Intent

At Wanstead Church School, our Wellness and Wellbeing curriculum strengthens the light within our children, helping them to understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up in a diverse society.

We develop Wisdom, Compassion and Strength in our Wellness and Wellbeing curriculum:

Wisdom: Our Wellness and Wellbeing curriculum is entrenched in our school ethos and is part of the daily culture which provides children with life skills which are deeply rooted in the Christian values. Our curriculum teaches all children to be curious, ask questions about the world around them and consider how they can become our future change-makers. It provides the wisdom with which our children can navigate the world through to adulthood.

Compassion: Our Wellness and Wellbeing curriculum encourages children to be emotionally intelligent so they leave Wanstead Church School able to confidently identify their emotions and successfully manage them in relation to real-life situations. Our curriculum supports all children to have compassion to be independent and responsible members of society, where they are happy, healthy and safe. Our children learn justice and equality through our Wellness and Wellbeing curriculum, learning a healthy respect for all.

Strength: Our Wellness and Wellbeing curriculum inspires children to have the strength to have high aspirations, which lead to a belief in themselves and a realisation that their light shines brightly in our world. In an ever–changing society, our children learn about different factors which affect their world and they learn to be resilient so that they have good mental health and well-being.

Implementation

At Wanstead Church School, the implementation of our Wellness and Wellbeing curriculum ensures depth, accurate subject knowledge, detailed planning and builds on prior learning. Jigsaw offers a comprehensive Programme for Primary RSHE, including statutory Relationships and Health Education, in a spiral, progressive and fully planned scheme of work, giving children relevant learning experiences to help them navigate their world and to develop positive relationships with themselves and others.

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

• Term 1: Being Me in My World
• Term 2: Celebrating Difference (including anti-bullying)
• Term 3: Dreams and Goals
• Term 4: Healthy Me
• Term 5: Relationships
• Term 6: Changing Me (including Sex Education)

Every Piece has two Learning Intentions, one specific to Relationships and Health Education (RSHE) and the other designed to develop emotional literacy and social skill.

Puzzles are launched with a whole-school assembly containing an original song, with each year group studying the same unit at the same time (at their own level), building sequentially through the school year, facilitating whole-school learning themes. The various teaching and learning activities are engaging and mindful of different learning styles and the need for differentiation and the Early Years (EYFS) planning is aligned to the National Early Years Framework (England). Each lesson is built upon a Charter which underpins the behaviour and respect that is the basis for each lesson (one is provided within Jigsaw, but children and their teacher can write their own to ensure mutual respect and ownership). The lessons then split into 6 parts, all of which should be included in every session to ensure that the learning follows the optimum progression.

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

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

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

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

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

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

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

In addition to this, teachers have the freedom to plan with detail and attention to their individual children. Learners can be scaffolded, and any individual needs can be supported where necessary. More advanced children are challenged through discussion.

Impact

The impact of our Wellness and Wellbeing curriculum is measured through:

• Assemblies of Celebration
• Circle time
• Drama and music productions
• Residential visits and day trips
• Theme days/events
• Leadership opportunities for the children
• Children’s surveys