I am delighted to introduce this second edition of Bigger Picture, Jigsaw Education Group’s magazine, dedicated to supporting and celebrating the vital work you do in schools every day. As teachers and educational leaders, you are at the heart of shaping the experiences and outcomes of children and young people. We recognise the challenges you face, but also the incredible impact you have, and we are committed to standing alongside you every step of the way.
As we reflect on the past year, it is clear that education is evolving rapidly. From curriculum and assessment changes to shifts in policy, such as the anticipated update to RSHE guidance and the new Ofsted framework, we know that navigating these developments can feel daunting. However, at Jigsaw, our mission remains unchanged: to provide high-quality, evidence-informed resources that help you create a school culture where children feel safe, valued, and ready to learn.
We know that children’s well-being is a significant focus for many schools currently. Research tells us that the UK’s 15-year-olds have the lowest average life satisfaction in Europe (PISA, 2022), and NHS data from 2023 highlights that one in five children aged 816 now have a probable mental health disorder. Teachers have also expressed concerns, with 57% stating that improving student behaviour would significantly enhance their wellbeing (Teacher Tapp, 2024).
This data underscores the urgency of embedding social and emotional learning (SEL) into the very fabric of school life. At Jigsaw, we believe that well-being should not be an add-on but an integral part of education. Our PSHE and RE programmes are designed to support a whole-school approach to SEL, ensuring that every child experiences connection, reflection, meaningful learning, and a sense of belonging. Research from the Education Endowment Foundation (EEF) has shown that effective SEL strategies can lead to an additional four months of learning gains in primary schools, whilst fostering a positive school culture that benefits both attendance and behaviour.
Schools that prioritise social and emotional learning see a profound impact not just on academic outcomes but also on pupils’ sense of belonging. Studies such as Belonging Schools (Teach First, 2024) and Belonging Matters (NCB, 2024) highlight that that when pupils feel accepted, respected and included, they are more engaged, motivated, and ultimately, better prepared for future success. This sense of community extends beyond school, influencing career choices, resilience and long-term well-being.
As we look ahead, we will continue reviewing and evolving our content evidence-based, and practical for you to use in your schools. I hope this issue of Bigger Picture provides inspiration, insights, and practical ideas to help you further enhance social and emotional learning in your setting. As always, we would love to hear your thoughts and experiences —because together, we can ensure that every child has the opportunity to thrive.
ElanieAdemok
Programmes Director
Jigsaw Education Group
Our mission remains unchanged: to provide high-quality, evidenceformed resources t help you create a hool culture where children feel safe, lued, and ready to learn.
to support year-group and phase transitions
shows the real-world relevance of religious values
connects ancient teachings with contemporary challenges presents environmental care as both a scientific and spiritual imperative
Diverse Faith Perspectives on Environmental Stewardship
Different faiths offer unique and complementary perspectives on environmental care:
Buddhism
Buddhists approach environmental care through the concept of interconnectedness and 'metta' (loving-kindness) The First Precept of 'ahimsa' (non-harm) extends beyond humans to all living beings and their habitats.
Islam
Islamic environmental ethics centre on two key concepts: 'Khalifa' (stewardship) and 'Mizan' (balance) Muslims believe Allah created everything in perfect equilibrium, making environmental protection a religious duty
Sikhi
Christianity
Modern Christian thinking emphasises both stewardship and responsibility Pope Francis's 'Laudato Si' stresses that all creation is connected and humans must protect, not exploit nature
Sikhs are called to be ‘Khalsa’ - guardians of both faith and creation This manifests in practical ways through community initiatives like minimal-waste practices in Gurdwaras and vegetarian/vegan community kitchens (Langar).
Judaism
Through 'Tikkun olam' (repairing the world), Jewish tradition points out environmental responsibility The celebration of Tu B'Shevat (New Year for Trees) demonstrates practical environmental commitment through tree planting and conservation efforts
Modern Worldviews and Environmental Ethics
It is not just traditional religions that offer perspectives on sustainability:
Ethical Veganism
This worldview extends the Golden Rule to all living beings, considering animal welfare, environmental impact, and social justice as interconnected aspects of sustainable living
Making It Work in the Classroom
Humanism
Humanists take an evidence-based approach to environmental responsibility, emphasising rational inquiry while maintaining a core commitment to kindness toward people, animals, and our planet
For primary-aged children, the key is making these concepts tangible and relatable Instead of overwhelming young learners with global challenges, we can focus on:
School garden projects that demonstrate natural cycles
Recycling initiatives that teach resource conservation
Water and energy monitoring activities that connect abstract concepts to daily actions
Cross-cultural discussions that promote understanding of different perspectives
Practical Activities for Schools and Families
There are many ways that we can engage children in environmental stewardship, both at school and at home These activities are designed to connect with various religious and ethical teachings while promoting environmental consciousness
Renewable Energy Exploration
Create simple solar ovens for cooking experiments
Build mini wind turbines to understand wind power
Conduct water wheel demonstrations to explore hydropower
Reflection/Faith Garden Project
Create a multi-faith garden with sections representing different religious traditions
Establish a composting system
Plant trees and flowers mentioned in religious texts and include signs explaining the significance of each plant in different faiths
Naturecansupportemotional regulation.Takingyourclass outsideforanaturewalkoffers a chancetoreset,helpingchildren managetheiremotions moreeffectively
At Jigsaw, we recognise the significant impact of spending time outdoors on mental health and well-being. This is one of the many reasons behind our Jigsaw Outdoor programme, which incorporates PSHE learning in nature. Research consistently shows that time spent outdoors can greatly enhance both health and mental clarity. This page offers a handful of nature-based experience designed to provide Mindful Moments and bring a breath of fresh air into your school day
MindfulMovementisincludedin allJigsawOutdoorslessons Have agowithyourclassusingthevideo ledbyJoannaFeast(Senior
Associate Consultant)
2. Nature Walks
4. Grounding Exercises
5. Mindful Movement 1. Mindfulness Mandala
3. Mindful Journaling
Physical
Facial expression and eye contact are regularly practised through Connect Us games and planned discussions across both PSHE and RE
Social and Emotional
Working with others and turn-taking are built into every Jigsaw lesson, as are listening and responding appropriately Children learn to encourage their peers to participate, recognising that all views and experiences are valuable
Bringing Oracy to Life in Jigsaw Classrooms
Successful oracy development requires careful, consistent practice Jigsaw provides clear frameworks that develop speaking and listening skills, recognising that confident communication grows through regular practice in supportive settings
Every Jigsaw lesson includes focused discussion activities that establish the tone Teachers create safe speaking environments through the Jigsaw Charter, helping children feel secure within clear discussion guidelines Teachers can use the ‘Ask Me This’ questions that are built into lessons, to ask planned open-ended questions
Confidence grows with support, so Jigsaw offers carefully structured activities that build competence over time Children start with simple sentence stems like "I feel " or "I think " , gradually progressing towards expressing complex ideas and emotions, with carefully built opportunities for teachers to model vocabulary, sentence structures and use the suggested questions to support high quality oracy skill development
Supporting Every Child
Jigsaw's strength lies in its inclusive approach to oracy Understanding that children communicate differently, Jigsaw provides various paths to success Visual aids and adaptable activities support children who need additional processing time. Peer support systems allow children to practise speaking in smaller groups before contributing to wholeclass discussions
Strong emotional vocabulary forms the foundation for effective communication
Specific key vocabulary for every lesson allows teachers to easily pre-teach and display it within the classroom, further
Both Jigsaw PSHE and RE provide age-appropriate vocabulary related to knowledge content and social-emotional learning, moving beyond everyday terms to incorporate more tier 2 and 3 vocabulary that appears across subject areas
enhancing accessibility for all learners
Enhancing Oracy Through Additional Jigsaw Programmes
While Jigsaw PSHE and RE provide the foundation for oracy development, additional programmes further enhance these skills:
Jigsaw Families
The Families programme extends oracy development beyond school walls By connecting school-based learning with home conversations, children can practise oracy skills learnt in school with parents and carers, developing audience awareness and intergenerational dialogue as they learn to adapt their communication to different settings
Jigsaw Outdoors
The Jigsaw spiral curricula build systematically on prior learning, encouraging children to reason whilst discussing different views in a safe environment
negotiate, compromise, and encourage others
Taking learning outdoors creates distinctive opportunities for oracy The outdoor environment naturally encourages different types of talk – from collaborative problemsolving to reflective observations about the natural world
The multisensory outd experience enric childre descript vocabulary a provides authentic contexts for develop voice projection and listening sk
Jigsaw Games
Through structured games, children practise turn-taking, active listening, clear instructions, and strategic communication all while engaged in enjoyable activities that reduce self-consciousness The cooperative elements develop both the social and physical dimensions of oracy, as children learn to
References Voice 21 (2020) The Oracy Framework Voice 21 (2019) Oracy Benchmarks Voice 21: London Oracy Education Commission (2024) Speaking Volumes Voice 21: Oracy Education Commission (2024) We Need to Talk Voice 21: London
About the Author
Sarah Brough is a qualified primary school teacher who moved into advisory work, supporting PSHE and Healthy Schools initiatives across two local authorities She is currently Programme Lead for Jigsaw PSHE 3-11/12 at Jigsaw Education Group Sarah's expertise spans the primary phase, with a particular focus on delivering high-quality PSHE education and supporting other educators through the Jigsaw 3-11 programme
WIN A
In celebration of Earth Day and Jigsaw’s free resources, you can win a Mindfulness Garden starter pack to kickstart a sustainability initiative in your school.
