St Luke's C of E Primary School

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PSHE at St Luke's

“Personal, Social, Health and Economic (PSHE) education is a school subject through which pupils develop the knowledge, skills and attributes they need to manage their lives, now and in the future. These skills and attributes help pupils to stay healthy, safe, and prepare them for life and work in modern Britain. PSHE education helps pupils to achieve their academic potential, and leave school equipped with skills they will need throughout later life.”

-PSHE Association, 2016

Our Intent for PSHE

At St Luke's, we follow the Jigsaw scheme to deliver PSHE. Jigsaw brings together PSHE Education, emotional literacy, social skills and spiritual development in a comprehensive scheme of learning. It is a whole school approach, with all year groups working on the same theme (Puzzle) at the same time.

With the Jigsaw approach, mindfulness is developed through the ‘Calm Me’ time in each piece (lesson). This consists of breathing techniques, awareness exercises and visualisations. Mindfulness is a vital tool for life: not only does it support the regulation of emotion and build emotional resilience but also enhances focus and concentration; both helping to optimise learning for our children!

How we Implement the PSHE Curriculum

There are six Puzzles in Jigsaw that are designed to progress in sequence from September to July:

Being Me in My World
Celebrating Difference (including anti-bullying)
Dreams and Goals
Healthy Me
Changing Me (including Sex Education)

Each Piece has two Learning Intentions: one is based on specific PSHE learning (covering the non-statutory national framework for PSHE Education but enhanced to address children’s needs today); and one is based on emotional literacy and social skills (covering the SEAL learning intentions but also enhanced). The enhancements mean that Jigsaw is relevant to children living in today’s world as it helps them understand and be equipped to cope with issues like body image, cyber and homophobic bullying, and internet safety.

The creation of Jigsaw is motivated by the genuine belief that if attention is paid to supporting children’s personal development in a structured and developmentally appropriate way, this will not only improve their capacity to learn (across the curriculum) but will ultimately improve their life chances. That’s why Jigsaw is completely child-focussed.

This is reflected in the innovative way that Pieces (lessons) are structured:

Connect us – This section is designed to maximise social skills, to engender positive relationships and enhance collaborative learning.

Calm me - This section aims to still the children’s minds, relaxing them and quietening their emotions to a place of optimum learning capacity. This will also engender a peaceful atmosphere within the classroom. It is an invaluable life skill which also enhances reflection and spiritual development.

Tell me or show me - This section is used to introduce new information, concepts and skills, using a range of teaching approaches and activities.

Let me learn - Following Piaget’s learning model, after receiving new information/concepts, children need to manipulate, use, and play with that new information in order for it to make sense to them and for them to ‘accommodate’ it into their existing learning.

Help me reflect -Throughout Jigsaw, children are encouraged to reflect on their learning experiences and their progress. By reflecting, children can process and evaluate what they have learnt, which enables them to consolidate and apply their learning.

Assessment and Recording

PSHE learning is recorded in PSHE class books: these books contain a range of evidence of the children’s learning, which can include –but is not limited to- photocopies of cross-curricula learning; children’s verbal or written comments; photographic evidence of activities and experiences.

Teachers assess children’s knowledge, understanding and skills in PSHE by making observations and notes of children’s comments during lessons. As part of our assessment for learning process (and in line with our school’s assessment policy), children will receive both verbal and written feedback in order to aid progress in the subject (where appropriate). 


Spiritual, Moral, Social and Cultural Development 

Spiritual, moral, social and cultural development are promoted through all PSHE teaching

Spiritual development: We explore the beliefs and experiences of ourselves and others; discuss the importance of respecting all beliefs and faiths; learn about and discuss our feelings and values and those of others.

Moral development: We learn about and discuss things that are right and wrong; learn about the law and the importance of it; begin to consider our actions and the consequence of them; consider, discuss and debate ethical issues; offer reasoned views.

Social development: We consider all of the groups and communities that we are part of; participate in our local community; learn how to resolve conflict; engage with the British Values of democracy, the rule of law, individual liberty, mutual respect and tolerance.

Cultural development: We become aware of cultural influences; learn about the role of Britain’s parliamentary system; understand, accept, respect and celebrate diversity.


Relationship and Health Education at St Luke's

What is Relationship and Health Education (RHE)?

Principles within a Christian Education

We teach children about Relationship and Health Education within the context of being a Christian school. It is important that as children grow up, they come to an understanding of their own bodies, instincts and feelings. In this way they will be prepared for the opportunities, joys and responsibilities of caring relationships.  Relationship and Health Education should be taught in the context of family life and committed, stable relationships with an emphasis on love, trust and respect.  It is also about understanding the building blocks of friendship, privacy, and boundaries.

“We must avoid, at all costs, diminishing the dignity of any individual to a stereotype or a problem. Church of England schools offer a community where everyone is a person known and loved by God, supported to know their intrinsic value.”

(Valuing All God’s Children, Church of England 2017, Foreword by The Most Revd and Rt Hon Justin Welby, Archbishop of Canterbury)

Vision in Action

The policy supports the school’s aims with particular reference to:

  • encouraging pupils to become responsible members of the community and confident people through the fostering of positive attitudes which enhance self esteem

  • encouraging all members of the school community to have concern, respect and a caring attitude for others, their immediate environment and the world at large

  • teach and support the acquisition of appropriate learning skills to enable our children to reach their highest potential intellectually, physically, emotionally, spiritually, morally and socially

It is lifelong learning about physical, moral and emotional development.  It is about the understanding of the importance of marriage for family life, stable and loving relationships, respect, love and care.  Research demonstrates that good, comprehension RHE does not make young people more likely to become sexually active at a younger age.

Sex and Relationship Education Guidance, DfEE (now Department for Education/DfE) 2000

Relationship and Health Education will reflect the values of the Personal, Social, Health and Economic (P.S.H.E) education and Citizenship programme.  R.H.E will be taught in the context of relationships and more specifically within the context of Christian principles.  We will teach children about the different types of family that reflect modern Britain. In addition R.H.E will promote self-esteem and emotional health and well-being and help them form and maintain worthwhile and satisfying relationships, based on respect for themselves and for others, at home, school, work and in the community

RHE … should seek to develop understanding that there are a variety of relationships and family patterns in the modern world.”

(Valuing All God’s Children, Church of England 2018 p34)