St Paul's CE Academy

"Where love and learning meet."

Psalm 32:8  I will instruct you and teach you in the way you should go I will counsel you with my loving eye on you.


Since September 2018 we have been following the Jigsaw PSHE curriculum.  Please see the overview below for the Sex and Relationships Education element.


If you have any questions about PSHE, please contact Miss Wilson,




At St Paul’s CE Academy, it is our intent that all pupils will be ‘lifelong learners’ with the confidence and ability to develop their skills and understanding when having new experiences, meeting new challenges and finding themselves in unfamiliar situations. We offer a nurturing learning environment in which each child is encouraged to develop their full potential and where their achievements and successes are celebrated and rewarded.  As an Academy, we believe that pupils are all individuals and therefore, we aim to encourage mutual respect, responsibility and foster self-esteem in a happy and caring atmosphere. The teaching and learning of PSHE using the Jigsaw programme fully supports our intentions. Through using the Jigsaw curriculum, our pupils acquire knowledge, understanding and skills they need to manage their lives now and in their futures. It develops the qualities and attributes pupils need to thrive as individuals, family members and members of society and the global community.


What do we want for our pupils?

  • Develop a confidence in sharing their own thoughts and opinions with others.
  • Develop skills and attributes to keep themselves healthy and safe.
  • Develop skills to look after their mental health and wellbeing.
  • Develop an attitude of a responsible global citizen.
  • To show tolerance of others beliefs, religions and life choices. 
  • To build positive, respectful relationships with other people.
  • To grow in understanding so as to reach their full potential, spiritually, emotionally, intellectually, morally, physically and socially.
  • Have a respect for God and each other through the ethos of the Academy’s community.



Jigsaw is implemented throughout the whole school during weekly whole class Jigsaw lessons focusing on different topics each term and is embedded through all lessons and the whole school day with everyone supporting and encouraging the pupils they interact with to use the skills they are developing and to make links to other areas of learning.

The aims of PSHE and Jigsaw within St Paul's CE Academy are to provide pupils with:

  • Accurate and relevant knowledge.
  • Opportunities to create personal understanding.
  • Opportunities to explore and challenge a range of values, attitudes, beliefs, rights and responsibilities.
  • A range of skills and strategies to live a healthy, safe, fulfilling, responsible and balanced life.


Jigsaw promotes the diverse beliefs, values and attitudes that individuals and societies hold. It helps pupils to develop themselves, their understanding of the world, and their ability to communicate their feelings. Pupils at St Paul's CE Academy also acquire an understanding and experiences of British values that are necessary if they are to make sense of their experiences, value themselves, respect other, appreciate differences and feel confident and informed as a British citizen.

At St Paul’s CE Academy, we continuously assess the implementation and impact of our Jigsaw lessons in order to achieve these outstanding results across all year groups and ensure we provide the support that is necessary for all pupils to achieve whether that be in class or with the support of our inclusion team. Through our PSHE education, we believe we can enhance pupils’ education and help them to become caring, respectful and confident individuals.

Whole school, key stage and assemblies will provide extra opportunities to enhance pupils’ spiritual, moral, social and cultural development, promoting our school’s values and celebrating achievement.

Activities will be planned according to the different levels of pupils’ skills and previous knowledge. A range of teaching strategies and learning styles will be used in delivering this policy with an emphasis is placed on active learning.

These will include:

  • Circle time and class discussion
  • Role-play and drama
  • Visits and visitors when appropriate 
  • Group work
  • Pupils are supported in applying the skills they are learning, in real-life situations as they arise: e.g. resolving conflicts; working a part of a group on a project.

Jigsaw offers a comprehensive Programme for Primary PSHE including statutory Relationships and Health Education, in a spiral, progressive and fully planned scheme of work, giving pupils relevant learning experiences to help them navigate their world and to develop positive relationships with themselves and others. 

Jigsaw consists of six half-term units of work (Puzzles), each containing six lessons (Pieces) covering each academic year.

