PSHE

Introduction

This information outlines the knowledge, language and concepts that should be taught in personal, social, health and economic education. It includes:

• A summary of the PSHE knowledge and principles that underpin our approach
• Long Term Sequence (curriculum map) for PSHE
• Progression of PSHE including alignment with statutory requirements for Relationships Education and Health Education, substantive concepts, and as well as Tier 2 and Tier 3 vocabulary

It is influenced by documents and research, including the revised DFE revised statutory requirements for Relationships Education and Health Education and the PSHE Association’s programme of study.

Intent

Our PSHE curriculum precisely follows the intended learning outlined in the PSHE Association’s programme of study.  

It is our intention that through studying Personal, Social, Health and Economic (PSHE) Education pupils will develop the knowledge, skills and attributes they need to manage their lives, now and in the future. It helps children and young people to stay healthy and safe, while preparing them to make the most of life and work. When taught well, PSHE education also helps pupils to achieve their academic potential.

Our PSHE education addresses both pupils’ current experiences and preparation for their future. Our intent therefore provides a spiral curriculum to develop knowledge, skills and attributes, where prior learning is revisited, reinforced and extended year on year. This is grounded in the established evidence base for effective practice in PSHE education. More on this and other relevant research can be found in the evidence and research section of the PSHE Association website.

Progression Overview

Early Years

	Being Me In My World	Celebrating Differences	Dreams and Goals	Healthy Me	Relationships	Changing Me
F1 & F2	Self-identity Understanding feelings Being in a classroom Being gentle Rights and responsibilities	Identifying talents Being special Families Where we live Making friends Standing up for yourself	Challenges Perseverance Goal-setting Overcoming obstacles Seeking help Jobs Achieving goals	Exercising bodies Physical activity Healthy food Sleep Keeping clean Safety	Family life Friendships Breaking friendships Falling out Dealing with bullying Being a good friend	Bodies Respecting my body Growing up Growth and change Fun and fears Celebrations

 

 

 

 

 

 

 

 

 

Key Stage 1

	Being Me In My World	Celebrating Differences	Dreams and Goals	Healthy Me	Relationships	Changing Me
Year 1	Feeling special and safe Being part of a class Rights and responsibilities Rewards and feeling proud Consequences Owning the Learning Charter	Similarities and differences Understanding bullying and knowing how to deal with it Making new friends Celebrating the differences in everyone	Setting goals  Identifying successes and achievements Learning styles Working well and celebrating achievement with a partner Tackling new challenges Identifying and overcoming obstacles Feelings of success	Keeping myself healthy Healthier lifestyle choices Keeping clean Being safe Medicine safety/safety with household items Road safety Linking health and happiness	Belonging to a family Making friends/being a good friend Physical contact preferences People who help us Qualities as a friend and person Self-acknowledgement Being a good friend to myself Celebrating special relationships	Life cycles – animal and human Changes in me Changes since being a baby Differences between female and male bodies (correct terminology) Linking growing and learning Coping with change Transition
Year 2	Hopes and fears for the year Rights and responsibilities Rewards and consequences Safe and fair learning environment Valuing contributions Choices Recognising feelings	Assumptions and stereotypes about gender Understanding bullying Standing up for self and others Making new friends Gender diversity Celebrating difference and remaining friends	Achieving realistic goals Perseverance  Learning strengths Learning with others Group co-operation Contributing to and sharing success	Motivation  Healthier choices Relaxation Healthy eating and nutrition Healthier snacks and sharing food	Different types of family Physical contact boundaries Friendship and conflict Secrets Trust and appreciation Expressing appreciation for special relationships	Life cycles in nature Growing from young to old Increasing independence Differences in female and male bodies (correct terminology) Assertiveness Preparing for transition

 

