Questions about statutory status

Both the content and the approach of Jigsaw means that schools delivering their PSHE though the 2nd edition of the Jigsaw Programme will fully meet the DfE requirements, subject of course, to schools delivering the scheme with fidelity.

Furthermore, the Jigsaw FREE update policy means that if anything is added to the DfE guidance in the future, which Jigsaw does not currently cover, we will write new materials to ensure it maintains FULL coverage for statutory status, and let all our schools download these new materials free of charge!

For more FAQ’s on statutory requirements click here to go to Questions about Ofsted and curriculum

Questions about content

Ofsted has stated that schools and colleges should be safe environments where children and young people can learn. Put simply, Jigsaw helps to teach children about the keeping themselves safe and promotes an ethos in school that strongly supports keeping children safe in many diverse situations.

From the Early Years onwards, children are taught about what to say and do if they don’t like something – from encountering strangers to bullying, and from unwanted physical contact to racism and being safe with technology. As ever, the emphasis is on helping children realise their independence and responsibility for themselves, rather than employing scare tactics and horror stories to frighten children and dissuade them from choosing certain paths.

This is an easy one to answer, as Jigsaw contributes to British Values in every single lesson!

We have mapped all Jigsaw lessons against the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs and found that ALL Jigsaw lessons contribute to one or more of these values in some way.

There are two mapping documents: one showing how each Puzzle contributes overall, and the other demonstrating how each individual lesson contributes.

For example, as you would expect, the ‘Being Me In My World’ Puzzle covers lots of the values in most lessons, where citizenship is learnt about; but the ‘Healthy Me’ Puzzle there are also ample opportunities for learning about mutual respect, individual liberty and the rule of law.

Jigsaw schools can access the British Values maps from the passworded Community Area.

Jigsaw does not cover radicalisation and extremist behaviour explicitly, as the concepts themselves are perhaps not appropriate for teaching about in primary schools: whilst we want to prepare children for life, at the same time we do not want to alarm them. Rather, Jigsaw makes a significant contribution towards ensuring that the curriculum and the learning environment that children experience lays down a grounding in which the ideological and emotional roots of extremist beliefs, attitudes and behaviours cannot flourish. This contribution emerges first and foremost through the overall character of the Jigsaw scheme and the learning styles it advocates, but also through many aspects of the specific content of the themes or ‘Puzzles’ that make up the programme.

Children are taught to know their own minds, to operate from a position of self-awareness and self-valuing, and to develop the capacity to empathise with others.

Yes, indeed! Even if SMSC were not a high priority for Ofsted, we would still value these aspects of children’s development and believe that Jigsaw enhances each of them. We have mapped SMSC across each Puzzle and across each year group to ensure balanced coverage.

Every Jigsaw Piece (lesson) contributes to this target and our mapping grids clearly indicate which elements are enhanced in each lesson.

The Non-Statutory National Framework for PSHE KS1 and 2 was written in 2000 and sets out what the curriculum content for PSHE in the Primary phase needs to be. You can find out more here: https://www.gov.uk/government/publications/national-curriculum-in-england-framework-for-key-stages-1-to-4/the-national-curriculum-in-england-framework-for-key-stages-1-to-4.

Jigsaw covers all of this framework AND MORE!

The DfE has not updated the Framework since then, though the PSHE Association has written a more up-to-date Programme of Study in 2013 (and updated in 2014). With this in mind, Jigsaw PSHE Ltd has produced a mapping document which cross-references Jigsaw content and the updated Programme of Study from the PSHE Association.  It covers everything in the Programme of Study, and more, including lots on children’s emotional and mental health and well-being.

The Jigsaw sex education Pieces in the Changing Me Puzzle aim to give children their entitlement to information about puberty and human reproduction, appropriate to their age and stage of development. It is treated in a matter-of-fact manner to allay embarrassment and fear.

We do not believe it is controversial. It is flexible enough for a school to ensure that the material fits their ethos and values and there is a strong safe-guarding element to the ‘Changing Me’ Puzzle.

