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PSHE (Personal, Social and Health Education) and RSE (Relationship and Sex Education)
"What do you want to be when you grow up? Kind, said the The Boy". The Fox, The Horse and The Boy - Charlie Mackesy, British Author and Illustrator
PSHE/RSE Statement of Intent
The intent of our PSHE/RSE curriculum at Peel Common Primary School is to deliver a curriculum which is accessible to all and that will maximise the outcomes for every child so that they know more, remember more and understand more. Personal, Social, Health and Economic (PSHE) education combined with the new statutory Relationships and Sex Education enables our children to become healthy, independent and responsible members of a society. It aims to help them understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up. We provide our children with opportunities for them to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society. Our children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community and to prepare children to be a global citizen now and in their future roles.
At Peel Common Primary, good relationships are fundamental to our ethos. Relationships and Sex Education (RSE) is lifelong learning about relationships, emotions, looking after ourselves, different families, sex, sexuality and sexual health. It involves acquiring information, developing skills and forming positive beliefs, values and attitudes. RSE has a key part to play in the personal, social, moral and spiritual development of young people.
Implementation
PSHE/RSE is taught as explicit lessons but is also embedded in other areas of the curriculum and day-to-day life of the school. The curriculum will demonstrate appropriate subject knowledge, skills and understanding to fulfil the duties whereby schools must provide a balanced and broadly-based curriculum which promotes the spiritual, moral, cultural, mental and physical development of pupils and prepares them for the opportunities and responsibilities and experiences for later life. This will include lessons covering: healthy relationships, including friendships; families; growing and changing, including puberty; personal hygiene; changing feelings; becoming more independent; keeping safe; developing self-esteem and confidence.
Children are taught by familiar adults who they have a good rapport with, in order to facilitate constructive and supportive discussions around sensitive topics in a safe and secure environment. Staff have received in-house CPD to support them in responding to the needs of the individual child and support children with any questions or concerns they may have. If staff feel uncomfortable or unsure when delivering the RSE curriculum or dealing with individual pupil needs, they know where to seek advice and support. Staff are responsible for:
- delivering RSE in a sensitive way
- modelling positive attitudes to RSE
- monitoring progress
- responding to the needs of individuals
- responding appropriately to pupils whose parents wish them to be withdrawn from the non-statutory elements of RSE.
Pupils are expected to engage fully in RSE and when discussing issues related to RSE, treat others with respect and sensitivity. Our high expectations of behaviour, interpersonal relationships, respect and tolerance of others reflect the British Values upheld in both our community and the wider world. Children develop key skills and are prepared for the wider world beyond primary school, a world in which they can keep themselves safe and healthy and thrive with the support of the positive relationships they foster with those around them.
Impact
The impact of our curriculum will be that the standards of attainment across the school will meet or exceed those which are expected of our children nationally. We will continuously assess the implementation and impact of our RSE curriculum in order to achieve the highest outcomes possible across all year groups and ensure we provide the support that is necessary for all children to have a good understanding of the complexities of relationships and sexual matters and a secure knowledge and skills base to navigate their way through these, now and in the future. Through our PSHE/RSE curriculum, we believe we can enhance children’s education and help them to become confident individuals who have positive body awareness, an in-depth knowledge of how to keep themselves safe and healthy and who will, through respect, tolerance and understanding, forge and maintain positive relationships with a diverse range of family and friendship groups.
Curriculum Maps and Progression Document 2026 - 2027
PSHE/RSE – Long Term Plan knowledge overview 2026
Year 1
Rationale
Jigsaw, is a mindful approach to PSHE, it is a progressive and spiral scheme of learning. Jigsaw have planned lessons for PSHE that ensures that learning from previous years is revisited and extended, adding new concepts, knowledge and skills, year on year as appropriate. The spiral knowledge and skills progression shows all six Puzzles (units of work) including the key vocabulary used in each year group; explicit links to the DfE statutory Relationships and Health Education outcomes have been made in each Puzzle.
