What is Jigsaw Outdoors?

The Jigsaw Outdoors programme enhances the current Jigsaw PSHE Primary programme with additional, combined PSHE and outdoor learning opportunities. This means that there is one additional lesson per Puzzle (equivalent to a Piece 7) for each year group. As with the Jigsaw PSHE programme, the themes extend over all year groups by Puzzle, with a focus on seasons and what is happening in nature. Thefocus is on PSHE skills that can be learnt in the outdoors and/or with an outdoor focus.

There are many reasons why the Jigsaw Outdoors programme has been developed, not least because being outdoors and connecting with nature promotes and protects mental health and well-being. This has always been high on the Jigsaw agenda, and it is our reason for continuing to provide ways to develop PSHE even further. We pride ourselves on supporting teachers with high-quality resources, and we always like to offer something a bit different for children and adults alike.

The programme can be used by all schools and settings, either as a stand-alone programme, or to complement Jigsaw PSHE. Be assured that there is no pre-requisite to have vast grounds or to be situated in the countryside. All lessons offer ideas for everyone, regardless of your local environment and feature items such as Mindful Movement, original songs with body percussion, and teacher guidance.

Try Jigsaw Outdoors in your school
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What does Jigsaw Outdoors include?

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  • 36 lesson plans, with progression mapping included

  • Original songs with body percussion

  • Mindful Movement cards (M.M.C.)

  • Comprehensive training; and support from a Jigsaw Outdoors mentor

Our Puzzle Pieces

These are the main principles of the Jigsaw Outdoor programme:

1. Learning is seen as an experience, not an activity (so you won’t find any mention of activity- or outcomes-based learning).

2. The focus is on how we can encourage the three Es of exploration, experiences and experimenting. AtJigsaw, we are very keen to offer children the means to explore their world (both internal and external), to enjoy enriching experiences, and to experiment in a safe and positive learning environment.

3. We understand the pressure placed on teachers and schools and recognise how this can feel relentless. That is why you will not find any instructions about a specific by-product that must be produced in the lessons. We want teachers to enjoy the freedom that outdoor learning can bring, and to use the lesson ideas as a guide to facilitate creativity and competence in their own considerable skills.

4. Good relationships with self and others lie at the heart of teaching and, in particular, PSHE teaching. At Jigsaw, we encourage you to use this programme to enhance and deepen the relationships you have with children by interacting with them in different environments and under different circumstances. The time that you have with children when they are exploring outdoors, or about the outdoors, is so valuable to you and them alike.

In the "Being Me in My World" unit of Jigsaw Outdoors, children are introduced to key concepts around respect, responsibility, and cooperation within the outdoor environment. Starting with younger children, the focus is on developing an awareness of the natural world and learning to appreciate the sensory experiences outdoors, such as observing the autumn colours, and using their senses to connect with nature. At ages 4-5, children are encouraged to respect their surroundings and make thoughtful choices about their environment, with key vocabulary like "safety," "responsible," and "autumn."

As children progress through the age groups, the emphasis shifts to more advanced concepts such as teamwork, problem-solving, and understanding roles within a group. By ages 6-7, children are encouraged to collaborate in team activities like creating nature mandalas, further strengthening their communication and cooperative skills. In the later years, the unit explores themes of belonging, personal uniqueness, and global citizenship. At ages 10-11, children are introduced to the idea of being a global citizen and encouraged to reflect on their impact on the environment, such as through activities like making recycled planters. Through these experiences, children develop not only a deeper connection with the outdoors but also a sense of responsibility toward their environment and community.

In the "Celebrating Difference" unit of Jigsaw Outdoors, children explore the themes of uniqueness, diversity, and appreciation of others through engaging outdoor activities. For younger children (ages 4-5), the focus is on recognizing that everyone has different likes and dislikes, with activities such as building animal shelters from natural materials like twigs and leaves. As they progress, children develop a deeper understanding of how differences make individuals unique. By ages 6-7, they are encouraged to celebrate their uniqueness by creating natural musical shakers, exploring the connection between sound and nature.