See the information available for Parents and Carers here

The RSHE that we teach in Jigsaw has two main functions: to help children enjoy successful relationships (with friends, siblings, parents, etc.) and to keep them safe, now and in the future. The Jigsaw sex education Pieces (lessons) in the Changing Me Puzzle (unit) aim to give children their entitlement to information about puberty and human reproduction, appropriate to their age and stage of development. It is treated in a matter-of-fact manner to allay embarrassment and fear. We do not believe it is controversial. It is flexible enough for a school to ensure that the material fits their ethos and values and there is a strong safeguarding element to the ‘Changing Me’ Puzzle (as there is throughout Jigsaw).

The sex education in Jigsaw is progressive and developmental and has a strong focus on children understanding the changes that their bodies go through, so that they can grow up without fear or embarrassment.

The RSHE materials in Jigsaw are original so all schools are advised to check them carefully to ensure they fit appropriately with the individual philosophy and ethos of that school. Catholic schools will obviously need to check their own diocesan advice during this process.

There are lots of Catholic schools using Jigsaw and some of these are implementing the Changing Me materials as they are, others have tweaked them to fit their requirements. For example, in Jigsaw we use specially-designed animations to help teach some of the elements of sex education: most schools use the animations, while some schools choose not to. It’s your choice – there is no obligation either way.

We are very happy to assist with this if you decide to purchase Jigsaw and we do run RSHE training sessions every March to enable schools to look at these materials with us in plenty of time before delivering them in Summer 2.

We do understand the issue and we will probably add ‘vulva’ as an additional label on the Jigsaw materials ready for next year’s Changing Me time in Summer 2. When Jigsaw was written just a couple of years ago there was much resistance to even teaching the words we HAVE included that we decided to move this forward a step at a time, so I am pleased we may now be in a position to have more body parts words accepted.

Of course, we know that the ‘vagina’ is internal and there is no intention of the current word list being misleading, but rather we were trying to focus children’s learning on the parts of the female body most relevant to understanding puberty (where the bleeding comes from) and where babies come from, hence ‘vagina’ being the word we felt we needed to include first.

Teachers will be explaining that the vagina is inside the female body as part of the lessons.

There is nothing to stop your school deciding to add ‘vulva’, or indeed any other body parts you believe to be relevant and appropriate, to the body parts taught in Jigsaw, if you think this is beneficial, in whichever year group/s you see fit.

Please remember that the underpinning values of respect and privacy are paramount, always remembering that one of the main purposes of this work is safeguarding and child protection.

With any scheme of work that is progressive and developmental, splitting it up into separate units could mean that its integrity is lost, as these separated units could perhaps be viewed as an add-on, which, in our view, is not the point of high-quality PSHE.

If children and staff haven’t used the whole scheme up to that point, jumping in with potentially the most sensitive elements of the scheme could be more than challenging, particularly as the scheme’s philosophy and approach are unique. Therefore, to maintain the fidelity of the scheme, we do not offer individual units separately.

There are numerous opportunities in Jigsaw for teaching and learning about financial capability and economic well-being. The Puzzle ‘Dreams and Goals’ holds most of the explicit lessons on finances, where it looks at enterprise and fundraising, aspirations, jobs and careers. For the younger year groups, learning intentions are focused on perseverance, achieving goals and thinking about what needs to happen now so that things can be better in the future. For older year groups, the emphasis is more on jobs and careers, and also on supporting others with fundraising, etc. For example, in Year 5, there are lessons on children’s dream jobs and the steps they need to take to get there, what people in a variety of jobs earn and how everyone makes a contribution in society. The end of Puzzle outcomes also offer opportunities for enterprise and learning about money and finance e.g. building a garden of Dreams and Goals enables children to collaborate to raise money for charity.

We understand the need to differentiate the Jigsaw materials to meet the needs of all children in each teacher’s class. As a universal core curriculum, Jigsaw cannot do this successfully because children’s needs are so different. Therefore, differentiation is by outcome and each teacher’s responsibility. The varied array of teaching and learning activities throughout Jigsaw allows ample opportunities for literacy development.