|
Year 1 |
Being me Aut 1 |
Celebrating differences Aut 2 |
Dreams and Goals Spr 1 |
Healthy me Spr 2 |
Relationship Sum 1 |
Changing me Sum 2 |
|
Ages 5-6 |
Feeling special and safe Being part of a class Rights and responsibilities Rewards and feeling proud Consequences Owning the learning charter |
Similarities and differences Understanding bullying and knowing how to deal with it Making new friends Celebrating the differences in everyone |
Setting goals Identifying successes and achievements Learning styles Working well and celebrating achievement with a partner Tackling new challenges Identifying and overcoming obstacles Feelings of success |
Keeping myself healthy Healthier lifestyle choices Keeping clean Being safe Medicine safety/ safety with household items Road safety Linking health and happiness |
Belonging to a family Making friends/being a good friend Physical contact preferences People who help us Qualities as a friend and person Self-acknowledgement Being a good friend to myself Celebrating special relationships |
Life cycles – animal and human Changes in me Changes since being a baby Differences between female and male bodies (correct terminology) Linking growing and learning Coping with change Transition
|
- Year 2
-
PSHE/RSE – Long Term Plan knowledge overview 2026
Rationale
Jigsaw, is a mindful approach to PSHE, it is a progressive and spiral scheme of learning. Jigsaw have planned lessons for PSHE that ensures that learning from previous years is revisited and extended, adding new concepts, knowledge and skills, year on year as appropriate. The spiral knowledge and skills progression shows all six Puzzles (units of work) including the key vocabulary used in each year group; explicit links to the DfE statutory Relationships and Health Education outcomes have been made in each Puzzle.
Year 2
Being me
Aut 1
Celebrating differences
Aut 2
Dreams and Goals
Spr 1
Healthy me
Spr 2
Relationship Sum 1
Changing me Sum 2
Ages 6-7
Hopes and fears for the year
Rights and responsibilities
Rewards and consequences
Safe and fair learning environment
Valuing contributions
Choices
Recognising feelings
Assumptions and stereotypes about gender
Understanding bullying
Standing up for self and others
Making new friends
Diversity
Celebrating difference and remaining friends
Achieving realistic goals
Perseverance
Learning strengths
Learning with others
Group co-operation
Contributing to and sharing success
Motivation
Healthier choices
Relaxation
Healthy eating and nutrition
Healthier snacks and sharing food
Different types of family
Physical contact boundaries
Friendship and conflict
Secrets Trust and appreciation
Expressing appreciation for special relationships
Life cycles in nature
Growing from young to old
Increasing independence
Differences in female and male bodies (correct terminology)
Assertiveness
Preparing for transition
Year 3
-
PSHE/RSE – Long Term Plan knowledge overview 2026
Rationale
Jigsaw, is a mindful approach to PSHE, it is a progressive and spiral scheme of learning. Jigsaw have planned lessons for PSHE that ensures that learning from previous years is revisited and extended, adding new concepts, knowledge and skills, year on year as appropriate. The spiral knowledge and skills progression shows all six Puzzles (units of work) including the key vocabulary used in each year group; explicit links to the DfE statutory Relationships and Health Education outcomes have been made in each Puzzle.
Year 3
Being me
Aut 1
Celebrating differences
Aut 2
Dreams and Goals
Spr 1
Healthy me
Spr 2
Relationship Sum 1
Changing me Sum 2
Ages 7-8
Setting personal goals
Self-identity and worth
Positivity in challenges
Rules, rights and responsibilities
Rewards and consequences
Responsible choices
Seeing things from others’ perspectives
Families and their differences
Family conflict and how to manage it (child-centred)
Witnessing bullying and how to solve it
Recognising how words can be hurtful
Giving and receiving compliments
Difficult challenges and achieving success
Dreams and ambitions
New challenges
Motivation and enthusiasm
Recognising and trying to overcome obstacles
Evaluating learning processes
Managing feelings
Simple budgeting
Exercise
Fitness challenges
Food labelling and healthy swaps
Attitudes towards drugs
Keeping safe and why it’s important online and off line 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
PSHE/RSE – Long Term Plan knowledge overview 2026
-
Year 4
RationaleJigsaw, is a mindful approach to PSHE, it is a progressive and spiral scheme of learning. Jigsaw have planned lessons for PSHE that ensures that learning from previous years is revisited and extended, adding new concepts, knowledge and skills, year on year as appropriate. The spiral knowledge and skills progression shows all six Puzzles (units of work) including the key vocabulary used in each year group; explicit links to the DfE statutory Relationships and Health Education outcomes have been made in each Puzzle.
