nd c

an

expr

ess

why

they

are

spe

cial

to m

eI k

now

how

mos

t peo

ple

feel

whe

n th

ey

lose

som

eone

or

som

ethi

ng th

ey lo

veJi

gsaw

Chi

me,

‘Cal

m M

e’ s

crip

t, Ji

gsaw

Jaz

, ‘G

oodb

ye M

ousi

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y R

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H. H

arris

, Flip

char

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igsa

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irs, J

igsa

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him

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alm

M

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ost-

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or s

lips

of p

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ger’s

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ting

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usan

Var

ley,

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igsa

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Sh

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4. A

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Sp

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Ass

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Op

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I can

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, Tim

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igsa

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rary

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with

pre

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fo

r a

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igsa

w J

ourn

als.

Kn

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ho

w t

o h

elp

th

emse

lves

an

d

oth

ers

wh

en t

hey

fe

el u

pse

t o

r h

urt

5. S

pec

ial P

ets

I und

erst

and

how

peo

ple

feel

whe

n th

ey

love

a s

peci

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etI c

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at lo

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eleb

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ecia

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ngs

abou

t the

pet

Jigs

aw C

him

e, ‘C

alm

Me’

scr

ipt,

Boo

k: ‘I

’ll A

lway

s Lo

ve Y

ou’ b

y H

ans

Wilh

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or

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by

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Har

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Kn

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wh

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My

Rel

atio

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ips

wit

h P

eop

le

and

An

imal

s

I kno

w h

ow to

sho

w lo

ve a

nd a

ppre

ciat

ion

to th

e pe

ople

and

ani

mal

s w

ho a

re s

peci

al

to m

e

I can

love

and

be

love

dJi

gsaw

Jaz

, Jig

saw

Chi

me,

‘Cal

m M

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crip

t, F

abric

for

rela

tions

hip

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Fel

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cmx2

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illin

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!, Ji

gsaw

Jou

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Relat

ions

hips

Pu

zzle

Map

- Y

ear

4

Puzz

le O

utco

me

Hel

p m

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t to

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iece

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ou

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elat

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ate

‘Ou

r R

elat

ion

ship

s F

iest

a’

© Jigsaw PSHE Ltd.

5

Assembly (Collective Worship) to launch Puzzle: Relationships

Puzzle Assembly/Collective Worship Title: Relationships Songs: Learning Together and The Colours of Friendship

Stimulus (focus for reflection): Play ‘Thank you for being a friend’ by Andrew Gold or ‘I’ll be there for you’ by The Rembrandts. Have a PowerPoint slideshow of pictures of friends.

Calm me: Invite children to calm their minds by using the breathing techniques from the Calm Me activities. You may also like to light a candle as a focus at the front.

Set the timer on screen and say “For the next minute I want you to think about someone you really love, it may be a friend or it may be someone in your family. I want you to think about them and why it is you love them so much”.

Help me think about: From what you have heard and what you have seen on the screen can anyone predict what the Jigsaw focus for this half term is? (Let pupils make predictions.) We are going to be thinking about relationships and friendships.

Resources: Table, bowl, wooden spoon, various spoons, jugs, etc. minute timer on screen, large cake, flip chart and pens, and an adult volunteer to scribe.

Puzzle Assembly Plan: Bring out a large cake.

Doesn’t it look delicious?

Can anyone think of some of the ingredients that are in it? Ask for volunteers to suggest some of the things that are in a cake. Now imagine we left some of those things out when we were making it, what if we left out the sugar or the flour, what would happen? (Children to make suggestions.)

Friendships and relationships with the people we care for most don’t just happen. In the same way this cake didn’t just happen, it has taken lots of ingredients and a lot of work to make it this lovely.

We are now going to work as a school (year group/class - depending how the assembly is being carried out) to create a recipe for friendship. The lead practitioner now stands with the bowl and wooden spoon and asks the pupils the kind of things that they would need to add to the bowl to be a good friend. (Allow 2 minutes for this conversation to take place to allow for well-thought-out suggestions.) Another member of staff to write their ideas up... e.g. a pinch of..., 1 handful of..., 2 spoonfuls of..., 1 litre of..., a teaspoonful of..., 3 heaped tablespoons of..., 50g of..., a sprinkling of..., 100g of..., (Please note - it may be easier to write up the bulk of the recipe beforehand and just fill in the children’s suggestions at the time.) Invite the children to ‘add’ their suggestions to the bowl - if you wish it to be more interactive.

What would the friendship cake look like if it had all these ingredients?

Help me reflect (time for reflection): Invite the children and adults present to take time to reflect on, or maybe they would like to take time to pray, “talking to their god if that is meaningful to them”: Think about how you can be a good friend or good son/daughter/brother/sister, etc. Can you think of one thing that you will try and change to be even better than you are now?

Closing the worship: The Jigsaw Song. ‘The Colours of Friendship’, to be sung and then children leave the hall in a manner reflecting school procedures and routines, perhaps with the music used at the beginning of assembly to go out to.

© Jigsaw PSHE Ltd.

6

RelationshipsAssembly (PowerPoint Slides) - Year 4

7© Jigsaw Songs and Music - Karen Gillis

All Music and Lyrics Composed by Karen Gillis

The Colours of Friendship

The colours of friendship Are leaves on the tree

The signs of our friendship From you and from me By working together

All of the way By caring and sharing,

Giving, living the friendship way

We carefully listen, To what people say

Respecting each other Forgiving each day

We show understanding At lessons and play

By caring and sharing, Giving, living the friendship way

8© Jigsaw Songs and Music - Karen Gillis


The Colours of Friendship

9

© Jigsaw Songs and Music - Karen Gillis


© Jigsaw PSHE Ltd.

11

Weekly Celebration 1This week we are celebrating people in our school who:

Know how to make friends

© Jigsaw PSHE Ltd.

12


Try to solve friendship problems when they occur

© Jigsaw PSHE Ltd.

13


Help others to feel part of a group

© Jigsaw PSHE Ltd.

14


Show respect in how they treat others

© Jigsaw PSHE Ltd.

15


Know how to help themselves and others when they feel upset or hurt

© Jigsaw PSHE Ltd.

16


Know and show what makes a good relationship

© Jigsaw PSHE Ltd.

17

Puzzle 5Relationships

Puzzle OutcomeHelp me fit together the six pieces of learning about Relationships to create

‘Our Relationships Fiesta’

Resources

Pieces

1. Relationship Web

I can identify the web of relationships that I am part of, starting from those closest to me and including those more distant

I know how it feels to belong to a range of different relationships and can identify what I contribute to each of them

Jigsaw Chime, ‘Calm me’ script, Jigsaw Jaz, Relationship spiral template, Art materials: gems, glitter, ribbons etc., Jigsaw Charter.

2. Love and Loss I can identify someone I love and can express why they are special to me

I know how most people feel when they lose someone or something they love

Jigsaw Chime, ‘Calm Me’ script, Jigsaw Jaz, ‘Goodbye Mousie’ by Robie H. Harris, Flipchart prepared with scenarios, Post-it notes, Jigsaw Journals.

3. MemoriesI can tell you about someone I know that I no longer see

I understand that we can remember people even if we no longer see them

Children’s souvenirs, Jigsaw Chime, ‘Calm Me’ script, Post-it notes or slips of paper, Book: ‘Badger’s Parting Gifts’ by Susan Varley, Jigsaw Song sheet: Learning together, Jigsaw Journals.

4. Are Animals Special?

Assessment Opportunity H

I can explain different points of view on an animal rights issue

I can express my own opinion and feelings on this

Flipchart paper and marker pens, Timer, Jigsaw Chime, ‘Calm Me’ script, Jigsaw Jaz, Internet/library access to help with preparing arguments for a debate, Jigsaw Journals.

5. Special PetsI understand how people feel when they love a special pet

I can understand that losing a special pet brings feelings that can be hard to cope with, but that it can be helpful to mark loss by celebrating special things about the pet

Jigsaw Chime, ‘Calm Me’ script, Book: ‘I’ll Always Love You’ by Hans Wilhelm or ‘Goodbye Mousie’ by Robie H Harris, Memory box challenge resource sheet, Cardboard treasure chest boxes, Materials to make and present memory boxes, Jigsaw Journals.

6. Celebrating My Relationships with People and Animals

I know how to show love and appreciation to the people and animals who are special to me

I can love and be loved

Jigsaw Jaz, Jigsaw Chime, ‘Calm Me’ script, Fabric for relationship collage - Felt squares 25cmx25cm per child, Sewing needles and cotton, Willing parent helpers!, Jigsaw Journals.

RelationshipsPuzzle Overview - Year 4

© Jigsaw PSHE Ltd.

19

Jigsa

w As

sess

men

t -

Year

4M

y L

earn

ing

Pro

gre

ss T

his

Yea

r

Ch

ild’s

nam

e:C

lass

:

Ass

essm

ent

Dat

eW

ork

ing

to

war

ds

Wo

rkin

g a

tW

ork

ing

bey

on

dTe

ach

er c

om

men

ts

Puzz

le 2

Cele

bra

ting

Diff

ere

nce

I can

tell

you

abou

t my

first

im

pres

sion

s of

som

eone

I can

tell

you

a tim

e w

hen

my

first

im

pres

sion

of s

omeo

ne c

hang

ed a

s I

got t

o kn

ow th

em

I can

use

a v

arie

ty o

f exa

mpl

es to

sho

w h

ow

first

impr

essi

ons

can

be m

isle

adin

g

I kno

w it

is g

ood

to tr

y to

get

to k

now

so

meo

ne b

efor

e m

akin

g ju

dgem

ents

ab

out t

hem

I can

exp

lain

why

it is

goo

d to

acc

ept

peop

le fo

r w

ho th

ey a

reI c

an c

onsi

der

how

I fo

rm m

y op

inio

ns o

f pe

ople

and

exp

lain

why

it is

goo

d to

acc

ept

peop

le fo

r w

ho th

ey a

re

Puzz

le 3

Dre

am

s and

Goals

I kno

w th

at th

ings

I tr

y to

do

can

go

wro

ng a

nd c

an te

ll yo

u w

hy it

is g

ood

to tr

y ag

ain

I kno

w h

ow to

mak

e a

new

pla

n an

d

set n

ew g

oals

eve

n if

I hav

e be

en

disa

ppoi

nted

I can

dea

l with

dis

appo

intm

ent b

y an

alys

ing

w

hat w

ent w

rong

and

I ca

n us

e th

e le

sson

s fr

om a

bad

exp

erie

nce

to h

elp

me

plan

new

go

als

I can

ove

rcom

e di

sapp

oint

men

t and

lo

ok a

head

to th

e ne

xt ti

me

I kno

w w

hat i

t mea

ns to

be

resi

lient

an

d to

hav

e a

posi

tive

attit

ude

I can

exp

lain

how

res

ilien

ce a

nd a

pos

itive

at

titud

e co

ntrib

ute

to a

gre

ater

cha

nce

of

succ

ess

Puzz

le 4

Health

y M

eI c

an te

ll yo

u ho

w I

wou

ld s

ay ‘n

o’

