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Personal, Social & Health Education

In the Curriculum Overview document (link below) you will see a basic outline of the knowledge, understanding and skills to be covered. How teachers organise, interpret and teach this may vary and is subject to change.
Curriculum Overview for Personal, Social & Health Education

The intent of JLPS’s PSHE curriculum is to deliver a curriculum which is accessible to all and ensures that each child will know more, remember more and understand how to play a positive and successful role within our society, both as a child now, and as an adult in the future.

Our aim is to provide pupils with a knowledge of their world - locally, nationally and globally - and give them confidence to tackle many of the moral, social, spiritual and cultural issues that are part of growing up within this. Childrpsheen will develop a range of skills and strategies to live a healthy, safe, fulfilling, responsible and balanced life and will be given the opportunities to explore and challenge a range of values, attitudes and beliefs. We aim to provide our children with opportunities to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society. Moreover, our pupils are encouraged from an early age to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community. We challenge all of our pupils to look for opportunities to show the school values of being ready, respectful and responsible, and this is emphasised by all adults across the school. The school curriculum will focus on three core learning themes: Health and Wellbeing, Relationships and Living in the Wider World. Cross-curricular opportunities in all subjects will maximised and linked with the British Values and Spiritual, Moral, Social and Cultural (SMSC) development. A progressive Relationship and Sex Education will be taught by class teachers across Term 6.


Our PSHE curriculum is designed to directly support the pastoral education of our pupils as well as the academic outcomes that the school aims for. The school uses high-quality resources to make links between our academic aims in all subjects and the modern world in which children find themselves, empowering them to live positively, independently and safely within it. In ICT lessons, pupils are taught first to be safe responsible online citizen. Internet safety and appropriate social media use is at the core of our PSHE and ICT lessons, recognising the challenges that children face today. Our History curriculum aims to link knowledge of Britain’s past to the diverse and democratic country that we live in today through areas such immigration, refugees and parliamentary debate. Within Geography, our aim is to ensure our pupils have a wide knowledge of the world and the diverse cultures that exist beyond our school gates, linking to topics such as Water Aid and environmental issues, which are reinforced in our Science curriculum.

In addition to discrete lessons, the school regularly invites outside speakers in to hold assemblies and workshops on issues that affect the children. Guide Dogs for the Blind, NSPCC, the RNLI and secondary head teachers are just some of the guests we have invited. Whole school, Key Stage and class assemblies consistently link to PSHE, British Values and SMSC.

In KS1, children’s PSHE work is recorded in whole class scrapbooks whilst in KS2, children track their learning in individual books. Children’s achievements are also celebrated on our whole school Dojo app and via our newsletter, website and Term Times publication. Whole school PSHE events are recorded in the Subject Leader’s Impact folder, which includes pupil, parent and staff voice.

We use different ways of measuring the impact of PSHE progress at JLPS. In recognition of the fact that all children are different emotionally, socially and in terms of maturity, attainment in PSHE is not formally measured; instead, personal progress is the focus of our PSHE assessment. In KS1, teachers assess the children in September and July against key statements linked to the progress statements (below) in order to track individual progression in these core themes; in KS2, pupil voice is used to allow children to self-assess against key statements relating to the three core themes of PSHE. In addition to this, Non-Academic Development (NADs) is tracked three times a year, and alongside this, the children use the self-assessment tool PASS (Pupil Attitudes to Self and School) three times a year. These systems allow all adults to have a whole picture of the child from different viewpoints.

The influence of our PSHE curriculum on the whole child is monitored through behaviour and My Concern records, which allow us to see the impact on individual children’s social and emotional development.

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