To enter, submit an entry showcasing your students participating in an activity related to Earth Day or other ‘green’ initiatives This could be one of the ideas from our activity ideas document or the Earth Day poster.
There’s no such There’s no such thing as bad thing as bad weather… weather… only unsuitable only unsuitable clothing. clothing.
– Alfred W
Spending time outdoors is instrumental to children’s development. It offers rich sensory experiences, promotes physical activity, and fosters curiosity Research highlights its positive impact on mental health and well-being, showin benefits in mood regulation, stress management, self-es and confidence [1].
One of the biggest perceived barriers to embracing outdoor learning year the weather [2]. With the responsibilities of classroom management and curriculum pressures, the idea of taking children outside in pouring rain – only t return cold, wet, and uncomfortable – can feel overwhelming. However our perspective can make a real difference Just as we prepare for any lesson or activity, planning can help eliminate obstacles.
The way we respond to children also influences their mindset. Speaking positively about the weather fosters resilience, preparedness, and flexibility, all valuable skills that benefit children throughout their lives. It’s important to extend this approach beyond the school to encourage the wider community including parents, families, and caregivers to get outdoors. By reinforcing these messages at home and in everyday life, we help create a shared approach of optimism and being adaptable that supports children's well-being.
Being outside isn’t just an addition to the curriculum – it is a way to teach the curriculum. Whether it’s maths, science, or PSHE – any subject can be taugh outdoors in meaningful, engaging ways. By ensuring children have appr clothing, they can fully experience and benefit from outdoor learning. Af there’s no such thing as bad weather, only inappropriate clothing!
‘The Right Clothing’: What does that mean in practice?
Dressing appropriately for the weather may seem simple, even obvious truly consider the choices that allow for extended time outdoors? It’s not just about layering up; it’s about ensuring comfort, mobility, and durability in variousconditions. Thoughtful preparation can mean the difference betw brief, uncomfortable outing and a rich, immersive outdoor learning experience
AVAILABLE ON THE PORTAL
Ensuring children (and adults!) are comfortable, warm, and dry, whatever the season, is key. This also presents an opportunity for schools to consider weather-appropriate choices when introducing uniform changes, such as suggesting warm fleeces instead of heavy cotton jumpers or cardigans and ensuring that all children have access to comfortable and practical options. The right clothing allows children to fully engage in outdoor activities, reducing discomfort and distraction.
A simple guide to dressing for outdoor learning:
Schools could also consider providing shared sets of weatherappropriate clothing. Seeking sponsorship from local garden centres or outdoor businesses could be a valuable way to fund this, helping to make outdoor learning and play accessible for everyone, regardless of personal resources
Waterproofs (not just water-resistant!)
A pair of waterproof dungarees is one of the most essential pieces of clothing for outdoor learning. Paired with a fully waterproof jacket and wellies, they provide all-day protection from wet and muddy conditions. Be mindful of the difference between water-resistant and waterproof. Water-resistant coats won’t keep you dry for long, whereas PU-style waterproofs offer full protection, are durable and easy to clean.
Warm Layers
Opt for fleece jumpers instead of cotton, as fleece retains warmth while staying lightweight and breathable. Comfortable trousers that allow movement are also important
Footwear
Wellies or sturdy boots are great year-round, offering full foot coverage and reducing the risk of injury
Layering
Instead of wearing one thick coat over a t-shirt, dress in layers. A long-sleeved t-shirt, fleece jumper, and waterproof jacket allow for easy adjustments as the weather changes
Accessories
A sunhat in summer or a scarf, gloves, and thick socks in winter can make a big difference in staying comfortable outdoors
One final tip!
Consider your outdoor space. If you’re exploring a forest or woods, long sleeves help prevent scratches or stings
When children feel too cold, hot, or wet, they may become distracted, reducing engagement and limiting their ability to absorb information. By prioritising appropriate clothing, we can enhance children's comfort outdoors (as well as our own), thereby supporting their ability to focus, learn, and for adults, teach more effectively. Comfortable clothing allows children to immerse themselves in their environment, supporting cognitive development and social interaction [3].
Experiences like splashing in puddles, climbing trees, or digging in the soil strengthen motor skills, hand-eye coordination, and proprioception [4]. These experiences enhance creativity, problemsolving, and resilience, critical skills for lifelong learning. When supporting children outdoors, it is best to avoid phrases like “Don't do that, it's muddy" or "Be careful, it's too wet to play there," as these can unintentionally create negative associations with being outside
Instead, we can encourage children to embrace all weather conditions as part of their learning. For example, if a child says, "It's too cold to go outside," we can reframe their thinking from discomfort to curiosity and engagement: “Let’s put on our coat… Can you see your breath in the air?" This can shift the focus and reinforce the idea that all weather types can be enjoyable with the right mindset and preparation. Ultimately, outdoor learning isn't about waiting for the perfect sunny day – it's about being ready to embrace whatever nature brings with preparation and planning.
References:
[1] Mind (2021) Ideas to try in nature https://www.mind.org.uk/information-support/tips-for-everydayliving/nature-and-mental-health/ideas-to-try-in-nature/
[2] Learning through Landscapes (2025) Myth busting: Why bad weather isn't an obstacle to outdoor learning - Learning through Landscapes
[3] Education Scotland (2020) Realising the Ambition: Being Me. National Practice Guidance for early years in Scotland. https://education.gov.scot/media/3bjpr3wa/realisingtheambition.pdf
[4] Beck, C. (2021) Outdoor Sensory Activities: Proprioception. https://wwwtheottoolbox com/proprioception-sensory-activitiesbackyard-play/
About the Author
Amy Jones is an EYFS teacher with a First-Class BA (Hons) in Education. Amy is passionate about play-based learning and championing outdoor opportunities for children. She is Programme Lead for Jigsaw Outdoors and Games and an EYFS PSHE Specialist at Jigsaw Education Group
Supporting transitions in school
Free training and lessons from Jigsaw to support year-group and phase transitions.
Transitions are an important time for children, as changing year groups or schools may create feelings of uncertainty and can sometimes be overwhelming
Free to all schools - Year 6 and Year 7 transition lessons
We have written new transition lessons for Year 6 children, to help them prepare for the move to secondary school, providing opportunities for them to build strategies and knowledge to adapt to this change We have also created a set of five lessons to support children at the start of Year 7, which can be taught during tutor time in the first half of the Autumn term
6freelessons*
Available May 23 for download rd
*2 Primary, 5 Secondary
Training
We have two webinars coming up that will outline how teachers can support children through the move to a new class or school.
Transition-Easingthe WorriesforYear6toYear7
Launching on 8th May
Launching on 12th May
WHY SCHOOLS
TRUSTJIGSAW FORSEX EDUCATION
BuildingBlocksof Understanding
Children’s understanding of relationships, their bodies, and emotions doesn’t begin, or end, with a single lesson. Our whole-school approach recognises that children's learning about their bodies and relationships is best supported through a thoughtfully integrated curriculum and their growing awareness of the world around them. This is why we have carefully crafted a journey where each new piece of learning connects naturally with what came before from Early Years through to Year 6.
Our detailed mapping documents help you navigate the sometimes blurry boundaries between relationships, health and sex education, giving you confidence in what needs to be taught when.
Our Changing Me Puzzle unit provides an ageappropriate foundation for talking about change, selfawareness, and body confidence. As children move into upper Key Stage 2, the progression into more explicit sex education feels natural, not abrupt.
Teaching sex education in primary schools can feel like walking a tightrope – balancing sensitivity, accuracy, and confidence.