if so

meo

ne tr

ies

to m

ake

me

do

som

ethi

ng th

at I

know

is w

rong

or

bad

for

me

I can

rec

ogni

se w

hen

peop

le a

re

putti

ng m

e un

der

pres

sure

and

can

ex

plai

n w

ays

to r

esis

t thi

s w

hen

I w

ant t

o

I can

exp

lain

, with

a v

arie

ty o

f exa

mpl

es,

situ

atio

ns w

here

I m

ay e

xper

ienc

e pe

er

pres

sure

and

I ca

n su

gges

t a n

umbe

r of

st

rate

gies

for

deal

ing

with

this

I can

say

how

it fe

els

whe

n so

meo

ne

else

is p

ushi

ng m

e to

do

som

ethi

ngI c

an id

entif

y fe

elin

gs o

f anx

iety

and

fe

ar a

ssoc

iate

d w

ith p

eer

pres

sure

I can

iden

tify

feel

ings

of a

nxie

ty a

nd fe

ar

asso

ciat

ed w

ith p

eer

pres

sure

and

I kn

ow

how

to m

anag

e th

ese

feel

ings

whe

n m

akin

g

heal

thy

choi

ces

Puzz

le 5

Rela

tionsh

ips

I can

exp

ress

wha

t I th

ink

and

feel

ab

out a

n an

imal

rig

hts

issu

eI c

an e

xpla

in d

iffer

ent p

oint

s of

vie

w

on a

n an

imal

rig

hts

issu

eI c

an e

xpla

in a

nd w

eigh

up

diffe

rent

poi

nts

of v

iew

peo

ple

may

hol

d on

an

anim

al r

ight

s is

sue

and

I can

tell

you

at le

ast o

ne p

oint

of

vie

w th

at is

diff

eren

t fro

m m

ine

and

expr

ess

my

own

opin

ion

and

feel

ings

on

this

and

I can

take

thes

e in

to a

ccou

nt in

ex

pres

sing

and

just

ifyin

g m

y ow

n op

inio

ns

and

feel

ings

on

this

Puzz

le 6

Changin

g M

eI c

an d

escr

ibe

som

ethi

ng I

am

look

ing

forw

ard

to w

hen

I am

in Y

ear

5

I can

iden

tify

wha

t I a

m lo

okin

g

forw

ard

to w

hen

I am

in Y

ear

5

I can

exp

lain

the

chan

ges

I am

look

ing

fo

rwar

d to

whe

n I a

m in

Yea

r 5,

and

I ca

n

iden

tify

whi

ch c

hang

es a

re w

ithin

my

cont

rol

I can

tell

you

som

ethi

ng th

at I

thin

k I

can

chan

ge fo

r m

ysel

f whe

n I a

m in

Y

ear

5

I can

ref

lect

on

the

chan

ges

I wou

ld

like

to m

ake

whe

n I a

m in

Yea

r 5

and

can

desc

ribe

how

to g

o ab

out t

his

I can

con

side

r an

d pr

iorit

ise

the

chan

ges

I w

ould

like

to m

ake

in Y

ear

5 an

d ca

n pl

an th

e

appr

oach

es I

will

use

to ta

ckle

thes

e ch

ange

s

Ple

ase

note

: N

o a

ssess

ment opport

unity

for

Puzz

le 1

. H

ighlig

ht

‘best

fit’

as

to w

hat

leve

l the c

hild

is w

ork

ing a

t.

Note

to t

each

er:

Reco

rdin

g a

nd t

rack

ing p

rogre

ss. A

co

py

of

this

sh

ee

t w

ill b

e n

ee

de

d a

s a

re

cord

fo

r e

ach

ch

ild (

see

next

page f

or

sheet

with

out

teach

er

note

for

ph

oto

cop

yin

g).

Th

is ‘M

y L

ea

rnin

g P

rog

ress

Th

is Y

ea

r’ s

he

et

ha

s th

e t

hre

e

att

ain

ment

desc

ripto

rs f

or

each

Puzz

le (

Puzz

les

2-6

). E

ach

de

scrip

tor

ha

s tw

o e

lem

en

ts,

the

pu

rple

be

ing

PS

HE

-

speci

fic a

nd t

he g

reen h

avi

ng a

soci

al/e

motio

na

l fo

cus.

Aft

er

the

ass

ess

me

nt

task

in e

ach

Pu

zzle

, th

e t

ea

che

r, u

sin

g a

‘b

est

fit’

appro

ach

, hig

hlig

hts

the a

ppro

priate

desc

rip

tor

bo

x o

n e

ach

ch

ild’s

sh

ee

t a

nd

ad

ds

a c

om

me

nt

in t

he

bo

x.

© Jigsaw PSHE Ltd.

20

Jigsa

w As

sess

men

t -

Year

4M

y L

earn

ing

Pro

gre

ss T

his

Yea

r

Ch

ild’s

nam

e:C

lass

:

Ass

essm

ent

Dat

eW

ork

ing

to

war

ds

Wo

rkin

g a

tW

ork

ing

bey

on

dTe

ach

er c

om

men

ts

Puzz

le 2

Cele

bra

ting

Diff

ere

nce

I can

tell

you

abou

t my

first

im

pres

sion

s of

som

eone

I can

tell

you

a tim

e w

hen

my

first

im

pres

sion

of s

omeo

ne c

hang

ed a

s I

got t

o kn

ow th

em

I can

use

a v

arie

ty o

f exa

mpl

es to

sho

w h

ow

first

impr

essi

ons

can

be m

isle

adin

g

I kno

w it

is g

ood

to tr

y to

get

to k

now

so

meo

ne b

efor

e m

akin

g ju

dgem

ents

ab

out t

hem

I can

exp

lain

why

it is

goo

d to

acc

ept

peop

le fo

r w

ho th

ey a

reI c

an c

onsi

der

how

I fo

rm m

y op

inio

ns o

f pe

ople

and

exp

lain

why

it is

goo

d to

acc

ept

peop

le fo

r w

ho th

ey a

re

Puzz

le 3

Dre

am

s and

Goals

I kno

w th

at th

ings

I tr

y to

do

can

go

wro

ng a

nd c

an te

ll yo

u w

hy it

is g

ood

to tr

y ag

ain

I kno

w h

ow to

mak

e a

new

pla

n an

d

set n

ew g

oals

eve

n if

I hav

e be

en

disa

ppoi

nted

I can

dea

l with

dis

appo

intm

ent b

y an

alys

ing

w

hat w

ent w

rong

and

I ca

n us

e th

e le

sson

s fr

om a

bad

exp

erie

nce

to h

elp

me

plan

new

go

als

I can

ove

rcom

e di

sapp

oint

men

t and

lo

ok a

head

to th

e ne

xt ti

me

I kno

w w

hat i

t mea

ns to

be

resi

lient

an

d to

hav

e a

posi

tive

attit

ude

I can

exp

lain

how

res

ilien

ce a

nd a

pos

itive

at

titud

e co

ntrib

ute

to a

gre

ater

cha

nce

of

succ

ess

Puzz

le 4

Health

y M

eI c

an te

ll yo

u ho

w I

wou

ld s

ay ‘n

o’

if so

meo

ne tr

ies

to m

ake

me

do

som

ethi

ng th

at I

know

is w

rong

or

bad

for

me

I can

rec

ogni

se w

hen

peop

le a

re

putti

ng m

e un

der

pres

sure

and

can

ex

plai

n w

ays

to r

esis

t thi

s w

hen

I w

ant t

o

I can

exp

lain

, with

a v

arie

ty o

f exa

mpl

es,

situ

atio

ns w

here

I m

ay e

xper

ienc

e pe

er

pres

sure

and

I ca

n su

gges

t a n

umbe

r of

st

rate

gies

for

deal

ing

with

this

I can

say

how

it fe

els

whe

n so

meo

ne

else

is p

ushi

ng m

e to

do

som

ethi

ngI c

an id

entif

y fe

elin

gs o

f anx

iety

and

fe

ar a

ssoc

iate

d w

ith p

eer

pres

sure

I can

iden

tify

feel

ings

of a

nxie

ty a

nd fe

ar

asso

ciat

ed w

ith p

eer

pres

sure

and

I kn

ow

how

to m

anag

e th

ese

feel

ings

whe

n m

akin

g

heal

thy

choi

ces

Puzz

le 5

Rela

tionsh

ips

I can

exp

ress

wha

t I th

ink

and

feel

ab

out a

n an

imal

rig

hts

issu

eI c

an e

xpla

in d

iffer

ent p

oint

s of

vie

w

on a

n an

imal

rig

hts

issu

eI c

an e

xpla

in a

nd w

eigh

up

diffe

rent

poi

nts

of v

iew

peo

ple

may

hol

d on

an

anim

al r

ight

s is

sue

and

I can

tell

you

at le

ast o

ne p

oint

of

vie

w th

at is

diff

eren

t fro

m m

ine

and

expr

ess

my

own

opin

ion

and

feel

ings

on

this

and

I can

take

thes

e in

to a

ccou

nt in

ex

pres

sing

and

just

ifyin

g m

y ow

n op

inio

ns

and

feel

ings

on

this

Puzz

le 6

Changin

g M

eI c

an d

escr

ibe

som

ethi

ng I

am

look

ing

forw

ard

to w

hen

I am

in Y

ear

5

I can

iden

tify

wha

t I a

m lo

okin

g

forw

ard

to w

hen

I am

in Y

ear

5

I can

exp

lain

the

chan

ges

I am

look

ing

fo

rwar

d to

whe

n I a

m in

Yea

r 5,

and

I ca

n

iden

tify

whi

ch c

hang

es a

re w

ithin

my

cont

rol

I can

tell

you

som

ethi

ng th

at I

thin

k I

can

chan

ge fo

r m

ysel

f whe

n I a

m in

Y

ear

5

I can

ref

lect

on

the

chan

ges

I wou

ld

like

to m

ake

whe

n I a

m in

Yea

r 5

and

can

desc

ribe

how

to g

o ab

out t

his

I can

con

side

r an

d pr

iorit

ise

the

chan

ges

I w

ould

like

to m

ake

in Y

ear

5 an

d ca

n pl

an th

e

appr

oach

es I

will

use

to ta

ckle

thes

e ch

ange

s

Ple

ase

note

: N

o a

ssess

ment opport

unity

for

Puzz

le 1

. H

ighlig

ht

‘best

fit’

as

to w

hat

leve

l the c

hild

is w

ork

ing a

t.

© Jigsaw PSHE Ltd.

21

Puzzle 5 Relationships - Year 4My Jigsaw Learning Record

Where am I with my learning? Colour in the box to show where you think you are.

Does your teacher agree with you?

Working towards Working at Working beyond

How am I doing?

I can express what I think and feel about an animal rights issue


I can explain and weigh up different points of view people may hold on an animal rights issue

Me Teacher Me Teacher Me Teacherand I can tell you at least one point of view that is different from mine

and express my own opinion and feelings on this

and I can take these into account in expressing and justifying my own opinions and feelings on this

Me Teacher Me Teacher Me Teacher

I think…

I enjoyed learning……

I could learn better if……

I still wonder about….

My teacher thinks…

I am impressed with…..

Next time…….

It is envisaged that, at the beginning of a Puzzle children will be given the ‘My Jigsaw Learning Record’ for that Puzzle, so that it is clear to them what they are aiming to achieve. (A photocopiable version is on the next page.)They stick this into their Jigsaw Journal. After completion of the assessment task, the teacher and the child return to the ‘My Jigsaw Learning Record’ and the child colours in the ‘Me’ box in the relevant Working at, Working towards or Working beyond descriptor box, depending on what he thinks he has achieved.The teacher colours in the ‘Teacher’ box in the relevant descriptor and facilitates a conversation with the child about his learning progress for that Puzzle. Do they agree?They both complete the evaluation boxes on the child’s learning record, focussing on how progress could be made in the next Puzzle.

