RSE & PSHE is the subject that most directly supports pupils’ personal development. As a result, a wide range of statutory and non-statutory guidance informs best practices. Subject and school leaders may want to consider how their RSE & PSHE curriculum supports them in meeting the following:

Statutory guidance

• Relationships and sex education (RSE) and health education statutory guidance.
• The Equality Act 2010, including duties relating to protected characteristics.
• Keeping children safe in education.

Non-statutory guidance and frameworks

• Teaching online safety in schools.
• Promoting fundamental British values through SMSC.
• Citizenship programmes of study: Key stages 1 and 2 (non-statutory).

Together, these documents outline the expectations for helping pupils stay safe, understand themselves and others, develop healthy relationships and become responsible members of their school and wider community.

In addition to this guidance, Ofsted considers how well schools support pupils’ personal development. Inspectors assess how the curriculum promotes wellbeing, healthy relationships, online safety, citizenship and pupils’ wider personal development.

While Ofsted does not issue subject-specific guidance for RSE & PSHE in the same way it does for many other subjects, such as through published research reviews, the personal development and wellbeing sections of the school inspection toolkits set out the standards schools are expected to meet.

Kapow Primary’s scheme ensures that statutory RSE & PSHE content is taught in full, supporting the wider work schools do across the curriculum to develop pupils’ personal development. It also takes into account the statutory and non-statutory guidance outlined above, with mapping documents provided to show how this guidance is covered across the scheme.

To see where the RSHE and EYFS statutory guidance is met, refer to our Statutory guidance coverage document.

To see how the Kapow Primary RSE and PSHE scheme supports pupils’ personal development, including their spiritual, moral, social and cultural development and understanding of British values, refer to British values, SMSC, PD and Protected characteristics mapping. 

Citizenship education is currently non-statutory in primary schools, although there is a recommended Programme of study that schools can choose to implement.

However, the recent Curriculum and assessment review final report recommends that citizenship should be added to the National curriculum in the next iteration due in 2028. The Government have accepted the recommendation.

Kapow Primary’s RSE & PSHE curriculum already includes citizenship lessons (including financial literacy) and will be updated to meet the new guidance released in 2027.

Kapow Primary’s RSE & PSHE curriculum has been designed as a spiral curriculum with the following key principles in mind:

• Cyclical – pupils revisit RSE & PSHE knowledge and skills across the key areas throughout their time in primary school.
• Increasing depth – each time a theme within a key area is revisited, it is explored with greater maturity and complexity.
• Prior knowledge – pupils build on what they have already learned, making connections rather than starting again.

Substantive knowledge refers to the core facts, concepts and statutory content that pupils are expected to know and understand.

In RSE & PSHE, this is organised through key areas and includes:

• How families and friendships function and what respectful relationships entail.
• The physical and emotional changes that occur during puberty.
• Strategies for maintaining good mental and physical health, including sleep, diet, exercise and managing emotions.
• Safety knowledge, including first aid, online safety and the risks associated with substances.
• The rights of children and the responsibilities of citizens.

Personal knowledge refers to pupils’ growing awareness of themselves, their feelings, values and identities.

It develops as pupils learn to recognise and name emotions, understand and respect personal boundaries and reflect on how experiences and relationships shape who they are.

In RSE & PSHE, disciplinary knowledge does not refer to a single subject discipline in the way it does in other subjects. Instead, it reflects how pupils learn to understand where guidance about health, wellbeing, relationships and safety comes from and how to judge its reliability.

At Kapow Primary, disciplinary knowledge in RSE & PSHE is understood as learning to question information, recognise evidence-based advice and distinguish fact from opinion. This is developed primarily through the critical thinking strand, which supports pupils to make informed and responsible decisions.

Kapow Primary’s RSE & PSHE curriculum gives pupils regular opportunities to develop their oracy skills.

Pupils discuss scenarios, share ideas and explain their thinking using key vocabulary. They role-play situations such as asking for help or being assertive and are encouraged to consider how tone of voice, volume and body language support their message.

Pupils ask and answer questions, express their opinions in a respectful and thoughtful way and collaborate in pairs or groups. They also practise summarising key information, helping them communicate clearly and confidently in a range of personal and social contexts.

Through the Citizenship key area, pupils explore environmental awareness as part of their rights and responsibilities within the wider community. Lessons highlight how caring for the planet is connected to caring for others, encouraging empathy, activism and a shared sense of global citizenship.

Across Kapow Primary, sustainability is also supported through the Sustainability: Progression of knowledge and skills document. This framework ensures that learning on sustainability and climate change is progressive, purposeful and integrated across subjects. As a result, pupils develop a clear understanding of their role in protecting the world around them.