Lower Key Stage 2

	Being Me In My World	Celebrating Differences	Dreams and Goals	Healthy Me	Relationships	Changing Me
Year 3	Setting personal goals Self-identity and worth Positivity in challenges Rules, rights and responsibilities Rewards and consequences Responsible choices Seeing things from others’ perspectives	Families and their differences Family conflict and how to manage it (child-centred) Witnessing bullying and how to solve it Recognising how words can be hurtful Giving and receiving compliments	Difficult challenges and achieving success Dreams and ambitions New challenges Motivation and enthusiasm Recognising and trying to overcome obstacles Evaluating learning processes Managing feelings Simple budgeting	Exercise Fitness challenges Food labelling and healthy swaps Attitudes towards drugs Keeping safe and why it’s important online and offline scenarios Respect for myself and others Healthy and safe choices	Family roles and responsibilities Friendship and negotiation Keeping safe online and who to go to for help Being a global citizen  Being aware of how my choices affect others Awareness of how other children have different lives Expressing appreciation for family and friends	How babies grow Understanding a baby’s needs Outside body changes Inside body changes Family stereotypes Challenging my ideas Preparing for transition
Year 4	Being part of a class team Being a school citizen Rights, responsibilities and democracy (school council) Rewards and consequences Group decision-making Having a voice What motivates behaviour	Challenging assumptions Judging by appearance Accepting self and others Understanding influences Understanding bullying Problem-solving Identifying how special and unique everyone is First impressions	Hopes and dreams Overcoming disappointment Creating new, realistic dreams Achieving goals Working in a group Celebrating contributions Resilience Positive attitudes	Healthier friendships Group dynamics Smoking Alcohol Assertiveness Peer pressure Celebrating inner strength	Jealousy Love and loss Memories of loved ones Getting on and Falling Out Girlfriends and boyfriends Showing appreciation to people and animals	Being unique Having a baby Girls and puberty Confidence in change Accepting change Preparing for transition Environmental change

 

Upper Key Stage 2

	Being Me In My World	Celebrating Differences	Dreams and Goals	Healthy me	Relationships	Changing Me
Year 5	Planning the forthcoming year Being a citizen Rights and responsibilities  Rewards and consequences How behaviour affects groups Democracy, having a voice, participating	Cultural differences and how they can cause conflict Racism Rumours and name-calling Types of bullying Material wealth and happiness Enjoying and respecting other cultures	Future dreams The importance of money Jobs and careers Dream job and how to get there Goals in different cultures Supporting others (charity) Motivation	Smoking, including vaping Alcohol Alcohol and anti-social behaviour Emergency aid Body image Relationships with food Healthy choices Motivation and behaviour	Self-recognition and self-worth Building self-esteem Safer online communities Rights and responsibilities online Online gaming and gambling Reducing screen time Dangers of online grooming SMARRT internet safety rules	Self- and body image Influence of online and media on body image Puberty for girls Puberty for boys Conception (including IVF) Growing responsibility  Coping with change Preparing for transition
Year 6	Identifying goals for the year Global citizenship Children’s universal rights Feeling welcome and valued Choices, consequences and rewards Group dynamics Democracy, having a voice Anti-social behaviour Role-modelling	Perceptions of normality Understanding disability Power struggles Understanding bullying  Inclusion/exclusion Differences as conflict, difference as celebration Empathy	Personal learning goals, in and out of school Success criteria Emotions in success Making a difference in the world Motivation Recognising achievements  Compliments	Taking personal responsibility  How substances affect the body Exploitation, including ‘county lines’ and gang culture Emotional and mental health Managing stress	Mental health Identifying mental health worries and sources of support Love and loss Managing feelings Power and control Assertiveness Technology safety  Take responsibility with technology use	Self-image Body image Puberty and feelings Conception to birth Reflections about change Physical attraction Respect and consent Boyfriends/girlfriends Sexting Transition

 

Implementation

We implement our intent using Jigsaw.  Jigsaw 3-11 offers a comprehensive Programme for Primary PSHE including statutory Relationships and Health Education, in a spiral, progressive and fully planned scheme of work, giving children relevant learning experiences to help them navigate their world and to develop positive relationships with themselves and others. 

With strong emphasis on emotional literacy, building resilience and nurturing mental and physical health, Jigsaw 3-11 properly equips schools to deliver engaging and relevant PSHE within a whole-school approach. Jigsaw lessons also include mindfulness allowing children to advance their emotional awareness, concentration and focus.

Learning Sequences

We organise intended learning into modules or units. These group the knowledge, skills and understanding that we want children to remember, do and use.   Each module aims to activate and build upon prior learning, including from the early years, to ensure better cognition and retention. The skills required for working in a particular subject are outlined e.g. working scientifically. Close attention is paid to the tier 2 and tier 3 vocabulary to be taught to allow pupils to engage in the required vocabulary. They are deliberately spaced within and across years to introduce and revisit key concepts. This enables staff to deepen pupil understanding and embed learning. Each module is carefully sequenced to enable pupils to purposefully layer learning from previous sessions to facilitate the acquisition and retention of key knowledge.   