© Jigsaw PSHE Ltd.

22

Puzzle 5 Relationships - Year 4My Jigsaw Learning Record

Where am I with my learning? Colour in the box to show where you think you are.

Does your teacher agree with you?

Working towards Working at Working beyond

How am I doing?

I can express what I think and feel about an animal rights issue


I can explain and weigh up different points of view people may hold on an animal rights issue

Me Teacher Me Teacher Me Teacherand I can tell you at least one point of view that is different from mine

and express my own opinion and feelings on this

and I can take these into account in expressing and justifying my own opinions and feelings on this

Me Teacher Me Teacher Me Teacher

I think…

I enjoyed learning……

I could learn better if……

I still wonder about….

My teacher thinks…

I am impressed with…..

Next time…….

© Jigsaw PSHE Ltd.

23

Puzzle 5: Relationships - Year 4 - Summer 1

Piece 1 - Relationship WebPuzzle 5 Outcome

Our Relationships Fiesta

Please teach me to…

identify the web of relationships that I am part of, starting from those closest to me and including those more distant

know how it feels to belong to a range of different relationships and identify what I contribute to each of them

Resources

Jigsaw Chime

‘Calm Me’ script

Jigsaw Jaz

Relationship spiral template

Art materials: gems, glitter, ribbons etc.

Jigsaw Journals

Vocabulary

Relationship

Close

Distant

Contribute

Mutual benefit

Belonging

Caring

Teaching and Learning

The Jigsaw Charter

Share ‘The Jigsaw Charter’ with the children to reinforce how we work together (see The Jigsaw Approach for description).

Connect us

Play the communication game.

Every one walks around the classroom space. The teacher then calls out an instruction for the children to fulfil and then they continue to move around the room until the next instruction is given e.g.

• Sayhellotosomeoneintheroomwhoyouhaven’tspokentoyettoday

• Shakehandswithsomeonewhohasthesameeyecolourasyou

• Highfivesomeonewhoisafriendtoyou

• Whisperhellotothepersonstandingnearesttoyouonyourright

Calm me

Everyone, including adults, is sitting on chairs in a circle. Remind the children that at the beginning of every Jigsaw lesson we will help our minds calm down so that we are ready to learn. Teacher to use the ‘Calm Me’ Script.

Open my mind

In talking partners ask the children to think of people who are special to them in their family or their friends.

Then ask the children in pairs to come up with as many words as they can to describe family relationships and friendships: e.g. son, daughter, mum, dad, cousin, friend, mate, etc. See how many the children come up with and give a small prize to the pair with the most words.

Explain that we all have relationships and are all connected to someone either through family or friendship. Then using Jigsaw Jaz to pass around the circle invite the children to complete the sentence stem: ‘Belonging to a relationship makes me feel...’

Ask me this…

Does your mind feel calm and ready to learn?

Who in your family and friends are special to you?

How many words can you think to describe family relationships and friendship?

© Jigsaw PSHE Ltd.

24

Tell me or show me

Relationship Circles

Show the children the relationship circle with different headings in each circle (perhaps print off an A3 version for demonstration). Teacher to put themselves in the middle of the circle and explain that they are going to write some of the people with whom they have relationships around the circle, according to how close they are to these people and how important they are to them. Those they are close to will be near the middle and those they are not so close to will be further away.

Let me learn

Give each child a copy of the relationship circle template to fill in with their own relationships - they can draw a picture to represent themselves in the middle and identify the other people they include by names, initials and/or little pictures.

Explain that placing a person further out doesn’t mean you don’t like them, only that they are not one of the special close relationships that have a big effect on your life. It is OK not to be as close to everyone.

Then ask the children to look at each of the people they have placed on their relationship circle and in a different coloured pen write a feeling next to that person to show how that person makes them feel e.g. happy, loved, content, excited, funny.

The children can then decorate their spirals with glitter or gems and then add string to the top of the spiral so that they can be hung up in the classroom. They can also be part of the Relationships Fiesta display.

Help me reflect

In Jigsaw Journals: children jot down two or three people that they have the closest relationships with and a few words about what they contribute to those relationships, or they could use the sentence stems below:

A special relationship I have is with... I help keep that relationship special by...

Have a quiet moment for the children to reflect on and be grateful for the relationships that they have in their lives.

How do these different people make you feel?

Are there some people you are closer to?

Notes

At the end of this Puzzle, each class will be contributing to ‘Our Relationships Fiesta’. After giving particular thought to our relationships and the special people in their lives each year group will contribute to the celebratory Fiesta. Ideally this will be an afternoon that parents/carers are invited to when the whole school gathers to celebrate the range of relationships they have. Each class has the freedom to choose how they contribute e.g. songs, dance, procession, puppets, streamers, flags, films, presentations, poems and art work.

© Jigsaw PSHE Ltd.

25

RelationshipsCalm Me Script - Year 4 - Piece 1

In the Relationships Puzzle in our Jigsaw work we are thinking about how other people impact on us and how we impact on them. We know that relationships are important to us at home and at school. We have relationships in our families, in our classes and outside of school. In school we have many different types of relationships, with best friends, classmates, lunchtime supervisors, teachers, etc, and then we know there are people we get on better with than others, people we are a better fit with than others.

In our ‘Calm Me’ time in this Puzzle we are going to use our breathing to help calm our bodies and minds, and then help our minds think more deeply than usual, in the quietness we create, about our relationships.

Would someone like to strike the chime to signal the start of Calm Me Time?

When you hear the chime listen until you can no longer hear the sound and then let your mind stay in the quietness, in the stillness.

(Strike chime once more)

Focus on your breathing, breathing in and noticing your breath entering your body and travelling all the way to your lungs. Hold the moment just before the breath changes direction and starts its outward journey…..then help your mind to follow the path of your breath all the way out, through the windpipe and out through the nose.

Repeat this several times without me talking…you may like to use our 4/6 breathing pattern….breathing in while you silently count to 4 1..2..3..4 and out while you silently count to 6 1..2..3..4..5..6

These breaths are at your own pace….in…….out……

Feeling relaxed and calm….. “I feel relaxed and calm and appreciate all the people in my life I have relationships with…”

Just let your mind think about some people you are glad you have relationships with and feel a sense of appreciation that you know these people.

Now watch yourself take a few more calming breaths …….and then, when you feel ready, bring your mind and body back to the room in the present moment, here and now….

© Jigsaw PSHE Ltd.

26

RelationshipsRelationship Circles - Year 4 - Piece 1

ME

Close family and friends

People I know well

People I know a bit

© Jigsaw PSHE Ltd.

27


Piece 2 - Love and LossPuzzle 6 Outcome



identify someone I love and express why they are special to me

know how most people feel when they lose someone or something they love

Resources

Jigsaw Chime


Book: ‘Goodbye Mousie’ by Robie H. Harris.

Flipchart prepared with scenarios

Post-it notes

Jigsaw Jaz

Jigsaw Journals

Jigsaw Jaz’s treasure box

Vocabulary

Loss

Strategy

Shock

Disbelief

Numb

Denial

Anger

Guilt

Sadness

Pain

Despair

Hopelessness

Relief

Acceptance

Depression


The Jigsaw Charter


Connect us

Play the game: Who began the motion?

With the children sitting in the circle, one person is chosen as the ‘detective’ to go out of the room until called back in by the teacher. The teacher then picks someone in the circle to start the game off by beginning a motion e.g. clapping hands, tapping knee, tapping head etc. When the teacher calls the ‘detective’ back into the room the game begins and the detective has three guesses to find out who is the person who began the motion. Different children are chosen to be the detective and the starter person. Play the game a few times and enjoy how the class work together. Point out that they are all working together and ask how it feels.

Calm me


Ask me this…

How does it feel to be part of this game?

How does it feel to work together as a class?


© Jigsaw PSHE Ltd.

28

Open my mind

Play switch.

Sitting in a circle ask the children to ‘switch’ places if: you’ve ever lost something important to you, one of your friends has moved away, you have found something you thought you lost, you have helped someone look for something they’d lost, etc.

contact can give you.

Tell me or show me

Read the story ‘Goodbye Mousie’ by Robie H. Harris.

With denial, then a mixture of anger and sadness, a little boy reacts to the death of his pet. With sensitivity and love, his parents help him prepare to bury Mousie. He finds comfort in painting the box Mousie is to be buried in and filling it with things the mouse would enjoy.

Ask the children what they thought of the story and how it made them feel.

What feelings did the boy in the story feel?

Why do you think he felt these feelings?

How might you have felt in that situation?

What experiences have you had of losing something?

What does loss mean?

What different kinds of loss can people experience?

How have you felt about loss?

What feelings might people experience when they lose someone close to them?

How can people manage these feelings?

Let me learn

On six pieces of already prepared flipchart, have the loss situations written in a bubble in the middle:

1) Friend moves away

2) A pet dies

3) A grandparent dies

4) Lose a special piece of jewellery that was given to you

5) You lose a special piece of work that you have spent a long time doing

6) You lose your place in the football team

In groups ask the children to brainstorm the different feelings they might feel in that situation and to write each feeling onto a post it and stick them onto the flipchart.

Then ask the children to see if they can put their feelings in order of what they might feel first to what they might feel last.

Is there a change in the feelings you might feel?

How do they change?

What is the hardest feeling to deal with?

Pass Jigsaw Jaz round and children complete the sentence: ‘I experienced loss when… and this is how I felt about it……’ It’s important to remind them about the right to pass, and to respect anyone who doesn’t wish to contribute to this round.

Is there a change in the feelings you might feel?

How do they change?

What is the hardest feeling to deal with?

© Jigsaw PSHE Ltd.

29

Help me reflect

Review what the children have learnt from this exercise. Debrief with the children that all feelings are normal. Loss is a fact of life - sooner or later we will all have times when someone close dies or leaves us. We all react differently to loss, but the feelings we’ve identified show some of the ways we are likely to feel and behave.

Discuss with the children that the reason loss can be hard is because we love and value the people around us. Invite the children to suggest the things we can do and say day-by-day to make sure our special people know they are important to us. Ask the children to write or draw one of these things in the Reflection Puzzle Piece of their Jigsaw Journals.

Bring Jigsaw Jaz into the circle with a treasure box full of special stones, gems, etc.

As Jigsaw Jaz passes the treasure box around the circle ask the children to choose a piece of treasure and to think about a person who is special to them and hold them in their mind.

Ask the children then to complete the round ‘Someone special to me is... because...’ Remind the children of the Jigsaw Charter and the right to pass if they would prefer not to say at this time.

How can you show you value the special people in your life?

Notes

In planning for this lesson you will want to think very carefully about any particular sensitivities amongst the children in your class. If necessary, you may wish to speak to a particular child beforehand, to explain the theme of the lesson and ask how they feel about taking part. Look out also for any child who needs a quiet chat afterwards to talk through any issues that may have been stirred up.

This is a vital, though challenging, topic. We owe it to children to help them prepare for the experience of loss in their lives and should not be deterred by the fact that it takes us into areas that may be sensitive for some. It may also, of course, be a difficult topic for you as teacher - be honest and realistic with yourself, and consider postponing this lesson if it happens to come at a time that makes it uncomfortable for you.

