What is Jigsaw PSHE?

Jigsaw is a whole-school approach to PSHE (Personal, Social, Health and Economic education) that integrates emotional literacy, social skills, mindfulness, and British Values into a structured curriculum. It is widely used across UK primary schools and fully aligns with the statutory Relationships and Health Education requirements.

Core Principles

  • Whole-Child Development: Supports children’s mental health, resilience, and emotional wellbeing alongside academic learning.
  • Mindfulness: Every lesson includes mindfulness practice to help pupils regulate emotions and focus.
  • Inclusive and Progressive: Designed for all pupils, with age-appropriate content from EYFS to Year 6.
  • Values-Based: Promotes respect, empathy, and understanding of diversity.

Curriculum Structure

Jigsaw PSHE is organised into six half-termly units (Puzzles), each with a clear theme:

  1. Being Me in My World
    • Identity, belonging, and responsibilities within the school and wider community.
  2. Celebrating Difference
    • Diversity, inclusion, and anti-bullying.
  3. Dreams and Goals
    • Aspirations, resilience, and goal-setting.
  4. Healthy Me
    • Physical health, mental wellbeing, and making healthy choices.
  5. Relationships
    • Building positive relationships, understanding family and friendships.
  6. Changing Me
    • Growing up, puberty, and preparing for change (including statutory RSE content).

Impact

  • Builds emotional literacy and resilience.
  • Promotes positive mental health and wellbeing.
  • Prepares pupils for life in modern Britain by teaching respect, empathy, and responsibility.
  • Supports safeguarding and statutory requirements for Relationships and Health Education.

Relationships and Sex Education at Edenthorpe Hall:

What will my child actually be taught about puberty and human reproduction?

 

The Jigsaw unit ‘Changing Me’ is taught over a period of 6 weeks in Summer Term 2. Each year group will be taught appropriate to their age and developmental stage. If a question arises and the teacher feels it would be inappropriate to answer, the child will be encouraged to ask his/her parents/carers at home. The question will not be answered to the child or class if it is outside the remit of that year group’s lesson.

 

Year group Piece Number and Name Learning Intentions 
FS2 Piece 3

Growing Up

 · Seek out others to share experiences. Show affection and concern for people who are special to them
1 Piece 4

Boys’ and Girls’ Bodies

 · Identify the parts of the body that make boys different to girls and use the correct names for these: penis, testicles, vagina, vulva, anus, breast, nipples.

· respect their own body and understand which parts are private
2 Piece 4

Boys’ and Girls’ Bodies

 ·recognise the physical differences between boys and girls, use the correct names for parts of the body (penis, testicles, vagina, vulva, anus, breast, nipples) and appreciate that some parts of the body are private

·tell you what they like/don’t like about being a boy/girl
3 Piece 1

How Babies Grow

 ·understand that in animals and humans lots of changes happen between conception and growing up, and that usually it is the female who has the baby

·express how they feel when they see babies or baby animals
Piece 2

Babies

 ·understand how babies grow and develop in the mother’s uterus and understand what a baby needs to live and grow

· express how they might feel if they had a new baby in their family
Piece 3

Outside Body Changes

 ·understand that boys’ and girls’ bodies need to change so that when they grow up their bodies can make babies

·identify how boys’ and girls’ bodies change on the outside during this growing up process
Piece 4

Inside Body Changes

 ·identify how boys’ and girls’ bodies change on the inside during the growing up process and why these changes are necessary so that their bodies can make babies when they grow up

·recognise how they feel about these changes happening to them and how to cope with these feelings
4 Piece 2

Having A Baby

 ·correctly label the internal and external parts of male and female bodies that are necessary for making a baby

·understand that having a baby is a personal choice and express how they feel about having children when they are adults

 

Parents do have the right to withdraw children from this session as it is classed as human reproduction.
Piece 3

Girls and Puberty

 ·describe how a girl’s body changes in order for her to be able to have babies when she is an adult, and that menstruation (having periods) is a natural part of this

·know that they have strategies to help me cope with the physical and emotional changes they will experience during puberty
5 Piece 2

Puberty for Girls

 ·explain how a girl’s body changes during puberty and understand the importance of looking after themselves physically and emotionally

·understand that puberty is a natural process that happens to everybody and that it will be OK for them
Piece 3

Puberty for Boys and Girls

 ·describe how boys’ and girls’ bodies change during puberty

·express how they feel about the changes that will happen to their bodies during puberty
Piece 4

Conception

 ·understand that sexual intercourse can lead to conception and that is how babies are usually made

·understand that sometimes people need IVF to help them have a baby

·appreciate how amazing it is that human bodies can reproduce in these ways

 

Parents do have the right to withdraw children from this session as it is classed as human reproduction.
6 Piece 2

Puberty

 ·explain how girls’ and boys’ bodies change during puberty and understand the importance of looking after themselves physically and emotionally

·express how they feel about the changes that will happen to their bodies during puberty
Piece 3

Girl Talk/Boy Talk

 ·ask the questions that they need answered about changes during puberty

·reflect on how they feel about asking the questions and about the answers they receive
Piece 4

Babies – Conception to Birth

 ·describe how a baby develops from conception through the nine months of pregnancy, and how it is born

·recognise how they feel when they reflect on the development and birth of a baby

 

Parents do have the right to withdraw children from this session as it is classed as human reproduction.
Piece 5

Attraction

 ·understand how being physically attracted to someone changes the nature of the relationship

·express how they feel about the growing independence of becoming a teenager and their confidence that they can cope with this

RSE parents Information