Some Jigsaw schools are tiny and may have 3 or 4 year groups in one composite class. The whole school approach, every year group studying the same theme at the same time e.g. celebrating Difference in Autumn 2, makes it easier for the teacher to plan and differentiate the learning.

For more detail please see our article on Composite Classes

At the end of each Jigsaw Puzzle in every year group, there is a grid showing how the lesson’s learning can be differentiated. The mindfulness approach that we use across each lesson allows pupils of all abilities to access the learning. There are also alternative Connect Us activities suggested in the Community Area.

The feedback from schools reinforces that the universal delivery of Jigsaw is successful and promotes pupil voice.

There are myriad ways in which Jigsaw helps children learn about mental health; and these lessons more than cover the requirements set out in the latest government guidance on teaching about mental health. For example, each lesson plan states clearly which of the five emotional literacy domains it contains so that it is clear of the purpose of that lesson in terms of children’s development, not just their ‘knowledge learning’. Confidence in oneself and awareness of self – the backbones of good mental health – are sometimes tricky concepts for children (and adults!) to adopt. However, a tried-and-tested method is used in Jigsaw and is proving to be invaluable when helping children to become more successful in all aspects of their lives, not just as learners. The practice of mindfulness, where children learn to be in the present moment without judgement, is taught in every Jigsaw lesson – through the Calm Me time, through visualisation and through breathing techniques. The Jigsaw Approach is underpinned by mindfulness which aims to empower children to learn now and improve their life-chances later, and to help them develop personal awareness. Mindfulness practice enables them to observe their own thoughts and feelings, regulate them and make conscious decisions about their learning, behaviour and lives. It helps them to remain focused on the present moment and thrive in it.

The Healthy Me Puzzle is where most of the ‘traditional’ health promotion lessons are. From the Eat Well plate and the importance of physical activity for a healthy body (and mind) in the earlier year groups, to the more sophisticated health messages about choice, lifestyle and mental and emotional health promotion in the older year groups, children gain a fully experiential approach to holistic health in Jigsaw – and how it is their responsibility to care for

The latest guidance recommends that schools needs to teach social and emotional skills. These skills are too important to only be learnt by osmosis, which is why Jigsaw develops them in a structured and developmental way throughout every year group. A programme like Jigsaw can be so helpful to schools, because it sets out exactly how children learn best and how to teach skills that lead to better social, emotional and mental health. Each lesson plan states clearly which of the five emotional literacy domains it contains so that it is clear of the purpose of that lesson in terms of children’s development, not just their ‘knowledge learning’. Additionally, everything that schools do in Jigsaw can be linked to positive behaviour policy (which is where the Learning Charter work in Being Me in My World is so useful). More intensive intervention work with more vulnerable children is needed, to ensure that all children’s needs are met – at a universal and a targeted level.

Schools can be confident that a focus on well-being and mental health not only enables them to provide healthy and happy school environments for pupils and staff and prepare the citizens of tomorrow with sound character and values, but also directly supports their more immediate mission, which is shared by Jigsaw: the promotion of effective learning.

Definitely! Each Jigsaw Puzzle is launched across the whole school at the same time with a specific Puzzle Launch Assembly designed to appeal to all the year groups. These assemblies initiate key learning messages that are then reinforced in the lessons and Weekly Celebrations.  This helps maintain focus and intention for both children and staff.

Currently there is one assembly for each Puzzle. However, we are writing more suites of assemblies to ensure Jigsaw schools always have access to fresh assemblies.

As well as the assembly for each Puzzle, we envisage schools will also hold Celebration/Golden Assemblies that will include reference to what children have been doing in Jigsaw that week. These Weekly Celebration Assemblies can be used as part of the Jigsaw scheme or stand-alone and are available now in the Jigsaw online store.

Jigsaw aims to empower children to understand their own rights and those of others, and supports the development of global citizenship.

We have mapped the Jigsaw Puzzles’ contribution to the Rights Respecting Schools Award and to the Universal Convention on the Rights of the Child.