For the next Piece, ask the children to be prepared to talk about / bring in a souvenir or memento they have of a special event or occasion, perhaps a holiday, trip or visit, or a special experience of some kind. The reminder could be a photograph or a souvenir object, item of clothing, etc.

© Jigsaw PSHE Ltd.

30


In the Relationships Puzzle in our Jigsaw work we are thinking about how other people impact on us and how we impact on them. We know that relationships are important to us at home and at school. We have relationships in our families, in our classes and outside of school. In school we have many different types of relationships, with best friends, classmates, lunchtime supervisors, teachers, etc, and then we know there are people we get on better with than others, people we are a better fit with than others.


Would someone like to strike the chime to signal the start of Calm Me Time?




Repeat this several times without me talking…you may like to use our 4/6 breathing pattern….breathing in while you silently count to 4 1..2..3..4 and out while you silently count to 6 1..2..3..4..5..6

These breaths are at your own pace….in…….out……

Feeling relaxed and calm….. “I feel relaxed and calm and appreciate all the people in my life I have relationships with…”

Just let your mind think about some people you are glad you have relationships with and feel a sense of appreciation that you know these people.

Now watch yourself take a few more calming breaths …….and then, when you feel ready, bring your mind and body back to the room in the present moment, here and now….

© Jigsaw PSHE Ltd.

31


Piece 3 - MemoriesPuzzle 6 Outcome



tell you about someone I know that I no longer see

understand that we can remember people even if we no longer see them

Resources

Children’s souvenirs

Jigsaw Chime


Post-it notes or slips of paper

Book: ‘Badger’s Parting Gifts’ by Susan Varley

Jigsaw Jaz

Jigsaw Song sheet: ‘Learning together’

Jigsaw Journals

Vocabulary

Souvenir

Memento

Memorial

Loss

Memories

Special

Remember


The Jigsaw Charter


Connect us

Before the Piece, ask the children to think of something they have that is a reminder of a special event: perhaps a holiday, trip or visit, or a special experience of some kind. The reminder could be a photograph or a souvenir object, item of clothing, etc. If possible they should bring this item in to show, otherwise be ready to talk about it.

With the class sitting in a circle, start off with an example of your own then go round the circle for each child to briefly show/talk about their object and what it reminds them of. Explain that we like to remember both occasions and people that have been special to us and photos, souvenirs and mementos help us to do this.

Calm me


Open my mind

In pairs, children discuss and write down on post-its as many reasons as they can think of why you may no longer see someone you knew, e.g. family members who live abroad, friends who moved away, people who have died, family members falling out and splitting up, etc. Collect and share the examples the children have thought of.

Ask me this…

What kind of objects do we use to help us remember special occasions or experiences?


What might be a reason for no longer seeing someone?

Who can you think of that you once knew but don’t see now?

© Jigsaw PSHE Ltd.

32

Tell me or show me

Read the book, ‘Badger’s Parting Gifts’ and explore some of the issues by asking:

How did the animals feel when badger died?

How did the animals feel at the end of the story?

What helped them to feel a bit better?

What were badger’s parting gifts?

Gently discuss the feelings that children have about the story.

Then, sitting in a circle, pass Jigsaw Jaz round and invite the children to complete the sentence: ‘Someone I no longer see is... because...’ Be sure to observe the right to pass if any child prefers not to contribute.

Still sitting in circle, children think back to the opening activity and discuss in pairs, then write on post-it notes, ways we can remember people that we no longer see. Examples might be a memory box, have a photo of them, visit a person or place that reminds you of them, talk about them, write a poem or song about them, etc. Share the examples they have thought of with the whole class. You may also be able to draw their attention to examples like a tree planted in memory of someone, a local war memorial, a recent TV programme celebrating a public figure who has died, etc.

Let me learn

Give the children a choice of activities to do individually:

1) Write a poem entitled ‘Memories’

2) Write about a special person they no longer see anymore

3) Draw a picture of a memory they have or an activity they did with someone they no longer see anymore (it could be a friend that’s moved away, a relative they don’t see anymore or very often

Share some of the children’s work if they are happy for it to be shared with the class.

Help me reflect

Sing the Jigsaw Song ‘Learning together’ as a way of highlighting how the class support each other ‘by listening and caring.’

In their Jigsaw Journals ask the children to complete the sentence: ‘A memory I have is………..’

How can we remember people that we no longer see?

Why do we remember them?

What memories do you want to keep of someone you don’t see now?

How has that person been special to you?

Notes

As with the previous Piece on loss, you will want to think very carefully about any particular sensitivities amongst the children in your class. If necessary, you may want to speak to a particular child beforehand, explain the theme of the lesson and ask how they feel about taking part. Look out also for any child who needs a quiet chat afterwards to talk through any issues that may have been stirred up.

Loss and memories are vital, though challenging, topics. We owe it to children to help them prepare for the experience of loss in their lives and should not be deterred by the fact that it takes us into areas that may be sensitive for some.

It may also, of course, be a difficult topic for you as teacher - be honest and realistic with yourself, and consider postponing this lesson if it happens to come at a time that makes it uncomfortable for you.

© Jigsaw PSHE Ltd.

33


In the Relationships Puzzle in our Jigsaw work we are thinking about how other people impact on us and how we impact on them. We know that relationships are important to us at home and at school. We have relationships in our families, in our classes and outside of school. In school we have many different types of relationships, with best friends, classmates, lunchtime supervisors, teachers etc, and then we know there are people we get on better with than others, people we are a better fit with than others.


Would someone like to strike the chime to signal the start of ‘Calm Me’ time?




Repeat this several times without me talking…you may like to use our 4/6 breathing pattern….breathing in while you silently count to 4 1..2..3..4 and out while you silently count to 6 1..2..3..4..5..6.

These breaths are at your own pace... in... out...

Feeling relaxed and calm... “I feel relaxed and calm and appreciate all the people in my life I have relationships with…”

Just let your mind think about a person you find it easy to get on with and build a picture of them... be aware of the feelings you can sense in your body when you think about that person... relaxed, warm... and let yourself appreciate that person. “I feel glad you are in my life”.

Breathe a few breaths as you feel that appreciation and gratitude.

Now stay relaxed and calm while you ask your mind to think about one person you find it trickier to get on with and notice what feelings you are feeling, how your body is...

Can you learn anything from this person, can you think of a way to make it easier to get on with this person? Can you feel a sense of appreciation that you know this person?.

Now watch yourself take a few more calming breaths... and then , when you feel ready, bring your mind and body back to the room in the present moment, here and now….

© Jigsaw PSHE Ltd.

35


Piece 4 - Are Animals Special?Puzzle 5 Outcome



explain different points of view on an animal rights issue

express my own opinion and feelings on this

Resources

Flipchart paper and marker pens

Timer

Jigsaw Chime


Jigsaw Jaz

Internet/library access to help with preparing arguments for a debate

Jigsaw Journals

Vocabulary

Special

Vegetarianism

Opinion

Debate

Respect


The Jigsaw CharterShare ‘The Jigsaw Charter’ with the children to reinforce how we work together (see The Jigsaw Approach for description).

Connect usDivide the class into four working groups with a mix of boys and girls, and give each group a piece of flipchart paper and a marker pen. Their challenge is to see how many different animals they can think of and write down in the space of 2 minutes. Set a timer and stop them after exactly 2 minutes. Count up and see which group has thought of the most. See if they can identify which animals they thought of that no other groups did. To do this they need to collaborate in various ways: choosing a scribe who can write fast, contributing their ideas in an orderly way, keeping voices down so they don’t suggest ideas to other groups…

Calm meEveryone, including adults, is sitting on chairs in a circle. Remind the children that at the beginning of every Jigsaw lesson we will help our minds calm down so that we are ready to learn. Teacher to use the ‘Calm Me’ Script.

Open my mindSitting in a circle, pass Jigsaw Jaz round the class circle and complete the sentence, ‘An animal that I think is special is... because…’Draw attention to the different criteria they may have used. Are their chosen animals ‘special’ because they relate to them as pets, because they admire them in the wild, because we depend on them for food, because we use them, say, to ride or for their wool, etc? Help the children to think about the various roles animals play in our lives and the different ways we relate to the animal kingdom.

Ask me this…

How many animals can you name?


What makes animals special?What are the different roles animals have in our lives?

© Jigsaw PSHE Ltd.

36

Tell me or show me

Pass Jigsaw Jaz around the circle and ask the children to complete the sentence ‘If I was an animal I would be…… because……’

Now pose the question: what animals are eaten by humans? List on whiteboard or flipchart. Why do humans eat animals? Share ideas.

Does everyone eat animals? Introduce the concept of vegetarianism. Explain that some people may choose to be a vegetarian and some people may choose not to be. Explore what people’s reasons may be for both.

Let me learn

Form the same four working groups that they were in at the start of the Piece. Designate two groups to present the case for vegetarianism and two to present the case against it, for the purpose of a class debate. Children should prepare the best argument they can to support their case (reasons for or against being a vegetarian) and identify a spokesperson who will speak first to present the group’s main ideas. Have internet/library available in case children want to carry out any additional research to help with their argument. Some will find themselves presenting a case they don’t actually agree with - make it clear that you can’t be sure of your view on a controversial issue unless you can clearly explain the arguments on the other side.

Each group takes it in turns for their spokesperson to present their argument to the rest of the class. Once all four groups have had their say through their spokesperson, open it up for general debate.

Finish by taking a vote, in which the children are free to register their genuine view about which side has the strongest argument.

Debrief the children. Ask: Did anyone end up with a different opinion from the one they started the lesson with? Establish that it is OK to have different opinions and that we should respect other people’s views, even if we don’t agree with them.

Help me reflect

In the Reflection Puzzle Piece of their Jigsaw Journals, children write down whether they are for or against vegetarianism and clearly explain their reasons why. They also need to explain the reasons why other people might have a different opinion.

This, as well as the teachers observations about how they contributed to the debate, will form the basis for each child’s assessment for this Puzzle.

If you were an animal what would you be and why?

Why might people choose to be a vegetarian?

Why might people choose to eat meat?

Which group has the strongest argument?

What is your opinion? Are you for or against vegetarianism? Why?

Has your opinion changed?

Notes

Assessment

The teacher makes a ‘best fit’ assessment against the three levelled criteria on the Relationships Attainment Descriptor Grid, and highlights the appropriate box on the grid in the child’s Jigsaw Journal. The teacher then adds a personalised comment about the child’s progress during the Puzzle and completes the Relationships certificate for each child.

Children are invited to add their comments to the Attainment Descriptor Grid after seeing the teacher’s assessment and to add their own comments to their certificates.

The certificates can be presented in a circle time or possibly in a year group assembly and it is important that these are valued by being stuck into the Jigsaw Journals.

The assessment descriptor and teacher’s notes could form the starting point when reporting to parents/carers.

© Jigsaw PSHE Ltd.

37



In our ‘Calm Me’ time in this Puzzle we are going to use our breathing to help calm our bodies and minds, and then help our minds think more deeply than usual , in the quietness we create, about our relationships.




Focus on your breathing, breathing in and noticing your breath entering your body and travelling all the way to your lungs. Hold the moment just before the breath changes direction and starts its outward journey... then help your mind to follow the path of your breath all the way out, through the windpipe and out through the nose.

Repeat this several times without me talking…you may like to use our 4/6 breathing pattern... breathing in while you silently count to 4 1..2..3..4 and out while you silently count to 6 1..2..3..4..5..6.