Year 4
Being me
Aut 1
Celebrating differences
Aut 2
Dreams and Goals
Spr 1
Healthy me
Spr 2
Relationship Sum 1
Changing me Sum 2
Ages 8-9
Being part of a class team
Being a school citizen
Rights, responsibilities and democracy (school council)
Rewards and consequences
Group decision-making
Having a voice
What motivates behaviour
Challenging assumptions
Judging by appearance Accepting self and others
Understanding influences
Understanding bullying
Problem-solving
Identifying how special and unique everyone is
First impressions
Hopes and dreams
Overcoming disappointment
Creating new, realistic dreams
Achieving goals
Working in a group
Celebrating contributions
Resilience
Positive attitudes
Healthier friendships
Group dynamics
Smoking
Alcohol and vaping
Assertiveness
Peer pressure
Celebrating inner strength
Jealousy
Love and loss
Memories of loved ones
Getting and Falling
Out
Girlfriends and Boyfriends
Showing appreciation to people and animals
Being unique
Girls and puberty
Being part of a family
Confidence in change
Accepting change
Preparing for transition
Environmental change
Year 5
-
PSHE/RSE – Long Term Plan knowledge overview 2026
Rationale
Jigsaw, is a mindful approach to PSHE, it is a progressive and spiral scheme of learning. Jigsaw have planned lessons for PSHE that ensures that learning from previous years is revisited and extended, adding new concepts, knowledge and skills, year on year as appropriate. The spiral knowledge and skills progression shows all six Puzzles (units of work) including the key vocabulary used in each year group; explicit links to the DfE statutory Relationships and Health Education outcomes have been made in each Puzzle.
Year 5
Being me
Aut 1
Celebrating differences
Aut 2
Dreams and Goals
Spr 1
Healthy me
Spr 2
Relationship Sum 1
Changing me Sum 2
Ages 9-10
Planning the year ahead
Being a citizen
Rights and responsibilities
Rewards and consequences
How behaviour affects groups
Democracy, having a voice, participating
Cultural differences and how they can cause conflict
Racism
Rumours and name-calling
Types of bullying
Materials wealth and happiness
Enjoying and respecting other cultures
Future dreams
The importance of money
Jobs and careers
Dream job and how to get there
Goals in different cultures
Supporting others (charity)
Motivation
Smoking including vaping
Alcohol and 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
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
-
PSHE/RSE – Long Term Plan knowledge overview 2026
Rationale
Jigsaw, is a mindful approach to PSHE, it is a progressive and spiral scheme of learning. Jigsaw have planned lessons for PSHE that ensures that learning from previous years is revisited and extended, adding new concepts, knowledge and skills, year on year as appropriate. The spiral knowledge and skills progression shows all six Puzzles (units of work) including the key vocabulary used in each year group; explicit links to the DfE statutory Relationships and Health Education outcomes have been made in each Puzzle.
Year 6
Being me
Aut 1
Celebrating differences
Aut 2
Dreams and Goals
Spr 1
Healthy me
Spr 2
Relationship Sum 1
Changing me Sum 2
Ages 10-11
Identifying goals for the year
Global citizenship
Children’s universal rights
Feeling welcome and valued
Choices, consequences and rewards
Group dynamics
Democracy, having a voice
Anti-social behaviour
Role-modelling
Perceptions of normality
Understanding disability
Power struggles
Understanding bullying
Inclusion/exclusion
Differences as conflict, difference as celebration
Empathy
Personal learning goals, in and out of school
Success criteria
Emotions in success
Making a difference in the world
Motivation
Recognising achievements
Compliments
Taking personal responsibility
How substances affect the body
Exploitation including ‘county lines’ and gang culture
Emotional and mental health
Managing stress
Mental health
Identifying mental health worries and sources of support
Love and loss
Managing feelings
Power and control
Assertiveness
Technology safety
Take responsibility with technology use
Self-image
Body-image
Puberty and feelings
Conception to birth
Reflections about change
Physical attraction
Respect and consent
Boyfriends/girlfriends
Sexting
Transition
“Be who you are and say how you feel, because those who mind don't matter, and those who matter don't mind. You have brains in your head, you have feet in your shoes, you can steer yourself in any direction you choose.” Dr Seuss, American children's author and cartoonist.