Personal, Social and Health Education (PSHE) helps to give pupils the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active, responsible citizens.  Pupils are encouraged to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of their school and communities.

What learning opportunities are given to the children?

Children learn to recognise their own worth, work well with others and become increasingly responsible for their own learning.  They reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up.  Pupils also find out about the main political and social institutions that affect their lives and about their responsibilities, rights and duties as individuals and members of communities.   They learn to understand and respect our common humanity, diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning.


How is the subject ‘implemented’ and taught?

The knowledge, skills and understanding to be taught in 4 interrelated sections:

  • Developing confidence and responsibility and making the most of pupils’ abilities.
  • Preparing to play an active role as citizens.
  • Developing a healthy, safer lifestyle.
  • Developing good relationships and respecting the differences between people.

The school follows an individualised programme of study.   This covers key stages 1 through to upper key stage 2. Early years were not affected by the change so have carried on following their previous scheme.  The scheme is made up of 8 units that are taught over 8 half terms across two years.  This equates to 4 half terms of PSHE being taught per year. I have tied PSHE into the new school branches which focus on 6 specific qualities; these being Resilience, Inquisitive, Aspirational, Self-Belief, Respectful and Togetherness.  The programme of study works around these qualities and each one of these would be the focus for each of the 6 units of work.

PTM PSHE Scheme of Work

Every phase in the school teaches the same unit at the same time and the objectives show progression for each key stage.  There are also explicit links made to SMSC and British values.

How is the subject assessed?

A record of children’s progress and portfolios of work are kept to provide evidence for reports to parents that include their child’s awareness of topical events, exercise of responsibility and contribution to the life of the school.

In PSHE and Citizenship there are two broad areas for assessment:

  • Children’s knowledge and understanding, for example, information on health, understanding of rules, understanding of health and safety procedures, and the meaning of ideas including democracy.
  • How well children can use their knowledge and understanding in developing skills and attitudes, for example through participating in discussions, group tasks and activities, managing conflict, making decisions and promoting positive relationships.

Clearly defined learning outcomes based on the Framework assist the assessment process.

At Pear Tree Mead Primary school assessment in PSHE and Citizenship include the following recognitions of children’s achievement: a) head teachers awards (both key stages) , b) sharing of work and success assembly ( EY’S and KS1), c) celebration assembly (All).

How do we overcome learning barriers in this subject?

Quality first teaching is essential in overcoming any barriers children may have in their learning.  Good teaching relies on using appropriate methods for the aim of the lesson or unit of work, as well as for the children.

  • All teachers are encouraged to develop a repertoire of flexible, active learning methods.
  • Effective starting and ending strategies.
  • High order questioning skills.
  • Climate building and ground rules.
  • Agenda setting.
  • Working together.
  • Values clarification.
  • Information gathering and sharing.
  • Consensus building.
  • Problem solving.
  • Understanding another point of view.
  • Working with feelings and imagination.
  • Reflection, review and evaluation.
  • Circle Time.
  • School Council (preparatory activities).
  • Drama and role-play.

What is taught in each key stage?

In Key Stage 1, the overarching objectives are as follows:

  • Children can identify and name some feelings (for example through interpreting facial expressions) and express some of their positive qualities.
  • They can demonstrate that they can manage some feelings in a positive and effective way.
  • They begin to share their views and opinions (for example talking about fairness).
  • They can set themselves simple goals (for example sharing toys).
  • Children can make simple choices about some aspects of their health and well-being (for example by choosing between different foods and between physical activities, knowing that they need sun protection)
  • Children know what keeps them healthy (for example exercise and rest).
  • They can explain ways of keeping clean (for example by washing their hands and keeping their hair tidy)
  • They can name the main parts of the body.
  • Children can talk about the harmful aspects of some household products and medicines
  • Children can describe ways of keeping safe in familiar situations (for example knowing how and where to cross the road safely).
  • They can explain that people grow from young to old.
  • Children can recognise that bullying is wrong and can list some ways to get help in dealing with it.
  • They can recognise the effect of their behaviour on other people
  • Children can cooperate with others (for example by playing and working with friends or classmates).
  • They can identify and respect differences and similarities between people
  • Children can explain different ways that family and friends should care for one another (for example telling a friend that they like them, showing concern for a family member who is unwell).

In Key Stage 2, children will learn:

  • They can identify different types of relationship (for example marriage or friendships), and can show ways to maintain good relationships (for example listening, supporting, caring).
  • They can list the commonly available substances and drugs that are legal and illegal, and can describe some of the effects and risks of these.
  • They can identify and explain how to manage the risks in different familiar situations (for example discussing issues connected to personal safety).
  • They can describe some of the different beliefs and values in society, and can demonstrate respect and tolerance towards people different from themselves.
  • They can respond to, or challenge, negative behaviours such as stereotyping and aggression.
  • They can describe the nature and consequences of bullying, and can express ways of responding to it.
  • Children can explain how their actions have consequences for themselves and others.
  • They can identify some factors that affect emotional health and well-being (for example exercise or dealing with emotions).
  • Children can make choices about how to develop healthy lifestyles (for example by knowing the importance of a healthy diet and regular exercise).
  • They can make judgements and decisions and can list some ways of resisting negative peer pressure around issues affecting their health and wellbeing.
  • Children can demonstrate that they recognise their own worth and that of others (for example by making positive comments about themselves and classmates).
  • They can express their views confidently and listen to and show respect for the views of others.
  • They can identify positive ways to face new challenges (for example the transition to secondary school).
  • They can discuss some of the bodily and emotional changes at puberty, and can demonstrate some ways of dealing with these in a positive way.
  • They can talk about a range of jobs, and explain how they will develop skills to work in the future.
  • They can demonstrate how to look after and save money.


Having a clear and defined message regarding online safety is a particularly relevant method of ensuring that all children can remain safe.  There are many resources available to ensure that messages are clear and relevant to children today, and if you are unsure, ask your child’s teacher about the latest information.

Where is SMSC found in our school?

By bringing all the above areas together, a deep understanding of spiritual, moral, social and cultural issues can be developed in our children which will help them to grow into respectful, tolerant and responsible members of our community.


Pupils’ spiritual development is shown by their:

  • beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s feelings and values
  • sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible
  • use of imagination and creativity in their learning
  • willingness to reflect on their experiences.


Pupils’ moral development is shown by their:

  • ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives
  • understanding of the consequences of their actions
  • interest in investigating, and offering reasoned views about, moral and ethical issues.



Pupils’ social development is shown by their:

  • use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds
  • willingness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively
  • interest in, and understanding of, the way communities and societies function at a variety of levels.


Pupils’ cultural development is shown by their:

  • understanding and appreciation of the wide range of cultural influences that have shaped their own heritage
  • willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities
  • interest in exploring, understanding of, and respect for cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

How can parents assist with this subject?

Discussing current events in an age appropriate way is an excellent way of developing children’s understanding of the world that they live in.

Modelling how to resolve disputes in a productive way is also essential for the children as it allows them to use this in their own lives.  Calm, clear and honest discussions about conflict shows children that they can get problems solved without losing their temper.

Discussions around relationships are a great way to ensure that children will be able to move forward in their lives to be happy and fulfilled.  Ensure that they understand different types of relationship in terms of friends and family, as well as positive romantic relationships when they are older, so that they can understand boundaries and conflict resolution.

Having a clear and defined message regarding online safety is a particularly relevant method of ensuring that all children can remain safe.  There are many resources available to ensure that messages are clear and relevant to children today, and if you are unsure, ask your child’s teacher about the latest information.

RSE Powerpoint

RSE Powerpoint Presentation