Throughout the curriculum at Catshill First School and Nursery, we aim to teach children how to grow into caring, polite and responsible citizens who are willing to reflect on their experiences and are able to understand, accept, respect and celebrate diversity.

At Catshill First School & Nursery we follow the Jigsaw curriculum. This is a scheme of work that has been created by a team of teachers and health professionals that assures all of the statutory PSHE requirements are taught to your children.

Please read the information for parents below so that you can read what the statutory requirments are for the curriculum and how we teach them to all of the children in our school.

Spiritual, Moral, Social and Cultural learning (SMSC) is the foundation of all we do.

The children are also taught this curriculum as a focus through circle time and class based activities, such as PSHE lessons.



  • Giving pupils the opportunity to explore values and beliefs, including religious beliefs, and the way in which they affect peoples’ lives
  • Where pupils already have religious beliefs, supporting and developing these beliefs in ways which are personal and relevant to them
  • Encouraging pupils to explore and develop what animates themselves and others
  • Encouraging pupils to reflect and learn from reflection
  • Giving pupils the opportunity to understand human feeling and emotions, the way they affect people and how and understanding of them can be helpful
  • Developing a climate or ethos within which all pupils can grow and flourish, respect others and be respected
  • Accommodating difference and respecting the integrity of individuals
  • Promoting teaching styles which
    • Value pupils’ questions and give them space for their own thoughts, ideas and concerns
    • Enable pupils to make connections between aspects of their learning
    • Encouraging pupils to relate their learning to a wider frame of reference – for example, asking ‘why?’, ‘how?’ and ‘where?’ as well as ‘what?’
  • Monitoring, in simple, pragmatic ways, the success of what is provided
  • Identifying key values and principles on which school and community life is based
  • Fostering a sense of community, with common, inclusive values which ensure that everyone, irrespective of ethnic origin, nationality, gender, ability, sexual orientation and religion can flourish
  • Encouraging pupils to work co-operatively
  • Encouraging pupils to recognise and respect social differences and similarities
  • Providing positive corporate experiences – for example, through assemblies, team activities, residential experience, school productions
  • Helping pupils develop personal qualities which are valued in a civilised society, for example, thoughtfulness, honesty, respect for difference, moral principles, independence, interdependence, self-respect
  • Helping pupils to challenge, when necessary and in appropriate ways, the values of a group or wider community
  • Helping pupils resolve tension between their own aspirations and those of the group or wider society
  • Providing a conceptual and linguistic framework within which to understand and debate social issues
  • Providing opportunities for engaging in the democratic process and participating in community life
  • Providing opportunities for pupils to exercise leadership and responsibility
  • Providing positive and effective links with the world of work and the wider community
  • Monitoring, in simple, pragmatic ways, the success of what is provided



  • Providing a clear moral code as a basis for behaviour which is promoted consistently through all aspects of the school
  • Promoting measure to prevent discrimination on the basis of race, religion, gender, sexual orientation, age and other criteria
  • Giving pupils opportunities across the curriculum to explore and develop moral concepts and values – for example, personal rights and responsibilities, truth, justice, equality of opportunity, right and wrong
  • Developing an open and safe learning environment in which pupils can express their views and practise moral decision-making
  • Rewarding expression of moral insights and good behaviour
  • Making an issues of breaches of agreed moral codes where they arise – for examples, in the press, on television and the internet as well as in school
  • Modelling, through the quality of relationships and interactions, the principles which they wish to promote – for example, fairness, integrity, respect for people, pupils’ welfare, respect for minority interests, resolution of confliction, keeping promises and contracts
  • Recognising and respecting the codes and morals of the different cultures represented in the school and wider community
  • Encouraging pupils to take responsibility for their actions; for example, respect for property, care of the environment, and developing codes of behaviour
  • Providing models of moral virtue through literature, humanities, sciences, arts, assemblies and acts of worship
  • Reinforcing the school’s values through images, posters, classroom displays, screensavers, exhibitions
  • Monitoring, in simple, pragmatic ways, the success of what is provided
  • Providing opportunities for pupils to explore their own cultural assumptions and values
  • Presenting authentic accounts of the attitudes, values and traditions of diverse cultures
  • Addressing discrimination on the grounds of race, religion, gender, sexual orientation, age and other criteria and promoting racial and other forms of equality
  • Recognising and nurturing particular gifts and talents
  • Providing opportunities for pupils to participate in literature, drama, music, art, crafts and other cultural events and encouraging pupils to reflect on their significance
  • Developing partnerships with outside agencies and individuals to extend pupils’ cultural awareness, for example, theatre, museum, concert and gallery visits, resident artists, foreign exchanges
  • Reinforcing the school’s cultural values through displays, posters, exhibitions etc.
  • Auditing the quality and nature of opportunities for pupils to extend their cultural development across the curriculum
  • Monitoring, in simple, pragmatic ways, the success of what is provided