Programme of Study

Programme of Study, KS1-5

Most of PSHE education becomes statutory for all schools from September. This includes Relationships Education at key stages 1 and 2, Relationships and Sex Education (RSE) at key stages 3 and 4, and Health Education in both primary and secondary phases. We have updated the Programme of Study for PSHE education to support schools to integrate this new statutory content, by key stage, into their broader PSHE programmes.

The Department for Education’s statutory Relationships Education, RSE and Health Education guidance sets out what schools must cover. This edition of the Programme of Study (updated January 2020) will support you to provide a comprehensive programme that integrates, but is not limited to, this statutory content.

The statutory guidance is comprehensively covered by learning opportunities for each key stage across the Programme’s three core themes: Health and Wellbeing, Relationships, and Living in the Wider World.

Even though much of ‘Living in the Wider World’ is not included in statutory requirements, this core theme is equally important. A high quality PSHE programme will also cover economic wellbeing, careers and enterprise education, as well as education for personal safety, including assessing and managing risk.

Latest resources

Drugs and Alcohol

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Drugs and Alcohol

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Core theme: health and wellbeing

KS1: Learning opportunities in Health and Wellbeing	KS2: Learning opportunities in Health and Wellbeing
Healthy lifestyles (physical wellbeing)
H1. about what keeping healthy means; different ways to keep healthy	H1. how to make informed decisions about health
H2. about foods that support good health and the risks of eating too much sugar	H2. about the elements of a balanced, healthy lifestyle
H3. about how physical activity helps us to stay healthy; and ways to be physically active everyday	H3. about choices that support a healthy lifestyle, and recognise what might influence these
H4. about why sleep is important and different ways to rest and relax	H4. how to recognise that habits can have both positive and negative effects on a healthy lifestyle
H5. simple hygiene routines that can stop germs from spreading	H5. about what good physical health means; how to recognise early signs of physical illness
H6. that medicines (including vaccinations and immunisations and those that support allergic reactions) can help people to stay healthy	H6. about what constitutes a healthy diet; how to plan healthy meals; benefits to health and wellbeing of eating nutritionally rich foods; risks associated with not eating a healthy diet including obesity and tooth decay.
H7. about dental care and visiting the dentist; how to brush teeth correctly; food and drink that support dental health	H7. how regular (daily/weekly) exercise benefits mental and physical health (e.g. walking or cycling to school, daily active mile); recognise opportunities to be physically active and some of the risks associated with an inactive lifestyle
H8. how to keep safe in the sun and protect skin from sun damage	H8. about how sleep contributes to a healthy lifestyle; routines that support good quality sleep; the effects of lack of sleep on the body, feelings, behaviour and ability to learn
H9. about different ways to learn and play; recognising the importance of knowing when to take a break from time online or TV	H9. that bacteria and viruses can affect health; how everyday hygiene routines can limit the spread of infection; the wider importance of personal hygiene and how to maintain it
H10. about the people who help us to stay physically healthy	H10. how medicines, when used responsibly, contribute to health; that some diseases can be prevented by vaccinations and immunisations; how allergies can be managed

Frequently asked questions

Heading 3

Our Programme of Study (key stages 1–5) is the only national programme of study for the subject and is regularly signposted to by the Department for Education for schools to use.

Another heading 3

Through its three core themes (Health and Wellbeing, Relationships, and Living in the Wider World) our Programme of Study provides schools with a framework for creating a programme which matches their pupils’ needs. It covers the breadth of PSHE from relationships and sex education (RSE) and health, to economic wellbeing and careers, setting out suggested content for each key stage.
The statutory guidance for Relationships Education, Relationships and Sex Education (RSE), and Health Education is comprehensively covered by the Programme of Study’s learning opportunities across all three core themes. Even though much of ‘Living in the wider world’ is not included in the statutory requirements, the theme as a whole remains vitally important for pupils’ personal development and economic wellbeing, as well as in supporting schools to meet the Gatsby benchmarks for careers education, as part of the DfE Careers Strategy.

The final section of the Programme of Study sets out the content grids from the DfE statutory guidance for Relationships Education, RSE and Health Education, mapped to the Programme of Study, clearly identifying the Programme of Study learning opportunities that address each bullet point from the statutory guidance.

Here is a numbered list:
1. Item one
2. Item two
3. And finally, a third item
The Department for Education’s statutory guidance for Relationships Education, Relationships and Sex Education (RSE), and Health Education sets out the content that is compulsory for schools to teach from September 2020. What a school teaches beyond that content is a decision for them, however we strongly recommend that schools teach the statutory content within a broader, comprehensive PSHE education programme for the following reasons:
- The Department for Education (DfE) says: ‘All elements of PSHE are important and the government continues to recommend PSHE be taught in schools’.
- If the non-statutory elements of PSHE education are not taught, the ‘personal’ aspects of economic wellbeing will be lost. PSHE complements the financial education covered through Citizenship and Maths, but covers the personal aspects of economic wellbeing.
- PSHE education is the vehicle through which schools can best ensure they meet many of the Gatsby benchmarks. DfE data shows that the most common approach to careers education is delivery through PSHE lessons (87%), including the crucial early learning in primary years that raises aspirations and broadens understanding of the world of work.
- Health, relationships, economic wellbeing and successful careers are all linked. PSHE is the glue that binds them together. It gathers all of these aspects of preparing for modern life together into a coherent curriculum subject.
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Lesson one: exploring risk

This key stage 2 lesson focuses on pupils’ understanding and assessment of risk and how to manage when risk arises. It enables pupils to talk about what is meant by risk and develop strategies for dealing with it.

It provides a suitable starting point prior to exploring different types of risk in more detail, for example in relation to drug, alcohol and tobacco education or gambling education. A follow-up lesson exploring risk in
relation to gambling is provided for pupils in Year 5/6.

This lesson is not designed to be taught in isolation and should form part of a planned, developmental programme for PSHE education. Timings provided are approximate — teachers are expected to adapt
delivery according to the needs of their pupils and their previous learning on risk.

Learning objective

To learn about risk in everyday situations

Learning outcomes

By the end of the lesson, pupils will be able to:

• assess how risky different everyday activities are
• describe how important it is to ‘stop and think’ before taking a risk
• explain what makes a risk worth taking and what makes it too risky

Resources required

• Box or envelope for anonymous questions
• Paper
• Resource 1: Risky activities
• Resource 2: Risk scenarios
• Resource 3: Risk reflection sheet

Activity	Description	Time
Baseline assessment	Discuss what is meant by risk, types of risks and what makes something more or less risky	5-10 mins
Risk continuum	Pupils draw an example of a risky activity then place them on a risk continuum - class feedback and discuss	15 mins
Paired discussion	Pupils discuss why people take risks	5 mins
In the moment	Class discuss how a character could manage a situation involving risk	10 mins
Risk scenarios	Pairs of pupils assess levels of risk in different situations, potential consequences and suggest how to minimise the risk	15 mins
End point assessment	Pupils complete a self-evaluation sheet about their learning on risk	5 mins
Extension activity	Pupils create a cartoon strip using the ‘in the moment’ scenario as stimulus, provide advice and depict a positive outcome	--

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Programme of Study