Many schools successfully integrate the Rights Respecting Charter within the structured delivery of Jigsaw lessons.

Questions about cost

This example costing is for England and Wales as Scotland has a different structure (click here)

A whole set of Jigsaw for the primary school (England or Wales), (F2 to Year 6), costs £1925+VAT.

A Jigsaw whole set for Years F2 through to Year 6 comprises:

  • 7 Teaching folders: one for F2 and one for each other year group 1-6 (these contain all the assemblies, the lesson plans and resources, assessment process and SEN differentiation grids)
  • 7 Jigsaw Friends and 7 Jerrie Cats, one for each year group (additional ones can be purchased @£20 so that each class has its own)
  • 7 Jigsaw Chimes (additional ones can be purchased @£12.50 so that each class has its own)
  • e-Materials available by download
  • Hardcopy (printed) folders are available as an optional extra

The only additional cost might be to buy a Jigsaw Friend, Jerrie Cat and a Jigsaw Chime for each class if you are more than a one-form entry school, as the whole school set has one of each Friend and 7 chimes.

We sell Jigsaw by the individual year group @ £300 + carriage +VAT.
A Jigsaw Year Group Set comprises:

  • Digital download of teaching materials and planning
  • 1 Jigsaw Friend
  • 1 Jerrie Cat (Friend)
  • 1 Jigsaw Chime

The only additional cost might be to buy a Jigsaw Friend, Jerrie Cat and a Jigsaw Chime for each classroom if you are more than a one-form entry school.

We are required to charge VAT in the UK by law, however if your school holds a VAT registration you will be able to reclaim it.

We do our best to help schools who are really keen to give Jigsaw to their children.

Discounts

Buying both Jigsaw PSHE and Discovery RE

We offer a loyalty discount for schools buying Discovery RE AND Jigsaw: £100 off Jigsaw or £50 off Discovery RE

Buying as a cluster or chain of schools

When 2 or more schools buy into Jigsaw at the same time we offer a discount depending on the number of schools coming onboard

Small Schools Discount

Schools with less than 100 pupils can get £30 off individual year groups (up to a maximum of £150 off)

See the Full Discount Grid here

We listen to teachers and we are aware of limited budgets. Jigsaw has been created as a stand-alone resource. Every lesson plan is directly followed by all the resources needed to deliver it, including games, PowerPoint slides, pictures, etc.

Questions about training

The Jigsaw Team is happy to come and offer both introductory training and/or training specific to certain aspects of Jigsaw such as PSHE / Health & Well-being, Relationships, Sex and Health Education (RSHE), or training bespoke to the needs of your school, staff, parents/carers and children.

Contact us with your specific requirements.

Questions about Ofsted and curriculum

Ofstead Report ThumbnailWhilst PSHE is still non-statutory, Jigsaw supports schools in their duty to provide:

  • A broad and balanced curriculum (spiral, progressive and developmental) relating to the latest recommendations set out by the DfE
  • Opportunities for SMSC / British Values / Equality Duty / Prevent 
  • Promotion of pupil voice, proactive learning behaviours and anti-bullying
  • Support for children’s well-being and resilience – (see also Jigsaw Resilience and Engagement Scale and Toolkit)

Furthermore, Jigsaw provides explicit teaching, supporting the ‘Behaviour and Safety’ and ‘Personal Development’ strands of the Ofsted framework, in addition to discrete teaching on diversity, which supports the ‘Equality Duty’.

See our Article on Jigsaw helping to achieve Ofsted ‘Outstanding’ judgement.

Ofsted has stated that schools and colleges should be safe environments where children and young people can learn. Put simply, Jigsaw helps to teach children about the keeping themselves safe and promotes an ethos in school that strongly supports keeping children safe in many diverse situations.

From the Early Years onwards, children are taught about what to say and do if they don’t like something – from encountering strangers to bullying, and from unwanted physical contact to racism and being safe with technology. As ever, the emphasis is on helping children realise their independence and responsibility for themselves, rather than employing scare tactics and horror stories to frighten children and dissuade them from choosing certain paths.