Feeling relaxed and calm... “I feel relaxed and calm and appreciate all the people in my life I have relationships with…”

Just let your mind think about a person you find it easy to get on with and build a picture of them…be aware of the feelings you can sense in your body when you think about that person…relaxed, warm…..and let yourself appreciate that person. “I feel glad you are in my life”.


Now stay relaxed and calm while you ask your mind to think about one person you find it trickier to get on with and notice what feelings you are feeling, how your body is…

Can you learn anything from this person, can you think of a way to make it easier to get on with this person? Can you feel a sense of appreciation that you know this person?

Now watch yourself take a few more calming breaths... and then, when you feel ready, bring your mind and body back to the room in the present moment, here and now...

© Jigsaw PSHE Ltd.

39


Piece 5 - Special PetsPuzzle 5 Outcome



understand how people feel when they love a special pet

understand that losing a special pet brings feelings that can be hard to cope with, but that it can be helpful to mark loss by celebrating special things about the pet

Resources

Jigsaw Jaz

Jigsaw Chime


Book: ‘I’ll Always Love You’ by Hans Wilhelm

Or ‘Goodbye Mousie’ by Robie H Harris (from Piece 2)

Memory box challenge resource sheet

Cardboard treasure chest boxes

Materials to make and present memory boxes

Jigsaw Journals

Vocabulary

Loss

Special pet

Memories

Cope

Strategies

Feelings

Remember


The Jigsaw Charter


Connect us

In the class circle, invite a volunteer to come to the middle and mime an animal people might keep as a pet: cat, dog, rabbit, guinea pig, goldfish, hamster, etc. The first person to guess it then comes to the middle and mimes another one - keep going until ideas dry up!

Pass Jigsaw Jaz around the circle and complete the circle round: ‘A pet I have is……’ or ‘A pet I would like to have is………’

Calm me


Open my mind

Read the children a story, such as ‘I’ll Always Love You’ by Hans Wilhelm, or ‘Goodbye Mousie’ by Robie H. Harris, which evokes a child’s relationship with their pet and the feelings of loss when the pet dies.

How did the child in the story feel? What helped him/her to cope with the loss of their pet? What special things did they celebrate about the pet? How did this help?

Invite children in the class to share their own reasons why their pets are special to them and perhaps remember their own feelings when a pet died.

Ask me this…

What pet would you like to have?


What animals do people have as pets?

Why are pets special to people?

How did the child feel when his/her pet died?

What helped him/her to cope with the loss of their pet, and what special things did they celebrate?

Do you have a pet that is special to you?

© Jigsaw PSHE Ltd.

40

Tell me or show me/Let me learn

The memory box.

Form the children into groups and give them the special challenge to make a very special send off for Elfie, the dog in the story: ‘I’ll Always Love You’ or Mousie in the story ‘Goodbye Mousie’. Use the resource sheet.

At the end of the challenge each group needs to be ready to present:

• AmemoryboxwithsomethinginsideittohelptheboyrememberElfie/or Mousie e.g. a picture of a special time together, a photo, a toy of Elfie’s/Mousie’s

• Apoemorsong

All of the children in the group need to take part in designing or making something for the box and saying something or taking part in the presentation.

When the children have completed their challenge, bring the groups to the carpet area and light a candle to start the sharing and celebration of work for Elfie/Mousie. Invite each group to share the presentations and memory boxes.

The memory boxes can be displayed during the Relationships Fiesta as an expression of how we manage the loss of those special to us.

Help me reflect

Keep the atmosphere in the room reflective with a small candle burning and give the children time to think about their presentation and also a time when they may have lost a pet or someone special to them.

In the Reflection Puzzle Piece of their Jigsaw Journals, children write some of the feelings they felt during the celebration ceremony of memory boxes or alternatively they could write about their own feelings and anything they have done to mark the death of a special pet.

How will you work together for your challenge?

How will each person in the group be involved?

How did it feel to be part of this

Can you express the feelings involved in owning a pet and dealing with its loss?

Notes

This theme can potentially unravel many complex feelings and great care and sensitivity will be needed to ensure the children feel secure and have opportunity to share their feelings during and beyond the lesson.


During this Piece, Year 4 will produce memory boxes for a fictional dog as a way of showing how we celebrate and manage the loss of an important pet and also even someone who is special to us.

© Jigsaw PSHE Ltd.

41






(Strike chime once more.)


Repeat this several times without me talking... you may like to use our 4/6 breathing pattern... breathing in while you silently count to 4 1..2..3..4 and out while you silently count to 6 1..2..3..4..5..6.


Feeling relaxed and calm... “I feel relaxed and calm and appreciate all the people in my life I have relationships with...”

Just let your mind think about a person you find it easy to get on with and build a picture of them…be aware of the feelings you can sense in your body when you think about that person... relaxed, warm... and let yourself appreciate that person. “I feel glad you are in my life”.


Now stay relaxed and calm while you ask your mind to think about the relationship you have with YOU…Do you like yourself? How does your body feel when you think about yourself? Do you believe you are a very special human being?

Can you feel a sense of appreciation that you are who you are? Do you feel glad to be you?

Give yourself a silent compliment as you see yourself in your mind, and hear yourself say “I am OK.”

Now watch yourself take a few more calming breaths... and then, when you feel ready, bring your mind and body back to the room in the present moment, here and now.

© Jigsaw PSHE Ltd.

42

RelationshipsMemory Box Challenge - Year 4 - Piece 5

Challenge: to make a very special memory box and ceremony for Elfie or Mousie

At the end of the challenge each group needs to be ready to present:

• AmemoryboxwithsomethinginsideittohelptheboyrememberElfie/Mousiee.g.apictureofaspecial time together, a photo, a toy of Elfie’s/Mousie’s

• Apoemorsongaspartoftheceremony

All of the children in the group need to take part in designing or making something for the box and saying something or taking part in the presentation.

When the children have completed their challenge, bring the groups to the carpet area and light a candle to start the sharing and celebration of work for Elfie/ Mousie. Invite each group to share their presentations and memory boxes.The memory boxes can be displayed during the Relationships Fiesta as an expression of how we manage the loss of those special to us.

© Jigsaw PSHE Ltd.

43


Piece 6 - Celebrating My Relationships with People and Animals

Puzzle 5 Outcome



know how to show love and appreciation to the people and animals who are special to me

know that I can love and be loved

Resources

Jigsaw Jaz

Jigsaw Chime


Fabric for relationship collage: Felt squares 25cmx25cm per child

Sewing needles and cotton

Willing parent/carer help!

Jigsaw Journals

Vocabulary

Special

Love

Appreciation

Symbol

Care


The Jigsaw Charter


Connect us

Play the appreciation game.

Every one walks around the classroom space. The teacher then calls out an instruction for the children to fulfil and then they continue to move around the room until the next instruction is given e.g.

• Sayhellotosomeoneintheroomwhoyouhaven’tspokentoyettoday

• Smileatsomeonewhoisfriendlytoyou

• Shakehandswithsomeonewhohasthesameeyecolourasyou

• Highfivesomeonewhoisagoodfriendtoyou

• Saythankyoutosomeonewhohashelpedyourecently

Sitting back in a circle pass ask the children in talking partners to think about how they show appreciation to people in their family that are special to them and how they show appreciation to special pets or animals. Use Jigsaw Jaz as the talking object to share some of the ideas.

Calm me


Ask me this…

How do you show love and appreciation to those you love?

How do they show love and appreciation to you?


© Jigsaw PSHE Ltd.

44

Open my mind

Ask the children to think about someone, or a pet who is special to them and hold them in their mind without saying who.

Then ask the children, still thinking of that person, to write down:

• Acolourthatremindsthemofthatpersone.g.green

• Awordthatremindsthemofthatpersone.g.love,fun

• Asymbolthatremindsthemofthatperson/animale.g.heart,oracar, a dog shape (this can relate to a feeling or an activity)

If they want to the children can share their thoughts with a partner.

Tell me or show me and Let me learn

The challenge for the class is to make a large fabric wall hanging of pieces of fabric collage that represents the people/ animas they love.

Using the thoughts from ‘Open my mind’ give the children time to design their fabric square. It can have symbols, pictures, words, etc. on it.

When they are happy with their design they can begin to cut out their design symbols, words etc. ready to sew onto their fabric square. It would be a great idea to involve parents to help with this activity as it could be a sewing fiesta with everyone being involved at the same time, or groups might be able to do this activity at intervals during the week.

Once all the fabric squares are completed, it might need a few willing parent/carer helpers to sew the fabric squares together to make the special relationships fabric collage for the Relationships Fiesta.

Help me reflect

Allow the children a moment to close their eyes and think about people who they love and appreciate and also think about who loves them.

In the Reflection Puzzle Piece of their Jigsaw Journal, children write a resolution for themselves about people they are going to make an effort to show their love and appreciation for, and ways in which they are going to show them this.

Who is special to you?

What colour reminds you of that person/pet?

What symbol?

What word?

How does it feel to have a special person/pet?

What does ‘love’ mean?

‘What does ‘appreciation’ mean?

Do we always show people that we love and appreciate them?

Why is it important to make people know that they are loved and appreciated?

How do our family and friends show us that we are loved and appreciated?

In what ways can people show love?

In what ways can people show appreciation?

Who are the special people you love and appreciate?

How are you going to make sure they know this?

Notes

Assessment


For the end of this Puzzle, Year 4 will make a class fabric collage ‘Our Special Relationships.’

© Jigsaw PSHE Ltd.

45






(Strike chime once more.)


Repeat this several times without me talking... you may like to use our 4/6 breathing pattern... breathing in while you silently count to 4 1..2..3..4 and out while you silently count to 6 1..2..3..4..5..6.


Feeling relaxed and calm... “I feel relaxed and calm and appreciate all the people in my life I have relationships with...”

Just let your mind think about a person you find it easy to get on with and build a picture of them…be aware of the feelings you can sense in your body when you think about that person... relaxed, warm... and let yourself appreciate that person. “I feel glad you are in my life”.


Now stay relaxed and calm while you ask your mind to think about the relationship you have with YOU…Do you like yourself? How does your body feel when you think about yourself? Do you believe you are a very special human being?

Can you feel a sense of appreciation that you are who you are? Do you feel glad to be you?

Give yourself a silent compliment as you see yourself in your mind, and hear yourself say “I am OK.”

Now watch yourself take a few more calming breaths... and then, when you feel ready, bring your mind and body back to the room in the present moment, here and now.

© Jigsaw PSHE Ltd.

47

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rie

nce

mov

ing

aro

un

d a

ro

om

/ou

tdo

or

are

as

with

oth

ers

to

exp

eri

en

ce c

ha

ng

es

in p

ers

pe

ctiv

e a

nd

‘fe

elin

g’.

Exp

lori

ng

a v

ari

ety

of so

un

ds

in a

va

rie

ty o

f p

osi

tion

s -

pu

pils

se

arc

h f

or

a v

ari

ety

of so

un

ds

(pe

rso

n m

ad

e o

r o

the

r).

Pu

pils

sh

ow

aw

are

ne

ss o

f o

bje

cts/

eve

nts

/ma

teri

als

, p

rese

nte

d

du

rin

g s

en

sory

ba

sed

exp

lora

tion

with

oth

ers

.

Dev

elo

pin

g A

wa

ren

es

s

of

the

Wo

rld

© Jigsaw PSHE Ltd.

