Progress Schools Tees Valley · Lundy Loop
PSHE and RSHE — Lundy Loop Subject Guide
Whole-school implementation companion · 2026/27
Dominant dialect: Discursive with safeguarding firewall. Use the dialect of the learning episode; hybrid lessons may move between families.
SPACEDistancing, scenarios, right to pass, anonymous class questions and no cold-calling on personal content.
VOICEAdvice to a character, safe oral reasoning, card sort, concept revisit or anonymous question.
AUDIENCEAdult hears the whole answer, reads the revisit, or answers the class question box.
INFLUENCEMisconceptions and questions shape the next explanation/session without tracing anonymous Voice.
| Area | Practice translation |
|---|---|
| Distancing | Ask what a character could do, not what the pupil has experienced. |
| Baseline/revisit | Two-colour concept maps can show changed understanding. |
| Anonymous questions | Closed at class level and deliberately uncoded. |
| Disclosure | The feedback process stops and safeguarding procedure begins immediately. |
Worked loop
A pupil adds a trusted adult and an appropriate service to advice for a fictional character. The teacher receives the reasoning and tests emergency help in the next scenario.
A pupil adds a trusted adult and an appropriate service to advice for a fictional character. The teacher receives the reasoning and tests emergency help in the next scenario.
Avoid marking theatre
Never photograph, code, investigate or turn a disclosure into assessment evidence.
Never photograph, code, investigate or turn a disclosure into assessment evidence.
Subject QA prompt: What was the student’s response, how was it genuinely received, and what did it change next?
Codes used naturally: VF WS I NS+ // ? R E. R is a concept first and a written code only where a natural record exists.
Space → Voice → Audience → InfluenceDraft practice resource · Matt Roper