Critical thinking is a key strand of the RSE & PSHE curriculum. Through discussion, questioning and exploring scenarios, pupils consider different viewpoints, recognise fairness, spot pressure and judge whether something feels right or safe. This enhances their understanding that health, safety and wellbeing guidance is based on evidence, expertise and law.

Pupils develop media and information literacy by questioning packaging claims in My healthy self units, thinking carefully about people’s intentions when they offer gifts or attention and learning to understand medical information.

The scheme promotes and explicitly teaches the British values of: Individual liberty, Mutual respect, Democracy, The rule of law and Tolerance of those with different faiths or beliefs.

Pupils learn to listen to and respect differing opinions, understand why rules and laws keep people safe, recognise their rights and responsibilities and value the beliefs and lifestyles of others. Lessons encourage debate, fairness and an understanding of how communities function, helping pupils develop into thoughtful, respectful and active citizens.

It is important to note that British values should not be taught solely through RSE & PSHE. They should be embedded throughout the entire curriculum and reflected in the school’s ethos and culture. Kapow Primary supports this wider approach by showing where British values are promoted in the cross-curricular section of each lesson plan and across all covered subjects.

See our British values, SMSC, Personal development and Protected characteristics mapping document.

Schools build cultural capital by giving pupils experiences and knowledge they may not otherwise encounter, helping to prepare them for life beyond school. RSE & PSHE contributes to pupils’ cultural capital by giving them the essential knowledge and skills they need to participate confidently in society.

Pupils learn about different families and communities, how democratic and social structures function and how to communicate and interact respectfully with others. They develop the vocabulary and social understanding needed to navigate relationships, make informed choices and engage with the wider world.

The scheme ensures that early social and emotional learning forms the foundation for later RSE & PSHE.

During EYFS (Reception), pupils begin to develop the core dispositions within the three strands of personal, social and emotional development: self-regulation, managing self and building relationships. These strands continue through KS1 and KS2, helping pupils revisit ideas with increasing maturity and independence.

This structured progression supports pupils as they move towards more complex decision-making, stronger relationship skills and greater personal responsibility.

Kapow Primary supports schools by:

• Providing a clear, detailed and carefully sequenced RSE & PSHE curriculum that is less open to interpretation and easier for schools to explain to parents.
• Providing curriculum mapping that shows how knowledge and skills build over time and how learning across units meets the statutory guidance, supporting schools to explain curriculum choices with confidence.
• Including a dedicated, non-statutory sex education unit, making it clear which content parents can choose to withdraw from.
• Offering a dedicated parent information page that schools can share with families.
• Supporting schools to align the scheme with their RSHE policy.
• Helping schools share curriculum materials with parents when requested.
• Providing guidance that supports confident, consistent communication with parents and carers.

Kapow Primary supports teachers in delivering RSE & PSHE through clear, practical CPD that builds confidence and subject understanding.

Bitesize CPD videos are designed to be watched before teaching, supporting teachers to feel prepared and informed when delivering sensitive or complex content, while still using their professional judgement to adapt lessons to their class and context.

Kapow Primary also provides webinars for more in-depth support in areas that schools often find challenging, such as sex education. These sessions aim to upskill teachers, strengthen subject knowledge and support consistent, policy-aligned practice across the school, rather than prescribing exactly how lessons must be taught.

Leading RSE & PSHE can be challenging. The subject is shaped by a wide range of statutory and non-statutory guidance. Kapow Primary supports subject leaders by providing clear documentation and mapping to show where these requirements are covered across the scheme.

In addition, subject leaders are supported through dedicated subject leader videos, podcasts and webinars, designed to build expertise and provide deeper guidance on specific areas of RSE & PSHE.

A key benefit of using Kapow Primary is the confidence it provides in implementation. Subject leaders can be assured that all staff are teaching lessons that align with the planned curriculum and school policy, supported by CPD videos and Teacher knowledge sections within each lesson.

Additionally, Kapow Primary helps schools develop whole-school PRSE & PSHE policies, as well as in communicating effectively with parents. A dedicated parent section on the website can be shared with families, along with guidance to support consultations and conversations about RSE & PSHE.

Each RSE & PSHE lesson begins with a short activity revisiting prior learning. This helps reinforce key knowledge, activates long-term memory and creates connections between past and new learning.

Recap and recall activities are varied to keep the start of the lesson engaging and fun while still supporting active recall.

A short, engaging activity designed to hook pupils into the new learning in the lesson.

This could be a thought-provoking question, a quick investigation or an interactive discussion to spark curiosity and enthusiasm for the topic.

The core part of the lesson, where pupils engage in activities that develop their understanding of the learning objective.

This includes a mixture of teacher modelling, guided practice and independent or collaborative tasks tailored to support all learners.

A final reflective activity that consolidates learning.

