Our PSHE curriculum is ambitious, inclusive and carefully sequenced from Nursery to Year 6.

It is designed to develop learners who can:

• recognise and communicate feelings;
• regulate emotions;
• develop a positive sense of identity;
• form and maintain healthy relationships;
• recognise respectful and harmful behaviour;
• understand personal boundaries;
• keep themselves safe;
• seek help;
• make informed health choices;
• understand physical and emotional changes;
• manage risk;
• use technology responsibly;
• understand money;
• set goals;
• respond to setbacks;
• respect difference;
• challenge prejudice;
• contribute to their communities;
• and prepare successfully for secondary education.

A Whole-School Approach

PSHE is more than a weekly lesson.

Its principles should be visible in:

• how adults communicate with learners;
• how learners treat one another;
• how behaviour is supported;
• how safeguarding concerns are addressed;
• how learner voice is valued;
• how differences are respected;
• and how leadership and responsibility are developed.

The taught curriculum and wider school culture should reinforce one another.

Jigsaw PSHE

Jigsaw supports our planned curriculum through six recurring themes:

• Being Me in My World
• Celebrating Difference
• Dreams and Goals
• Healthy Me
• Relationships
• Changing Me

These themes are revisited each year so that learners build increasingly secure and mature understanding.

Teachers adapt Jigsaw materials where necessary to ensure that learning:

• reflects the needs of the class;
• meets statutory expectations;
• responds to safeguarding information;
• reflects the school’s Christian character;
• supports equalities;
• and remains appropriate for learners’ age and development.

Relationships Education

Learners develop knowledge of:

• families;
• friendships;
• respectful relationships;
• kindness;
• trust;
• honesty;
• boundaries;
• consent;
• privacy;
• conflict;
• reconciliation;
• bullying;
• harmful behaviour;
• online relationships;
• and where to seek help.

They are taught that healthy relationships should be based on:

• care;
• respect;
• equality;
• honesty;
• safety;
• and appropriate boundaries.

Learners encounter different families and relationships in an age-appropriate and respectful way.

Teaching reflects the law and the school’s responsibilities under the Equality Act while remaining consistent with the school’s Christian vision.

Physical Health

Learners develop knowledge of:

• healthy eating;
• physical activity;
• sleep;
• hygiene;
• dental health;
• medicines;
• illness;
• allergies;
• basic first aid;
• sun safety;
• puberty;
• and the importance of seeking medical help.

They are taught that health is influenced by a combination of:

• habits;
• environment;
• relationships;
• access to support;
• and individual circumstances.

Teaching avoids shaming learners or families for health choices or body differences.

Mental Health and Emotional Wellbeing

Learners develop knowledge of:

• emotions;
• emotional regulation;
• mental wellbeing;
• stress;
• worry;
• grief;
• change;
• loneliness;
• self-esteem;
• resilience;
• and help-seeking.

They learn that everyone experiences a range of emotions and that difficult feelings are not a sign of failure.

Learners are taught practical strategies that may support wellbeing, including:

• talking to a trusted adult;
• breathing and calming techniques;
• physical activity;
• rest;
• routines;
• connection with others;
• creative activity;
• and seeking professional help where necessary.

School-based strategies do not replace specialist mental health support.

Keeping Safe

Safeguarding education is woven throughout the curriculum.

Learners develop age-appropriate knowledge of:

• trusted adults;
• personal boundaries;
• safe and unsafe touch;
• privacy;
• secrets and surprises;
• consent;
• road safety;
• water safety;
• fire safety;
• medicines;
• substances;
• gangs and exploitation;
• harmful behaviour;
• domestic abuse;
• radicalisation;
• and emergency help.

Teaching is adapted carefully according to age, developmental stage and local safeguarding context.

Learners are repeatedly taught that abuse or harm is never their fault and that they should continue seeking help until an adult listens and acts.

Online Safety

Learners develop knowledge of:

• online identity;
• privacy;
• passwords;
• personal information;
• image sharing;
• gaming;
• group chats;
• harmful messaging;
• cyberbullying;
• scams;
• misinformation;
• manipulated media;
• artificial intelligence;
• online pressure;
• digital footprints;
• reporting;
• and blocking.

They learn that the school’s expectations of kindness, respect and responsibility apply online as well as offline.

Online safety teaching is coordinated with the Computing curriculum and wider safeguarding provision.

Economic Education

Learners develop age-appropriate knowledge of:

• money;
• earning;
• saving;
• spending;
• needs and wants;
• budgeting;
• value;
• borrowing;
• debt;
• financial choices;
• advertising;
• scams;
• and charitable giving.

They learn that families have different financial circumstances and that wealth does not determine a person’s value.

Aspirations and Careers

Learners are encouraged to:

• identify strengths;
• develop interests;
• set goals;
• recognise progress;
• respond to setbacks;
• explore careers;
• challenge stereotypes;
• and understand that future pathways are varied.

They encounter people from different backgrounds and occupations and learn that gender, race, disability or social background should not limit aspiration.

Citizenship and Community

Learners develop knowledge of:

• rights;
• responsibilities;
• rules;
• democracy;
• fairness;
• justice;
• leadership;
• service;
• community;
• sustainability;
• and social action.

They are given opportunities to contribute through:

• School Council;
• Wellbeing Ambassadors;
• EDI Ambassadors;
• Eco Ambassadors;
• Faith Group;
• Safeguarding Ambassadors;
• peer support;
• charitable action;
• and other leadership roles.

Rights and Responsibilities

Learners learn about children’s rights and how these are protected.

They also understand that rights are connected with responsibilities, including:

• respecting the rights of others;
• following agreed rules;
• seeking help when someone may be unsafe;
• caring for the environment;
• and contributing positively to the community.

Relationships and Sex Education

At primary level, the curriculum includes statutory Relationships Education and Health Education.

The school also teaches carefully selected, age-appropriate content that helps learners understand:

• their bodies;
• growth;
• puberty;
• reproduction;
• conception;
• birth;
• personal boundaries;
• and respectful relationships.

Teaching is planned progressively and works alongside relevant National Curriculum Science content.

The school communicates and consults with families about the content of its Relationships and Sex Education programme.

Any parental right to withdraw applies only to content defined as sex education beyond statutory Relationships Education, Health Education and National Curriculum Science.

Inclusion

Our PSHE curriculum is ambitious for all learners.

Teachers consider:

• SEND;
• communication needs;
• emotional development;
• trauma;
• family circumstances;
• cultural and religious backgrounds;
• prior experiences;
• safeguarding information;
• and the need for additional preparation or follow-up.

Adaptation does not mean withholding important safeguarding knowledge.

It means teaching that knowledge through accessible language, appropriate pacing, careful examples and suitable support.

Intended Outcome

By the end of Year 6, learners should possess the knowledge, vocabulary and confidence to:

• build respectful relationships;
• recognise unsafe or harmful situations;
• communicate boundaries;
• seek help;
• manage emotions;
• make informed health choices;
• respond to change;
• use technology responsibly;
• make increasingly informed financial decisions;
• contribute to their communities;
• and prepare for the social and emotional demands of secondary education.

Our PSHE curriculum develops two closely connected forms of knowledge: substantive knowledge and applied personal and social knowledge.

Our PSHE curriculum develops several connected forms of knowledge.

These include:

• personal knowledge;
• emotional knowledge;
• relationship knowledge;
• health knowledge;
• safeguarding knowledge;
• economic knowledge;
• civic knowledge;
• and knowledge of how to seek and use support.

Personal Knowledge

Learners develop knowledge of:

• identity;
• strengths;
• interests;
• values;
• goals;
• self-respect;
• confidence;
• belonging;
• and personal responsibility.

They learn that identity may be shaped by many factors, including:

• family;
• culture;
• faith;
• community;
• experiences;
• interests;
• and relationships.

