© Jigsaw PSHE Ltd.
Relationships - Year 4www.jigsawpshe.com
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© Jigsaw PSHE Ltd.
3
Wee
kly
Cel
ebra
tion
Piec
esPS
HE E
duca
tion
(Dev
elop
ed fr
om N
atio
nal F
ram
ewor
k D
fEE
2000
)
Emot
iona
l Lite
racy
/Soc
ial S
kills
(D
evel
oped
from
SEA
L -
Socia
l and
Em
otio
nal A
spec
ts o
f Lea
rning
DfE
S 20
04)
Reso
urce
s
Kn
ow
ho
w t
o m
ake
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,
Rel
atio
nshi
p sp
iral t
empl
ate,
Art
mat
eria
ls: g
ems,
gl
itter
, rib
bons
etc
., Ji
gsaw
Cha
rter
.
Try
to s
olv
e fr
ien
dsh
ip
pro
ble
ms
wh
en
they
occ
ur
2. L
ove
an
d L
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
e’ b
y R
obie
H. H
arris
, Flip
char
t pr
epar
ed w
ith s
cena
rios,
Pos
t-it
note
s, J
igsa
w
Jour
nals
.
Hel
p o
ther
s to
fee
l p
art
of
a g
rou
p3.
Mem
ori
esI c
an te
ll yo
u ab
out s
omeo
ne I
know
that
I no
long
er s
eeI u
nder
stan
d th
at w
e ca
n re
mem
ber
peop
le e
ven
if w
e no
long
er s
ee th
emC
hild
ren’
s so
uven
irs, J
igsa
w C
him
e, ‘C
alm
M
e’ s
crip
t, P
ost-
it no
tes
or s
lips
of p
aper
, Boo
k:
‘Bad
ger’s
Par
ting
Gift
s’ b
y S
usan
Var
ley,
Jig
saw
S
ong
shee
t: Le
arni
ng to
geth
er, J
igsa
w J
ourn
als.
Sh
ow
res
pec
t in
h
ow
th
ey t
reat
o
ther
s
4. A
re A
nim
als
Sp
ecia
l?
Ass
essm
ent
Op
po
rtu
nit
y H
I can
exp
lain
diff
eren
t poi
nts
of v
iew
on
an
anim
al r
ight
s is
sue
I can
exp
ress
my
own
opin
ion
and
fe
elin
gs o
n th
isF
lipch
art p
aper
and
mar
ker
pens
, Tim
er, J
igsa
w
Chi
me,
‘Cal
m M
e’ s
crip
t, Ji
gsaw
Jaz
, Int
erne
t/lib
rary
acc
ess
to h
elp
with
pre
parin
g ar
gum
ents
fo
r a
deba
te, J
igsa
w J
ourn
als.
Kn
ow
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
al p
etI c
an u
nder
stan
d th
at lo
sing
a s
peci
al p
et
brin
gs fe
elin
gs th
at c
an b
e ha
rd to
cop
e
with
, but
that
it c
an b
e he
lpfu
l to
mar
k lo
ss
by c
eleb
ratin
g sp
ecia
l thi
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
elm
or
‘Goo
dbye
Mou
sie’
by
Rob
ie H
Har
ris, M
emor
y bo
x ch
alle
nge
reso
urce
she
et, C
ardb
oard
trea
sure
che
st b
oxes
, M
ater
ials
to m
ake
and
pres
ent m
emor
y bo
xes,
Ji
gsaw
Jou
rnal
s.
Kn
ow
an
d s
ho
w
wh
at m
akes
a g
oo
d
rela
tio
nsh
ip
6. C
eleb
rati
ng
My
Rel
atio
nsh
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
e’ s
crip
t, F
abric
for
rela
tions
hip
colla
ge -
Fel
t squ
ares
25
cmx2
5cm
per
chi
ld, S
ewin
g ne
edle
s an
d
cotto
n, W
illin
g pa
rent
hel
pers
!, Ji
gsaw
Jou
rnal
s.
