programme of study for pshe education

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• Education, training and skills
• School curriculum
• Personal, social, health and economic education

Personal, social, health and economic (PSHE) education

Guidance about teaching personal, social, health and economic (PSHE) education in England.

Applies to England

This is for:

• school leaders
• school staff

It applies to local-authority-maintained schools.

All schools should make provision for PSHE , drawing on good practice. Schools are also free to include other subjects or topics of their choice in planning and designing their own programme of education.

The current sex and relationships education statutory guidance includes personal, social, health and economic education ( PSHE ).

Updated statutory guidance will come into effect from September 2020.

The revised curriculum subjects will be:

• relationships education (primary)
• relationships and sex education (RSE) (secondary)
• health education (state-funded primary and secondary)

Read more about the consultation and new statutory guidance .

Removed the link to PSHE Association case studies.

Updated details on previous funding, removed outdated details on drug and alcohol education, and added information about changes from September 2020.

Added information about updated statutory guidance for 2020.

First published.

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NEW EDITION! Programme of Study for PSHE Education (Key stages 1–5) (2020)

Subject: Personal, social and health education

Age range: 5-7

Resource type: Other

Last updated

22 March 2022

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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

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’,

The programme of study includes three core themes:

Our Programme of Study for PSHE education has been updated (January 2020) — to support schools to integrate the new statutory content, by key stage, into their broader PSHE programmes

*The Government has committed to making the health education and relationships education/RSE aspects of PSHE compulsory from September 2020.

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• PSHE programmes of study

PSHE Association Programmes of Study

What is it.

A programme of study from the PSHE Association designed to help schools to create a PSHE programme that matches their pupils’ needs.

It covers the breadth of PSHE from relationships and sex education and health, to economic wellbeing and careers, setting out suggested content for Key Stages 1 to 5.

It highlights learning opportunities across 3 core areas:

• Health and wellbeing
• Relationships
• Living in the wider world

The programme of study was updated in February 2020 to support schools to prepare for statutory Relationships, Sex and Heath Education in September. 

Where to find it

The programme of study can be found on the  PSHE Association’s website .

Programme of Study for PSHE Education

Description, download planning tool, feedback form.

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Doctor of Education Leadership

Additional Information

• Download the Doctoral Viewbook
• Admissions & Aid

America needs transformative leaders in preK–12 education whose passion for education quality and equity is matched by a knowledge of learning and development, the organizational management skills to translate visionary ideas into practical success, and a firm grasp of the role of context and politics in shaping leadership. Graduates of the three-year, multidisciplinary Doctor of Education Leadership (Ed.L.D.) Program at the Harvard Graduate School of Education will be prepared to become those leaders.

The Ed.L.D Program — taught by faculty from the Harvard Graduate School of Education, the Harvard Business School, and the Harvard Kennedy School — will train you for system-level leadership positions in school systems, state and federal departments of education, and national nonprofit organizations. Ed.L.D. is a full-time, three-year program built on a cohort learning model. Cohorts consist of up to 25 students from diverse professional backgrounds (including district/charter management leaders, nonprofit directors, principals, teachers, and policy researchers) who progress through the program together.

All Ed.L.D. students receive a full tuition funding package plus stipends, work opportunities, and a paid third-year residency at a partner organization.

The Ed.L.D. Program prepares graduates to do work for the public good in the American public education sector, whether that be at the system or state level. Specifically, the program is designed to accelerate the progress graduates make toward achieving meaningful impact in influential roles and/or crossing boundaries in the following spaces in the public education sector:

• PreK–12 district or CMO leadership roles : superintendent of schools, chief academic officer, and/or deputy superintendent
• Foundation/philanthropy roles:  director, president and CEO, senior fellow
• Education nonprofit roles : president or executive director of backbone or collective impact organizations which support preK–12 schools. Ed.L.D. graduates will lead education nonprofits that explicitly focus on improving outcomes and opportunities for children, families, and communities.
• State or federal education leadership roles : commissioner or deputy commissioner roles. Could also include public education advocacy or education policy advisers to senior government officials.
• Social Entrepreneurship and Innovation roles:  Founder, CEO, president

Curriculum Information

The Ed.L.D. curriculum is a balance of multidisciplinary coursework and practice-based learning. Core courses and electives are taught by recognized leaders from across Harvard’s graduate programs in fields like data-based education reform, organizational change and innovation, and effective leadership strategies for urban schools. You will develop and test your leadership skills through team projects and an immersive third-year residency.