At Jigsaw, we understand the responsibility this brings, which is why we've designed our approach to be reassuring for pupils and supportive for teachers – guided by research, best practice and deep experience in how children learn.
Growingwith Children's Development
In the primary years, we gently introduce children to concepts about their changing bodies in ways that feel natural and reassuring as part of the Changing Me Puzzle. This thoughtful foundation means that when pupils are ready for more explicit sex education in the upper primary years, it feels like a natural next step in their learning journey.
For our older students (11-16), we continue this approach in a stage and age-appropriate way, guiding teachers through the trickier statutory topics, often interweaving them with relationship education for a holistic approach. This allows schools to embed the learning across different Puzzles and year groupsreflecting how children will be having conversations, asking questions and considering where to go for support. Signposting, support and an opportunity to
practise respectful and reflective discussions around these more sensitive topics can therefore happen more than once a year.
The more explicit topics in secondary sex education, such as contraception, reproduction and STIs are clearly mapped out, building on other key health education content around puberty with detailed teacher notes and guidance so that teachers can lead these topics confidently in line with current guidance, even when it changes.
Responsiveto EveryChild's Needs
Every class is different, which is why our lessons include natural pause points where you can check understanding and adapt your teaching. This child-centred approach ensures every pupil receives the guidance they need, when they need it.
SupportingEducator Confidence
We understand the complexities of teaching sensitive content, which is why we provide:
Comprehensive teacher guidance materials that anticipate pedagogical challenges.
Accessible training videos for all staff in Jigsaw schools. Regular supportive webinars addressing implementation questions.
Structured support meetings connecting educators for collaborative learning. Links to specialist organisations offering complementary expertise.
SimplifyingPolicy Compliance
CreatingSafeSpacesfor HonestConversations
Our Jigsaw Charter and carefully developed distancing techniques create the emotional safety children need to engage with sensitive topics. In today's world, where young people encounter confusing and often misleading information online, these safe spaces are more important than ever – allowing pupils to ask questions, challenge what they've heard, and develop healthy perspectives with your guidance.
Our materials clearly signpost when school policies should be referenced, with our school support team just a call away when questions arise
GrowingandEvolving Together
As statutory requirements and societal understanding evolve, we update our materials to ensure they remain relevant, appropriate and compliant with statutory guidance
Choosing Jigsaw means joining a community of schools who care deeply about equipping children with the emotional and social tools they need to navigate life Our approach to Relationships and Sex Education isn’t about one-off lessons It’s about embedding safe, supportive, age-appropriate learning that helps children grow into confident, respectful, and informed individuals
BespokeResources DesignedIn-house
What sets Jigsaw apart is our commitment to creating uniquely tailored educational materials. Every resource is designed in-house by our team of educational specialists who understand both curriculum requirements and children's developmental needs These purpose-built materials reflect our integrated approach to relationships and sex education, ensuring consistency, quality and developmental appropriateness across all year groups
Sarah Brough is a qualified primary school teacher who moved into advisory work, supporting PSHE and Healthy Schools initiatives across two local authorities About the Author
She is currently Programme Lead for Jigsaw PSHE 3-11/12 at Jigsaw Education Group
Sarah's expertise spans the primary phase, with a particular focus on delivering high-quality PSHE education and supporting other educators through the Jigsaw 3-11 programme
Must-ReadstoInspire TeachersandStudents
In this issue, we have a selection curated by Sophie-Lauren McPhee, PSHE specialist, educator, author, consultant and trainee psychotherapist.
The books featured on this page are invaluable reads for anyone teaching or leading PSHE, with a particular focus on the secondary phase
Developing Quality PSHE In Secondary Schools
and Colleges
Victoria Pugh & Sophie-Lauren McPhee
Audience: Educators
This book explores PSHE education and why it is crucial for young people. With a topic-by-topic guide, featuring the most contemporary themes, it shows what to cover in Key Stages 3-5 and how to cover it, including methods of assessing PSHE and providing extra-curricular opportunities. Its contributors are some of the country’s leading experts and practitioners with years of experience in this subject specialism, and is designed to support anyone passionate about improving not only their provision of compulsory RSHE, but also those aspects of PSHE not yet mandatory, such as financial literacy and careers education.
The potential for acquiring new subject knowledge in PSHE is infinite: as society changes, so too do the topics that we are required to discuss with young people, which is simultaneously a pressure and a pleasure, as it necessitates continued professional learning.
If the subject knowledge is infinite, so too would be a reading list for PSHE educators Therefore, in this article I’m going to showcase four ‘must-haves’ for those new to teaching or leading this subject or looking to enhance their knowledge, skills and repertoire of lesson activities
Firstly, if you are new to leading PSHE, then Developing Quality PSHE In Secondary Schools and Colleges (Bloomsbury, 2023) is a broad introductory guide for creating your curriculum, planning assessment opportunities and engaging parents and carers in your work
In this handbook, Victoria-Marie Pugh and I have brought forward the insights of teachers and academics alike who campaign for highquality PSHE education whilst providing guidance, questions for reflection and examples from our own experience which curriculum leads can use to build a strong department. At the end of each chapter there are many suggestions for further reading and resources for those looking to continue their professional development
Continued learning across all PSHE topics is vital, but if there is one area that sometimes causes apprehension amongst those entrusted to teach, it’s sex education Many form tutors will be expected to teach RSE and yet they probably didn’t receive any training
on it through ITT, many have had very little quality sex education themselves, or were removed from it by their parents Sex Ed For Grown-Ups (Routledge, 2021) is the answer
Sex Ed for Grown-Ups Jonny Hunt
Audience: Educators
Sex Ed for Grown-Ups is an open and honest guide that empowers adults to talk to young people about all things sex and relationships. Written by an independent relationships and sex education consultant, this is essential reading for any adult who wants to have wellinformed and positive conversations with the young people in their lives.
MEANINGFUL RE
Enriching the RE curriculum through trips and visits
Enrichment takes learning beyond the statutory requirements of the curriculum and enables our young people to develop their understanding and skills in relation to real-life contexts, away from the familiar school environment It supports areas including Cultural Capital, Community Cohesion, British Values, Personal Development, SMSC and school/Trust visions and values
There are many different options for enrichment in RE including workshops, books and artefacts but perhaps the most impactful is visiting a place of worship and connecting with members of faith communities from the local area
Challenges and benefits
In recent years, schools have faced additional barriers to trips in all areas of the curriculum, especially with regards to the availability and cost of transport For trips out of school, adult-to-pupil ratios are higher than those required in school, meaning that additional school staff and parent volunteers are needed In more rural or less diverse areas of the country, it can be a struggle to find a non-Christian place of worship that is accessible to your pupils
However, meeting members of different worldview communities enables pupils to learn about authentic lived experiences and open their minds beyond any preconceived ideas or stereotypes they might have It is a powerful tool not just for their knowledge about specific beliefs and practices but also to address unconscious biases
The benefits are affirmed in the OFSTED Research Review Series: Religious Education (May 2021):
“[ ] leaders and teachers of RE often provide opportunities for pupils to encounter faith practitioners, to meet them and to listen to their experiences
These can be valuable experiences for pupils because they are genuine and organic and enable the pupils to learn about differences in the ways that religious and nonreligious people live.
Visiting a place of worship is an interactive and multi-sensory experience with sights, sounds, scents and tastes not available in any virtual tour It is especially important that we provide our learners with SEND and other additional needs with these opportunities so they can engage with RE knowledge and concepts in a tangible way
Getting started
When deciding where to go and when, consideration should be given to the needs of the pupils in your school, and the experiences that will best enrich their learning and personal development As OFSTED advises, trips have most impact when there are clear and meaningful links to your existing curriculum:
“[ ] it is important for leaders and teachers to be clear about what precisely they expect pupils to learn from the encounter and, importantly, how that links to curriculum goals Otherwise, meeting faith practitioners may be enjoyable for pupils but is unlikely to lead to curriculum impact ”
The curriculum objectives for these encounters could be linked to one or a combination of three important strands of knowledge:
Substantive knowledge – e g How might Sikhs show respect to the Guru Granth Sahib? What happens at a Christian Baptism? How do Muslims pray and worship in a mosque?
Disciplinary knowledge – e g use interviews and case studies to learn about worldviews; explore special objects and how they are used by followers of a worldview; develop speaking and listening skills in different contexts
Personal knowledge – e g consider my own assumptions about a worldview
and how these might change; explore individual lived experiences in relation to the beliefs and practices of organised worldviews; connect with the different faith communities within my local area
There will also be outcomes that you won’t have planned for but demonstrate the powerful impact that trips can have for our pupils From my personal experience, these include a Muslim girl starting to wear her hijab in school after her year group visited a mosque because she felt that her peers would now understand why it was important to her, and a child inspired by a visit to the synagogue to connect with his grandfather about his Jewish heritage and experiences during the second world war.