As children grow older (ages 8-9 and beyond), the lessons focus on strengthening self-identity, recognizing cultural diversity, and developing respect for different perspectives. At ages 8-9, activities like fingerprint art help children explore their self-identity, while by ages 10-11, they create kites to learn about cultural differences and celebrate the richness that diversity brings. The unit culminates with older children (ages 11-12) reflecting on their own values and how they are linked to their emotions, while engaging in activities like powder paint art to express and celebrate their individuality. Through these activities, Jigsaw Outdoors fosters a sense ofbelonging, encourages inclusivity, and nurtures the development of personal and social values.

In the "Dreams & Goals" unit of Jigsaw Outdoors, children develop resilience, perseverance, and goal-setting skills through engaging outdoor activities. For younger children (ages 4-5), the focus is on fostering a positive attitude and resilience, even when faced with challenges. Activities such as making bird feeders help children understand the importance of persevering through difficulty. As children progress, they continue to build on these skills. In ages 5-6, they learn how to support peers and manage obstacles with resilience, practicing perseverance while completing tasks like creating bird feeders again, this time focusing on overcoming challenges.

As children grow older (ages 6-7), they deepen their understanding of perseverance, goal-setting, and patience with activities such as crafting wishing wands. At ages 8-9, children face more complex challenges, like working through memory games, which teach them how to manage setbacks and success. The focus then shifts to making a positive impact. In the upper age ranges (9-12), children work on community involvement and personal contributions, such as creating seed bombs or dream catchers, and learn how their efforts can make a meaningful difference in the world. Throughout these lessons, children not only strengthen their perseverance skills but also develop an understanding of how their actions, big and small, can positively impact themselves, others, and the world around them.

The Healthy Me unit in Jigsaw Outdoors supports children in understanding the connection between emotions, well-being, and nature. In Reception (4-5 years) and Year 1 (5-6 years), children explore their emotions while engaging in outdoor activities like creating nature rainbows and expressive art, learning to identify feelings such as happy, nervous, and calm. They start to understand how nature can influence emotions, using concepts like sunshine,growth, and the changing seasons. By Year 2 (6-7 years), children focus on how different outdoor experiences, such as spotting spring growth, affect their emotions, and begin developing a healthy relationship with the outdoors.

As children progress to Year 3 (7-8 years) through Year 7 (11-12 years), they gain a deeper understanding of safety, decision-making, and the impact of outdoor experiences on emotions. Activities like the Safety Trail, Outdoor Drama, and Growing Chillies teach children how to manage their emotions in different situations, recognize the importance of making responsible choices, and connect with nature in a way that supports their physical and emotional well-being. The concept of balance in both nature and life is emphasized, with children exploring how a balanced approach to health, well-being, and emotional regulation leads to positive outcomes, through experiences like Planting Sunflowers and Daily Habits for Well-being.

The Relationships puzzle in Jigsaw Outdoors fosters social and emotional development by helping children understand the importance of connections with others, teamwork, and self- awareness. In Reception, the focus is on developing self-sufficiency and understanding how to work or play independently, with activities like wind streamers helping children engage with their outdoor environment. In Year 1, children learn the value of cooperation and turn-taking through shared activities such as building bird nests, while exploring vocabulary related to teamwork, support, and communication. By Year 2, children deepen their understanding of the benefits of supporting and encouraging peers, as they engage in activities like creating shelters, which help them appreciate the importance of nurturing positive relationships.

As the children progress through the year groups, the lessons evolve to encourage more complex social skills. In Year 3, children work together to create bug habitats, learning how teamwork contributes to shared success. By Year 4, children focus on showing appreciation for others and recognizing the importance of relationships, with activities like Hapa Zome, where they express their feelings of gratitude. In Year 5, they engage in collaborative creation, where working together on fractal patterns helps them recognize how their emotions are influenced by collaboration. By Year 6, the focus is on connection with others, learning how to build and maintain meaningful relationships through activities like honeycomb connections. Finally, in Year 7, the lessons culminate in the recognition of the five ways to well-being, with leaf identification providing an opportunity for children to reflect on what they contribute to a healthy relationship and the importance of connection with others.

The Changing Me puzzle unit in Jigsaw Outdoors supports children in exploring their personal growth and development across various age groups. In Reception (4-5 years), the focus is on understanding theconcept of change, both physically and emotionally, with activities like creating chalk and water portraits. Children begin to grasp that growing older means they will change and learn more, fostering curiosity and resilience. As children move into Year 1 (5-6 years), the unit encourages them to notice and express how they feel about their personal development, particularly through observing life cycles in nature, such as during the butterfly orienteering trail. This promotes self-awareness and emotional expression, helping children understand that change is an essential part of their growth.