48

Puzz

le 5

: Rel

atio

nshi

ps -

SEN

ove

rvie

w P1

i to

P3ii

P2

i - P

up

ils b

eg

in t

o r

esp

on

d

con

sist

ently

to f

am

ilia

r p

eo

ple

, ev

ents

an

d o

bje

cts.

Th

ey r

ea

ct t

o

ne

w a

ctiv

itie

s a

nd e

xpe

rie

nce

s.

Th

ey b

eg

in t

o s

ho

w in

tere

st in

p

eo

ple

, ev

ents

an

d o

bje

cts.

Th

ey

acc

ep

t a

nd e

ng

ag

e in

co

act

ive

exp

lora

tion

.

•I ambeginningtorespondto

thin

gs

I a

m f

am

ilia

r w

ith in

th

e

wo

rld.

•I ambeginningtoshowIam

aw

are

of

eve

nts

an

d a

ctiv

itie

s in

th

e w

orl

d.

Wh

at

eve

nts

an

d o

bje

cts

allo

w

me t

o s

ho

w y

ou

I h

ave

an

inte

rest

in

th

e w

orl

d?

To s

ho

w a

n in

tere

st in

th

ing

s in

my

wo

rld.

To d

em

on

stra

te a

co

nsi

ste

nt

resp

on

se t

o c

ert

ain

ev

en

ts a

nd

act

iviti

es

in t

he

wo

rld.

To e

xplo

re t

he

wo

rld

with

oth

ers

.

Pu

pils

are

sh

ow

ing

an

inte

rest

an

d d

eve

lop

co

nsi

ste

nt

resp

on

ses

to in

tera

ctio

ns

with

fa

mili

ar

pe

op

le.

Pu

pils

are

be

gin

nin

g t

o e

ng

ag

e in

th

e b

eg

inn

ing

s o

f vo

calis

ed

/au

gm

enta

tive c

om

mu

nic

atio

ns.

Pu

pils

be

gin

to

sh

ow

inte

rest

in t

he

ir im

me

dia

te

surr

ou

nd

ing

s.

A v

ari

ety

of ex

pe

rie

nce

s a

nd

act

iviti

es

to f

ocu

s u

po

n in

div

idu

al

inte

ract

ion

, e

ng

ag

em

en

t a

nd

co

act

ive

exp

lora

tion

, e.

g u

sin

g

pri

nci

ple

s o

f In

ten

sive

In

tera

ctio

n (

wh

ich

ca

n b

e e

xplo

red

th

rou

gh

ou

t P

1-P

3).

A d

eve

lop

ed

PS

B b

ase

d u

po

n t

he

ne

ed

s o

f a

ch

ild/y

ou

ng

p

ers

on

(a

s a

bov

e): e.

g. sh

avin

g f

oa

m, sa

nd

, b

ub

ble

wra

p,

pa

ints

, ic

e, w

he

at b

ag

s, e

tc.

Pla

yin

g ‘h

ide

an

d r

eve

al’

ga

me

s w

ith a

pu

pil,

with

a v

ari

ety

of

(co

lou

red)

fa

bri

cs.

Be

gin

with

a p

up

il’s

ow

n s

ou

nd

s/vo

calis

atio

ns,

an

d t

he

n

rep

ea

t th

ese

ba

ck t

o a

pu

pil.

Exa

gg

era

te f

aci

al m

ove

me

nts

, a

nd

be

gin

to

use

a la

rge

pu

pp

et w

ith a

mov

ab

le m

ou

th, to

ex

plo

re.

Pu

pils

to

loo

k a

t, a

tte

nd

to,

tra

ck, lis

ten

to,

etc

. p

ee

rs, p

eo

ple

, o

bje

cts

an

d t

extu

res

du

rin

g 1

-to

-1 o

r te

am

ga

me

s.

Be

gin

nin

g t

o R

es

po

nd

to

th

e W

orl

d

P2

ii -

Pu

pils

be

gin

to b

e

pro

act

ive in

th

eir

inte

ract

ion

s.

Th

ey c

om

mu

nic

ate

co

nsi

ste

nt

pre

fere

nce

s a

nd a

ffe

ctiv

e

resp

on

ses.

Th

ey r

eco

gn

ise

fa

mili

ar

pe

op

le, ev

ents

an

d o

bje

cts.

Th

ey

pe

rfo

rm a

ctio

ns,

oft

en b

y tr

ial a

nd

imp

rove

me

nt,

an

d t

hey

re

me

mb

er

lea

rne

d r

esp

on

ses

ove

r sh

ort

p

eri

od

s o

f tim

e. T

hey

co

op

era

te

with

sh

are

d e

xplo

ratio

n a

nd

sup

po

rte

d p

art

icip

atio

n.

•I canrespondtosomeevents

an

d a

ctiv

itie

s co

nsi

ste

ntly

an

d

pro

act

ive

ly w

ith o

the

rs in

th

e

wo

rld.

•Iamabletodemonstrateto

you I

hav

e p

refe

ren

ces

in t

he

w

orl

d.

Wh

at

an

d h

ow

to

I s

ho

w t

o y

ou

m

y p

refe

ren

ces

in t

he

wo

rld?

To d

em

on

stra

te I

wa

nt

to c

om

mu

nic

ate

with

th

e

wo

rld.

To d

em

on

stra

te t

ha

t I

am

ab

le t

o g

ive

lea

rne

d

resp

on

ses

to c

ert

ain

eve

nts

, ex

pe

rie

nce

s a

nd

act

iviti

es.

To c

oo

pe

rate

with

oth

ers

in t

he

wo

rld.

Pu

pils

co

op

era

te w

ith t

he

sh

are

d e

xplo

ratio

n o

f a

va

rie

ty o

f m

usi

c so

un

ds/

exp

eri

en

ces.

Pu

pils

are

be

com

ing

mo

re p

roa

ctiv

e a

nd

ta

ctile

in

the

ir in

tera

ctio

ns

with

oth

ers

.

Pu

pils

are

sh

ow

ing

co

nsi

ste

nt

pre

fere

nce

s w

he

n

exp

lori

ng

a g

rou

p o

f o

bje

cts

in t

he

ir f

ield

of

aw

are

ne

ss (

in a

va

rie

ty o

f se

nso

ry g

uis

es)

.

Wo

rkin

g c

olla

bo

rativ

ely

with

oth

ers

to

exp

lore

a v

ari

ety

of P

SB

o

bje

cts,

eve

nts

an

d a

ctiv

itie

s, in

th

e c

lass

roo

m a

nd

/or

ou

tsid

e

in t

he

wo

rld.

Usi

ng

a v

ari

ety

of p

ers

on

alis

ed

an

d e

ng

ag

ing

ma

teri

als

to

d

eve

lop

fa

mili

ar

rou

tine

s fo

r in

tera

ctio

n a

nd

en

ga

ge

me

nt,

w

hic

h c

an

be

mo

difi

ed

, a

da

pte

d a

nd

tw

ea

ked

acc

ord

ing

to

p

up

il re

spo

nse

(P

SB

).

En

ga

ge

with

So

un

db

ea

m a

ctiv

itie

s, o

r sw

itch

ba

sed

mu

sic

inte

ract

ion

s, t

o s

ha

re a

nd

exp

lore

so

un

ds

an

d t

ea

m/w

ho

le-

cla

ss s

ha

rin

g/e

xpe

rie

nci

ng

. Ji

gsa

w S

on

g: ‘T

he

Co

lou

rs o

f F

rie

nd

ship

’.

Turn

ta

ke w

ith a

n a

du

lt/p

ee

r to

re

pe

at p

up

il so

un

ds

ba

ck t

o a

n

ind

ivid

ua

l. E

nco

ura

ge

th

e e

xplo

ratio

n o

f to

uch

ing

th

roa

t, li

ps

or

che

ek

to f

ee

l th

e s

ou

nd

s/o

r th

rou

gh

an

infla

ted

ba

lloo

n.

Wo

rkin

g w

ith p

ee

rs/a

du

lts t

o w

ork

th

rou

gh

th

e in

dic

atio

n o

f ch

oic

e a

nd

pre

fere

nce

fro

m a

se

lect

ion

of o

bje

cts/

item

s.

Co

op

era

tin

g i

n t

he

Wo

rld

© Jigsaw PSHE Ltd.

49

Puzz

le 5

: Rel

atio

nshi

ps -

SEN

ove

rvie

w P1

i to

P3ii

P3

i - P

up

ils b

eg

in t

o c

om

mu

nic

ate

in

tentio

na

lly. T

hey

se

ek

att

entio

n

thro

ug

h e

ye c

onta

ct,

ge

stu

re

or

act

ion

. T

hey

re

qu

est

eve

nts

o

r a

ctiv

itie

s. T

hey

pa

rtic

ipa

te in

sh

are

d a

ctiv

itie

s w

ith le

ss s

up

po

rt.

Th

ey s

ust

ain

co

nce

ntr

atio

n f

or

sho

rt p

eri

od

s. T

hey

exp

lore

m

ate

ria

ls in

incr

ea

sin

gly

co

mp

lex

way

s. T

hey

ob

serv

e t

he

resu

lts o

f th

eir

ow

n a

ctio

ns

with

in

tere

st. T

hey

re

me

mb

er

lea

rne

d

resp

on

ses

ove

r m

ore

ext

en

de

d

pe

rio

ds.

•I ambeginningtocommunicate

with

oth

ers

in t

he

wo

rld.

•I seekattentionfromothers

•Iamabletolearnand

de

mo

nst

rate

co

nsi

ste

nt

resp

on

ses.

•I amawarethatIcanaffectthe

wo

rld a

rou

nd m

e.

Wh

at

mo

tiva

tes

me

to

co

mm

un

ica

te a

nd

inte

ract

in t

he

w

orl

d o

uts

ide m

e?

To b

eg

in t

o c

om

mu

nic

ate

with

oth

ers

in t

he

wo

rld

, a

nd b

eg

in t

o b

uild

re

latio

nsh

ips.

To g

et

the

att

en

tion

of

a p

ers

on

/of

pe

op

le in

my

imm

ed

iate

env

iro

nm

ent.

To d

em

on

stra

te I

ca

n r

eq

ue

st a

n in

tera

ctio

n,

exp

eri

en

ce o

r ev

en

t.

To d

em

on

stra

te t

ha

t I

am

aw

are

of

my

inte

ract

ion

s w

ith t

he w

orl

d.

Pu

pils

co

mm

un

ica

te in

ten

tion

ally

to

se

ek

att

en

tion

, in

th

e c

on

tinu

atio

n o

r ex

ten

sio

n o

f a

pre

ferr

ed

a

ctiv

ity o

r ex

pe

rie

nce

.

Pu

pils

to

en

ga

ge,

be

com

e f

am

ilia

r w

ith a

nd

re

spo

nd

to

se

nso

ry o

bje

cts

ass

oci

ate

d w

ith t

he

ir

na

me.

Pu

pils

are

be

gin

nin

g t

o m

ake

ch

oic

es

fro

m t

wo

p

rese

nte

d it

em

s.

To p

rovi

de

to

ols

an

d o

pp

ort

un

ity t

o f

aci

lita

te c

om

mu

nic

atio

n

an

d in

tera

ctio

n in

th

e w

orl

d: e

.g. e

ng

ag

ing

in f

am

ilia

r b

od

y rh

yme

s, s

on

gs

an

d r

ou

tine

s.