Emotional Knowledge

Learners develop knowledge of:

• different emotions;
• physical signs of emotion;
• emotional intensity;
• triggers;
• regulation;
• empathy;
• stress;
• worry;
• grief;
• loneliness;
• resilience;
• and mental wellbeing.

They develop an increasingly precise emotional vocabulary.

Relationship Knowledge

Learners develop knowledge of:

• friendship;
• family;
• trust;
• respect;
• honesty;
• kindness;
• loyalty;
• equality;
• boundaries;
• consent;
• privacy;
• conflict;
• reconciliation;
• bullying;
• discrimination;
• and abuse.

They learn to distinguish between healthy, unhealthy and unsafe behaviour.

Communication Knowledge

Learners develop knowledge of how to:

• listen;
• take turns;
• express feelings;
• communicate needs;
• disagree respectfully;
• negotiate;
• apologise;
• repair relationships;
• give feedback;
• refuse pressure;
• ask for help;
• and report concerns.

Physical Health Knowledge

Learners develop knowledge of:

• nutrition;
• exercise;
• sleep;
• hygiene;
• dental care;
• puberty;
• medicines;
• illness;
• allergies;
• first aid;
• and health services.

Mental Health Knowledge

Learners develop knowledge of:

• mental wellbeing;
• emotional regulation;
• coping strategies;
• protective factors;
• risk factors;
• trusted adults;
• and professional support.

They understand that mental health can change and that seeking help is a responsible action.

Safeguarding Knowledge

Learners develop knowledge of:

• personal safety;
• bodily autonomy;
• safe and unsafe touch;
• secrets;
• privacy;
• consent;
• exploitation;
• abuse;
• harmful behaviour;
• online risk;
• emergency services;
• and reporting.

They learn that adults should act when a learner reports that they or someone else may be unsafe.

Online Knowledge

Learners develop knowledge of:

• digital communication;
• online identity;
• privacy;
• image sharing;
• gaming;
• group chats;
• cyberbullying;
• scams;
• misinformation;
• AI-generated content;
• digital footprints;
• reporting;
• and blocking.

Economic Knowledge

Learners develop knowledge of:

• money;
• work;
• earning;
• saving;
• spending;
• budgeting;
• borrowing;
• value;
• financial risk;
• advertising;
• and consumer choice.

Citizenship Knowledge

Learners develop knowledge of:

• rights;
• responsibilities;
• democracy;
• rules;
• laws;
• leadership;
• fairness;
• equality;
• diversity;
• community;
• service;
• sustainability;
• and social responsibility.

Help-Seeking Knowledge

Learners develop knowledge of:

• who can help;
• how to communicate a concern;
• when confidentiality cannot be maintained;
• how to contact emergency services;
• how to use reporting tools;
• and how to continue seeking help if the first response is not effective.

Knowing that help exists is not sufficient. Learners need to practise the language and steps required to access it.

Our PSHE curriculum is structured around recurring concepts that learners revisit with increasing depth and maturity.

Identity

Identity is a person’s understanding of who they are.

It may include:

• personal qualities;
• relationships;
• culture;
• faith;
• language;
• interests;
• experiences;
• and community.

Belonging

Belonging is the experience of being accepted, included, valued and connected.

Learners explore how they can help create belonging for others.

Self-Worth

Self-worth is understanding that every person has value and dignity.

A person’s worth is not determined by:

• appearance;
• attainment;
• popularity;
• possessions;
• ability;
• or online approval.

Emotion

An emotion is a mental and physical response to an experience or situation.

Emotions provide information but do not automatically determine how a person should act.

Regulation

Emotional regulation involves recognising and managing emotional responses.

Regulation does not mean suppressing every difficult feeling.

It involves responding safely and seeking support where needed.

Resilience

Resilience is the ability to adapt, recover and continue following difficulty.

Resilience develops through:

• secure relationships;
• knowledge;
• practice;
• support;
• reflection;
• and access to help.

It does not mean managing every difficulty alone.

Relationship

A relationship is the connection between people and the way they behave towards one another.

Relationships may include:

• family;
• friendship;
• professional;
• community;
• and online relationships.

Respect

Respect involves recognising the dignity, rights, boundaries and needs of oneself and others.

Respect does not require agreement with every opinion or behaviour.

Kindness

Kindness involves acting with care, compassion and consideration.

Kindness should be combined with boundaries, honesty and safety.

Trust

Trust develops when people behave consistently, honestly and safely.

Learners understand that trust can be damaged and may need to be rebuilt over time.

Boundary

A boundary is a limit that protects a person’s body, feelings, privacy, time or possessions.

People may have different boundaries.

Consent

Consent is a clear, informed and freely given agreement.

Consent should not be assumed from:

• silence;
• pressure;
• fear;
• previous agreement;
• or friendship.

Consent can be withdrawn.

Privacy

Privacy involves appropriate control over personal information, space, communication and the body.

Privacy is different from secrecy used to hide harm.

Family

Families provide care, support, belonging and responsibility in varied forms.

No single family structure represents every learner’s experience.

Friendship

A healthy friendship should involve:

• mutual respect;
• care;
• honesty;
• trust;
• boundaries;
• and freedom from fear or control.

Conflict

Conflict is a disagreement or clash of needs, views or interests.

Conflict is not automatically bullying or abuse.

Learners develop strategies to manage ordinary conflict safely and respectfully.

Bullying

Bullying is behaviour that is repeated, intended to hurt and involves an imbalance of power.

It may be:

• physical;
• verbal;
• emotional;
• relational;
• discriminatory;
• or online.

Discrimination

Discrimination is unfair treatment based on a person’s actual or perceived characteristics.

Learners are taught to recognise and challenge prejudice, stereotypes and discriminatory behaviour.

Equality

Equality means that people have equal dignity and should not face unfair barriers or discrimination.

Fair treatment does not always mean identical treatment.

Health

Health includes physical, mental and social wellbeing.

Health is influenced by personal choices, relationships, environment, circumstances and access to support.

Wellbeing

Wellbeing describes how a person is functioning and feeling physically, emotionally and socially.

Wellbeing changes over time and may require support.

Risk

Risk is the possibility that an action or situation may lead to harm or loss.

Learners develop the ability to:

• identify hazards;
• consider likelihood;
• assess possible consequences;
• reduce risk;
• and seek support.

Safety

Safety involves actions, environments and relationships that reduce the likelihood of harm.

Feeling safe and being safe are related but not always identical.

Harm

Harm may be:

• physical;
• emotional;
• sexual;
• financial;
• discriminatory;
• or online.

Learners are taught to report harm or concerns about harm.

Responsibility

Responsibility involves being accountable for choices, actions and commitments.

Children are never responsible for abuse committed against them.

Choice

A choice is a decision between possible actions.

Informed choices require:

• knowledge;
• understanding;
• freedom from pressure;
• and consideration of consequences.

Consequence

A consequence is an outcome that follows an action or decision.

Consequences may be:

• intended;
• unintended;
• positive;
• or harmful.

Rights

Rights are basic entitlements and protections that belong to every person.

Children’s rights include the right to safety, education, dignity and a voice in matters affecting them.

Community

A community is a group connected by:

• place;
• identity;
• interest;
• experience;
• faith;
• or purpose.

People may belong to several communities.

Citizenship

Citizenship involves participating responsibly in society and understanding rights, responsibilities, institutions and communities.

Democracy

Democracy involves people having a voice in decisions that affect them.

Learners experience democracy through genuine participation and representation.

Aspiration

Aspiration is a hope or ambition for the future.

Learners develop aspirations through:

• knowledge of possibilities;
• encouragement;
• role models;
• goal-setting;
• and opportunities.

Goal

A goal is an intended outcome towards which a person works.

Effective goals may require:

• planning;
• practice;
• support;
• review;
• and adaptation.

Change

Change is a transition from one situation or stage to another.

Change may be:

• expected;
• unexpected;
• welcome;
• difficult;
• physical;
• emotional;
• social;
• or environmental.

Puberty

Puberty is the stage during which a child’s body develops towards physical maturity.