In Year 2 (6-7 years), the theme deepens with an emphasis on understanding the importance of change and development in their lives. Activities like creating stick photo frames help children reflect on changes in themselves and anticipate future growth. Year 3 (7-8 years) focuses on recognizing personal growth and development, with children learning to express their feelings through activities such as making stick skeletons, representing the changes they experience as they grow. Year 4 (8-9 years) continues this exploration, encouraging children to appreciate both their uniqueness and the uniqueness of others, with activities like stick dolls that highlight personal characteristics and self-expression.

By Year 5 (9-10 years), the unit broadens to consider how changeoccurs at different rates, with children observing natural growth through tree height measurement, helping them reflect on their own changes and those in nature. In Year 6 (10-11 years), children learn to navigate the future with confidence, understanding that their feelings will evolve over time and that they have the tools to manage transitions. Activities like cloud pondering encourage reflection on their emotions and the changes they will face. Finally, in Year 7 (11-12 years), the focus shifts to self-care and meeting personal needs, where children explore these concepts through creative activities like making lotions and potions, helping them understand their emotional and physical needs. This unit helps children develop a positive relationship with change and encourages resilience, self-awareness, and self-care as they grow.

Key Skills and Outcomes for Every Child

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Emotional Awareness and Expression

Children develop the ability to recognise and express their emotions, helping them understand how they feel in different situations and environments, particularly in relation to their personal growth and changes over time.

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Collaboration and Teamwork

Through outdoor activities, children enhance their skills in working cooperatively with peers, building teamwork, communication, and empathy, as well as learning to support and encourage others in group settings.

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Environmental Responsibility and Connection

Children gain a deeper understanding of the natural world, learning to care for the environment, recognise the importance of nature, and make responsible choices outdoors, fostering a sense of respect and stewardship for their surroundings.

FAQs

Try not to visualise the ‘perfect’ outdoor learning space. This might stop you seeing what you have available to you and what you could create over time. Remember that the Jigsaw Outdoors programme focuses on learning in and about the outdoors, and this remit is broad and wide. Crucially, the Jigsaw Outdoors programme links the PSHE curriculum to the outdoors: it is not designed to be a purely outdoor learning programme. Use the Jigsaw Outdoors opportunities to develop the space and capabilities you already have, and use the guidance we have produced to inspire you.

Definitely not! This programme is about PSHE and encouraging children to enjoy being outside, connecting with nature. You don’t have to be an outdoor learning ‘expert’. Remember that the lesson plan contains everything you need–vocabulary, resources list, questions to ask, suggestions, underlying principles, ideas... You do not need any additional skills on top of being a good teacher who cares about children and their well-being and enjoys positive relationships with children. Bear in mind that the outdoors is just another environment in which to teach.

The mindful movement practice is to enable children to use a different way to calm themselves and therefore prepare themselves for learning. It is similar to the Calm Me practice, but while Calm Me is stilling of mind and body, the mindful movement practice helps children be more present in their bodies through movement. See the guide on mindful movement.

Firstly, your job isn’t to change people’s minds and motivate them: it is to facilitate a great combination of PSHE and outdoor learning to empower children to experiment, explore and enjoy enriching experiences linked to the outdoors. That is enough! Once other people notice how much children (and adults!) benefit from this unique combination, they will start to change their minds and feel motivated over time – and it might take a long time. Try not to judge success by popularity among adults; instead, notice how children respond and adapt, and how you are meeting children’s needs.

1. Understand any barriers that people might have. Often, barriers might be because people aren’t sure what PSHE in the outdoors looks or feels like. Explain it in simple terms and focus on the benefits.

2. Keep things simple. Have a few milestones in mind when you start out, but know that this a creative process and might not go according to your original plan.

3. Ask for help and support from keen allies. Contact other schools or settings that are also working in this way and form alliances.

4. Keep asking children for their feedback. They will likely be open and honest.

5. Be light-hearted! PSHE and outdoor learning lend themselves really well to a more playful, creative and authentic way of being.