Relat
ions
hips
Pu
zzle
Map
- Y
ear
4
Puzz
le O
utco
me
Hel
p m
e fi
t to
get
her
th
e si
x p
iece
s o
f le
arn
ing
ab
ou
t R
elat
ion
ship
s to
cre
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
All Music and Lyrics Composed by Karen Gillis
The Colours of Friendship
9
© Jigsaw Songs and Music - Karen Gillis
All Music and Lyrics Composed by 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
Weekly Celebration 2This week we are celebrating people in our school who:
Try to solve friendship problems when they occur
© Jigsaw PSHE Ltd.
13
Weekly Celebration 3This week we are celebrating people in our school who:
Help others to feel part of a group
© Jigsaw PSHE Ltd.
14
Weekly Celebration 4This week we are celebrating people in our school who:
Show respect in how they treat others
© Jigsaw PSHE Ltd.
15
Weekly Celebration 5This week we are celebrating people in our school who:
Know how to help themselves and others when they feel upset or hurt
© Jigsaw PSHE Ltd.
16
Weekly Celebration 6This week we are celebrating people in our school who:
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 different points of view on 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 different points of view on 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
Puzzle 5: Relationships - Year 4 - Summer 1
Piece 2 - Love and LossPuzzle 6 Outcome
Our Relationships Fiesta
Please teach me to…
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
‘Calm Me’ script
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
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 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
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.
Ask me this…
How does it feel to be part of this game?
How does it feel to work together as a class?
Does your mind feel calm and ready to learn?
© 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
RelationshipsCalm Me Script - Year 4 - Piece 2
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.
31
Puzzle 5: Relationships - Year 4 - Summer 1
Piece 3 - MemoriesPuzzle 6 Outcome
Our Relationships Fiesta
Please teach me to…
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
‘Calm Me’ script
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
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
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
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 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?
Does your mind feel calm and ready to learn?
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
RelationshipsCalm Me Script - Year 4 - Piece 3
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 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
Puzzle 5: Relationships - Year 4 - Summer 1
Piece 4 - Are Animals Special?Puzzle 5 Outcome
Our Relationships Fiesta
Please teach me to…
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
‘Calm Me’ script
Jigsaw Jaz
Internet/library access to help with preparing arguments for a debate
Jigsaw Journals
Vocabulary
Special
Vegetarianism
Opinion
Debate
Respect
Teaching and Learning
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?
Does your mind feel calm and ready to learn?
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
RelationshipsCalm Me Script - Year 4 - Piece 4
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 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.
39
Puzzle 5: Relationships - Year 4 - Summer 1
Piece 5 - Special PetsPuzzle 5 Outcome
Our Relationships Fiesta
Please teach me to…
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
‘Calm Me’ script
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
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
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
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
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?
Does your mind feel calm and ready to learn?
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.
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.
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
RelationshipsCalm Me Script - Year 4 - Piece 5
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 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 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
Puzzle 5: Relationships - Year 4 - Summer 1
Piece 6 - Celebrating My Relationships with People and Animals
Puzzle 5 Outcome
Our Relationships Fiesta
Please teach me to…
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
‘Calm Me’ script
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
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 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
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.
Ask me this…
How do you show love and appreciation to those you love?
How do they show love and appreciation to you?
Does your mind feel calm and ready to learn?
© 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
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.
For the end of this Puzzle, Year 4 will make a class fabric collage ‘Our Special Relationships.’
© Jigsaw PSHE Ltd.
45
RelationshipsCalm Me Script - Year 4 - Piece 6
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 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 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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em
otio
n.
Pu
pils
are
be
gin
nin
g t
o e
nco
un
ter
oth
ers
in t
he
ir
imm
ed
iate
sp
ace
, b
oth
ad
ults
an
d p
ee
rs.
A v
ari
ety
of m
usi
c, s
ou
nd
s, s
me
lls, lig
hts
, te
xtu
res
an
d t
act
ile
ob
ject
s, li
nke
d t
o t
he
ne
ed
s o
f th
e c
hild
/yo
un
g p
ers
on
.