Finding places to visit that are both authentic and prepared for school visits can also be a daunting task for teachers
The RE Hubs website lists places of worship, museums and education centres for each region of England and Wales where a member of staff has taken part in their accreditation training: https://www re-hubs uk/getinvolved/places-of-interest/ You can also contact SACRE Advisers, local interfaith groups or your Jigsaw Regional Advisor for support and recommendations
Our Top Tips for Making the Most of your Visit
Before you go
1 Review your long-term plan to decide where a trip would have most impact for teaching and learning: which worldview, year group, term? What is the curriculum objective? Arrange a pre-visit to meet with the person from the venue who will be leading the session on the day
Discuss what your pupils will already know and what you would like them to learn while they are there Use this time to complete your risk assessment, including consideration of any pupils with additional needs.
4 Meet with your school’s EVC (Educational Visits Coordinator) and admin team to discuss the timings, costs and payment method, transport, risk assessment, additional staff or parent helpers needed
5 Prepare pupils by discussing any special clothing or customs If they will be asked to cover their heads, practise this in the classroom beforehand Look at photos or videos of other places of worship from the same worldview. Pre-teach key vocabulary and prepare questions they might like to ask at the venue
5 Communicate with parents/carers about the purpose of the visit Ensure that any extra adults accompanying you know what to expect in terms of dress code and appropriate conduct
On the Day
1 Take lots of photos and videos (with permission of the venue and host)
2 Note key vocabulary and additional knowledge the children are learning
3 Keep an eye on the time! It is easy to get engrossed in your visit and the discussions you are having
Back at School
1 Follow up in your classroom through displays, work in books or discussion.
2 Share learning with other classes in assembly, your partner class or by creating a display in a communal area
3 Communicate with the wider school community via the newsletter or online learning platform
4 Collect feedback from the visit host, school staff and pupils to make any adjustments for next time
This might seem like a time-consuming process but keep in mind the positive impact your hard work will have for your young people as you prepare them to take their place in our diverse and evolving society
About the Author
Sarah Bareau was a KS2 class teacher for more than 20 years, both in the UK and internationally, before joining Jigsaw Education Group as Regional Advisor for Southwest England. She was RE Lead for seven years and the Primary Lead for the Bristol Learn Teach Lead RE Hub for three years. She is an advocate for the power of PSHE and RE to help young people learn more about themselves and to make meaningful connections with others across local communities and wider society. Outside of work, she enjoys spending time with family and friends, reading and planning her next city break or trip to the seaside
How can Jigsaw RE help?
North West
Manchester Central Mosque
Metropolitan Cathedral of Christ the King
Gujarat Hindu Society
West Midlands
Coventry Cathedral
Gurdwara Guru Nanak Prakash
Shrewsbury Triratna Buddhist Centre
Wales
St. David’s Cathedral
Cardiff United Synagogue
Haverford West Mosque
South West
George Muller Museum
Plymouth Centre for Faiths & Cultural Diversity
Swindon Hindu Centre
Webinar: Enrichment – Trips and Visitors
Access the Crossing the Bridges resource on the Jigsaw Portal to support planning and getting the most out of your trip:
PORTAL ACCESS
Contact your Regional Advisor at jigsawrementor@jigsaweducationgroup.com for further suggestions of places of interest in your local area.
North East
Durham Cathedral
Gurdwara Siri Guru Singh Sabha
Darlington Hebrew Congregration
Yorkshire & the Humber
Bradford Interfaith and
Diversity Education Service
York Minster
Madina Masjid Sheffield
East Midlands
National Holocaust Centre and Museum
Derby Open Centre
St Philip’s Centre
East of England
Cambridge Central Mosque
Norwich Synagogue
Ipswich Buddhist Centre
London
Shree Ghanapathy Temple
Ealing Gurdwara
Holland Park Synagogue
South East
Southampton Vedic Society
Hindu Temple
Zainabiya Islamic centre
Guildford Cathedral
HOW TO
SUPPORT CHILDREN WITH TRANSITIONS
Judy Allies, Jigsaw Associate Consultant
For many children and young people at school, the move to a new class or year group at the start of an academic year is an exciting time. Equally, it is often a major milestone in life, which could lead to anxiety for some children
There are many reasons why a child may need to move schools The natural transition from Infant to Junior school or from Primary to Secondary is the most common but some children may need to move schools for other reasons such as parents moving jobs, being taken into care, changing foster families, or be claiming asylum Children of parents or carers in the Armed Forces and those from the Traveller Gypsy Roma communities may also move schools more often
Research has highlighted that children from disadvantaged backgrounds are most at risk of poorquality transition, leading to poorer mental health, low self-esteem and confidence (UCL Improving School Transitions for Health, 2015) The longer-term potential impact of this is also clear: pupils who experience poor transitions are 3x more likely to develop mental health difficulties by Year 9, further reinforcing the importance of embedding robust support systems across schools. Implementing additional support for these children can ease their transition into a new school or class
Most children in the UK will move schools between 11 and 12 years of age This comes at a time when there are other significant contributing factors to children’s health and wellbeing and their sense of identity and belonging, including the natural changes that are occurring in pre-adolescent and adolescent brains and the physical and emotional changes that puberty brings (University of Cambridge and Nuffield Foundation, 2015) For most children, this also comes at a time of increasing independence outside the home as they take new routes to school and have increased access to digital technology with its wider messages from society
Many schools already have robust arrangements in place to support their learners as they make these moves They recognise that some children will be feeling anxious, nervous and even fearful of the new situations they are about to find themselves in, but with increasing expectations on schools and limited resources, it can be difficult for some to provide the support needed both before, during and after a change in school
Several research articles highlight the challenges around effective transition, such as the loss of funding that occurred around the time of academisation post2010 A 2015 Cambridge University study highlighted that this led to transition arrangements changing
These lessons use the Jigsaw Friends to introduce children to their new classroom and, using the same lesson structure they are used to, provides familiarity for children and supports the whole school approach to PSHE.
Some schools have systems in place to allow children to ask questions at the start of the school year There might be a designated worry box/ask-it basket for children to post questions Some schools use activities such as 'What I Want My Teacher To Know' at the start of the year, giving children an opportunity to tell their teacher something about themselves and their family situation, special things they are looking forward to, and can flag to the teacher any potential issues that can be addressed in advance or at the very beginning of the next school year.
Setting up a safe learning environment is another activity which is usually done at the start of the academic year This is always suggested for PSHE lessons (the Jigsaw Charter is set in lesson 1 of the first puzzle, Being Me in My World) but can also be used throughout the school day Agreeing rules can help to create an environment where children can have discussions and share their views safely while also building self-esteem, self-confidence and resilience
Managing transition to Secondary School
Research by UCL (2015) shows that children tend to have common worries associated with transition to secondary school These include:
Getting lost
Anxiety about being bullied
Managing the increased workload, including homework
Making new friends
For many, these anxieties are short lived, and most students will settle into new routines within a short space of time
Although forming new friendships can be daunting, for many children the opportunity to expand their peer relationships is a positive experience Indeed, for some children, the move to a new school provides the opportunity of a fresh start, particularly if their time at Primary school has not been a happy experience, with many students reporting they felt less lonely and more attached to their peers as they settled into Secondary education (S Lorijn et al, 2024)
Supporting the tutor group in developing their own group agreement for behaviour within their tutor time begins to foster that sense of belonging that is so important for success within school Adding some icebreaker activities can also start to support new friendships developing
The Jigsaw+ Transition pack specifically supports children in Years 6 and 7 to address common worries and to build a sense of community within their new Tutor Group at the start of Year 7 These sessions may enhance current activities already offered by the school, building that all important sense of belonging within their new school community.
Other helpful resources
Anna Freud Centre:
Transitions : Mentally Healthy Schools
10 practical tips for school staff to help children settle when starting primary school : Mentally Healthy Schools
References
Education Endowment Foundation (2021) Transition Toolkit Transition tool pdf
Lorijn, S et al (2024) A New School, a Fresh Start? Change and Stability in Peer Relationships and Academic Performance in the Transition from Primary to Secondary School
McLellan, R and Galton, M (2015) The Impact of PrimarySecondary Transition on Students’ Wellbeing Final Report
June 2015 (formatted) University of Cambridge University College London: Institute of Health Equity (2015) Improving Transitions for Health improvingschool-transitions-for-health-equity pdf (pp 2-15)
About the Author
Judy Allies taught Biology and PSHE in Secondary schools for 15 years before leading the Healthy Schools Programme in her Local Authority for a further 12 years
She is a passionate advocate for high quality PSHE teaching and learning in all schools, recognising the challenges this can present to non-specialist teachers
Judy remains fully committed to providing support and training for teachers in all aspects of health and well-being.