To p

rovi

de

op

po

rtu

niti

es

for

me

an

ing

ful s

oci

al i

nte

ract

ion

with

p

ee

rs a

nd

ad

ults

.

A c

olle

ctio

n a

nd

se

lect

ion

of p

refe

rre

d a

nd

no

n-p

refe

rre

d

ob

ject

s, s

me

lls, p

ictu

res,

etc

. fr

om

sch

oo

l an

d t

he

ho

me:

m

otiv

atio

na

l, fa

mili

ar

an

d e

ng

ag

ing

.

Pu

pils

be

gin

to

pu

rpo

sefu

lly c

om

mu

nic

ate

with

an

oth

er

ad

ult

or

pe

er

wh

o m

ay b

e p

layi

ng

with

or

ho

ldin

g a

pa

rtic

ula

r p

up

il’s

favo

ure

d o

bje

ct/it

em

/fo

od

stu

ff.

Pu

pils

se

ek

att

en

tion

.

Be

gin

to

use

a n

am

e/s

ymb

ol/p

ho

tog

rap

h/c

olo

ur/

text

ure

ca

rd

for

pu

pils

na

me

s (o

wn

an

d o

the

rs).

Pu

pils

re

spo

nd

/ind

ica

te

oth

ers

.

Be

gin

to

ma

ke c

ho

ice

s fr

om

2 p

rese

nte

d it

em

s, in

co

ncr

ete

te

rms

- e.

g. fo

od

/sn

ack

/sto

ry/c

olo

urs

/tex

ture

s.B

ec

om

ing

In

volv

ed

in

th

e W

orl

d

P3

ii -

Pu

pils

use

em

erg

ing

conv

en

tion

al c

om

mu

nic

atio

n.

Th

ey g

reet kn

ow

n p

eo

ple

an

d m

ay

initi

ate

inte

ract

ion

s a

nd

act

iviti

es.

T

hey

ca

n r

em

em

be

r le

arn

ed

resp

on

ses

ove

r in

cre

asi

ng p

eri

od

s o

f tim

e a

nd m

ay a

ntic

ipa

te k

no

wn

eve

nts

. T

hey

may

re

spo

nd t

o

op

tion

s a

nd

ch

oic

es

with

act

ion

s o

r g

est

ure

s. T

hey

act

ive

ly e

xplo

re

ob

ject

s a

nd e

vents

fo

r m

ore

ex

ten

de

d p

eri

od

s. T

hey

ap

ply

p

ote

ntia

l so

lutio

ns

syst

em

atic

ally

to

pro

ble

ms.

•I seekcommunicationwith

oth

ers

in t

he

wo

rld.

•Iamabletocommunicateina

way

oth

ers

ca

n u

nd

ers

tan

d.

•Iamhappytoexploretheworld

with

oth

er

pe

op

le,

for

exte

nd

ed

tim

e p

eri

od

s o

f tim

e.

Ho

w d

o I

best

co

mm

un

ica

te w

ith

the w

orl

d? H

ow

do

I b

est

resp

on

d

to o

ptio

ns

an

d c

ho

ices?

Ho

w

do y

ou e

nco

ura

ge

my

sense

of

an

ticip

atio

n w

ith e

xpe

rie

nce

s?

Ho

w d

o I

invo

lve

oth

ers

in m

y w

orl

d?

To d

em

on

stra

te t

ha

t I

am

ab

le t

o in

itia

te

com

mu

nic

atio

n w

ith o

the

rs t

o b

uild

re

latio

nsh

ips.

To r

esp

on

d t

o o

ptio

ns

an

d c

ho

ice

s w

ith a

ctio

ns

or

ge

stu

res

(wh

ere

phy

sica

lly a

ble

to)

.

To e

xplo

re e

ven

ts a

nd

ob

ject

s fo

r in

cre

asi

ng

p

eri

od

s o

f tim

e.

To d

em

on

stra

te t

o o

the

rs t

ha

t I

am

ab

le

to a

ntic

ipa

te c

ert

ain

eve

nts

, a

ctiv

itie

s a

nd

ex

pe

rie

nce

s.

Pu

pils

be

gin

to

sh

ow

an

un

de

rsta

nd

ing

of

wh

at it

is

to b

e a

go

od

fri

en

d.

Pu

pils

use

a s

witc

h,

voca

l so

un

d o

r g

est

ure

a

t th

e a

pp

rop

ria

te t

ime

to

pa

rtic

ipa

te in

gro

up

in

tera

ctio

ns.

Pu

pil

wo

rks

we

ll w

ith h

is/h

er

pe

ers

.

To p

rovi

de

op

po

rtu

niti

es

for

a y

ou

ng

pe

rso

n t

o c

om

mu

nic

ate

w

ith a

nd

imp

act

up

on

th

e w

orl

d in

th

eir

pre

ferr

ed

me

tho

d a

nd

m

od

e: e

.g. ey

e-p

oin

ting

To r

ein

forc

e e

ng

ag

em

en

t in

th

e w

orl

d w

ith in

div

idu

al a

nd

m

otiv

atin

g o

bje

cts,

pe

op

le a

nd

act

iviti

es

to s

ust

ain

an

d

dev

elo

p c

on

cen

tra

tion

an

d e

njo

yme

nt.

A d

eve

lop

ed

PS

B a

nd

Ob

ject

Box

to

allo

w f

or

pu

rpo

sefu

l ch

oo

sin

g, p

refe

ren

ce c

om

mu

nic

atio

n a

nd

en

ga

ge

me

nt w

ith

the

wo

rld

, so

me

of w

hic

h m

ay li

nk

to t

he

to

pic

.

Exp

lore

so

me

of th

e f

ee

ling

s a

nd

act

ion

s n

ee

de

d t

o m

ake

an

d

be

a g

oo

d f

rie

nd

- e

xplo

re h

ow

‘yo

u’ c

ou

ld b

e a

go

od

fri

en

d.

En

ga

ge

in t

urn

-ta

kin

g a

ctiv

itie

s in

th

e c

on

text

of sc

ho

ol l

ife,

e.g

. w

ho

le-c

lass

/gro

up

act

iviti

es,

ga

me

s, P

E, M

usi

c -

Jig

saw

S

on

g: ‘T

he

Co

lou

rs o

f F

rie

nd

ship

’.

Exp

eri

en

ce in

sh

are

d ‘b

on

din

g’ a

ctiv

itie

s in

cla

ss, e.

g. o

ne

p

up

il sw

itch

ing

a f

oo

tsp

a f

or

an

oth

er,

or

pa

ssin

g a

n o

bje

ct t

o

on

e a

no

the

r.B

eg

inn

ing

to

Un

de

rsta

nd

th

e W

orl

dT

he

ma

jori

ty o

f th

e E

xpe

rie

nce

s/A

ctiv

itie

s a

nd

Re

sou

rce

s o

utli

ne

d a

bov

e a

re a

pp

rop

ria

te f

rom

P1

to

P3

, w

ith

diff

ere

ntia

tion

by

me

tho

d o

f in

pu

t a

nd

ou

tco

me

© Jigsaw PSHE Ltd.

50

Puzz

le 5

: Rel

atio

nshi

ps -

SEN

ove

rvie

w P4

to

P8

Lev

el D

es

cri

pto

rsK

ey C

on

ce

pts

& K

ey

Qu

es

tio

ns

Le

arn

ing

In

ten

tio

ns

Ex

pe

rie

nc

es

/Ac

tiv

itie

sS

ug

ge

ste

d R

es

ou

rce

s

Re

me

mb

er

to l

ink

an

y o

f th

e L

ea

rnin

g I

nte

nti

on

s, E

xp

eri

en

ce

s/A

cti

vit

ies

an

d S

ug

ge

ste

d R

es

ou

rce

s

to a

ny

the

rap

eu

tic

pro

gra

mm

es

tha

t m

ay a

lre

ad

y b

e in

pla

ce

for

a c

hil

d/y

ou

ng

pe

rso

n,

e.g

. Ph

ys

ioth

era

py

Pro

gra

mm

e o

r ‘S

en

so

ry D

iet’

P4

- P

up

ils e

xpre

ss t

he

ir f

ee

ling

s n

ee

ds,

like

s a

nd d

islik

es

usi

ng

sin

gle

ele

me

nts

of

com

mu

nic

atio

n.

Th

ey e

ng

ag

e in

pa

ralle

l act

ivity

w

ith s

eve

ral o

the

rs.

Pu

pils

fo

llow

fa

mili

ar

rou

tine

s a

nd t

ake

pa

rt if

fa

mili

ar

task

s o

r a

ctiv

itie

s w

ith

sup

po

rt f

rom

oth

ers

. T

hey

sh

ow

a

n u

nd

ers

tan

din

g o

f ye

s a

nd n

o

an

d r

eco

gn

ise a

nd r

esp

on

d t

o

an

ima

ted p

rais

e o

r cr

itici

sm.

Th

ey

be

gin

to r

esp

on

d t

o t

he f

ee

ling

s o

f o

the

rs m

atc

hin

g t

he

ir e

mo

tion

s a

nd b

eco

min

g u

pse

t.

Fa

mil

ies

Imp

ort

an

t p

eo

ple

an

d t

hin

gs

Sp

ec

ial p

eo

ple

Ex

plo

rin

g w

ha

t c

on

sti

tute

s p

os

itiv

e fr

ien

ds

hip

s, a

nd

th

e a

ss

oc

iate

d b

eh

avio

urs

an

d

fee

lin

gs

Be

ing

sa

fe

Lo

ss

Un

de

rsta

nd

ing

my

fee

lin

gs

Imp

ort

an

t P

eo

ple

an

d T

hin

gs

Pu

pils

ca

n g

ree

t a

nd

re

spo

nd

to

fa

mili

ar

ad

ults

at

sch

oo

l.

Un

de

rsta

nd

ing

my

fee

lin

gs

Pu

pils

be

com

e

invo

lve

d w

ith s

om

eth

ing

, a

n o

bje

ct o

r a

n a

ctiv

ity,

tha

t p

lea

ses

the

m.

Be

ing

Sa

fe R

ou

tine

s a

nd

sch

ed

ule

s a

re u

sed

to

g

ive p

up

ils f

ee

ling

s o

f se

curi

ty.

Jig

saw

Pie

ce p

lan

s a

nd

re

sou

rce

s/p

ho

to c

ard

s/p

ictu

res.

Jig

saw

So

ng

s p

art

icu

larl

y ‘L

ea

rnin

g T

og

eth

er’

an

d ‘T

he

C

olo

urs

of F

rie

nd

ship

’ fo

r th

is P

uzz

le.

Pu

pp

ets

- J

igsa

w F

rie

nd

s.

Tota

l Co

mm

un

ica

tion

th

rou

gh

wo

rds,

sig

ns,

ge

stu

res,

sy

mb

ols

, b

od

y la

ng

ua

ge,

fa

cia

l exp

ress

ion

, p

ictu

res

(PE

CS

).

Pe

rso

na

lise

d a

nd c

lass

sch

ed

ule

s.

Cla

ss, p

layg

rou

nd

an

d s

cho

ol s

afe

ty r

ule

s-ill

ust

rate

d.

Mu

lti-s

en

sory

inp

ut -

ob

ject

s o

f re

fere

nce

.

Vid

eo,

pic

ture

s, s

tori

es,

ta

lkin

g b

oo

ks.