Learners are taught accurate, age-appropriate knowledge so that changes are understood without shame or fear.

Money

Money is a means of exchange and a resource that can be earned, saved, spent, borrowed or given.

Financial decisions involve needs, priorities, resources, risks and consequences.

Digital Citizenship

Digital citizenship involves participating online safely, respectfully, critically and responsibly.

Help-Seeking

Help-seeking is recognising a concern and communicating it to a suitable person or service.

Seeking help is a sign of responsibility and strength.

Our PSHE curriculum is implemented through planned, progressive teaching and reinforced through the wider life of the school.

St Luke’s uses Jigsaw PSHE 3–11 as an important resource to support curriculum sequencing, lesson structure and progression.

Teachers adapt Jigsaw materials to ensure that teaching reflects:

• statutory Relationships Education and Health Education;
• the Early Years Foundation Stage;
• learners’ age and developmental stage;
• safeguarding information;
• local contextual risks;
• the school’s Christian character;
• equalities responsibilities;
• SEND and accessibility;
• and the needs of each class.

Jigsaw supports the St Luke’s curriculum. It does not replace teachers’ professional judgement or the school’s responsibility to address emerging needs.

Curriculum Organisation

The curriculum is organised through the six recurring Jigsaw themes:

• Being Me in My World
• Celebrating Difference
• Dreams and Goals
• Healthy Me
• Relationships
• Changing Me

Each theme is revisited annually so that learners build increasingly mature knowledge and understanding.

Teaching also draws on:

• safeguarding education;
• online safety;
• financial education;
• citizenship;
• careers and aspirations;
• anti-bullying education;
• personal development;
• and preparation for transition.

Lesson Design

PSHE lessons may include:

• establishing a safe learning environment;
• retrieval of prior knowledge;
• discussion;
• stories;
• scenarios;
• role play;
• teacher explanation;
• vocabulary teaching;
• reflection;
• collaborative activities;
• written or creative response;
• and opportunities to apply learning.

Teachers identify clearly what learners should know and understand by the end of each lesson or sequence.

Activities are chosen because they develop knowledge, judgement or confidence rather than simply encourage participation.

Safe Learning Environment

Teachers establish clear ground rules before discussing sensitive content.

These may include:

• listening respectfully;
• not naming individuals;
• not sharing another person’s private information;
• using correct and respectful language;
• recognising that people may have different experiences;
• asking questions appropriately;
• and understanding that adults cannot promise to keep safeguarding disclosures secret.

Learners are reminded that they do not need to share personal experiences publicly.

Examples and scenarios are used where direct personal disclosure is not necessary.

Questions

Learners are encouraged to ask questions.

Teachers may use:

• anonymous question boxes;
• written questions;
• class discussion;
• individual conversations;
• and planned follow-up teaching.

Questions are answered:

• factually;
• sensitively;
• honestly;
• in age-appropriate language;
• and within the boundaries of the curriculum.

Where a question is not appropriate for whole-class discussion, the teacher explains this respectfully and considers how it should be addressed.

Sensitive Content

Sensitive content is prepared and delivered carefully.

Teachers consider:

• learners who may have experienced bereavement;
• family separation;
• domestic abuse;
• neglect;
• bullying;
• discrimination;
• illness;
• trauma;
• care arrangements;
• or other significant experiences.

Where appropriate, teachers consult:

• the Designated Safeguarding Lead;
• the SENCo;
• senior leaders;
• and relevant pastoral staff

before teaching particular content.

This does not mean withdrawing safeguarding knowledge from learners. It means ensuring that teaching is safe, accessible and appropriately supported.

Safeguarding Disclosures

If a learner makes a disclosure or shares information suggesting that they or another person may be at risk, staff follow the school’s safeguarding procedures immediately.

Staff:

• listen;
• remain calm;
• avoid asking leading questions;
• do not promise confidentiality;
• reassure the learner that they have done the right thing;
• record the concern accurately;
• and report it to the Designated Safeguarding Lead.

A PSHE lesson should never become an informal investigation.

Relationships Education

Relationships Education is taught explicitly and reinforced throughout school life.

Teaching includes:

• family relationships;
• friendship;
• respectful behaviour;
• boundaries;
• consent;
• privacy;
• bullying;
• discrimination;
• conflict;
• online relationships;
• and help-seeking.

Teachers use accurate vocabulary and avoid suggesting that harmful behaviour is acceptable because it occurs within a friendship or family relationship.

Health Education

Health Education includes planned teaching about:

• physical health;
• mental wellbeing;
• healthy eating;
• physical activity;
• sleep;
• hygiene;
• dental health;
• medicines;
• basic first aid;
• puberty;
• and seeking help.

Health teaching is factual and avoids judgement, shame or assumptions about family circumstances.

Economic Education

Economic education is developed through age-appropriate teaching about:

• money;
• needs and wants;
• saving;
• spending;
• budgeting;
• work;
• borrowing;
• financial risk;
• advertising;
• scams;
• and charitable giving.

Learners are helped to understand that financial circumstances vary and should not be a source of embarrassment or discrimination.

Online Safety

Online safety is taught through PSHE and coordinated with Computing and safeguarding provision.

Teaching responds to current risks, including:

• harmful messaging;
• online exclusion;
• group chats;
• gaming;
• cyberbullying;
• image sharing;
• contact with unknown people;
• misinformation;
• scams;
• AI-generated content;
• deepfakes;
• and online pressure.

Learners practise how to:

• block;
• report;
• save evidence;
• leave unsafe conversations;
• seek adult help;
• and support a peer appropriately.

Visitors and External Organisations

Visitors may enhance PSHE through specialist knowledge or community experience.

Before any session, leaders consider:

• safeguarding;
• curriculum relevance;
• age appropriateness;
• accuracy;
• accessibility;
• equalities;
• political impartiality;
• and how the session connects with prior and future learning.

External visitors support the curriculum. They do not replace teacher responsibility.

Wider School Life

PSHE is reinforced through:

• collective worship;
• school values;
• behaviour expectations;
• School Council;
• Wellbeing Ambassadors;
• EDI Ambassadors;
• Eco Ambassadors;
• Faith Group;
• Safeguarding Ambassadors;
• charity work;
• enrichment;
• educational visits;
• and restorative conversations.

These opportunities help learners apply knowledge in meaningful contexts.

Ground Rules and Safe Discussion

Clear expectations are established for PSHE lessons.

These include:

• listening respectfully;
• not making assumptions about others;
• using appropriate language;
• not sharing another person’s private information;
• recognising the right to pass during personal discussion;
• asking questions respectfully;
• understanding that some information cannot remain confidential;
• seeking help when concerned; and
• speaking to a trusted adult after a lesson where necessary.

Teachers avoid asking learners to disclose personal experiences publicly.

Where a disclosure or safeguarding concern arises, staff follow the school’s safeguarding procedures.

Responding to Emerging Needs

The planned curriculum may be supplemented where leaders identify an emerging need.

This may include teaching related to:

• friendship difficulties;
• bullying or exclusion;
• harmful language;
• online group chats;
• gaming;
• image sharing;
• social media;
• misinformation;
• peer pressure;
• community safety;
• transition;
• anxiety;
• bereavement; or
• significant local or national events.

Responsive teaching is carefully planned and does not replace the progressive curriculum.

Professional Confidence

PSHE teaching is supported through:

• agreed curriculum guidance;
• staff training;
• safeguarding updates;
• shared planning;
• access to appropriate resources;
• consultation with the DSL and SENCo;
• external professional advice where needed; and
• subject leadership.

The PSHE leader works with staff to strengthen confidence, ensure consistency and support the careful teaching of sensitive content.

Our PSHE curriculum is sequenced so that learners build increasingly secure personal, social, health, relationship and economic knowledge from Nursery to Year 6.

Progression involves increasing:

• vocabulary;
• self-awareness;
• emotional understanding;
• relationship knowledge;
• risk awareness;
• independence;
• responsibility;
• critical thinking;
• and confidence in seeking help.