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A go-to hub for free webinars and training videos designed to support your professional development.
DearDave
Trusted education expert, Dave, offers thoughtful advice and guidance on a range of educational and pastoral challenges. With years of experience as a pastoral head, Dave believes that "happy children learn," and his responses highlight the importance of supporting students’ well-being to help them thrive both in and out of the classroom.
A QI am new to RE Subject Lead - what advice can you give me about how to do a subject audit and check that the RE curriculum is correct?
Congratulations on becoming the new RE lead - it really is a fantastic subject! At Jigsaw RE we are really keen to help RE leaders and so can suggest the following tips.
Firstly, check to see if you are following your most up-to-date locally agreed syllabus. If you are an academy or part of a chain then check with them to see what they recommend. Even if you are an academy, we still recommend using your local syllabus as there is often support and guidance available and there may be local teacher networks.
Secondly keep an eye on the Jigsaw RE website as we have some excellent training videos on a range of RE issues including how to be an RE leader as well as our acclaimed series called 'Welcome to Worldviews' which gives a brief introduction to nine religions and worldviews. These are all available OnDemand and can be watched if and when you get some free time!
We also have a page called Subject Leader Support which has all sorts of useful articles on things like subject monitoring, action planning, budgeting, assessment and how to write an RE Policy.
How do I create a long term RE plan for my primary school which has mixed age classes? A Q
We have recently written a document giving some advice on what to do in this situation. The document can be found here:
The other advice I would give would be to reach out to our excellent regional advisors - they will be able to help you with long term planning as they will know about your locally agreed syllabus for Religious Education and should be able to help you meet your school’s needs.
A Q
Where can I find information about Primary RSHE?
There is a document that you may find helpful called 'What schools in England have to teach for statutory RSHE', which outlines what is and isn't statutory with regard to relationships and sex education, as well as outlining where these are taught throughout year groups:
parents. It is important to note that we provide guidance on what can be shared, as some content should not be available for general public access and needs to be password protected if you wish parents and carers to view the contents.
I hope this helps, but if you have any further questions or need any further support, feel free to get in touch with our School Support Team.
A Q Welcome to Worldviews series Subject Leader Support
Finally I would recommend contacting us: jigsawrementor@jigsaweducationgroup.co m so we can put you in touch with your Jigsaw regional advisor. They are all fresh from the classroom and keen to help you with curriculum mapping and subject audits amongst other things.
At Jigsaw RE you are never alone so do reach out and connect. We look forward to working with you.
We have highlighted on here in red the lessons that we at Jigsaw feel are classed as ‘sex education’ in Year 4, 5 and 6. However, we cannot state absolutely which lessons are sex education in your school, as the DfE has made it clear that schools must agree and make clear their own definition of sex education and decide what exactly they will and will not teach as part of this definition.
There is also an area of the portal where you can find information for parents and carers:
This includes information on Jigsaw PSHE in general, as well as Parent and Carer Consultation slides and an RSHE Guide Leaflet. In ‘Other Templates’, you can find a Summer Term Parents Letter template that you can adapt to your school and send to
We have parents who are asking to see the Jigsaw PSHE materials but we are worried about how we can do this within copyright guidelines? What can we share?
You have several parent-friendly options:
Share the Overviews and Parent Knowledge Organisers that outline content for each year group The primary Knowledge Organisers include specific questions parents can use to extend classroom conversations at home.
Use our Parent Access feature to generate temporary access codes for parents who specifically request to see materials. These codes expire each half-term and should only be shared with parents who specifically ask, not distributed widely.
Host a parent information session where you can present the materials and answer questions directly.
Remember that engaging with parents about your RSHE policy is a requirement, though hosting specific parent evenings/events is not. Our template invitation letters can help if you choose to host information sessions. If you're ever unsure about sharing guidelines, our team is happy to help!
Got a question for Dave? Need advice on how to support your students? Get in touch at:
DearDave@jigsaweducationgroup.com
Adapting Jigsaw
WHAT’S
Primary RSE Live Mini Series with Sarah Brough
1 - Building Healthy Connections: How can we develop high quality teaching and learning about different types of relationships?
2 - Growing & Changing: Maximising the impact of Jigsaw puberty resources.
3 - Teaching Human Reproduction in Primary: Empowering teachers to feel confident teaching human reproduction in an age-appropriate way.
Autumn, Winter and Spring and Summer assemblies are ready to explore in the Assemblies section, exclusively for Primary schools and Jigsaw Outdoor schools.
SEEMORE
New Weekly Primary Celebration Assemblies!
7MAY-4PM
Wales Outdoor Learning Week
�� Hints & Tips Infographic – Sensory exploration ideas at a glance
�� Leaf Template – Perfect for reflection
�� Tree Outline – Create an engaging classroom display
�� Mindful Movement Video – Guided movement for calm and focus
�� Mindful Movement Sample Sheet – Easy-tofollow exercises for pupils
Download and enjoy!
FREERESOURCES
These additional optional Weekly Celebration Assemblies have been written to help you launch/announce each of the Weekly Celebration Themes. They relate to the themes on the Weekly Celebration Scrolls.
We hope this additional set of Weekly Primary Celebration Assemblies will save you planning time and help you maximise the whole-school multi-layered approach the Jigsaw Programme offers, for your children’s benefit.
Our refreshed EYFS Relationships & Changing me content is here and ready to explore!
EXPLOREMORE
How to Support Young People in the Wake of Netflix’s ‘Adolescence’
‘Adolescence’ raises vital questions about how society engages with young people, in particular young boys and men, and the influences shaping their behaviour. But meaningful change doesn't have to come from reaction or blame. It comes from listening, learning and investing in education that supports all young people to build the skills they need to navigate life with confidence.
W?!
Did you miss it?! Catch up On Demand now!
Keeping teachers up-to-date with key events and happenings in the academic calendar Here, you'll find a list of upcoming dates that are important for schools, along with any events where Jigsaw has created free resources to support your teaching It's your go-to spot to stay informed and access helpful materials to enhance your lessons
Ever been caught off guard by an awkward question about LGBTQ+ topics in class?
Ian Timbrell from ‘More Than Flags and Rainbows’ joins us to offer a practical webinar on navigating LGBTQ+ topics in RSE lessons in an age-appropriate way.
We covered how to decide what language should be taught and when, and how to answer those tricky questions with ease, ensuring your lessons are both informative and respectful.
Top Tip from School Support
Need a quick copy of the lesson plan and teacher notes?
Simply press Ctrl + P (or Cmd + P on a Mac) while you're on the lesson page – and voilà! You’ll open the print menu, ready to go.
WATCHHERE
Catch up On Demand now!
Did you miss this free training video with Heather Hansen, our Welsh RVE Advisor?
The session aims to empower teachers in Wales to review their RVE provision and be more confident in how to deliver RVE going forward.
After an 18 year career in education as a Secondary English Teacher, Mike founded Progressive Masculinity, providing safe, nonjudgemental spaces to explore with boys and young men what it can mean to be a man in today’s world and the incredible potential of their gender. Everywhere boys and young men turn today someone seems to be telling them what it means to be a man, imposing and dictating ideas about masculinity. Progressive Masculinity gives young men the agency to design their own models of masculinity to become the men, friends, partners and fathers this world needs.
Children’s Mental Health Week
FREERESOURCES
This year’s theme is all about community and how vital it is for our mental health and well-being.
To help your students feel that sense of belonging and remind them they’re never alone, we’ve created two sets of free posters – one for primary schools and one for secondary schools. These posters are designed to be displayed in common areas around the school (think toilet doors, hallways, etc.) to reinforce the idea of community and encourage students to reach out when they need help
MAY15-4PM
With 4 billion men in the world there can be 4 billion different ways of being a man. The Progressive Masculinity team delivers its programmes throughout the UK and are regularly featured in the national news, including BBC, ITV and Channel 4. This session will explore the prevalent views of masculinity amongst many boys and young men, the socio-cultural factors shaping these views and evidence-based approaches on how to engage young men on healthy discussions around masculinity and masculine identity
ACCESSHERE
InConversationwith...
