Wimborne First School Prospectus

J igsaw Personal, Social, Health Education (PSHE) Jigsaw PSHE brings together emotional literacy, social skills and spiritual development in a comprehensive scheme of learning, helping children to know and value who they are and understand how they relate to other people in the world. The programme places a huge emphasis on the development of Mindfulness - to be aware of their thoughts and feelings and equipping the children with the required tools to act on these thoughts and feelings appropriately and confidently. We follow six half-term theme units called Puzzles: • Being me in the World • Celebrating Difference • Dreams and Goals • Healthy Me • My Relationships • The Changing Me All year groups work on the same theme (Puzzle) at the same time. Starting with a musical introductory assembly, each class is given a Jigsaw Friend soft toy to support them throughout their learning and to remind them to reflect that learning in their behaviour and attitudes. It’s a very exciting time for us all at Wimborne First School & Nursery, as Jigsaw grows, and as more children are experiencing the benefits of being in a Jigsaw school, we are delighted to have become a Jigsaw Junction School! Being a Jigsaw Junction School allows us to act as a support centre for other local schools and teachers using Jigsaw, and also play a role in recruiting more schools to the Jigsaw Community. Relationship and Sex Education The Relationship and Sex Education programme (RSE) followed in school is taught as a unit of the Jigsaw PSHE programme and is taught in the summer term, which ensures the foundations and knowledge are built upon. It is designed to complement the roles parents have in this important area. It is taught by the class teachers through a well thought out, progressive and age appropriate set of lessons. Parents and carers are given notice of any RSE work being undertaken with children and offered the chance to view and discuss the programme shared with the children. Science Science provides the foundations for understanding the world and how it works. Our lessons help children to develop their natural curiosity by undertaking practical tasks and investigations. They are encouraged to pose and answer questions, whilst working scientifically through the specific areas of biology, chemistry and physics. The children are taught key scientific knowledge and conceptual understanding to allow them to be able to explain, predict and analyse the world around them. They build up and become familiar with specialist vocabulary and are able to apply their mathematical knowledge including collecting, presenting and analysing data. Children will gain the scientific knowledge required to understand the uses and implications of science, today and for the future. History ‘Why is the Wii more fun than Grandma and Grandad’s old toys?’ Such questions bring history to life and helps to develop an enquiry based ethos which will empower our children to learn and ask questions as well as setting them good examples of how to research and learn in the future. The children will be set questions to research and come to their own conclusions. We use Planning Boards or Project Pegs to encourage children to make choices and think for themselves; they collect their own resources and evaluate their own work and the work of others. French Learning a language enriches the curriculum. It provides excitement, enjoyment and a challenge for children and teachers, helping to create enthusiastic learners, it also helps to develop positive attitudes to language learning throughout life. French is taught in a practical and fun way to children in Years 3 and 4. The emphasis is on active learning to engage motivation and develop oracy (listening, speaking and spoken interaction) through the use of games, songs and activities. Geography Geography develops our children’s knowledge, skills and understanding of the local environment and the world around them. Like History, it encourages children to be independent learners. They will be involved in planning their learning using questions such as ‘Why can’t a meerkat live in the North Pole?’ and be inspired to find answers using a range of skills. Geography and History will be part of a cross curricular way of learning that will drive other subjects such as Literacy and Art. There will be a reflective element to learning which will allow children to review and celebrate their achievements. Expectations will be high, challenges will be great but underlying all of this will be the fun and wonder that can be found in our World. 9