Progression is not simply the repetition of similar activities with older learners.

Themes are revisited with greater depth, complexity and relevance.

Early Years Foundation Stage

In Nursery and Reception, children develop:

• a sense of identity;
• belonging;
• emotional vocabulary;
• self-regulation;
• confidence;
• turn-taking;
• friendship;
• sharing;
• awareness of rules;
• personal care;
• healthy routines;
• body awareness;
• boundaries;
• trusted adults;
• and confidence in asking for help.

Teaching is closely connected to:

• stories;
• play;
• routines;
• relationships;
• and real experiences.

Key Stage 1

In Key Stage 1, learners develop:

• a wider emotional vocabulary;
• understanding of friendship;
• recognition of kind and unkind behaviour;
• simple conflict-resolution strategies;
• knowledge of bullying;
• understanding of privacy;
• personal boundaries;
• online safety;
• healthy habits;
• basic money concepts;
• goal-setting;
• and awareness of change.

They become more able to explain why a behaviour is safe, respectful or harmful.

Lower Key Stage 2

In Lower Key Stage 2, learners deepen their understanding of:

• identity;
• self-esteem;
• friendship groups;
• peer influence;
• stereotypes;
• discrimination;
• emotional regulation;
• mental wellbeing;
• physical health;
• online communication;
• financial choices;
• puberty;
• personal responsibility;
• and community participation.

They develop greater confidence in explaining choices and identifying sources of support.

Upper Key Stage 2

In Upper Key Stage 2, learners develop increasingly mature understanding of:

• complex friendships;
• peer pressure;
• consent;
• boundaries;
• discrimination;
• healthy and unhealthy relationships;
• online reputation;
• misinformation;
• exploitation;
• mental health;
• puberty;
• reproduction;
• financial risk;
• leadership;
• citizenship;
• aspiration;
• and transition.

They are expected to apply knowledge to increasingly complex scenarios and justify responsible decisions.

Progression Principles

Progression is guided by several principles:

• important safeguarding knowledge is revisited;
• vocabulary becomes increasingly precise;
• examples become more complex;
• learners move from recognising situations to evaluating them;
• responsibility increases with age;
• help-seeking is practised repeatedly;
• physical and emotional development is taught before learners are likely to experience significant changes;
• online-safety teaching responds to emerging risks;
• and prior knowledge is checked before new content is introduced.

Revisiting Essential Knowledge

Some knowledge must be revisited regularly because it is essential for safety.

This includes:

• trusted adults;
• personal boundaries;
• safe and unsafe touch;
• consent;
• privacy;
• bullying;
• reporting;
• emergency help;
• online safety;
• and the understanding that abuse is never the learner’s fault.

Repetition is purposeful and increasingly sophisticated.

Vocabulary enables learners to identify experiences, communicate needs and seek help.

Our curriculum develops increasingly precise language for:

• emotions;
• relationships;
• health;
• safety;
• identity;
• equality;
• money;
• citizenship;
• and personal development.

Teaching Vocabulary

Teachers introduce vocabulary through:

• direct explanation;
• stories;
• scenarios;
• images;
• examples and non-examples;
• role play;
• discussion;
• retrieval;
• and application.

Learners are taught to use language accurately and respectfully.

Important vocabulary may include:

• emotion;
• regulation;
• wellbeing;
• friendship;
• family;
• relationship;
• boundary;
• consent;
• privacy;
• trust;
• respect;
• conflict;
• bullying;
• discrimination;
• prejudice;
• stereotype;
• equality;
• risk;
• safety;
• harm;
• abuse;
• puberty;
• reproduction;
• finance;
• budget;
• aspiration;
• democracy;
• responsibility;
• and help-seeking.

Correct Anatomical Vocabulary

Learners are taught correct, age-appropriate anatomical vocabulary.

This supports:

• body knowledge;
• health;
• safeguarding;
• clear communication;
• and help-seeking.

Teachers avoid replacing accurate terms with vague language that could create confusion.

Emotional Vocabulary

Learners develop language that moves beyond broad words such as “happy,” “sad” or “angry.”

They may learn to distinguish between emotions such as:

• disappointed;
• frustrated;
• anxious;
• embarrassed;
• lonely;
• jealous;
• overwhelmed;
• relieved;
• proud;
• hopeful;
• calm;
• and content.

A more precise emotional vocabulary supports regulation and communication.

Language for Help-Seeking

Learners practise clear phrases such as:

• “I do not feel safe.”
• “I want this to stop.”
• “I did not agree to that.”
• “Someone has asked me to keep an unsafe secret.”
• “I am worried about someone.”
• “I need to speak to a trusted adult.”
• “Please listen—this is important.”
• “I reported this before, but I still need help.”

Learners should know that they can continue seeking help if the first adult does not respond effectively.

Discussion Skills

Learners are taught to:

• listen;
• take turns;
• respond to an idea;
• disagree respectfully;
• ask a relevant question;
• explain a view;
• consider evidence;
• recognise another perspective;
• and revise their thinking.

Respectful Language

Teachers challenge:

• discriminatory language;
• stereotypes;
• insults;
• victim-blaming;
• harmful humour;
• and language that trivialises abuse or mental health.

Learners are taught the difference between:

• discussing an issue;
• disagreeing with an opinion;
• and attacking a person or group.

Personal Disclosure

Learners are not expected to disclose private experiences during class discussion.

Teachers use distancing techniques such as:

• fictional characters;
• case studies;
• stories;
• anonymous questions;
• and hypothetical scenarios.

Where a learner chooses to share personal information, safeguarding procedures are followed as necessary.

Confidentiality

Learners are taught that staff will treat personal information respectfully but cannot keep information secret where someone may be unsafe.

This distinction is explained clearly and repeatedly.

Cultural and Religious Perspectives

Learners may express different cultural, family or religious perspectives.

Discussion remains respectful while ensuring that:

• safeguarding knowledge is accurate;
• legal rights are understood;
• discrimination is challenged;
• and no learner’s safety or dignity is compromised.

Assessment in PSHE is used to identify what learners know, understand and can apply.

It does not assess a learner’s personality, family circumstances, emotional state or conformity to a particular lifestyle.

Assessment focuses on curriculum knowledge and the ability to use that knowledge in age-appropriate situations.

What We Assess

Teachers may assess whether learners can:

• identify emotions;
• name healthy coping strategies;
• recognise respectful behaviour;
• explain boundaries;
• understand consent;
• distinguish conflict from bullying;
• identify risk;
• describe healthy choices;
• explain how to seek help;
• recognise reliable support;
• understand financial concepts;
• identify rights and responsibilities;
• and apply knowledge to scenarios.

Sources of Evidence

Assessment may draw on:

• discussion;
• questioning;
• scenarios;
• role play;
• sorting activities;
• written responses;
• concept maps;
• quizzes;
• reflection;
• learner self-assessment;
• and end-of-unit tasks.

No single source of evidence is used in isolation.

Baseline Assessment

Teachers identify what learners already know before introducing new content.

Baseline assessment may reveal:

• secure prior knowledge;
• misconceptions;
• incomplete vocabulary;
• unsafe assumptions;
• overgeneralisation;
• or knowledge that requires reinforcement.

Teachers do not ask learners to disclose personal experiences to establish a baseline.

Formative Assessment

During teaching, teachers consider whether learners can:

• explain a concept;
• apply knowledge to a new situation;
• distinguish safe from unsafe behaviour;
• justify a decision;
• identify an appropriate source of help;
• and use accurate vocabulary.

Teaching is adapted where understanding is insecure.

Scenario-Based Assessment

Scenarios enable learners to apply knowledge without discussing their own lives.

For example, learners may consider:

• how a character should respond to peer pressure;
• whether an online message is safe;
• where someone could seek help;
• how a conflict differs from bullying;
• or how a financial decision could affect future choices.

Scenarios are selected carefully and should not be unnecessarily distressing.