At Witney Community Primary School and Nursery, they thrive on the values of Caring, Learning, and Succeeding Together. Their values of love, philanthropy, creativity, friendship, resilience, and respect shape their inclusive curriculum, creating an environment where students can take risks, embrace mistakes, and understand that their best is always good enough.
In their recent interview with the team, we heard how Witney Community Primary School, as a Jigsaw Flagship School, exemplifies these values daily. They are dedicated to supporting mental health and well-being in both students and staff, incorporating key mental health resources such as The Zones of Regulation and fostering a culture of belonging and support. Join us as we explore their journey to becoming a beacon of best practice in PSHE, mental health, and well-being. Learn how Witney Community Primary is making a lasting impact through Jigsaw’s comprehensive curriculum and unwavering commitment to community building.
What inspired your school to become a Jigsaw Flagship School, and what does this recognition mean to your community?
We were inspired to become a Jigsaw Flagship School because of our love for the Jigsaw programme and its incredible impact on our school community. Jigsaw has become a cornerstone of who we are as a school, helping us to create a safe, inclusive, and mindful environment where every child feels valued and supported. Its holistic approach to social and emotional learning resonates with our ethos, fostering resilience and empathy. We link the Jigsaw pieces to our school values and celebrate them weekly in assemblies.
We’re especially proud to celebrate this milestone across our social media platforms, sharing our story and inspiring others in our local trust and beyond to explore the incredible benefits of Jigsaw. This recognition also gives us the
opportunity to support other schools on their journeys, showcasing how Jigsaw can transform a school’s culture and nurture the wellbeing of every pupil.
For us, being a Jigsaw Flagship School means championing inclusivity, mindfulness, and emotional growth, and we’re excited to continue leading the way and helping others discover how amazing this programme truly is.
Can you share a specific success story or moment that demonstrates how Jigsaw has positively impacted your students?
When our school adopted the Jigsaw PSHE programme, we hoped it would help our pupils navigate the challenges of growing up in today’s world. Little did we know just how essential it would become in supporting their recovery after the
COVID-19 pandemic. One story, in particular, stands out as a testament to the power of Jigsaw in helping our pupils build resilience and emotional well-being.
At the start of the school year following lockdowns, we noticed that many children struggled with confidence, emotional regulation, and reconnecting with their peers. We ensured Jigsaw was taught as a priority in small groups and we focused on Calm Me Time. We allowed space in assembly for this as well and created a culture of pausing in the day to have Jigsaw moments.
When we first became a Flagship School, one of our goals was to introduce the resilience intervention, which has had a significant impact. It has helped pupils understand that making mistakes is a natural part of learning, reinforcing our
school's growth mindset culture.
What role do parents and caregivers play in supporting Jigsaw’s curriculum at your school?
Parents and caregivers play a vital role in supporting Jigsaw's curriculum by reinforcing its themes and values at home. They can engage in meaningful discussions with their children about the Jigsaw themes covered in school, helping to deepen understanding and make connections to real-life experiences.
Additionally, the school keeps parents informed through the weekly newsletter, which highlights the Value of the Week. This communication allows families to actively participate in promoting these values at home, creating consistency and a supportive environment that enhances their child's personal, social, and emotional development.
How does Jigsaw help your school celebrate diversity and create an inclusive environment for all students?
At our school, we use the Super Six Focus Books to celebrate diversity and promote an inclusive environment, aligning them with the values of Jigsaw. Jigsaw has helped us categorise these books into key themes that support inclusion, diversity, and personal development. The accompanying Jigsaw slides provide valuable discussion points, allowing us to explore important topics in a structured and meaningful way.
These books help children develop empathy, respect, and understanding of different cultures, backgrounds, and experiences. By embedding them into our curriculum, we ensure that all students feel represented and valued, fostering a welcoming and inclusive school community.
What are your aspirations for the future of PSHE and RE in your school, and how do you see Jigsaw supporting those goals?
This communication allows families to actively participate in promoting these values at home, creating consistency and a supportive environment that enhances their child's personal, social, and emotional development.
Our aspiration is to become a Beacon School for PSHE and RE, setting a high standard for excellence in personal development and inclusivity. We aim to fully embed Jigsaw RE in an outstanding way, ensuring it enriches our curriculum and deepens pupils’ understanding of different beliefs, values, and cultures.
We are committed to maintaining a brilliant PSHE programme that not only inspires learning but also nurtures pupils’ well-being, confidence, and emotional resilience. Jigsaw supports us in achieving these goals by providing a structured, engaging, and inclusive approach that helps every child feel valued, safe, and prepared for the world around them.
What advice would you offer to other schools who are considering becoming a
Jigsaw Flagship school?
Becoming a Jigsaw Flagship School is a fantastic opportunity to enhance your PSHE provision while joining a supportive and inspiring community. The Jigsaw team are incredibly helpful, providing guidance and resources that make embedding Jigsaw into your school both effective and enjoyable.
Our advice would be to fully embrace the programme, making it a key part of your whole-school ethos. The structured approach, engaging materials, and thought-provoking discussions help create a nurturing environment where pupils feel safe, valued, and empowered. If you're considering it—go for it! It’s a brilliant journey that will have a lasting, positive impact on your pupils and school community.
A big thank you to Hannah White for giving her time to Jigsaw to share Witney Community Primary School’s experiences with Jigsaw.
If you would like to become a Flagship school, please visit our website for more information and fill out an application.
We can’t wait to have you join the Jigsaw Community!
BECOME A FLAGSHIP
WHEREINTHE WORLDAREOUR FLAGSHIPS?
EMPOWERING YOUNG PEOPLE:
TEACHING ABOUT SEXTORTION IN A CHANGING DIGITAL LANDSCAPE
The digital world is evolving rapidly, offering both new opportunities and fresh challenges As technology continues to advance, so do the methods used by individuals looking to exploit others online One growing concern that increasingly affects young people is ‘sextortion’
Sextortion is a form of exploitation in which individuals are tricked or pressured into sharing explicit images or videos Once the content is obtained, the perpetrator may demand more material or money, threatening to release the original content if their demands are not met
Although this issue may seem daunting to address, schools are in a strong position to help students develop the knowledge, confidence and support systems they need to manage online risks. Many schools are already making excellent progress through personal, social, health and economic (PSHE) education, safeguarding strategies and cross curricular learning
This article explores how school staff, including those without specialist training, can build on existing efforts using a strengths-based and preventative approach that empowers students.
Challenging Misconceptions and Staying Informed
When I talk with students about sextortion, one of the most common misconceptions is the belief that only girls are affected. However, evidence from the Internet Watch Foundation and the National Crime Agency (NCA) suggests that boys, particularly those aged between 14 and 18, are still the main victims, with children as young as 11 being impacted, sometimes targeted by international criminal groups [Internet Watch Foundation, 2024; NCA, 2025].
Assuming only one gender is at risk can hamper the impact of safeguarding efforts. It is important to ensure that all students, regardless of age, gender or sexuality, have the tools and knowledge to stay safe online. Simply sharing this information with pupils can open the door to honest discussions and help challenge existing biases.
Teachers do not need to be legal or technical experts to tackle this topic. What matters most is having access to reliable information, a strong commitment to inclusive safeguarding and practical strategies to deliver sessions effectively. Organisations such as the Internet Watch Foundation, CEOP and the UK Safer Internet Centre provide resources based on sound evidence, which can be embedded into your teaching.
Teachers do not need to be legal or technical experts to tackle this topic.
Normalising Preventative Education Within the Curriculum
Education about sextortion should not be treated as a one off or isolated topic. It connects naturally with wider themes such as relationships and sex education, consent, peer influence, self-worth and digital literacy. When these links are clearly reflected across the curriculum — especially in PSHE and Computing — students are more likely to understand sextortion as part of broader conversations around digital behaviour, personal safety and emotional wellbeing.
In my classroom, I begin by identifying new or unfamiliar terms and working with students to create shared definitions. We often use distancing techniques, such as fictional case studies or anonymous scenarios, which ask pupils to advise an imaginary peer. This builds a safe and supportive space for discussion, helping to reduce fear of judgement. These conversations often lead to moments of genuine openness, where students feel seen, supported and more able to explore their own responses.
WHAT TO TEAC BUILD INCLU CURR
The following article has been adapted from Ian Timbrell’s forthcoming book ‘It’s More Than Flags and Rainbows’.
