This checklist is designed to provide guidance on the essential elements to include in a PSHE education lesson. It is intended to support teachers both in planning ‘from scratch’ and in reviewing, amending, adapting or updating lesson plans.
Use of this checklist will ensure that lessons are well-structured, demonstrate progression and are matched to the needs of all learners. In addition, it will evidence that PSHE planning and teaching is aspirational and reflects the same high standards demanded of other curriculum subjects.

Ask yourself ……. Yes
Does the lesson plan provide opportunities for the teacher to gauge the pupil’s ‘starting point’ (in terms of knowledge, skills, understanding, attitudes, values and beliefs)?
How will the lesson connect with previous or future learning? How will the lesson fit in with the rest of the topic/theme/unit/medium term planning, etc?
Does the beginning of the lesson start with the establishment or re-visiting of ‘ground rules’ or a working agreement for the class and have the pupils had the opportunity to contribute to them?
Are the learning objectives clear and the intended learning outcomes explicit to the learners and the teacher? Is the subject matter relevant, appropriate and meaningful to pupils (matched to their personal, social and emotional needs)? Will they be able to ‘see the point’ of what they are doing and the reasons for doing it?
Is there a clear structure to the lesson (an obvious beginning, middle and ending)?
Are the activities that pupils will be required to take part in, matched to the learning objectives?
Are there opportunities for pupils’ progress to be assessed through the activities they are doing? Is assessment for learning an integral part of the plan and are there opportunities for pupils to reflect on the learning and what it means in their lives? Where will the pupils be able to evaluate the impact the learning has had on choices related to their health and wellbeing?
Ask yourself ……. Yes No…. needs a
No…. needs a bit more work

Does the lesson include differentiation for the less able and the most able? (For less able pupils this means more than just being able to access the lesson content via modification of lesson materials. It also includes ensuring that the learning outcome is matched to their social and emotional needs)
(For most able pupils there should be sufficient challenge in their learning outcomes so that they can demonstrate that they have extended their learning )
Have cross-curricular themes or topics been exploited?
If images or pictures are being used are they in line with copyright legislation? Do you have permission to use them? Have you followed school policy, local authority policy, publishers’ guidance?
Are there opportunities for pupils to work independently and/or collaboratively? Take responsibility for their own learning? Are there opportunities for pupils to examine their own beliefs and values? Listen to those of others? Be challenged in their own thinking?
Would another teacher be able to follow your lesson plan and achieve the same/similar learning outcomes?
Does the content of the lesson reflect school ethos/values?
Will both the teacher and pupils have fun whilst achieving the learning objectives?
Will homework be set? If so, how will it be used in the next PSHE lesson? bit more work