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.


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


Understanding feelings

Being in a classroom

Being gentle

Rights and responsibilities 

Identifying talents

Being special


Where we live

Making friends

Standing up for yourself 




Overcoming obstacles

Seeking help


Achieving goals

Exercising bodies

Physical activity

Healthy food


Keeping clean


Family life


Breaking friendships

Falling out

Dealing with bullying

Being a good friend 


Respecting my body

Growing up

Growth and change

Fun and fears











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


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


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


Year 2

Hopes and fears for the year

Rights and responsibilities

Rewards and consequences

Safe and fair learning environment

Valuing contributions


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


Learning strengths

Learning with others

Group co-operation

Contributing to and sharing success


Healthier choices


Healthy eating and nutrition

Healthier snacks and sharing food

Different types of family

Physical contact boundaries

Friendship and conflict


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)


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


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


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


Positive attitudes

Healthier friendships

Group dynamics




Peer pressure

Celebrating inner strength


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


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)


Smoking, including vaping


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


Perceptions of normality

Understanding disability

Power struggles

Understanding bullying 


Differences as conflict, difference as celebration


Personal learning goals, in and out of school Success criteria

Emotions in success

Making a difference in the world


Recognising achievements 


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


Technology safety 

Take responsibility with technology use


Body image

Puberty and feelings

Conception to birth

Reflections about change

Physical attraction

Respect and consent






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


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


Dreams and Goals

Healthy foods; feeling relaxed and stressed; medicines

Healthy Me

Family roles; mending friendships; trust; secrets; saying stop


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


Overcoming obstacles

Dreams and Goals

The importance of exercise; calories, fat and sugar; drug types

Healthy Me

Family expectations; online and global 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


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


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


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


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


Puberty; childbirth and child development; mutual respect

Changing Me



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.