This is an easy one to answer, as Jigsaw contributes to British Values in every single lesson!

We have mapped all Jigsaw lessons against the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs and found that ALL Jigsaw lessons contribute to one or more of these values in some way.

There are two mapping documents: one showing how each Puzzle (and year group) contributes overall, and the other demonstrating how each individual lesson contributes.

For example, as you would expect, the ‘Being Me In My World’ Puzzle covers lots of the values in most lessons, where citizenship is learnt about; but the ‘Healthy Me’ Puzzle there are also ample opportunities for learning about mutual respect, individual liberty and the rule of law.

The mapping documents are available to Jigsaw schools from the Community Area.

Jigsaw Health & Well-being supports the Welsh Curriculum 2022 guidance for the four purposes.

Our mindful approach enables the aim of a school’s curriculum is to support its learners to become:

  1. ambitious, capable learners, ready to learn throughout their lives
  2. enterprising, creative contributors, ready to play a full part in life and work
  3. ethical, informed citizens of Wales and the world
  4. healthy, confident individuals, ready to lead fulfilling lives as valued members of society.

The Jigsaw Health and Well-being programme fully supports schools in the delivery of the Health and Wellbeing Area of Learning and Experience (AoLE).

See the detailed articles here

There are myriad ways in which Jigsaw helps children learn about mental health; and these lessons more than cover the requirements set out in the latest government guidance on teaching about mental health. For example, each lesson plan states clearly which of the five emotional literacy domains it contains so that it is clear of the purpose of that lesson in terms of children’s development, not just their ‘knowledge learning’. Confidence in oneself and awareness of self – the backbones of good mental health – are sometimes tricky concepts for children (and adults!) to adopt. However, a tried-and-tested method is used in Jigsaw and is proving to be invaluable when helping children to become more successful in all aspects of their lives, not just as learners. The practice of mindfulness, where children learn to be in the present moment without judgement, is taught in every Jigsaw lesson – through the Calm Me time, through visualisation and through breathing techniques. The Jigsaw Approach is underpinned by mindfulness which aims to empower children to learn now and improve their life-chances later, and to help them develop personal awareness. Mindfulness practice enables them to observe their own thoughts and feelings, regulate them and make conscious decisions about their learning, behaviour and lives. It helps them to remain focused on the present moment and thrive in it.

The Healthy Me Puzzle is where most of the ‘traditional’ health promotion lessons are. From the Eat Well plate and the importance of physical activity for a healthy body (and mind) in the earlier year groups, to the more sophisticated health messages about choice, lifestyle and mental and emotional health promotion in the older year groups, children gain a fully experiential approach to holistic health in Jigsaw – and how it is their responsibility to care for

The latest guidance recommends that schools needs to teach social and emotional skills. These skills are too important to only be learnt by osmosis, which is why Jigsaw develops them in a structured and developmental way throughout every year group. A programme like Jigsaw can be so helpful to schools, because it sets out exactly how children learn best and how to teach skills that lead to better social, emotional and mental health. Each lesson plan states clearly which of the five emotional literacy domains it contains so that it is clear of the purpose of that lesson in terms of children’s development, not just their ‘knowledge learning’. Additionally, everything that schools do in Jigsaw can be linked to positive behaviour policy (which is where the Learning Charter work in Being Me in My World is so useful). More intensive intervention work with more vulnerable children is needed, to ensure that all children’s needs are met – at a universal and a targeted level.

Schools can be confident that a focus on well-being and mental health not only enables them to provide healthy and happy school environments for pupils and staff and prepare the citizens of tomorrow with sound character and values, but also directly supports their more immediate mission, which is shared by Jigsaw: the promotion of effective learning.

Jigsaw aims to empower children to understand their own rights and those of others, and supports the development of global citizenship.

We have mapped the Jigsaw Puzzles’ contribution to the Rights Respecting Schools Award and to the Universal Convention on the Rights of the Child.

This mapping is currently being updated and will be available here soon.

Questions about ordering Jigsaw and delivery, etc.