All students in the cohort take the same classes in four foundational content areas: learning and teaching, leadership and organizational change, politics and policy, adult development, and leadership inside and out (including one-on-one executive coaching). Courses taken during the first-year focus on practice-based learning and serve as the framework of your first-year experience.

Sample HGSE Courses

• Leading Change
• How People Learn
• Ed.L.D. Proseminar
• Leadership, Entrepreneurship, and Learning
• Race, Equity, and Leadership
• Practicing Leadership Inside and Out
• Sector Change
• The Workplace Lab for System-Level Leaders

View  all courses  in the Academic Catalog.

Each cohort member works with program advisers to choose an individualized sequence of electives from any of the Harvard graduate schools. You will work closely with the program faculty and staff during your second year to determine the best match with a partner organization for your third-year residency. Matches are driven by mutual interest between the resident and the partner organization, and each student's career and learning goals and geographic preferences.

• Second Year Practicing Leadership Inside and Out
• Driving Change 
• Education Sector Nonprofits
• Negotiation Workshop
• Coaching with Equity in Mind
• Ethnic Studies and Education
• Deeper Learning for All:  Designing a 21st Century School System
• Institutional Change in School Organizations, Systems, and Sectors

You will take part in a 10-month paid residency at one of our partner organizations. There, you will work on a strategic project which synthesizes your experience and learning into a written Capstone project. You will stay connected to your Ed.L.D. cohort and HGSE through technology and by returning to Harvard periodically for intensive workshops.

Paid Residency 

Our partner organizations include school systems and departments of education, as well as some of the nation's most influential and dynamic nonprofit, mission-based for-profit, and philanthropic organizations.

You will be intentionally pushed out of your comfort zones and asked to work systemically and make a significant contribution to the partner organization. In addition, the residency will provide you with the professional mentoring, practical experiences, and network of connections they need to position themselves as future leaders in the education sector. 

Strategic Project 

You will define (with supervisors from your partner organization) a strategic project on which to focus. You will have the opportunity to lead one or two major efforts on behalf of the organization, such as the creation or implementation of current initiatives. The project allows you to practice and improve leadership skills, add important value to the mission and strategy of the partner organization, work systemically, and hold high-level accountability.

During the residency period, you will produce a written Capstone. The Capstone is a descriptive, analytic, and reflective account of your third-year leadership contributions to a strategic project within an Ed.L.D. partner organization. It is a demonstration of your ability to engage others, develop strategy to successfully address and diagnose challenges, work toward a vision and goals, and learn from the results.

Sample Topics

• Accountability, Coherence, and Improvement: Leadership Reflection and Growth in the Los Angeles Unified School District
• Leadership Development for Entrepreneurial Education Leaders Working to Build Public & Private Sector Support
• Disrupting Teacher Preparation: Lessons in Collaboration and Innovation Across the Learning to Teach Community of Practice
• Pursuing Educational Equality for English Language Learners

Sample Summaries 

• Breaking Down Silos in a School District: Findings from an Ed.L.D. Project in Montgomery County
• Expanding Students' Access to Meaningful STEM Learning Opportunities Through Strategic Community Partnerships
• Developing a New Teacher Leadership and Compensation System in Iowa: A Consensus-Based Process
• Finding Great Teachers for Blended-Learning Schools

GSE Theses and Dissertations from Digital Access to Scholarship at Harvard (DASH)

Program Faculty

Ed.L.D. students learn with renowned faculty from the Harvard Graduate School of Education, Harvard Business School, and Harvard Kennedy School. Faculty from the three schools share their individual expertise in the Ed.L.D. Program and work collaboratively to provide a challenging and coherent experience for students. Faculty who teach in the Ed.L.D. core curriculum and advise Ed.L.D. students include:

Faculty Director

Frank D. Barnes

Frank Barnes is faculty director of the Doctor of Education Leadership Program. He has over 30 years experience as an educator, researcher, and organizer. As a chief accountability officer, he led turnaround efforts for large public school districts, including Boston Public Schools and Charlotte-Mecklenburg Schools.

Kathryn Parker Boudett

Ebony N. Bridwell-Mitchell

Jennifer Perry Cheatham

Elizabeth City

Candice Crawford-Zakian

Marshall Ganz

Adria D. Goodson

Deborah helsing.

Monica C. Higgins

Deborah Jewell-Sherman

Lisa Laskow Lahey

Mary Grassa O'Neill

Irvin Leon Scott

Catherine Snow

Michael L. Tushman

Martin west.

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Doctor of Education Leadership experience and the impact its community is making on the field:

Do We Need Happiness Teachers?