The Jigsaw Structure - how the big picture fits together:  Jigsaw consists of six half-term units of work (Puzzles), each containing six lessons (Pieces) covering each academic year.  Every Piece has two Learning Intentions, one specific to PSHE (including Relationships and Health Education) and the other designed to develop emotional literacy and social skills.  Puzzles are launched with a whole-school assembly containing an original song, with each year group studying the same unit at the same time (at their own level), building sequentially through the school year, facilitating whole-school learning themes. The various teaching and learning activities are engaging and mindful of different learning styles and the need for differentiation and the Early Years (EYFS) planning is aligned to the National Early Years Framework (England).

Jigsaw’s Units of Work (Puzzles) are:

 

Lesson Structure

Jigsaw is motivated by the genuine belief that if attention is paid to supporting children’s personal development in a structured and developmentally appropriate way, this will not only improve their capacity to learn (across the curriculum) but will ultimately improve their life chances. That’s why Jigsaw is completely child-focussed. This is reflected in the innovative way that Pieces (lessons) are structured. In designing the Pieces, we imagine that children are asking the teacher to:

• Improve their social skills to better enable collaborative learning (Connect us)
• Prepare them for learning (Calm me)
• Help the brain to focus on specific learning intentions (Open my mind)
• Initiate new learning (Tell me or show me)
• Facilitate learning activities to reinforce the new learning (Let me learn)
• Support them in reflecting on their learning and personal development (Help me reflect)

Using these child-centred headings for the sections of each Piece is not insignificant. It encourages teachers to see their pupils as whole children who want and deserve to learn, an attitude sometimes hard to hold onto amidst the ever-increasing pressures and demands of education and the curriculum.

• Connect us - Explain the circle charter to children and reinforce it throughout every circle time. The Connect us section is designed to maximise social skills, to engender positive relationships and enhance collaborative learning. Explicit skills will be taught through Jigsaw Pieces (lessons) but maximum benefit will be achieved if these are both modelled and reinforced throughout every school day.
• Calm me - This section of the Piece aims to still the children’s minds, relaxing them and quietening their emotions to a place of optimum learning capacity. This will also engender a peaceful atmosphere within the classroom. It may well take a considerable number of sessions before children can do this successfully, as many children live in continually noisy and hectic environments. It is an invaluable life skill which also enhances reflection and spiritual development. This underpins the mindful approach advocated in Jigsaw.
• Open my mind - The Reticular Activating System of the brain filters the many stimuli entering the child’s mind at any given time. It is designed only to allow in that which is significant. Therefore, it is important to engage this system with the most important aspects of learning intended for each Piece (lesson). If we do this well, it will enable children to filter out activity around them not significant to this learning intention.
• Tell me or show me - This section of the Piece (lesson) is used to introduce new information, concepts and skills, using a range of teaching approaches and activities.
• Let me learn - Following Piaget’s learning model, after receiving new information/concepts, children need to manipulate, use, and play with that new information in order for it to make sense to them and for them to ‘accommodate’ it into their existing learning.
• Help me reflect -Throughout Jigsaw, children are encouraged to reflect on their learning experiences and their progress. By reflecting, children can process and evaluate what they have learnt, which enables them to consolidate and apply their learning.
• Closure - Each Piece, particularly when run as a circle approach, needs safe closure. This will always include the teacher praising the children for their effort, positive attitude and achievement, as well as giving one or two sentences to summarise the key learning points for the children.