Identifying Misconceptions

Teachers respond to misconceptions such as:

• bullying is any disagreement;
• consent cannot be withdrawn;
• a friend is entitled to personal information;
• online harm is less serious than offline harm;
• adults always keep secrets;
• mental health difficulty is a weakness;
• abuse is caused by the victim’s behaviour;
• money determines a person’s value;
• or stereotypes are harmless jokes.

Misconceptions are addressed promptly and clearly.

Responsive Teaching

Teachers may respond through:

• further explanation;
• revisiting vocabulary;
• alternative examples;
• additional modelling;
• visual support;
• smaller discussion groups;
• pre-teaching;
• individual follow-up;
• adapted materials;
• additional safeguarding teaching;
• and consultation with pastoral or safeguarding staff.

Assessment and Safeguarding

Assessment activity may reveal a safeguarding concern.

Staff remain alert to:

• written disclosures;
• drawings;
• comments;
• significant changes in response;
• repeated references to harm;
• and unusual anxiety around particular content.

Concerns are recorded and reported according to the school’s safeguarding procedures.

PSHE assessment is not used to investigate or substantiate an allegation.

Learner Self-Assessment

Learners may reflect on:

• what they know;
• which strategies they can use;
• who can help;
• which questions remain;
• and how their understanding has changed.

Self-assessment should not require learners to reveal private information.

Subject-Leadership Use of Assessment

Leaders use assessment evidence to identify:

• curriculum strengths;
• recurring misconceptions;
• gaps in safeguarding knowledge;
• vocabulary weaknesses;
• variation between classes;
• emerging needs;
• staff development priorities;
• and areas requiring curriculum adaptation.

The impact of our PSHE curriculum can be seen in whether learners develop secure knowledge, responsible judgement and confidence in seeking support.

Over time, learners should demonstrate:

• a growing sense of identity and belonging;
• increasingly precise emotional vocabulary;
• stronger self-regulation;
• respectful relationship skills;
• understanding of boundaries and consent;
• knowledge of healthy choices;
• awareness of risk;
• confidence in seeking help;
• responsible online behaviour;
• financial awareness;
• resilience;
• respect for difference;
• community participation;
• and readiness for the next stage of education.

Evidence of Impact

Impact is evaluated through:

• discussions with learners;
• assessment activities;
• lesson visits;
• curriculum reviews;
• pupil voice;
• safeguarding information;
• behaviour patterns;
• participation in leadership;
• transition information;
• and feedback from staff and families.

No single measure is used in isolation.

Knowledge and Application

Leaders consider whether learners can:

• remember essential knowledge;
• use accurate vocabulary;
• apply learning to unfamiliar scenarios;
• explain how to seek help;
• recognise harmful behaviour;
• make increasingly responsible choices;
• and understand the possible consequences of decisions.

Safeguarding Impact

A strong PSHE curriculum should support learners to:

• identify trusted adults;
• recognise unsafe situations;
• understand boundaries;
• report concerns;
• resist inappropriate pressure;
• use online reporting tools;
• and continue seeking help.

Safeguarding disclosures are not treated as evidence that the curriculum has failed.

They may indicate that teaching has helped a learner recognise harm and feel able to speak.

Relationships and Behaviour

Impact may be seen in whether learners increasingly:

• communicate respectfully;
• resolve ordinary conflict;
• recognise bullying;
• challenge discriminatory behaviour;
• respect boundaries;
• include others;
• and take responsibility for repair.

Health and Wellbeing

Learners should increasingly understand:

• how habits affect health;
• how to manage emotions;
• when self-help strategies may be useful;
• when adult or professional support is required;
• and how to access appropriate help.

Personal Development

Impact is evident when learners:

• contribute to school life;
• participate in leadership;
• express informed views;
• show empathy;
• set goals;
• respond constructively to setbacks;
• and recognise their responsibilities towards others.

Equity

Leaders evaluate the participation and progress of:

• disadvantaged learners;
• learners with SEND;
• learners with English as an additional language;
• learners with social, emotional or mental health needs;
• learners affected by trauma;
• learners with interrupted attendance;
• learners in different family circumstances;
• and learners requiring greater challenge.

They consider whether every learner has equitable access to:

• safeguarding knowledge;
• discussion;
• support;
• leadership;
• enrichment;
• and opportunities to contribute.

Intended Outcome

By the end of Year 6, learners should possess the knowledge, language and confidence to:

• build healthy relationships;
• respect boundaries;
• recognise harm;
• seek help;
• manage emotions;
• make informed health decisions;
• respond to pressure;
• use technology responsibly;
• understand basic financial choices;
• respect difference;
• participate in their communities;
• and approach secondary education with confidence.

They should understand that personal development continues throughout life and that seeking support is a responsible and courageous action.

Our PSHE curriculum is ambitious, inclusive and accessible for every learner.

All learners are entitled to develop the knowledge, vocabulary and confidence needed to:

• understand themselves;
• form healthy relationships;
• recognise risk;
• communicate boundaries;
• make informed choices;
• and seek help.

Teachers identify barriers carefully and adapt teaching without withholding important safeguarding, health or relationship knowledge.

A learner may require support with:

• understanding abstract concepts;
• emotional vocabulary;
• recognising social cues;
• interpreting scenarios;
• spoken communication;
• reading;
• memory;
• attention;
• sensory regulation;
• processing;
• managing anxiety;
• or discussing sensitive content.

Support is matched to the learner’s needs while maintaining the intended curriculum.

Learners with SEND

Learners with SEND may benefit from:

• smaller teaching steps;
• pre-teaching;
• visual prompts;
• social stories;
• symbols;
• concrete examples;
• repeated vocabulary;
• predictable routines;
• additional processing time;
• individual or small-group follow-up;
• alternative response methods;
• and specialist advice.

Teachers consider whether learners need explicit teaching about situations that other learners may understand through general social experience.

This may include:

• recognising a friend;
• understanding personal space;
• distinguishing public and private behaviour;
• interpreting facial expression;
• identifying unsafe requests;
• recognising manipulation;
• and knowing exactly how to seek help.

Learners with Speech, Language and Communication Needs

Learners with communication needs may require:

• clear and concise language;
• visual support;
• vocabulary pre-teaching;
• sentence structures;
• role play;
• modelling;
• repetition;
• reduced questioning demands;
• alternative communication systems;
• and additional time.

Teachers distinguish between a learner’s ability to communicate an answer and their understanding of the underlying concept.

Learners with Autism

Autistic learners may benefit from:

• literal and unambiguous language;
• explicit explanation of social expectations;
• clear distinctions between rules and flexible social conventions;
• structured scenarios;
• advance preparation for sensitive topics;
• sensory adjustments;
• and opportunities to ask questions privately.

Teachers avoid suggesting that autistic communication, interests or emotional expression are wrong simply because they differ from those of other learners.

Learners with Social, Emotional and Mental Health Needs

Learners with social, emotional or mental health needs may require:

• carefully paced teaching;
• trusted-adult support;
• preparation before sensitive lessons;
• planned opportunities to regulate;
• reduced public performance;
• individual follow-up;
• and coordination with pastoral or specialist provision.

Teachers avoid assuming that difficult behaviour demonstrates a lack of PSHE knowledge.

A learner may understand an expectation but require additional support to apply it consistently.

Learners Affected by Trauma

Teaching may need additional preparation where learners have experienced:

• bereavement;
• domestic abuse;
• family separation;
• neglect;
• violence;
• exploitation;
• care proceedings;
• homelessness;
• or other traumatic events.

Teachers consult safeguarding and pastoral leaders where appropriate.

Adaptation may include:

• advance warning;
• alternative examples;
• trusted-adult support;
• careful seating;
• temporary access to a calm space;
• and follow-up after the lesson.

Important safeguarding content should not be removed automatically.

Learners with English as an Additional Language

Learners with English as an additional language may need support with:

• emotional vocabulary;
• abstract language;
• idioms;
• relationship terminology;
• legal or safeguarding language;
• and unfamiliar cultural references.