After a trip to meet with the Dalai Lama, an Ed.L.D. student says we do

Combatting Chronic Absenteeism with Family Engagement 

As post-COVID absenteeism rates continue unabated, a look at how strong family-school engagement can help

Build your programme

Plan your schemes of work with our PSHE education Programme Builders for key stage 1-5

Easily build the perfect scheme of work for your pupils.

Our Programme Builders give you useful examples of possible curriculum frameworks. They set out what you could cover with each year group, in each half term / term across the year. We cover the whole Programme of Study for PSHE education – including statutory Relationships, Sex and Health Education content – and link to quality assured lesson plans you can use.

Schools should always tailor PSHE education to their pupils' needs.

So these are not full schemes of work, but useful example frameworks to support your planning, whatever your preferred delivery model.  

We have five models (two for primary, two for secondary and one crossphase), each with:

• a long term plan for the year across all year groups
• grids for each year group with suggested learning objectives for each half-term
• links to lesson plans (both our own resources and those carrying our Quality Mark) that support each module. We add new quality assured resources to the Programme Builders as they are published.

This programme builder is structured around an overarching question for each term or half term. These begin in key stage 1 as ‘What? and ‘Who?’ questions and build throughout Key Stage 2 into ‘Why?’ and ‘How?’ questions.

The three core themes from the Programme of Study are fully covered. Colour-coding highlights if the overall topic focus is Health and Wellbeing, Relationships or Living in the Wider World (although some half term blocks will draw on more than one core theme). Teaching builds throughout the primary phase according to the age and needs of the pupils, with suggested developmentally appropriate learning objectives responding to each key question.

This programme builder takes a thematic approach to primary PSHE education, covering all three core themes of the Programme of Study (Health and Wellbeing; Relationships; and Living in the Wider World) over the school year, with three topics per half term.

This approach allows different year groups to work on similar themes at the same time, building a spiral programme year on year, whilst offering flexibility in terms of medium term planning. The colour-coded topic areas can be adapted to meet planning requirements, pupils’ stage of development and needs and also to reflect the context of the school and local community.

Covering year 3 to year 8, this Programme Builder is designed to support planning in preparatory or middle schools, covering all three core themes of the Programme of Study (Health and Wellbeing; Relationships; and Living in the Wider World) over six half terms.

The topics are arranged in a manner that allows for timely exploration at an appropriate point in the school year and pupils’ experiences. It provides a carefully sequenced curriculum that builds knowledge, skills and attributes year on year, as the core themes are revisited. This Programme Builder covers all aspects of the Programme of Study, as well as all of the statutory Relationships and Health education content for Key Stage 2 and lower key stage 3, though we don't include key stage 3 curriculum more suitable for Year 9 students.

This programme builder takes a thematic approach to secondary PSHE education, covering all three core themes of the Programme of Study (Health and Wellbeing; Relationships; and Living in the Wider World) over six half terms.

The Programme Builder is designed in such a way that all year groups are working on the same core theme at the same time, however the colour-coded topic areas can be adapted to suit your planning requirements and there is no ‘correct order’. Content should be selected that ensures opportunities to develop knowledge, skills and attributes, through a programme that is relevant and appropriate to the ethos of the school and the needs of its students.

This programme builder takes a competencies-based approach to secondary PSHE education. It groups competencies (including skills and attributes) under three headings: Independence and Aspirations; Autonomy and Advocacy; and Choices and Influences. Risk management and help-seeking strategies are addressed throughout PSHE education, but in some units of work the Programme Builder highlights where these will be especially relevant or essential to the learning. Although the organisational starting point for this Programme Builder is developing competencies, this does not mean that building knowledge is not a central part of this model.

The competencies are developed through the context of different topic areas, each with its own knowledge content. For example, ‘developing agency, the ability to manage influence and access support’ can be taught through the context of drugs and alcohol while ensuring the relevant factual knowledge is covered.

Key stage 5 is our last opportunity to ensure that students have real competence in the skills and strategies they’ve been developing throughout their PSHE education — and to extend the knowledge and understanding that they need to equip them for independent living and the next stage in their education or career.

Our new KS5 Programme Builder ensures developmental progression by revisiting themes and building on prior learning from key stage 4. It begins with an overview of suggested content for each year group for each half term. This is followed by more detailed grids, setting out broad learning opportunities for each half term block.

Free samples and parent/carer copies

Get a sneak preview of the long term overviews and medium term grids for each of our Programme Builders. We also have parent/carer copies available to download below for members. 

Terms of use

We are happy for you to publish the one-page long-term overview (or your adapted version of it) on your school website but don’t allow publication of the medium term grids. Feel free to get in touch if you have any questions.