When considering the principles of an inclusive curriculum, one of the biggest concerns educators often have is determining when to introduce LGBTQ+ concepts in an age-appropriate way
If I asked you to break down how to teach addition or when to introduce different elements of grammar across year groups, you would likely feel fairly confident. You might rely on your own school experience, teacher training, or widely available curriculum guidance. However, when it comes to inclusion and diversity, particularly LGBTQ+ inclusion, many educators feel less sure Questions arise: When should LGBTQ+ vocabulary be introduced? When is it appropriate to discuss same-sex relationships? How should these topics be embedded across the curriculum?
A significant part of this uncertainty stems from the fact that most of us never received this education ourselves. Additionally, misinformation and scaremongering on social media can fuel hesitancy. The good news is that there are existing guidelines – such as those provided by Jigsaw – offering structured approaches. However, there
will be times when content may need to be adapted to suit individual pupils. Understanding why this flexibility is important ensures that LGBTQ+ inclusion is meaningful and appropriate for all learners.
The Introduction of LGBTQ+ Vocabulary
Introducing vocabulary may seem straightforward – some advocate for introducing terms as early as possible to normalise them and reduce stigma. However, this approach doesn’t always consider language development and the potential for misconceptions. It’s also crucial to reflect on why we introduce certain words at specific times.
For example, my own son didn’t learn the word “gay” until he was eight, simply because he hadn’t needed it before. He only encountered the term when he overheard it in a conversation, at which point I explained what it meant. This delay wasn’t about avoiding the word; it was about ensuring it was introduced meaningfully. While introducing words early can help reduce stigma, doing so without context or appropriate understanding can create confusion.
Take the word “asexual.” Some resources attempt to define it in primary school as “someone who doesn’t want a romantic relationship.” However, this definition is incorrect and oversimplifies a complex identity. A proper explanation would require discussions about sexual attraction, which would be inappropriate for younger pupils.
Similarly, terms related to transgender and non-binary identities require careful introduction Children develop a strong sense of gender by around age three, but this doesn’t mean they fully understand the distinction between sex and gender. If transgender identities are introduced too early without sufficient understanding, discussions may focus on appearance or reinforce gender stereotypes rather than fostering genuine inclusivity
Words such as ‘Lesbian’ and ‘Gay’ shouldn’t be considered off-limits, as making them taboo can contribute to stigma, and they are easily explainable in terms of families. However, it’s vital for all vocabulary that the explanations are age appropriate and that their introduction should be guided by whether children are ready to grasp the definition that is used
A Guide to Introducing LGBTQ+ Vocabulary by Age
Ages 0-7: in the earliest years, representation is key. Young children absorb vocabulary through repeated exposure in different contexts. Using terms like “gay” or “lesbian” naturally when discussing samesex families helps normalise them. Specific lessons may not be necessary; instead, these words can be woven into everyday conversations and story time discussions.
Ages 8-11: this is when most schools introduce LGBTQ+ vocabulary more directly, often through discussions about role models. When discussing famous figures in sport, literature, or history, mentioning that an individual is gay or lesbian in passing helps to normalise these identities without making them the sole focus. This is also the age where “gay” may start being used as a pejorative term. Antibullying lessons should address this and challenge the misuse of language in a constructive way.
Ages 11-16: it is also important for Primary teachers to be aware of what the focus will be in Secondary schools and not panic that they have to introduce everything in the Primary phrase. Deciding when to introduce terminology around transgender and nonbinary identities depends on your school and pupils. Some educators prefer to focus on challenging gender stereotypes in primary school without introducing specific labels, while others introduce terms around ages 11-12 as pupils begin to explore their identities more openly.
Primary schools should not feel pressured to introduce these topics too early, as doing so without appropriate understanding can lead to misconceptions. However, teachers should not be afraid to introduce these concepts in age-appropriate ways when relevant.
Asexuality is another important concept introduced in Secondary schools,
particularly in discussions around relationships and consent. Understanding asexuality can help alleviate pressure on teenagers who may feel different from their peers.
Teachers may also wish to introduce terms related to intersex identities or differences in sex development (DSD). If these topics are covered, it is essential to do so sensitively to ensure that intersex pupils, or those with intersex relatives, do not feel stigmatised.
Why Flexibility Matters
The key to successfully introducing LGBTQ+ language is flexibility. Schools must be able to justify when and why they introduce specific terms while remaining responsive to the needs of their pupils. In a world where LGBTQ+ education is sometimes challenged, it’s crucial to be clear on the rationale behind your approach.
That said, flexibility also means being willing to adjust based on pupil needs. If a particular cohort has an increased awareness or need for certain vocabulary, schools should be prepared to adapt their approach.
Avoid the “Gay Lesson”
One plea I must make: please avoid what I call “the gay lesson.” This is when pupils are given a list of LGBTQ+ terms and asked to define them, as though LGBTQ+ identities are a separate topic rather than part of everyday life. Not only is this an uninspiring way to teach vocabulary, but it also risks reinforcing the idea that LGBTQ+ people are “other.”
A far better approach is to introduce terms naturally as they arise in discussions about real people and real contexts.
Mentioning that a famous artist, scientist, or athlete is gay in the same way you’d mention where they’re from or what they’ve achieved makes LGBTQ+ identities part of the fabric of society rather than something separate or unusual.
The goal of an inclusive curriculum isn’t to introduce LGBTQ+ identities as a standalone topic, but to weave them naturally into everyday learning. By taking a flexible and thoughtful approach to introducing LGBTQ+ vocabulary, schools can foster understanding, reduce stigma, and support all pupils in feeling seen and valued.
Jigsaw and other resources provide helpful guidelines, but every school must also be responsive to their pupils’
needs. By understanding the rationale behind when and why certain terms are introduced, educators can confidently support inclusion in a way that is meaningful and appropriate. And most importantly—if you have a worksheet where children are asked to write definitions for words like “lesbian” and “gay,” I implore you to bin it and never speak of it again!
About the
Author
lip service to the process? It’s worth noting that not all pupil voice is equal. There are different degrees of pupil involvement.
At the most basic level, pupils are asked for their feedback on various aspects of school life in an aimless way; this might be in a school council or similar set-up. Feedback is recorded in meeting minutes, and nothing is followed up. Yes, pupils have been heard, but the process is stunted and incomplete; in essence, it is tokenistic.
A step up from here would be to share this feedback with others in the school community –perhaps senior leaders, other pupils, and governors – but if the process stops there, it can feel pointless and disengaging. So, how can pupil voice be heard and responded to more effectively?
A more genuine and complete pupil voice experience
Really hearing and responding to pupil voice is an immersive experience; it takes many forms and is not necessarily a linear process. Regular opportunities are important, as is variety: if we always ask pupils for their views in the same way, things can stagnate, and we risk pupils becoming bored or even disillusioned with the process. Therefore, it makes sense to mix up the ways that pupils can share their views: formally, through the curriculum, via extra-curricular opportunities, and informally.
This multi-faceted approach helps to empower pupils who might not ordinarily be involved in sharing their views. What and how pupils are asked for their views is a vital part of the process. Asking open questions is often more enabling than closed questions, and open questions help to invite a range of views, rather than a binary view. The question, ‘Are the toilets an unpleasant place to be?’ is loaded, closed and leads pupils to a yes/no/maybe answer. This can be ameliorated with follow-up questions, but the tone has already been set. ,
In addition, it is important that assumptions aren’t made. For example, if a group of pupils were experiencing regular post-lunch regulation difficulties, and staff members assume that it is because of the playground situation, the open question, How can the playground be improved?’ assumes that the playground is the trouble and that improvements need to be made, when this might not be true. It may be better to start with something like, ‘Tell us about your school day; when feels good and when feels less than good.’ This invites the full story to be shared and ensures that assumptions and swift fixes aren’t part of the solution.
Authentic pupil voice opportunities are when pupils are listened to and their feedback is acted upon – and this process is completed by decision-makers reporting back to pupils about how their views have effected change. This is a crucial element of the feedback cycle and must not be circumnavigated.
Even if pupils’ ideas are impossible to implement, it is critical that the process is followed through, and pupils hear what happened to their ideas once they were shared. A commonly used phrase in this instance is, “You said, we did.” Not only do pupils feel genuinely heard and valued; they can better appreciate the process of making decisions based on people’s views. This enables pupils to feel more involved in school life and trust the process of giving and receiving feedback in a structured and safe way.
References
Czerniawski, G. & Kidd, W. (2011). Introduction: Outside looking in and inside looking out – Attempts at bridging the academic/practitioner divide. In Czerniawski, G. & Kidd, W. (Eds.), The student voice handbook: Bridging the academic/practitioner divide. Emerald Group Publishing Limited.