Teachers support access through:

• visuals;
• examples;
• role play;
• bilingual resources where appropriate;
• home-language discussion;
• repetition;
• and explicit vocabulary teaching.

Learning English as an additional language is not treated as a learning difficulty.

Disadvantaged Learners

Leaders ensure that disadvantaged learners have equitable access to:

• health knowledge;
• safeguarding education;
• financial education;
• careers learning;
• enrichment;
• leadership;
• emotional support;
• and information about external services.

Teaching does not make assumptions about:

• family income;
• housing;
• food;
• employment;
• access to technology;
• or support available at home.

Learners Requiring Greater Challenge

Learners with secure knowledge may be challenged through:

• more complex scenarios;
• competing priorities;
• ethical dilemmas;
• evaluation of consequences;
• comparison of viewpoints;
• leadership;
• advocacy;
• research;
• and increasingly independent decision-making.

Challenge should deepen judgement and application rather than encourage unnecessary personal disclosure.

Safeguarding and Inclusion

Reasonable adjustment must never result in a learner being denied essential knowledge about:

• bodily autonomy;
• consent;
• privacy;
• safe and unsafe touch;
• abuse;
• exploitation;
• online risk;
• trusted adults;
• and reporting.

Teaching is adapted so that every learner can understand and use this knowledge.

PSHE in Nursery and Reception is developed primarily through:

• Personal, Social and Emotional Development;
• Communication and Language;
• Physical Development;
• Understanding the World;
• and the wider life of the setting.

Children learn through:

• secure relationships;
• routines;
• stories;
• play;
• direct teaching;
• adult modelling;
• conversation;
• reflection;
• and practical experiences.

Nursery

In Nursery, children develop:

• a sense of belonging;
• confidence in familiar routines;
• awareness of feelings;
• simple emotional vocabulary;
• turn-taking;
• sharing;
• early friendship skills;
• awareness of personal space;
• independence in self-care;
• understanding of simple rules;
• and confidence in seeking adult help.

Adults help children recognise:

• kind and unkind behaviour;
• safe and unsafe situations;
• familiar trusted adults;
• body privacy;
• and when to say or show that they do not like something.

Reception

In Reception, learners deepen their understanding of:

• identity;
• strengths;
• feelings;
• regulation;
• friendships;
• cooperation;
• difference;
• healthy routines;
• personal safety;
• privacy;
• boundaries;
• online experiences;
• and change.

They begin to explain:

• what makes a good friend;
• how actions affect others;
• what helps them feel calm;
• why rules are needed;
• how to make a safe choice;
• and who can help.

Emotional Development

Children are supported to recognise and communicate emotions.

Adults model language such as:

• happy;
• sad;
• worried;
• angry;
• excited;
• frustrated;
• lonely;
• calm;
• proud;
• and disappointed.

Children develop strategies such as:

• speaking to an adult;
• using words or symbols;
• breathing slowly;
• moving to a calm space;
• asking for help;
• and returning to an activity when ready.

Relationships

Children learn to:

• play alongside and with others;
• take turns;
• share resources;
• listen;
• communicate needs;
• resolve simple disagreements;
• apologise;
• accept repair;
• and include others.

Adults provide support while helping children become increasingly independent.

Safety and Boundaries

Children develop age-appropriate knowledge of:

• body ownership;
• personal space;
• safe and unsafe touch;
• private parts;
• trusted adults;
• secrets and surprises;
• road safety;
• medicine safety;
• and seeking help.

They are taught that they can tell a trusted adult if something feels wrong, confusing or unsafe.

Health and Self-Care

Children learn about:

• handwashing;
• dental care;
• healthy food;
• physical activity;
• sleep;
• toileting;
• dressing;
• and caring for their bodies.

Teaching is practical, positive and free from shame.

Online Experiences

Children may encounter online safety through discussion of:

• asking an adult before using a device;
• not sharing personal information;
• telling an adult about frightening or upsetting content;
• using devices kindly;
• and balancing screen use with other activities.

Transition into Key Stage 1

Information about each learner’s:

• confidence;
• emotional language;
• relationships;
• self-regulation;
• independence;
• safety knowledge;
• communication;
• and support needs

is shared carefully between Reception and Year 1.

Our PSHE curriculum reflects the diversity of modern Britain and the communities learners encounter locally and globally.

Learners should see themselves represented while also developing knowledge of lives, families, beliefs and experiences beyond their own.

Families

Learners encounter families that may include:

• married parents;
• unmarried parents;
• single parents;
• adoptive families;
• foster families;
• extended families;
• blended families;
• same-sex parents;
• kinship carers;
• and other caring arrangements.

Teaching emphasises that healthy families should provide:

• love;
• care;
• safety;
• support;
• commitment;
• and appropriate boundaries.

No learner should be asked to explain or defend their family structure.

Protected Characteristics

Teaching supports age-appropriate understanding of equality and the protected characteristics within the Equality Act.

Learners are taught to recognise and challenge unfair treatment connected with:

• age;
• disability;
• gender reassignment;
• marriage and civil partnership;
• pregnancy and maternity;
• race;
• religion or belief;
• sex;
• and sexual orientation.

Content is introduced in ways appropriate to learners’ age and stage.

Race, Culture and Ethnicity

Learners develop knowledge of:

• identity;
• heritage;
• race;
• ethnicity;
• culture;
• racism;
• prejudice;
• stereotypes;
• representation;
• and allyship.

Teaching helps learners recognise that racism may be:

• direct;
• indirect;
• institutional;
• online;
• or expressed through stereotypes and exclusion.

Learners are taught how to challenge racism safely and seek adult support.

Disability and Neurodiversity

Learners encounter positive and varied representation of:

• physical disability;
• sensory impairment;
• learning disability;
• autism;
• attention differences;
• communication differences;
• and mental health needs.

Teaching challenges assumptions that:

• disability always means inability;
• everyone should communicate in the same way;
• or support and adjustment are unfair advantages.

Faith and Belief

Learners develop respectful understanding of:

• Christianity;
• other religions;
• non-religious worldviews;
• belief;
• worship;
• values;
• and personal conviction.

They learn that people within the same faith or belief community may hold different views and live in different ways.

Gender and Stereotypes

Learners are encouraged to challenge restrictive stereotypes about:

• interests;
• emotions;
• appearance;
• behaviour;
• subjects;
• careers;
• leadership;
• and family roles.

Teaching communicates that all learners should be free to develop their talents and interests without unfair limitation.

Sexual Orientation

Learners develop age-appropriate understanding that people may be:

• heterosexual;
• gay;
• lesbian;
• or bisexual.

Teaching is factual, respectful and focused on dignity, family, equality and respectful relationships.

Representation in Resources

Teachers review:

• stories;
• images;
• scenarios;
• role models;
• names;
• family examples;
• careers;
• and cultural references

to ensure breadth and avoid tokenism.

Representation should be integrated throughout the curriculum rather than confined to a special week or celebration.

Challenging Prejudice

Learners are taught to:

• identify stereotypes;
• recognise discriminatory language;
• question unfair assumptions;
• challenge prejudice safely;
• support someone affected;
• report incidents;
• and reflect on the impact of words and actions.

Christian Character and Inclusion

The school’s Christian character affirms the dignity and worth of every person.

Learners are taught to approach difference with:

• kindness;
• respect;
• compassion;
• honesty;
• and humility.

The curriculum enables respectful discussion while ensuring that discrimination, harassment and harm are challenged clearly.

14. Enrichment, Leadership and Wider Personal Development

PSHE is strengthened through wider opportunities that enable learners to apply knowledge, develop responsibility and contribute to school and community life.

Learner Leadership

Leadership opportunities may include:

• School Council;
• Wellbeing Ambassadors;
• EDI Ambassadors;
• Eco Ambassadors;
• Faith Group;
• Safeguarding Ambassadors;
• digital leaders;
• reading leaders;
• sports leaders;
• peer mentors;
• and other pupil-led groups.