This could involve reviewing the success criteria, discussing key learning or applying knowledge in a different context to assess understanding and encourage deeper thinking.

• Activates prior knowledge – helps pupils make connections between new and existing learning, reducing cognitive overload.
• Strengthens memory pathways – retrieval practice has been shown to improve retention more effectively than passive review.
• Identifies gaps in understanding – teachers can quickly assess what pupils remember and address misconceptions before introducing new content.
• Builds confidence – regular recall activities reassure pupils that they can remember key concepts, improving engagement and motivation.
• Promotes spaced learning – revisiting prior learning at regular intervals supports long-term retention, rather than cramming information in a single lesson.

Due to budget constraints and varied staffing structures, it is not always possible to have classroom support from additional staff.

Kapow Primary’s RSE & PSHE lessons are designed with this in mind, providing resources and explanations that allow teachers to deliver high-quality lessons independently without necessarily relying on additional adults.

If additional support is suggested in a lesson, it is clearly marked in the ‘Have ready’ part of the lesson plan.

Kapow Primary’s RSE & PSHE scheme is designed as a planned, sequenced curriculum that should be taught to all pupils over time.

Issues discussed through RSE & PSHE often arise naturally during school activities, such as playtimes or lessons. When this happens, teachers can draw on previous learning to support pupils using familiar language and strategies. This reinforces the curriculum and helps pupils relate to real situations using prior or future learning.

Where possible, it can be beneficial to introduce some flexibility into the school timetable to respond to issues as they emerge, rather than replacing a planned RSE or PSHE lesson. Having time allocated for discussion, reflection or revisiting key ideas allows teachers to address real situations promptly, while maintaining the planned curriculum sequence.

Faith schools are still required to meet the statutory requirements for Relationships Education and Health Education. Many choose to use a progressive scheme of work, such as Kapow Primary RSE & PSHE, to support the planning and sequencing of this content. Schools should ensure that lesson delivery reflects their ethos, policy and any local church or diocesan guidance.

Each Kapow Primary RSE & PSHE lesson is supported by a teacher CPD video that explains the key concepts, intended learning and pedagogical approach. These videos are designed to upskill teachers and support confident implementation of the curriculum, without requiring prior familiarity with the wider scheme.

Progression documents outline the skills and knowledge and vocabulary covered across year groups. For teachers, these can be used selectively as a reference where helpful, for example, to check what pupils may already have encountered. For subject leaders, the documents provide an overview of how the curriculum is structured and how learning builds over time.

The RSE & PSHE: Statutory guidance coverage document supports schools in checking statutory coverage when transitioning from a different curriculum. It can be used to identify where statutory content is introduced and revisited and to highlight any areas pupils may not yet have encountered.

Kapow Primary also provides parent information pages for the new PSHE scheme, which can help schools share information with parents and address common questions. In addition, guidance documents are available to support schools in reviewing and updating their RSHE policy in line with statutory requirements.

Transitioning to a new curriculum does not need to be challenging. Kapow Primary supports and upskills teachers, ensuring they can implement the curriculum as intended. To help teachers feel confident and prepared, every lesson includes a teacher CPD video that clearly explains the subject knowledge, key concepts, and intended learning.

In RSE & PSHE, the curriculum is organised into key areas, making it easier to see how units within each area build on one another and to check prior learning where helpful. If pupils join the scheme partway through the curriculum sequence, teachers may choose to allow more time to work through units, pausing to revisit or explain concepts and vocabulary that pupils have not yet secured.

Lessons include built-in opportunities for formative assessment, allowing teachers to assess understanding and respond through discussion, questioning and observation, so they can support pupils in making progress from their current starting points.

Over time, pupils may show increased confidence in expressing feelings, asking for help and making decisions. They begin to develop self-awareness and emotional literacy, which supports resilience when facing challenges or change.

Pupils may develop more positive and respectful relationships with others. They can demonstrate greater empathy, better understanding of boundaries and enhanced communication skills, which support healthy friendships and inclusion.

Over time, this may lead to fewer incidents of unkind behaviour, as pupils become more capable of recognising unkind behaviour and seeking support.

Pupils may become better able to manage behaviour and responses, especially in challenging situations. They gain an understanding of why rules are vital for ensuring their own safety and that of others, and learn how to follow them.

Over time, pupils can develop resilience by learning to cope with setbacks, manage their emotions, make amends and move forward positively, thereby supporting a calm and safe school environment.

Pupils demonstrate their learning and provide evidence of progress through a variety of activities, including structured written work, diagrams and creative responses.

The RSE & PSHE: Assessment spreadsheet helps to track pupils’ RSE & PSHE attainment over time.

This tool allows teachers to track progress against learning objectives and assessment statements, making it easier to monitor development and identify areas for support.