Simply complete your online order using our Online Store on the website, send an email or give us a call and we can take your order over the phone.

Our contact details are at the bottom of this page.

You will usually have your Jigsaw materials within 5 working days of placing your order.

Questions about setting up Jigsaw in your school

In Key Stage 1 we would expect at least 45 minutes to be allocated for a Jigsaw lesson.

In Key Stage 2 this increases to 1 hour per lesson.

It is possible to deliver the ‘Connect Us’ activity as a separate entity.

Schools that commit to a regular weekly slot find that Jigsaw PSHE will have a full and positive impact on learning behaviours and school ethos. The PSHE/HWB curriculum quickly becomes embedded and illustrates that the school is a positive learning community; fulfilling the new inspection foci of both Ofsted and Estyn.

The Jigsaw Friend is integral to this system of learning. It acts as the talking object in the Jigsaw circle and can take on the role of a distancing tool, helping children talk about sensitive issues; and so the children will develop a positive relationship with their Jigsaw Friend.

Therefore, it is really important that each class has its own Jigsaw Friend. The Friends need to be respected and treated as special in order to obtain the most impact.

We do not sell Jigsaw Friends to anyone other than schools using Jigsaw in order to keep their fidelity and specialness for children.

Classroom Chime

The Jigsaw Chimes have been specially selected for their pitch and duration of resonance. This helps children to focus for longer when listening to them. The sound helps draw a line between whatever they were previously thinking about and the focus of the ‘Calm Me’ time. So, we strongly recommend the Jigsaw chimes are used instead of any other instrument. Schools report that the Jigsaw Chimes really work, playing a key element in the delivery of the programme.

The resonance of the Jigsaw Chime may bother a hearing-impaired child (with hearing aids). We recommend teachers to encourage the child to sit close to the chime with their fingers on the table next to the chime. They will then feel the resonance in their bodies.

Definitely! Each Jigsaw Puzzle is launched across the whole school at the same time with a specific Puzzle Launch Assembly designed to appeal to all the year groups. These assemblies initiate key learning messages that are then reinforced in the lessons and Weekly Celebrations.  This helps maintain focus and intention for both children and staff.

Currently there is one assembly for each Puzzle. However, we are writing more suites of assemblies to ensure Jigsaw schools always have access to fresh assemblies.

As well as the assembly for each Puzzle, we envisage schools will also hold Celebration/Golden Assemblies that will include reference to what children have been doing in Jigsaw that week. These Weekly Celebration Assemblies can be used as part of the Jigsaw scheme or stand-alone and are available now in the Jigsaw online store.

Yes! The Jigsaw Resource is provided primarily in a computer-readable digital (downloadable) format, with the option to purchase hard-copy folders (available at an additional cost).

You will need to copy the digital files onto a shared school computer, e.g. the main Fileserver on your school’s internal network, which must be protected by staff username and password authentication. Authorised staff only may access the resources simultaneously.

You are not licensed to take copies of these electronic materials off-site.  Specific details are available in the Jigsaw Community Area – which you will have access to once you purchase Jigsaw. You are not allowed to digitise or photocopy pages from the hard-copy files (unless directed to do so in the resource).

*Please note you may not publish any part of these resources to any web-server. It is for your school’s secure internal network and on-premise computers only.

We listen to teachers and we are aware of limited budgets. Jigsaw has been created as a stand-alone resource. Every lesson plan is directly followed by all the resources needed to deliver it, including games, PowerPoint slides, pictures, etc.

Teachers are free to enhance our resource, and as they become more confident with the programme, we encourage them to take greater ownership over the content.

Our growing Twitter feed often illustrates good ideas and lesson successes. We also encourage schools to formally share their success stories on our website. When you become a Jigsaw school, you instantly become part of a growing and vibrant world-wide family of schools.

We understand time restraints and how difficult it is to fit everything into a pressurised curriculum. However, each Jigsaw lesson is designed with the learning process in mind. We believe Jigsaw has the most impact when the lessons are delivered as written. Much care has been taken to structure the lessons in line with how learning happens and how the brain works.