St Paul's CE Academy Jigsaw Content

Jigsaw covers all areas of PSHE for the primary phase, as the table below shows:



Puzzle name


Autumn 1:

Being Me in My World

Includes understanding my place in the class, school and global community as well as devising Learning Charters

Autumn 2:

Celebrating Difference

Includes anti-bullying (cyber and homophobic bullying included) and diversity work

Spring 1:

Dreams and Goals

Includes goal-setting, aspirations, working together to design and organise fund-raising events

Spring 2:

Healthy Me

Includes drugs and alcohol education, self-esteem and confidence as well as healthy lifestyle choices

Summer 1:


Includes understanding friendship, family and other relationships, conflict resolution and communication skills

Summer 2:

Changing Me

Includes Sex and Relationship Education in the context of looking at change

Each lesson is built upon a Charter which underpins the behaviour and respect that is the basis for each lesson (one is provided within Jigsaw, but pupils and their teacher can write their own to ensure mutual respect and ownership). The lessons then split into 6 parts, all of which should be included in every session to ensure that the learning follows the optimum progression.

Connect us - This is a game or activity designed to be fun and inclusive and to build and maximise social skills. ‘Connect us’ engenders positive relationships and enhances collaborative learning. It sets the atmosphere at the beginning of each Jigsaw Piece and can be used again at the end should the teacher feel the atmosphere needs to be lifted after some deep work during the lesson. 

Calm me - This section of the Piece helps pupils gain awareness of the activity in their minds, relaxing them and quietening their thoughts and emotions to a place of optimum learning capacity. This will also engender a peaceful atmosphere within the classroom. It is an invaluable life skill which also enhances reflection and spiritual development. This underpins the mindful approach advocated in Jigsaw 

Open my mind - The Reticular Activating System of the brain filters the many stimuli entering the child’s mind at any given time. It is designed only to allow in that which is significant. Therefore, it is important to engage this system with the most important aspects of learning intended for each Piece (lesson). If we do this well, it will enable pupils to filter out activity around them not significant to this learning intention, thereby improving concentration and learning. 

Tell me or show me - This section of the Piece (lesson) is used to introduce new information, concepts and skills, using a range of teaching approaches and activities. 

Let me learn - Following Piaget’s learning model, after receiving new information/concepts, pupils need to manipulate, use, and play with that new information in order for it to make sense to them and for them to ‘accommodate’ it into their existing learning.

Help me reflect -Throughout Jigsaw, pupils are encouraged to reflect on their learning experiences and their progress. By reflecting, pupils can process and evaluate what they have learnt, which enables them to consolidate and apply their learning. They are also asked to stop and become aware of their thoughts and feelings in any given moment in Pause Points (brief pauses within the lesson where the pupils can have a couple of moments to just stop and be to consider whether what they are learning may be particularly meaningful to them). 

Closure - Each Piece needs safe closure. This will always include the teacher praising the pupils for their effort, positive attitude and achievement, as well as giving one or two sentences to summarise the key learning points for the pupils.


RSE curriculum - At St Paul's CE Academy, we will complement the Jigsaw curriculum with the Educator Solutions curriculum. The Educator Solutions programme, for Reception to Year 6, follows –

  1. My feelings
  2. My Body
  3. My Relationships
  4. My Beliefs
  5. My Rights and Responsibilities
  6. Asking for Help

To run alongside the Jigsaw curriculum, these lessons will be taught in the last week of term. Each year group will have six set lesson plans, visual resources for use in the lessons, teacher guidance notes and accompanying age-appropriate resources and integrated assessment strategies.



Assessment in Jigsaw is both formative and summative. The two clear learning objectives for each lesson (piece) allow the teacher to be mindful of the assessment elements within that session that can formatively help them pitch and plan subsequent lessons, and activities are included in each lesson to give the pupils the opportunity to self-assess using simple pictorial resources designed in a child-friendly, age appropriate manner. It also allows pupils of 6 and over the opportunity to identify areas for self-improvement.

Termly, teachers assess, using Target Tracker, the pupils knowledge and using the attainment descriptors for each Puzzle, the teacher can then use a ‘best-fit’ approach to decide whether the child is working towards, working at or working beyond for that Puzzles learning intention.

We firmly believe that a meaningful PSHE curriculum is the key to pupils becoming confident, tolerant and well-rounded adults.  Pupils can approach a range of real life situations and apply their skills and attributes to help navigate themselves through modern life. 

From exposure to a range of global issues and problems, pupils can build up tolerance and a sense of responsibility of being a global citizen, they can understand the different lifestyles that people may live and be respectful and tolerant towards those leading different lives to themselves.