Long Term Sequence

Year Group	Term 1		Term 2		Term 3
Year 1	Rights, responsibilities, choices and consequences Being Me In My World	Similarities and differences What bullying means Celebrating Difference	Setting goals and facing obstacles Dreams and Goals	Healthy and unhealthy choices; hygiene; road safety Healthy Me	Significant relationships; safe touch; being a friend Relationships	Life cycles; private parts; happy and sad feelings Changing Me
Year 2	Hopes and fears for the year ahead Being Me In My World	Gender stereotypes What bullying is and isn’t Celebrating Difference	Setting realistic goals Perseverance Dreams and Goals	Healthy foods; feeling relaxed and stressed; medicines Healthy Me	Family roles; mending friendships; trust; secrets; saying stop Relationships	Changes as we grow older; increasing freedoms; safe touch Changing Me
Year 3	Self-worth, new challenges and the need for rules Being Me In My World	Family differences Witnesses to bullying Celebrating Difference	Ambitions Overcoming obstacles Dreams and Goals	The importance of exercise; calories, fat and sugar; drug types Healthy Me	Family expectations; online and global relationships Relationships	What babies need; how bodies change; managing feelings Changing Me
Year 4	Being part of a team Being Me In My World	Judging people by their appearance Forms of bullying Celebrating Difference	Coping when dreams don’t come true Dreams and Goals	Leaders and followers; smoking and alcohol; peer pressure Healthy Me	Jealousy; loss and bereavement; negotiation; endings Relationships	Sanitary health; conception; managing change Changing Me
Year 5	Rights and responsibilities as a citizen in the wider community and country Being Me In My World	Culture and cultural differences Racism Celebrating Difference	Different dreams and goals in different cultures Dreams and Goals	Health risks; basic emergency procedures; body image Healthy Me	Self-esteem; SMARRT internet safety rules; screen time Relationships	Unhelpful comparison; alternative ways to conceive; teenagers Changing Me
Year 6	Children’s universal rights Being Me In My World	People can hold power over others Disabilities Celebrating Difference	Realistic and challenging goals World problems Dreams and Goals	Effects of drugs; gangs and exploitation; mental health Healthy Me	Mental health; the grief cycle; judging if something is safe Relationships	Puberty; childbirth and child development; mutual respect Changing Me

 

Impact

In order to identify the impact our curriculum is having on our pupils, we check the extent to which learning has become permanently embedded in children’s long-term memory in addition to looking for excellence in their outcomes. We use four main tools to quality assure the implementation and impact of our curriculum:

• Learning observations help to evaluate subject knowledge, explanations, expectations, opportunities to learn, pupil responses, participation and relationships.
• Professional growth models help to improve staff subject knowledge and evidence informed practice such as retrieval and spaced practice, interleaving and explicit instruction techniques.
• Assessment and achievement articulate the outcomes from tasks and tests, how well the content is understood and what the strengths and limitations are; it informs what to do next.
• Pupil Book Studies help to evaluate curriculum structures, teaching methods, pupil participation and response through a dialogic model.

When undertaking these we ask the following key questions:

• How well do pupils remember the content that they have been taught?
• Do books and pupil discussions radiate excellence?
• Does learning ‘travel’ with pupils and can they deliberately reuse it in more sophisticated contexts?

Teachers employ a range of strategies both at and after the point of teaching to check the impact of their teaching on the permanence of pupils’ learning. These include: retrieval practice, vocabulary use and application, deliberate practice and rephrasing of taught content, cumulative quizzing within the learning sequence, summarising and explaining the learning question from the sequence, tests and quizzes.  Teachers use information from tasks, tests, pupil book studies and other monitoring to support learning by responding to the gap between where pupils are and where they need to be.  In lessons, they adapt explanations and examples to address misconceptions and provide additional practice or challenge where required.  After lesson, they analyse pupils’ responses to identify shared and individual gaps in learning and misconceptions. Teachers then adjust subsequent planned teaching in response.  In Jigsaw, each puzzle includes an opportunity for teacher assessment, but also offers children the chance to assess their own learning and have a conversation with the teacher about their two opinions. The task can usually be used as evidence in their PSHE journal. Each Puzzle has a set of three attainment descriptors for each year group: Working towards (WT), Working at (AT) and Working beyond (GD).

We use summative assessment is ‘to provide an accurate shared meaning without becoming the model for every classroom activity’ (Christodolou, 2017). If our curriculum is effective, it will lead to improvements in summative assessments over time. Teacher assessment judgements are against an agreed assessment model (the curriculum). We make summative judgements annually. Teachers record summative judgements on OTrack.

Pupil book study is used as a method to quality assure our curriculum by talking to the children and looking in pupils’ books. We do this after content has been taught to see the extent to which pupils are knowing more, remembering more and able to do more.  In preparation, we review the planned content, knowledge and vocabulary, so that conversations with pupils are meaningful and focused on what has been taught. When looking at books, we look at the content and knowledge, teaching sequence and vocabulary. We also consider pupils’ participation and consider the explanations and models used, the tasks the pupils are asked to do, the ability to answer carefully selected questions and retrieve information and the impact of written feedback.  We ask careful questions that probe their knowledge, understanding and skills.

The Subject Leader undertakes a range of activities to understand what the curriculum looks like across the school and how well pupils know more, remember more and can do more as a result. In addition to the above tools, they use learning walks, planning reviews and book looks.  They use their findings to support teachers to improve how they implement subjects and to make recommendations about the suitability of the intent for their subject.  The Subject Leader formally reports on impact of the curriculum termly to the Curriculum Leader, Principal and Governors.