A s
ele
ctio
n o
f in
tera
ctiv
e a
nd
fu
n e
ng
ag
em
en
t/st
imu
latio
n
act
iviti
es:
to
dev
elo
p a
Pe
rso
na
lise
d S
en
sory
Box
(P
SB
) o
f o
bje
cts.
Pu
pils
exp
eri
en
ce a
nd
to
lera
te h
an
d a
nd
fo
ot m
ass
ag
e, w
hils
t th
e a
du
lt in
volv
ed
ma
inta
ins
po
sitiv
e v
oca
bu
lary
use
, a
nd
e
nco
ura
ge
s re
laxa
tion
.
Exp
lori
ng
bu
bb
les
- a
du
lt o
r p
ee
r to
he
lp a
pu
pil
en
cou
nte
r th
e
fee
ling
s o
f b
ub
ble
s. R
ela
te t
his
to
sp
eci
fic m
usi
c a
nd
pre
-ro
utin
e t
o h
elp
pu
pils
dev
elo
p a
wa
ren
ess
.
Pu
pils
exp
eri
en
ce p
eo
ple
co
min
g a
nd
go
ing
with
in t
he
ir n
ea
r e
nvir
on
me
nt -
pe
op
le t
o in
tro
du
ce a
nd
say
‘Hi’.
En
co
un
teri
ng
th
e W
orl
d
P1i
i - P
up
ils s
ho
w e
me
rgin
g
aw
are
ne
ss o
f a
ctiv
itie
s a
nd
exp
eri
en
ces.
Th
ey h
ave p
eri
od
s w
he
n t
hey
ap
pe
ar
ale
rt a
nd r
ea
dy
to f
ocu
s th
eir
att
entio
n o
n c
ert
ain
p
eo
ple
, ev
ents
, o
bje
cts
or
pa
rts
of
ob
ject
s. T
hey
may
giv
e in
term
itte
nt
rea
ctio
ns.
•I ambeginningtobeawareof
t he w
orl
d a
rou
nd
me.
•Iamawareofeventsinthe
wo
rld.
Wh
at
act
iviti
es
an
d e
xpe
rie
nce
s a
llow
me t
he g
rea
test
ch
an
ce
to s
ho
w y
ou I
am
aw
are
of
the
w
orl
d?
To d
em
on
stra
te I
am
aw
are
of
the
wo
rld
fo
r p
eri
od
s o
f tim
e.
To s
ho
w I
am
ab
le t
o r
ea
ct t
o e
ven
ts in
th
e w
orl
d.
Pu
pils
are
be
gin
nin
g t
o b
eco
me
incr
ea
sin
gly
aw
are
o
f p
eo
ple
an
d c
ha
ng
es
in t
he
ir s
urr
ou
nd
ing
s, a
nd
a
re s
tart
ing
to
sh
ow
ale
rtn
ess
to
inte
ract
ion
s a
nd
ex
pe
rie
nce
s.
Pu
pils
mo
me
nta
rily
ho
ld t
he
ir g
aze
with
fa
mili
ar
ad
ults
or
oth
er
ob
ject
s d
uri
ng
on
e-t
o-o
ne
si
tua
tion
s.
Pu
pils
be
gin
to
mov
e t
he
ir h
an
ds
to h
elp
op
era
te a
so
un
d d
evis
e o
r m
usi
cal i
nst
rum
en
t.
Usi
ng
a v
ari
ety
of a
pp
roa
che
s a
nd
act
iviti
es
to e
na
ble
a c
hild
/yo
un
g p
ers
on
to
be
aw
are
of th
eir
bo
dy,
lin
ked
to
th
e n
ee
ds
of
the
ind
ivid
ua
l.
Dev
elo
pin
g a
PS
B t
o e
ng
ag
e w
ith a
ch
ild/y
ou
ng
pe
rso
n, lin
ked
to
to
pic
an
d o
the
r a
rea
of n
ee
d: e
.g. n
ail
bru
she
s, m
ass
ag
e
oils
, fa
ns,
fla
shin
g/s
pin
nin
g o
bje
cts,
vib
ratin
g o
bje
cts,
etc
.
Allo
w p
up
ils t
o e
xpe
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: .....................................