Messiou, K., de los Reyes, J., Potnis, C., Dong, P., & Rwang, V. K. (2024). Student voice for promoting inclusion in primary schools. International Journal of Inclusive Education, 1–15. https://doi.org/10.1080/13603116.2024.2317729
About the Author
Joanna Feast is a PSHE specialist with a keen interest in mental health and emotional literacy. A former teacher and local authority school improvement adviser, she now focuses on promoting and training adults on PSHE, wellbeing and health education in schools and other organisations on a national level – alongside various aligned workstreams, including mental health charities, the Home Office, police and fire services, and local authorities. She also teaches therapeutic exercise, and is a director of an outdoor learning charitable organisation.
Enrich and Extend Learning with Jigsaw+
Supportingyourschool'sunique PSHEjourney
Sarah Brough, Jigsaw PSHE 3-11 Programme Lead
As educators, we understand that every school community has its distinct needs and priorities within PSHE education. That's why we're delighted to introduce our new Jigsaw+ for primary schools –additional PSHE materials that are available to all our Jigsaw 3-11/12 schools as part of your annual subscription.
It’s always a joy to witness Jigsaw coming to life in classrooms, and we’re thrilled to celebrate the incredible ways schools are bringing our resources to life! This page highlights just a few of the brilliant moments you’ve shared – from learning about how to keep healthy, exploring dreams and goals, to understanding the power of forgiveness Your passion and commitment continually inspire us, and we can’t wait to see even more! Keep tagging us in your posts and sharing your Jigsaw experiences!
Pop it in yo
Key upcoming dates to note to provide further enr the Jigsaw sticker indicating where we have provid
1st -30th Stress Awareness Month Stre s ar n s th
1-3rd Shavuot
6th Eid ul Adha
8th Pentecost
11th International Day of Play
9-13th Healthy Eating Week
21st World Humanist Day
16-22nd National School Sport Week
1-31st Sports Day
2-8th Child Safety Week
30th International Day of Friendship
MAY
20th Stop Cyberbullying Day
12th-18th Mental Health Awareness Week
levels connect to what we eat and how we sleep
Relationships and PE
Team sports and partner activities create authentic contexts where relationship skills can be developed and practised, giving children concrete experiences to connect with the more theoretical relationship concepts explored in PSHE
Changing Me and PE
Both subjects can support understanding of how bodies change and develop, building body confidence, and developing healthy attitudes toward physical development
Mindfulness: The Thread That Ties It All Together
The mindfulness element of Jigsaw works brilliantly in both subjects:
PE PSHE
Practising body awareness during warm-ups and cooldowns
Noticing how physical activity affects emotions
Learning breathing techniques that work for both calm reflection and physical exertion
Mindfulness
Activities allow children to recognise the connections between their thoughts, feelings and physical sensations
Calm Me time within every lesson allows dedicated mindfulness practice The programme builds skills progressively across age groups
Children who practice mindfulness in both contexts learn that it's a tool for life, not just for PSHE lessons
Real Teachers, Real Classrooms
Together, PE and PSHE create a synergy that enhances students' overall resilience and success By prioritising both physical and emotional well-being, schools can cultivate a generation of students who are not only academically capable but also emotionally intelligent and socially responsible.
This comprehensive approach ultimately supports students potential across all areas of their education, reinforcing th solely measured by academic grades, but also by the devel resilient individuals
The metaphor of the Jigsaw puzzles serves as a reminder th physical, emotional, or social contributes to the complete educational journey. The Jigsaw 11-16 PSHE programme he Norbury High achieve this goal.
Shamira St Aubyn-Williams, Head of PE and PSHE at No
Starting Small
You don't need to revolutionise your teaching overnight Try these simple starting points:
Look at your Jigsaw overview alongside your PE planning – what natural connections jump out?
Use the same language in both subjects (if you talk about ‘persistence’ in Jigsaw, use that same word in PE)
End PE lessons with a quick reflection question that connects to the current Jigsaw puzzle
Bring the Jigsaw Chime into the gym or playground for mindful moments
Create a visual display showing how PE helps with each puzzle piece
The Bigger Picture
When we connect these subjects, we're not just saving time or ticking curriculum boxes We're showing children that their physical, emotional, and social selves are all important parts of who they are We're teaching them that the strategies they learn in one context can help them in others
Most importantly, we're preparing them for a life where physical health, emotional wellbeing, and social skills are deeply interconnected Because in the real world, these things don't exist in separate curriculum boxes – and neither do our children
What connections have you noticed between Jigsaw and PE in your classroom? Which puzzle piece connects most naturally to your PE teaching? I'd love to hear how you're bringing these pieces together!
Look out for our tips and ideas to support National Schools Sports Week, which will be available for the summer term
About the Author
Bethan Hall is Programme Lead for Jigsaw 11-16 PSHE, with over 14 years' experience in primary and secondary education. A former PE teacher and PSHE lead, she’s passionate about placing young people at the centre of PSHE and designing
curriculum that supports their well-being and safety Her roles as Head of PE and Deputy DSL deepened her understanding of safeguarding through PSHE
She’s also supported trainee teachers as a visiting tutor at Bishop Grosseteste University
Outside education, Bethan enjoys ballet, netball, and family life
WORLD BOOK DAY WORLD BOOK DAY & &
JIGSAW OUTDOORS JIGSAW OUTDOORS
Jigsaw Education Group proudly partnered with the charity World Book Day® for their 2025 'Read Your Way' campaign. Together, we have created a unique set of free resources for schools to combine the power of reading with the proven benefits of outdoor learning [1].
World Book Day continues to be a significant event in the school year. According to Teacher Tapp (2025), 88% of teachers said their school did something to mark World Book Day this year. Out of nearly 11,000 respondents, this highlights the widespread value schools place on the day, not just in primary settings, but across all phases of education. This broad engagement reinforces the importance of providing meaningful, age-appropriate resources for children and young people at
Our approach aimed to celebrate all types of books, both fiction and non-fiction by enriching children’s engagement with reading while supporting their mental and physical wellbeing. Through our Jigsaw Outdoors programme, we Primary and Secondary resource designed to make reading an immersive, inclusive, and playful experience. Using sticks, shadows, and other natural materials, children have been invited to bring stories to life in openended, creative ways - building scenes, acting out stories, creating props and exploring and experiencing reading outside.
We have also created a special digital edition of the Jigsaw Games resource, designed to inspire children’s love for stories and books through imaginative outdoor play. Many of the games were inspired by World Book Day’s 2025 selection of £1/€1.50 books and encourage children and young people to share their thoughts, opinions, and emotions about what they’ve read. The games emphasise outdoor learning, offering opportunities for children to explore their environment using natural resources while enjoying fun, engaging reading experiences that build PSHE skills with a particular focus on social skills.
By integrating outdoor experiences with reading, we bring stories to life in new and exciting ways. Whether children are acting out a scene in nature, crafting story props with sticks, or simply enjoying a book under a tree, these multisensory experiences support comprehension, deepen engagement, and promote reading for pleasure.
Amy Jones, Programme Lead: Outdoors and Games | EYFS and Primary PSHE Specialist
This collaboration is also a natural fit because Jigsaw’s values align closely with the six key elements of reading for pleasure identified by World Book Day:
Being read to regularly
Having access to books at home and school
Being given a choice in what to read
Finding time to read
Receiving guidance in choosing books
Making reading fun!
Jigsaw Outdoors supports these principles by inviting children to explore, experiment, and experience the outdoors, whether that’s through moving and learning in a different space, enjoying the feeling of freedom, or engaging in play. These are key components that help children connect more deeply with stories and with themselves. Through choice, autonomy, and inclusive experiences, children are empowered to engage with reading in ways that feel personal and meaningful.
As Cassie Chadderton, CEO of World Book Day, notes:
OurSticksforPlaycomicstripexplores emotionalregulationandfriendshipusing outdoormetaphorslikeshadowsand mindfulnessmoments.Thistiesdirectlyinto PSHEthemessuchasunderstandingmoods, expressingfeelingssafely,andmanaging stress,especiallyimportantinatimewhen children’semotionalwellbeingrequiresmore supportthanever. With reading enjoyment at an alltime low, it’s more important than ever to get young people excited about reading for fun. When we do, we unlock all the proven benefits it brings, including better wellbeing and improved learning across the school curriculum. [6]
How is World Book Day relevant to PSHE?
World Book Day is deeply connected to PSHE. Stories are one of the most powerful ways children make sense of emotions, relationships,
