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.

Working in groups of four the children agreed on four changes they are looking forward to when they go to year 4. On their spinning top cube template, they wrote changes on the four sides of the cube. This was then cut out and made into a spinning top using a pencil as the spindle.

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.

Working in groups of four the children agreed on four changes they are looking forward to when they go to secondary school On their spinning top cube template, they wrote changes on the four sides of the cube. This was then cut out and made into a spinning top using a pencil as the spindle.

Changing me

Looking ahead to year 6

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 children had to finish off their spinning tops. working individually each child focused on one of the year 6 changes from their spinning top and drew on the ideas shared in the group, worked through that change writing the progress on a circle of change template.

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 stock heir baby photos into their jigsaw journal and around it they drew some of the ways they have changed since they were a baby. Some of the children shared these with the class.

Asked children to stand and arrange themselves in a row from the tallest to the shortest. What does this show us? We all grow at different rates.

Year 2 changing me

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.

I explained to the children that for humans, growing up takes longer than for most living things.it doesn’t only mean getting bigger, but also learning and being able to do more.

I set out the labels ‘ baby’, ‘toddler’, ‘child’, ‘teenager’, ‘adult’ and made a timeline on the floor. Out of a bag I took out items you have previously collected, gave one to each child in turn and asked them to place it next to the appropriate lable: discussed whether all agree with where it is placed. Suggested items: baby – rattle, dummy, feeding bottle; keys, credit card etc.

Talked about the timeline and that it shows the changes that ho along with getting bigger: more abilities, more freedom and independence, more responsibilities, more knowledge.

Changing me

Accepting change

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.

I spread out all the emotion cards into the floor. Then read out one of the scenario cards and asked the children to stand on the emotion card that best describes the emotion they feel in the situation. We then talked about how they are feeling about going into year 5 and it’s okay to feel a little nervous.

Changing me – looking ahead

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.

Two visiting children frim year 4 came into the classroom and joined our circle. I explained to the children that the two year 4 children have come to talk to them about what it might be like to be in year 4 and to tell the children some of the changes that happened to them whist they were in year 4 (e.g learning to swim, being able to read a higher level, making a different friend, growing taller etc.) the children shared the changes that happened to them and then gave time for questions from the children to the two visitors.

I then asked the children in year 3 how things to think about what changes they think might happen to them when they are in year 4.  Then I asked the year 4 children to share how they coped with any changes. Did hey notice them? How did they feel?

Transitioning

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.

Continuing from last week 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.

Year 5

Changing

Looking ahead to year 6

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.

Sitting in a circle, using Jigsaw Jez as the talking object, children had to complete the stem sentence:’ one thing I am really looking forward to in year 6 is…

Working in groups of four the children agreed on four changes they are looking forward to when they go to year 6. On their spinning top cube template, they wrote changes on the four sides of the cube. This was then cut out and made into a spinning top using a pencil as the spindle.

Changing me

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 sat in a circle and asked them in pairs to tell each other anything they have been told about what they were like as a baby, and how they are different now compared with when they were a baby or toddler. Then we passed jigsaw Jo round the circle and asked each child to complete one of these sentence stems, taking each one in turn: ‘when I was a baby I could…; ‘ Now I am a 6/7 years old I can…; ‘When I am grown up I will be able to…;

Read the story ‘ Titch’ discussed how Titch felt about being the youngest and smallest. What happened to his tiny seed? So what happens to all living things that start out tiny?