It is possible, though, to separate the ‘Connect Us’ aspect and deliver it at another occasion so children can still benefit their social skills with the ‘Connect Us’ activities.

Some teachers are selective about the ‘Let Me Learn’ section, and this is fine as long as the learning intentions are still met. However, we would recommend that PSHE/HWB is delivered on a regular and progressive basis.

TAs and HLTAs can teach Jigsaw, the mindful approach to PSHE. The lesson plans are detailed and all the resources are included. However, we strongly recommend that teachers deliver Jigsaw as this programme provides on-going opportunities to get to know and build a strong relationship with the children. It also enables teachers to use the strategies in Jigsaw across the curriculum.

With any scheme of work that is progressive and developmental, splitting it up into separate units could mean that its integrity is lost, as these separated units could perhaps be viewed as an add-on, which, in our view, is not the point of high-quality PSHE / Health and Well-being. Schools should be mindful that both Ofsted and Estyn are focussing on ensuring that PSHE and pupil well-being play an integral part in school life.

If children and staff haven’t used the whole scheme in a holistic fashion, jumping in with potentially the most sensitive elements of the scheme could be more than challenging, particularly as the scheme’s philosophy and approach are unique. In order to maintain the fidelity of the scheme and ensure we are supporting pupils properly, we do not offer individual units separately.

The RSHE that we teach in Jigsaw has two main functions: to help children enjoy successful relationships (with friends, siblings, parents, etc.) and to keep them safe, now and in the future. The Jigsaw sex education Pieces (lessons) in the Changing Me Puzzle (unit) aim to give children their entitlement to information about puberty and human reproduction, appropriate to their age and stage of development. It is treated in a matter-of-fact manner to allay embarrassment and fear. We do not believe it is controversial. It is flexible enough for a school to ensure that the material fits their ethos and values and there is a strong safeguarding element to the ‘Changing Me’ Puzzle (as there is throughout Jigsaw).

The sex education in Jigsaw is progressive and developmental and has a strong focus on children understanding the changes that their bodies go through, so that they can grow up without fear or embarrassment.

The SRE materials in Jigsaw are original so all schools are advised to check them carefully to ensure they fit apppropriately with the individual philosophy and ethos of that school. Catholic schools will obviously need to check their own diocesan advice during this process.

There are lots of Catholic schools using Jigsaw and some of these are implementing the Changing Me materials as they are, others have tweaked them to fit their requirements. For example, in Jigsaw we use specially-designed animations to help teach some of the elements of sex education: most schools use the animations, while some schools choose not to. It’s your choice – there is no obligation either way.

We are very happy to assist with this if you decide to purchase Jigsaw and we do run RSHE training sessions every March to enable schools to look at these materials with us in plenty of time before delivering them in Summer 2.

There are a couple of options. Some schools have taught in mixed year groups in their first year of using Jigsaw to see how it goes. If, for example, you had a class of Year 3 and 4 children, you could teach the Year 3 lessons for one year, then the Year 4 lessons the next year – to have a rolling programme. In other schools, teachers reorganise the classes and timetable once a week to enable the Year 3 children to have the Year 3 lessons and the Year 4 children to have the Year 4 lessons.  Some schools make a hybrid version of the lessons combining elements from 2 year groups.

It is important to remember that Jigsaw has been written to be sequential and developmental, each Puzzle building on the previous one, and each year group building on the previous one, so finding a way to embrace this structure will be essential if children are to get the most out of the programme.

Feel free to teach Jigsaw however you feel would work best in your school, being mindful of the Jigsaw Approach and the philosophy of Jigsaw. You might come up with an even better way to do it! In which case, do let us know about it – we are always keen to celebrate schools’ successes and pass them on so others can benefit from your experience.

We are happy to help you work out what might work best for your children. See article on Composite Classes.

Jigsaw Inspection MaterialsWe now offer our FREE inspection samples and product videos in a new online electronic format.

To access the Jigsaw Inspection Materials, click here.

(User registration will be required.)