Learner leaders may:

• gather pupil voice;
• identify priorities;
• contribute to assemblies;
• support campaigns;
• promote safety;
• help organise events;
• welcome visitors;
• and evaluate impact.

Leadership should involve genuine responsibility rather than honorary titles alone.

Wellbeing Ambassadors

Wellbeing Ambassadors may support:

• awareness of emotional wellbeing;
• kindness initiatives;
• safe signposting;
• pupil voice;
• playground inclusion;
• and wellbeing events.

They are not expected to counsel peers or manage safeguarding disclosures.

Any concern shared with an ambassador should be passed promptly to a trusted adult.

Safeguarding Ambassadors

Safeguarding Ambassadors may help learners understand:

• trusted adults;
• reporting routes;
• online safety;
• school safety;
• anti-bullying messages;
• and how to raise concerns.

They do not investigate incidents or hold confidential information.

School Council

School Council supports understanding of:

• representation;
• democracy;
• consultation;
• decision-making;
• responsibility;
• and accountability.

Learners should receive feedback about:

• what was raised;
• what action was taken;
• what could not be changed;
• and why.

Community Partnership

Partnerships may involve:

• NOPA;
• Options4Change;
• health professionals;
• police or community-safety teams;
• charities;
• faith organisations;
• local businesses;
• financial-education providers;
• and other appropriate services.

External organisations are selected and quality-assured carefully.

Growing Against Violence

Where used, Growing Against Violence may strengthen learning about:

• peer influence;
• gangs;
• exploitation;
• violence;
• weapons;
• consequences;
• safety;
• and help-seeking.

Sessions should connect with the planned curriculum and be followed up by school staff.

Workshops and Visitors

Enrichment may include:

• first-aid training;
• financial education;
• careers talks;
• wellbeing workshops;
• anti-bullying activity;
• online-safety sessions;
• road-safety education;
• transition support;
• and community projects.

Social Action

Learners may participate in:

• charitable giving;
• environmental action;
• local campaigns;
• community service;
• awareness events;
• and projects responding to learner-identified needs.

Social action should help learners understand:

• the issue;
• who is affected;
• possible responses;
• ethical considerations;
• and the impact of their contribution.

Careers and Enterprise

Learners encounter careers through:

• visitors;
• curriculum links;
• visits;
• enterprise;
• role models;
• and discussion of skills and pathways.

They are encouraged to challenge stereotypes and recognise the relevance of:

• communication;
• teamwork;
• creativity;
• problem-solving;
• reliability;
• and resilience.

Transition

Transition support may include:

• visits;
• discussions;
• question-and-answer sessions;
• organisation strategies;
• travel awareness;
• friendship and relationship education;
• emotional preparation;
• and communication with receiving settings.

Year 6 transition work prepares learners for the social, emotional, practical and safeguarding demands of secondary education.

Equitable Participation

Leaders review participation in:

• leadership;
• clubs;
• visits;
• workshops;
• social action;
• and community projects.

Disadvantaged learners, learners with SEND and learners with low confidence should have equitable access to wider personal-development opportunities.

The wider personal-development offer strengthens the PSHE curriculum and gives learners opportunities to apply their knowledge in real contexts.

At St Luke’s, this includes pupil leadership, ambassador roles, external workshops, community partnerships and projects that promote wellbeing, safety, responsibility and belonging.

Pupil Leadership

Learners may contribute through roles such as:

• Wellbeing Ambassadors;
• School Council;
• Safeguarding Ambassadors;
• EDI Ambassadors;
• Eco Ambassadors;
• Faith Group;
• Sports Leaders;
• Digital Leaders; and
• other class or school responsibilities.

These roles help learners develop:

• confidence;
• communication;
• listening;
• decision-making;
• responsibility;
• service;
• teamwork;
• democratic participation; and
• the ability to represent others.

Leadership roles should be purposeful and inclusive. They should provide genuine opportunities to contribute rather than operate as titles without responsibility.

Leaders review who participates and whether opportunities are accessible to learners who may be less confident or underrepresented.

Wellbeing Ambassadors

Wellbeing Ambassadors can support the wider culture of the school by:

• promoting kindness and belonging;
• sharing wellbeing messages;
• contributing to pupil voice;
• supporting campaigns;
• helping identify what makes learners feel safe and included;
• signposting trusted adults; and
• supporting appropriate whole-school activities.

They are not expected to manage serious concerns, provide counselling or take responsibility for safeguarding other learners.

External Workshops and Partnerships

External partners may support teaching through:

• wellbeing workshops;
• healthy-relationship education;
• community-safety programmes;
• anti-bullying work;
• online-safety education;
• financial education;
• careers and aspiration;
• first aid;
• transition support;
• mental-health awareness; and
• social-action projects.

Current provision may include work with organisations such as Growing Against Violence, where this remains part of the school’s programme.

External provision is selected carefully.

Leaders ensure that:

• content is age-appropriate;
• materials are reviewed in advance;
• safeguarding procedures are clear;
• teaching aligns with school values and policy;
• staff remain present;
• workshops complement rather than replace planned curriculum teaching; and
• impact is evaluated.

Community Contribution

Learners are given opportunities to contribute positively through:

• charity work;
• environmental projects;
• community events;
• school campaigns;
• pupil consultation;
• social action;
• worship;
• fundraising;
• local partnerships; and
• service to others.

These experiences help learners understand that citizenship involves both rights and responsibilities.

PSHE is central to the development of character, citizenship, wellbeing and spiritual, moral, social and cultural understanding.

The curriculum enables learners to explore:

• identity;
• belonging;
• dignity;
• faith;
• relationships;
• responsibility;
• justice;
• compassion;
• courage;
• forgiveness;
• service;
• hope;
• and community.

Learners develop personal qualities including:

• self-awareness;
• empathy;
• honesty;
• perseverance;
• confidence;
• responsibility;
• reflection;
• and respect.

Spiritual Development

Learners have opportunities to:

• reflect on identity and purpose;
• consider values and beliefs;
• recognise the dignity of others;
• explore hope and meaning;
• respond to moral questions;
• and consider how their actions affect their communities.

Moral Development

Learners develop understanding of:

• right and wrong;
• fairness;
• consequences;
• responsibility;
• harm;
• repair;
• justice;
• and ethical decision-making.

They learn that legality, popularity and morality are not always identical.

Social Development

Learners develop the knowledge and skills to:

• cooperate;
• communicate;
• resolve conflict;
• contribute;
• lead;
• support others;
• participate democratically;
• and build healthy relationships.

Cultural Development

Learners encounter:

• different families;
• cultures;
• faiths;
• identities;
• traditions;
• communities;
• and perspectives.

They learn to approach difference with curiosity and respect rather than fear or stereotype.

British Values

PSHE supports learners’ understanding of:

Democracy

Learners develop a voice through consultation, representation, voting and leadership.

Rule of Law

Learners understand why rules and laws exist, how they protect rights and safety, and what may happen when they are broken.

Individual Liberty

Learners understand personal choice, bodily autonomy, freedom of thought and the responsibility to respect the rights and safety of others.

Mutual Respect

Learners communicate respectfully, recognise boundaries and value the dignity of every person.

Tolerance of Different Faiths and Beliefs

Learners develop informed respect for different religious and non-religious worldviews while challenging prejudice and discrimination.

Kindness

Learners show kindness by:

• listening;
• including others;
• offering support;
• communicating with care;
• and responding compassionately.

Kindness does not require tolerating harmful behaviour or ignoring personal boundaries.

Respect

Learners demonstrate respect through:

• recognising dignity;
• listening to different views;
• respecting consent;
• challenging discrimination;
• and treating personal information responsibly.

Confidence

Learners develop confidence by:

• expressing ideas;
• making decisions;
• communicating boundaries;
• asking questions;
• seeking help;
• and taking on responsibility.

