Personal, Social and Health Education

At St. John’s, PSHE is an integral part of school life.


With a strong emphasis on emotional literacy, building resilience and nurturing mental and physical health, St John’s intends to deliver engaging and relevant PSHE within a whole-school approach. We will do this by following The Jigsaw Scheme. We include mindfulness so that our children advance their emotional awareness, concentration and focus. Cultural capital will be at the centre of every lesson, helping our children to understand and navigate a rapidly changing 21st Century world and develop positive relationships with themselves and others. Citizenship, at school, community, national and global levels will be integral. Our progressive and developmental approach means that our children will develop age-appropriate knowledge and understanding of the protected characteristics. Weaving through the heart of our PSHE teaching, is a commitment to enhancing and promoting the British Values and our core Christian Values of LOVE, HOPE and TRUST.


Our children are exposed to a spiral and progressive curriculum. There are six half-term units of work (Puzzles), each containing six lessons (Pieces) covering the academic year. At the start of a new unit we ensure that learning from the previous year is revisited. Year on year, through the course of the unit, learning is extended by adding new concepts, knowledge and skills and vocabulary.

The six units are:

  • Term 1: Being Me in My World Term
  • 2: Celebrating Difference (including anti-bullying)
  • Term 3: Dreams and Goals
  • Term 4: Healthy Me
  • Term 5: Relationships
  • Term 6: Changing Me (including Sex Education)

Every Piece has two Learning Intentions, one specific to Relationships and Health Education (PSHE) and the other designed to develop emotional literacy and social skills.

We launch each new puzzle with all classes studying the same unit at the same time, building sequentially through the school year, facilitating wholeschool learning themes. This is then progressively built upon each year ensuring our children know more and remember more within each Puzzle.

Each lesson is built upon a Charter which underpins the behaviour and respect that is the basis for each lesson. At the beginning of every lesson, we review the learning from the week before and then all the children partake in a mindfulness session. This helps children gain awareness of the activity in their minds, relaxing them and quietening their thoughts and emotions. This also enhances reflection and spiritual development. New information, concepts and skills are then introduced using a range of teaching approaches and activities. The children are encouraged to reflect on their learning experiences and their progress. Doing this allows them to process and evaluate what they have learnt, which in turn, enables them to consolidate and apply their learning.

Teachers use ongoing formative assessment of both knowledge-based health and well-being outcomes and skills based social and emotional learning and development. At the end of each unit, a summative assessment linked to all the learning intentions is made. Gaps can be identified and teachers can then plan, select and differentiate accordingly. This is facilitated by the spiral and progressive concepts contained within our PSHE curriculum.


By the time our children leave our school they will:

  • Be able to approach a range of real-life situations and apply their skills and attributes to help navigate themselves through modern life
  • Be on their way to becoming healthy, open minded, respectful, socially and morally responsible, active members of society
  • Appreciate difference and diversity
  • Recognise and apply the British Values of Democracy, Tolerance, Mutual respect, Rule of law and Liberty
  • Be able to understand and manage their emotions
  • Be able to look after their mental health and well-being
  • Be able to develop positive, healthy relationship with their peers both now and in the future.
  • Understand the physical aspects involved in RSE at an age appropriate level
  • Have respect for themselves and others.