Download the Programme Builders

Being a member of the PSHE Association gives you exclusive access to a world of benefits:

• Full access to all resources
• Access to book member-only training and events
• Subject specialist support via phone or email

• public school

Here's how to give your feedback on Texas Education Agency's proposed curriculum for public school

Education officials in Texas are looking to standardize what students are taught.

The Texas Education Agency has released thousands of pages of recommended curricula for public schools across the state.

On the TEA's website , you can give feedback on whether you think this curriculum is fair and factual from Monday, June 3, until Friday, Aug. 16.

This is a brand new curriculum that comes from a law passed last year.

But the idea is familiar.

Decades ago, schools in Texas operated based on state guidelines, and then the control moved to local districts. Now, it looks like there's a power shift back to the state having control.

ABC13 spoke with Duncan Klussmann, a University of Houston asst. professor who formerly served as superintendent of Spring Branch ISD.

"Textbook wars in Texas are not new. They go way back to the 60s, really when we had many more of these issues when the state completely controlled what you got," Klussmann explained.

Multiple groups have criticized the proposed curriculum because the language arts section includes several Biblical teachings and references. State leaders have argued that other religious teachings are also included.

Gov. Greg Abbott has praised this curriculum, saying, in order to improve scores in math and reading, curriculum needs to be high quality and the same at all school districts in the state.

"I understand that a lot of people have distrust. I understand that a lot of people may scroll social media and they may see buzz words on articles and they are afraid that their child is going to be indoctrinated if they come to school," Staci Childs, the state Board of Education member representing Houston and parts of Galveston County, said. "Well, I can assure you as long as I'm on the state board of education that we're not going to let that happen, but we still need the public to be part of that process so we can get insight on how to make the curriculum more reflective of all the students."

Schools are not required to use the curriculum.

But, if they do, they will get up to $60 per student in additional state funding.

For more on this story, follow Pooja Lodhia on Facebook , X and Instagram .

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Katie Hackney: Mastering Nutrition and Eyeing Veterinary Dreams

For Sanford stay-at-home mom Katie Hackney, pursuing an online Master of Nutrition degree at NC State has brought her closer to realizing a long-held dream. This passionate learner started her journey in the fall of 2022, a decision that came four years after she completed her undergraduate degree in Animal Science. 

With aspirations to one day attend the College of Veterinary Medicine (CVM) at NC State, she believed that improving her academic credentials was essential to be competitive. “After some sound advice, I pursued a Master of Nutrition degree program to help show any future higher education admissions boards that I am academically capable of completing a degree program,” Hackney said.

Experience in the Program

NC State was an obvious choice for Hackney, not only because of her previous positive experiences during her time as an undergraduate, but also due to the flexibility of the Master of Nutrition program, which perfectly catered to her needs as a mother. “The online degree was a major selling point for me because it allowed me the flexibility to keep irregular hours in my day-to-day,” she explained.

The journey through the master’s program was rigorous but rewarding. Despite the challenges of distance education, she found tremendous support from the faculty. “ Dr. Suzie Goodell was pretty great as an advisor and professor. She was always willing to discuss any questions or concerns I had,” Hackney said.

After completing two semesters, Hackney learned about the NC State Professional Science Master of Nutrition degree, a unique interdepartmental graduate nutrition program that blends business and nutrition science. This program didn’t just offer her a pathway to veterinary school, it also ignited the possibility of one day starting her own company. 

Balancing Life and Learning

Juggling the demands of motherhood and coursework wasn’t easy, but the asynchronous courses allowed her to manage her time effectively. “Balancing my work as a stay-at-home mom and completing my degree was hard most of the time. Since I’m always kind of working, I don’t have a regularly set schedule,” she noted. The flexibility of the program enabled her to attend lectures and complete assignments on her own time, which was crucial for maintaining her family life and educational goals.

Looking to the future, she sees her master’s degree as a vital launchpad for her veterinary school dreams and beyond. “I see my Master of Nutrition degree as a stepping stone on the way to vet school. I also see my degree as a way to gain more experience in the field of nutrition so that I might be able to get into public service work,” said Hackney. Now, post-graduation, completing her Master of Nutrition degree can be viewed as both an academic achievement and a pivotal moment in realizing her full potential. 

Reflecting on her journey, Hackney’s advice for other parents and working professionals considering an advanced degree or furthering their education is both affirming and inspiring: “Always strive to be your best self.”

Interested in advancing your career with the online Master of Nutrition degree from NC State Online? Visit the program page or online.ncsu.edu/programs for a full list of degree and certificate programs.

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