Excellence

Learners pursue excellence through:

• informed choices;
• healthy habits;
• responsible participation;
• reflection;
• perseverance;
• and commitment to personal growth.

PSHE supports our vision to Believe, Achieve and Thrive by helping learners believe in their worth and potential, achieve through healthy relationships and responsible choices, and thrive as compassionate, resilient and active members of society.

Families play an important role in reinforcing the knowledge, language and values developed through PSHE.

The most valuable support comes through regular, age-appropriate conversation rather than formal teaching. Parents and carers can help learners understand relationships, health, safety, emotions, money, responsibility and change by discussing everyday situations openly and calmly.

Families can support learning by:

• talking about feelings and ways to manage them;
• modelling respectful communication;
• discussing friendships and boundaries;
• encouraging learners to ask for help;
• reinforcing that worrying secrets should be shared;
• talking about online behaviour and digital safety;
• discussing healthy routines;
• helping learners understand needs and wants;
• involving learners in simple financial decisions;
• talking positively about difference;
• preparing learners for change and transition;
• discussing personal goals and aspirations;
• encouraging responsibility at home; and
• showing interest in PSHE learning.

Useful questions include:

• How are you feeling?
• What might help?
• What makes a relationship healthy?
• What should you do if someone crosses a boundary?
• Who are your trusted adults?
• What should you do if the first adult does not help?
• How can you disagree respectfully?
• What information should remain private?
• How do you know whether something online is reliable?
• What is the difference between a need and a want?
• What are you proud of?
• What would help you reach your goal?

Families should encourage open communication without pressuring learners to disclose personal information.

Where sensitive topics are being taught, the school may provide advance information or guidance so that families can continue conversations at home.

Parents and carers are encouraged to contact the school where:

• a learner appears worried by a topic;
• family circumstances may affect participation;
• additional explanation may be needed;
• a safeguarding concern arises;
• support is required with online safety;
• there are questions about Relationships and Health Education; or
• curriculum materials need to be accessed in another format.

The school and families share responsibility for helping learners develop into safe, healthy, respectful and responsible young people.

Our History curriculum is planned so that learners develop increasingly secure chronological knowledge, historical understanding and confidence in working with evidence.

The content taught in each year group is informed by the National Curriculum and supported by Kapow Primary resources. Teachers and subject leaders review and adapt units to reflect prior learning, the local context and the needs of learners.

The summaries below should be read alongside the whole-school History curriculum overview and progression documents.

Nursery

Children begin to develop awareness of the past through family stories, routines, photographs, objects, celebrations and changes in their immediate environment.

They begin to use simple chronological language and recognise differences between old and new, then and now.

Reception

Children deepen their understanding of past and present through stories, significant people, familiar events, local experiences and comparisons between life today and life in the past.

They begin to sequence events, describe change and ask questions about photographs, artefacts and accounts.

Year 1

Learners study changes within living memory and significant people or events beyond living memory.

They develop early chronological understanding, ask simple historical questions and begin to use sources to find out about the past.

Year 2

Learners extend their knowledge of significant people, events and local history.

They compare aspects of life across time, explain simple causes and consequences and recognise that accounts of the past may differ.

Year 3

Learners begin to study longer periods of British and world history.

They develop a wider chronological framework, investigate change over time and use evidence to answer increasingly focused historical questions.

Year 4

Learners deepen their understanding of historical periods and civilisations.

They make connections between developments, compare societies and begin to distinguish more clearly between evidence and interpretation.

Year 5

Learners examine increasingly complex historical developments and relationships.

They consider multiple causes and consequences, evaluate significance and use a wider range of sources to construct organised historical explanations.

Year 6

Learners draw together knowledge from across the curriculum.

They make connections between periods, evaluate sources and interpretations, construct reasoned conclusions and communicate historical understanding with increasing precision and independence.

The exact units studied in each year group should be listed or linked below.

Year-Group Curriculum Links

• Nursery History and Understanding the World overview
• Reception History and Understanding the World overview
• Year 1 History overview
• Year 2 History overview
• Year 3 History overview
• Year 4 History overview
• Year 5 History overview
• Year 6 History overview

The following documents provide further information about the PSHE curriculum at St Luke’s.

Core PSHE Documents

• Whole-School PSHE Curriculum Overview
• PSHE Progression of Knowledge and Skills
• Relationships Education Progression
• Physical Health Progression
• Mental Health and Wellbeing Progression
• Online Safety Progression
• Safety and Risk Progression
• Economic Wellbeing Progression
• Citizenship and British Values Progression
• PSHE Vocabulary Progression
• Jigsaw Curriculum by Year Group
• Personal Development Overview
• Pupil Leadership Framework
• PSHE Policy
• Relationships and Health Education Policy
• Online Safety Policy
• Anti-Bullying Policy
• Equality Information and Objectives
• Safeguarding and Child Protection Policy

The PSHE subject leader works with teachers, senior leaders, the designated safeguarding lead, the SENCo, pastoral staff, external partners and governors to support the quality, consistency and development of PSHE across the school.

The subject leader ensures that the intended curriculum is ambitious, inclusive, progressive and accurately represented in published information.

Subject leadership includes:

• reviewing curriculum plans and progression documents;
• checking alignment with statutory Relationships and Health Education;
• reviewing the use and adaptation of Jigsaw PSHE;
• ensuring that progression from EYFS to Year 6 is clear;
• supporting teachers’ subject knowledge and confidence;
• identifying professional development needs;
• reviewing the teaching of sensitive content;
• observing lessons;
• speaking with learners;
• reviewing assessment and pupil voice;
• monitoring safeguarding knowledge;
• evaluating online-safety provision;
• checking inclusion and accessibility;
• reviewing pupil-leadership opportunities;
• coordinating external workshops and partnerships;
• monitoring parent communication;
• identifying emerging needs;
• evaluating the impact of improvement actions; and
• refining curriculum content and resources.

The subject leader considers whether learners are building secure knowledge and whether they can apply it in realistic situations.

Particular attention is given to whether:

• Relationships and Health Education are taught fully;
• safeguarding messages are accurate and consistent;
• learners know how to seek help;
• boundaries and consent are taught clearly;
• mental health is addressed appropriately;
• online safety is current and responsive;
• learners with SEND access essential protective knowledge;
• disadvantaged learners participate fully;
• sensitive topics are taught safely;
• Jigsaw is adapted professionally rather than followed uncritically;
• external provision complements the planned curriculum;
• pupil leadership is meaningful; and
• learners are prepared for the next stage.

The PSHE leader works closely with the DSL where curriculum findings indicate a safeguarding concern, emerging pattern or need for additional teaching.

The subject leader reports relevant findings to senior leaders and governors.

Evaluation informs:

• curriculum refinement;
• staff training;
• safeguarding priorities;
• pastoral provision;
• parent communication;
• external partnerships;
• resource selection; and
• school improvement planning.

The published PSHE page and linked documents are reviewed regularly to ensure that they remain current and reflect actual practice.

Further information about the PSHE curriculum is available from the school.

Parents and carers can request:

• more detailed information about the content taught in a particular year group;
• copies of curriculum overviews;
• information about Jigsaw PSHE;
• information about statutory Relationships and Health Education;
• guidance on supporting PSHE learning at home;
• accessible versions of published curriculum documents;
• information about online safety;
• details of wellbeing and safeguarding support;
• clarification about sensitive content;
• information about pupil-leadership opportunities; and
• details of workshops and community partnerships.

Please contact the school office through the contact details provided on the school website.

Safeguarding concerns should be reported promptly through the school’s usual safeguarding and communication routes.

Parents and carers who have questions about curriculum content should contact the school before withdrawing a learner from any aspect of provision. The school will explain the statutory position, the educational purpose of the content and any rights that apply.

Paper copies of curriculum information can be provided on request.

The school welcomes constructive feedback about the accessibility and usefulness of its curriculum information. Published content is reviewed regularly to ensure that it remains accurate, clear and consistent with the curriculum learners receive.