Pic

ture

s, s

tory

bo

ard

s, m

usi

c a

nd

dra

ma

.

Ma

kin

g c

ho

ice

s.

P5

- P

up

ils t

ake

pa

rt in

wo

rk o

r p

lay

invo

lvin

g t

wo o

r th

ree o

the

rs.

Th

ey m

ain

tain

inte

ract

ion

s a

nd

take

tu

rns

in a

sm

all

gro

up w

ith

som

e s

up

po

rt. P

up

ils c

om

bin

e

two e

lem

ents

of co

mm

un

ica

tion t

o

exp

ress

th

eir

fe

elin

gs,

ne

ed

s a

nd

cho

ice

s. T

hey

join

in d

iscu

ssio

ns

by r

esp

on

din

g a

pp

rop

ria

tely

to

sim

ple

qu

est

ion

s a

bo

ut

fam

ilia

r ev

en

ts o

r ex

pe

rie

nce

s.

Imp

ort

an

t P

eo

ple

an

d T

hin

gs

Pu

pils

ca

n

com

mu

nic

ate

ba

sic

ne

ed

s to

key

ad

ults

an

d lo

ok

at

ph

oto

s o

r im

ag

es

of

fam

ilia

r p

eo

ple

.

Un

de

rsta

nd

ing

my

fee

lin

gs

Pu

pils

sta

rt t

o

ind

ica

te li

kes

an

d d

islik

es.

Lo

ss

Pu

pils

sta

rt t

o a

cce

pt

pu

ttin

g a

sid

e a

fa

vou

rite

ob

ject

or

sto

pp

ing

a f

avo

uri

te a

ctiv

ity.

Be

ing

Sa

fe P

up

ils u

se s

che

du

les

to id

en

tify

wh

at

is h

ap

pe

nin

g n

ext.

© Jigsaw PSHE Ltd.

51

Puzz

le 5

: Rel

atio

nshi

ps -

SEN

ove

rvie

w P4

to

P8

P6

- P

up

ils r

esp

on

d t

o o

the

rs

in g

rou

p s

itua

tion

s, p

layi

ng

o

r w

ork

ing in

a s

ma

ll g

rou

p

coo

pe

rativ

ely

. T

hey

ca

rry

ou

t ro

utin

e a

ctiv

itie

s in

a f

am

ilia

r co

nte

xt a

nd s

ho

w a

n a

wa

ren

ess

o

f th

e r

esu

lts o

f th

eir

ow

n a

ctio

ns.

T

hey

may

sh

ow

co

nce

rn f

or

oth

ers

a

nd s

ymp

ath

y fo

r o

the

rs in

dis

tre

ss

an

d o

ffe

r co

mfo

rt.

Imp

ort

an

t P

eo

ple

an

d T

hin

gs

Pu

pils

are

ke

en

to

sh

are

fa

mily

ne

ws

an

d s

tart

to

dev

elo

p a

ho

bby

.

Un

de

rsta

nd

ing

my

fee

lin

gs

Pu

pils

ca

n id

en

tify

situ

atio

ns

tha

t m

ake

th

em

ha

ppy

.

Lo

ss

Pu

pils

acc

ep

t th

at

they

may

hav

e t

o w

ait

for

an

act

ivity

or

ob

ject

fo

r a

se

t p

eri

od

of

time

(sp

eci

fied

fo

r th

e in

div

idu

al).

Be

ing

Sa

fe P

up

ils a

cce

pt

an

d c

oo

pe

rate

with

sa

fety

ru

les

e.g

. p

utt

ing

se

at

be

lts o

n,

ha

nd

w

ash

ing

, a

cro

ss a

ll e

nvir

on

me

nts

.

Pe

rso

na

lise

d c

lue

s to

sh

ow

ho

w t

hey

are

fe

elin

g, lik

es

an

d

dis

like

s -

may

incl

ud

e n

ot w

an

ting

to

en

tert

ain

a s

itua

tion

.

Pu

pils

may

fe

el s

ecu

re t

hro

ug

h M

ove

me

nt,

Mu

ltise

nso

ry in

pu

t,

the

use

of co

mfo

rt b

lan

kets

, tim

e a

way

fro

m a

situ

atio

n a

nd

o

bje

cts,

etc

.

Ab

ou

t M

e b

oo

ks t

o in

clu

de

like

s, d

islik

es,

fa

mily

me

mb

ers

, e

tc.

Co

mm

un

ica

tion

bo

oks

.

Cir

cle

tim

e a

ctiv

itie

s fo

cuss

ed

on

ide

ntif

yin

g f

ee

ling

s, t

ho

se

wh

o h

elp

us,

be

ing

sa

fe.

Sp

eci

al a

sse

mb

lies

de

alin

g w

ith d

ea

th.

Dis

pla

y a

nd

po

ste

rs -

be

ing

invo

lve

d in

th

e p

rod

uct

ion

of.

P7

- P

up

ils c

om

mu

nic

ate

fe

elin

gs

an

d id

ea

s in

sim

ple

ph

rase

s. T

hey

m

ove w

ith s

up

po

rt t

o n

ew

act

iviti

es

wh

ich a

re e

ithe

r d

ire

cte

d o

r se

lf ch

ose

n. T

hey

ma

ke p

urp

ose

ful

rela

tion

ship

s w

ith o

the

rs in

gro

up

act

iviti

es

an

d a

tte

mp

t to

ne

go

tiate

w

ith t

he

m in

a v

ari

ety

of

situ

atio

ns.

T

hey

jud

ge r

igh

t a

nd w

ron

g o

n

the b

asi

s o

f th

e c

on

seq

ue

nce

s o

f th

eir

act

ion

s. T

hey

sh

ow

so

me

con

sid

era

tion o

f th

e n

ee

ds

an

d

fee

ling

s o

f o

the

r p

eo

ple

an

d o

the

r liv

ing t

hin

gs.

Imp

ort

an

t P

eo

ple

an

d T

hin

gs

Pu

pils

ch

oo

se

pa

rtn

ers

to

inte

ract

with

un

de

r a

du

lt su

pe

rvis

ion

.

Un

de

rsta

nd

ing

my

fee

lin

gs

Pu

pils

ca

n c

ho

ose

b

etw

ee

n t

wo

situ

atio

ns

- w

hic

h w

ou

ld m

ake

th

em

h

ap

py,

wh

ich

wo

uld

ma

ke t

he

m s

ad.

Lo

ss

Pu

pils

kn

ow

wh

en

th

ey h

ave

lost

so

me

thin

g

tha

t b

elo

ng

s to

th

em

an

d c

op

e w

ith t

ha

t lo

ss w

ith

ad

ult

sup

po

rt p

rovi

din

g t

he

m w

ith s

tra

teg

ies.

Be

ing

Sa

fe P

up

ils f

ollo

w r

ou

tine

sa

fety

ru

les

ind

ep

en

de

ntly

. T

hey

sta

rt t

o id

en

tify

safe

an

d

un

safe

situ

atio

ns.

© Jigsaw PSHE Ltd.

52

Puzz

le 5

: Rel

atio

nshi

ps -

SEN

ove

rvie

w P4

to

P8

P8

- P

up

ils jo

in in

a r

an

ge o

f a

ctiv

itie

s in

on

e t

o o

ne s

itua

tion

s a

nd in

sm

all

or

larg

e g

rou

ps.

Th

ey

cho

ose

initi

ate

an

d f

ollo

w t

hro

ug

h

ne

w t

ask

s a

nd s

elf

sele

cte

d

act

iviti

es.

Th

ey u

nd

ers

tan

d

the n

ee

d f

or

rule

in g

am

es

an

d

sho

w a

wa

ren

ess

of

ho

w t

o jo

in

in w

ith d

iffe

rent si

tua

tion

s. T

hey

u

nd

ers

tan

d a

gre

ed

co

de

s o

f b

eh

avio

ur

wh

ich h

elp

gro

up

s o

f p

eo

ple

wo

rk t

og

eth

er

an

d t

hey

su

pp

ort

ea

ch o

the

r in

be

hav

ing

ap

pro

pri

ate

ly. T

hey

sh

ow

a b

asi

c u

nd

ers

tan

din

g o

f w

ha

t is

rig

ht

an

d w

ron

g in

fa

mili

ar

situ

atio

ns.

T

hey

ca

n s

ee

k h

elp

wh

en n

ee

de

d.

Th

ey a

re o

fte

n s

en

sitiv

e t

o t

he

ne

ed

s a

nd f

ee

ling

s o

f o

the

rs a

nd

sho

w r

esp

ect

fo

r th

em

selv

es

an

d

oth

ers

. T

hey

tre

at

livin

g t

hin

gs

an

d

the

ir e

nvir

on

me

nt w

ith c

are

an

d

con

cern

.

Key

co

nc

ep

ts a

nd

qu

es

tio

ns

ou

tlin

ed

ab

ove

are

ap

pro

pri

ate

fr

om

P4

-8, w

ith

dif

fere

nti

ati

on

b

y m

eth

od

of

inp

ut

an

d

ou

tco

me

Imp

ort

an

t P

eo

ple

an

d T

hin

gs

Pu

pils

inte

ract

co

-op

era

tive

ly w

ith c

ho

sen

pa

rtn

er

or

gro

up

(p

ee

rs

or

ad

ults

) w

ith li

mite

d s

up

po

rt.

Pu

pils

sta

rt u

se t

he

w

ord

‘fri

en

ds’

.

Un

de

rsta

nd

ing

my

fee

lin

gs

Pu

pils

sta

rt t

o

dev

elo

p a

n a

wa

ren

ess

of

jea

lou

s a

nd

pro

ud.

Lo

ss

Pu

pils

sta

rt t

o u

se t

he

ir o

wn

str

ate

gie

s to

co

pe

with

th

e lo

ss o

f a

fav

ou

rite

ob

ject

or

act

ivity

.

Be

ing

Sa

fe P

up

ils c

an

ide

ntif

y so

me

ris

ks t

hey

m

ay e

nco

un

ter

in t

he

wid

er

com

mu

nity

e.g

. ro

ad

cr

oss

ing

, a

nd s

om

e e

me

rge

ncy

se

rvic

es.

Pu

pils

kn

ow

th

ey s

ho

uld

ask

fo

r p

erm

issi

on

in g

ive

n

situ

atio

ns

e.g

. le

avin

g t

he

cla

ssro

om

to

go

to

th

e

toile

t, e

tc.

Th

e m

ajo

rity

of

the

Exp

eri

en

ces/

Act

iviti

es

an

d S

ug

ge

ste

d

Re

sou

rce

s o

utli

ne

d a

bov

e a

re a

pp

rop

ria

te f

rom

P4

to

P8

, w

ith

diff

ere

ntia

tion

by

me

tho

d o

f in

pu

t a

nd

ou

tco

me.

© Jigsaw PSHE Ltd.

53

Relationships Well done!

..............................................................................

Please feel proud that you have learnt to:

....................................................................................................................................

I am especially pleased that you:

....................................................................................................................................

I am proud that I can:

....................................................................................................................................

Signed: ........................................................................ Date: .....................................

Relationships Well done!

..............................................................................

Please feel proud that you have learnt to:

....................................................................................................................................

I am especially pleased that you:

....................................................................................................................................

I am proud that I can:

....................................................................................................................................

Signed: ........................................................................ Date: .....................................

Relationships - Year 4 -...

Documents

Transcript of Relationships - Year 4 -...