Shared ‘The jigsaw charter’ with the children to reinforce how we work together.
Calm me
At the beginning of every jigsaw lesson we help our minds calm down so that we are ready to learn.
Carrying on from last week in groups of just boys and just boys , asked children to design a duvet cover/pillow case for children of the opposite sex, e.g. girls design a duvet cover for boys and boys design a duvet cover for girls. Children then had to present their designs – the girls presented to the boys and the boys presented to the girls.
I then asked the children to think about why/how they chose to design their pillow/duvet case as they did. Did they think their design is stereotypical or not?
Asked them to complete the sentence; ‘our design is not stereotyping because…’
Shared ‘The jigsaw charter’ with the children to reinforce how we work together.
Calm me
At the beginning of every jigsaw lesson we help our minds calm down so that we are ready to learn.
On laptops Year 6 children had to research about their new schools and find out information that they would want to know about. Children had to write down any questions that they would want to ask when they visit their new school on transition day.
Shared ‘The jigsaw charter’ with the children to reinforce how we work together.
Calm me
At the beginning of every jigsaw lesson we help our minds calm down so that we are ready to learn.
Invited the children to design their own card about what they are looking forward to in becoming a teenager. Asked them to think about how their card compares to the original ones. Inside their card, asked the children to think about what advice they would give to the recipient about coping with the changes being a teenager brings. Asked children to write three bullet points of advice and a positive message.
Shared ‘The jigsaw charter’ with the children to reinforce how we work together.
Calm me
At the beginning of every jigsaw lesson we help our minds calm down so that we are ready to learn.
children siting in a circle, Jigsaw jack holds up a picture of me as a baby. Children then had to help Jigsaw jack to work out who this is? Why is it so difficult to tell? I then invited a child to carefully choose a baby photo from the box. I ask the children to to help Jigsaw Jack to work out who is in the photo, whose baby photo is this? How do we know? Is it difficult to work out?
In pairs, children talk about the ways they can think of that they have changed since they were babies. Shared round the circle the ideas they have come up with.
Shared ‘The jigsaw charter’ with the children to reinforce how we work together.
Calm me
At the beginning of every jigsaw lesson we help our minds calm down so that we are ready to learn.
Seasons on change. In groups, children were given four pictures: a tree in four different seasons. Asked the children to put the pictures in the right order and to discuss the questions:
• What started the process of change?
• What happened I each stage of the change?
• What is your favourite/least favourite period of change?
• Did the tree have any control over the changes that were happening to it?
Shared ‘The jigsaw charter’ with the children to reinforce how we work together.
Calm me
At the beginning of every jigsaw lesson we help our minds calm down so that we are ready to learn.
Gave each of the children a task card. Asked the children if any of them to complete the card individually by ticking in the relevant box if they think it is a male/female/either role. Then I asked children to compare their answers with a talking partner. Asked the children to compare the similarities/differences they have and to explain why they have come up with their ideas.
Shared ‘The jigsaw charter’ with the children to reinforce how we work together.
Calm me
At the beginning of every jigsaw lesson we help our minds calm down so that we are ready to learn.
We had the police come into our PHSE lesson to talk to the children about knife crimes etc. Children watched a video on ‘one knife, one life’ documentary.
Shared ‘The jigsaw charter’ with the children to reinforce how we work together.
Calm me
At the beginning of every jigsaw lesson we help our minds calm down so that we are ready to learn.
In small groups, children examine a selection of birthday cards for 13 year olds and discussed what are those cards telling us about how the designer sees the age of 13/13th birthday? What are the perceptions of 13 year olds shown in these cards? I asked the children to sort the cards into those they think reflect reality and those they think are unrealistic.
Each group picked one card they think best reflects what being a teenager means to them.
Shared ‘The jigsaw charter’ with the children to reinforce how we work together.
Calm me
At the beginning of every jigsaw lesson we help our minds calm down so that we are ready to learn.
Circle time We all sang the Jigsaw song: ‘changing as I grow’. We used Jigsaw jack as the talking object to share any thoughts the children have about the words of the song, focused on how we might change. Reinforced the idea that we all change and that is okay.
Shared ‘The jigsaw charter’ with the children to reinforce how we work together.
Calm me
At the beginning of every jigsaw lesson we help our minds calm down so that we are ready to learn.
We all sat in a circle and sang the Jigsaw song: changing as I grow. Showed PowerPoint pictures of a baby, toddler, teenager, adult and elderly person. In talking partners, asked children to describe two changes they can visibly see that happened to an elderly person. Shared ideas. Discussed with children how our bodies might change and asked them to think about what other changes might happen, e.g. bodies become slower, old people run less but might get wiser and kinder. Magen the point that change is a natural process as we get older and we have no control over it.
Read the book ‘my grandpa is amazing’ and discussed what happened in the story.
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