National Curriculum Guidance on PSHE States:

  • Schools must provide a PSHEprogramme to equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions.

In 2019, The Department for Education produced statutory guidance on the teaching of Relationships and Health Education (RHE) within the PSHE curriculum. This stated:

  • Children and young people need to know how to be safe and healthy, and how to manage their academic, personal and social lives in a positive way.
  • The subjects should put in place the key building blocks of healthy, respectful relationships, focusing on family and friendships, in all contexts, including online.
  • Teaching should foster pupil wellbeing and develop resilience and character, fundamental to pupils being happy, successful and productive members of society.
  • Pupils should believe that they can achieve goals, both academic and personal and to recover from knocks and challenging periods in their lives.
  • Pupils should develop personal attributes including kindness, integrity, generosity, and honesty.
  • Teaching should help young people to become successful and happy adults, who make a meaningful contribution to society.

When teaching RHE as part of a wider PSHE curriculum at St Mary’s, we intend to provide a curriculum which is accessible to all through high-quality, age appropriate teaching. Children will be taught how to stay healthy, how to stay safe on and off-line, how to manage risks safely, how to manage their emotions and to understand and develop safe and healthy relationships both now and in their future lives. Pupils will be taught how to make informed decisions in their lives, enabling them to become confident, healthy, independent and responsible members of a society.


  • Children are taught during weekly ½ hour timetabled PSHE lessons.
  • Teaching is taken from a long term plan, which sets out the units to be covered by each year group, each half term.
  • Long-term planning has been developed around two on-line schemes, which provide the children with up-to-date learning, relevant to their own lives in the modern world. The first is ‘1 decision’ -a scheme which enables pupils to make decisions on subjects relevant to their lives and see the consequences of wrong decisions. The second is ‘Ten,Ten: Life to the full’, a scheme for use in Catholic schools, which aims to develop the Catholic ethos, encouraging children to treat others like Jesus would. It also helps pupils develop a deeper relationship with Jesus, which enables them to understand God’s plan and live life to the full.
  • Half- termly units ensure coverage of the three core learning themes in PSHE: health and wellbeing, relationships and living in the wider world and also incorporates the RHE primary school expectations.
  • Our School Curriculum Drivers are used to drive the PSHE Curriculum and are embedded throughout.
    • Aspiration: Children are given the self-esteem and self-confidence to aspire to be whatever they want to be.
    • Healthy Lifestyle: Children are taught self-care techniques – the importance of rest, sleep, hobbies, spending time with family and friends, as well as the importance of eating healthy meals, having regular exercise and preparing for puberty, helping them achieve a healthier lifestyle.
    • Communication: Children are taught how to recognise and talk about their emotions and feelings.
    • Community: teaching children to respect themselves and others now should enable them to be successful, happy adults, who will make a meaningful contribution to their community.
    • Knowledge of the World: Children are taught the rules and principles of staying safe online: how to recognise risks, harmful content, unhealthy friendships and how to report/ block them, essential in our rapidly changing world of technology.
  • Knowledge Organisers are used, to provide children with key knowledge, vocabulary and meanings to enable good understanding of PSHE topics.
  • Children learn through a variety of activities, rather than just working in books- for example watching age-appropriate video clips (and the discussions concerning these), circle time, discussions, acting out scenarios, role-play, sorting activities and games.
  • Teachers use precise questioning in class to ensure all children are involved in learning and discussion.
  • Ground rules used at the beginning of each lesson, ensure children enjoy the lessons, feel safe in discussions and will not be made fun of by other members of the class.
  • Differentiation is achieved through different questioning, different versions of an activity and through different levels of support.
  • Assessment is used to ensure that we are providing excellent provision for every child. Children are assessed at the beginning and end of each unit to enable teachers to see how much each pupil has learned. Both Discussion, participation and written activities will be used for assessment purposes, which is recorded on half-termly unit markers and DC Pro.
  • Teachers help children develop resilience and the self-confidence that they are capable of achieving good outcomes. They do this through positive role-modelling, praise, encouragement, good quality first teaching and through teaching strategies showing how to deal with certain situations.
  • Parents have been informed of both the changes to and the content of the RHE programme of work through an on-line parental consultation and have been given the opportunity to respond. Further support and clarification will be given if required.


The impact our curriculum has on our children:

Pupils will develop the knowledge and skills to enable them to become confident, healthy, happy, successful individuals and productive members of society.

Pupils will have the confidence, resilience and self-esteem needed to tackle many of the moral, social and cultural issues that are part of growing up.

In developing confidence and resilience, the children should have higher aspirations and also be better prepared to learn and achieve well in all subjects of the wider curriculum.

They will develop their sense of self-worth by playing a positive role in contributing to school life and the wider community.

By developing relationships and empathy for others, pupils will have respect for both pupils and adults in school, reducing incidents of negative behaviour.

By understanding what makes a safe and healthy relationship, children will know how to assess and deal with people they meet both off and on-line preventing them from being put in high-risk situations.

Through learning how to be healthy, pupils should develop a healthier lifestyle, resulting in a lower percentage of children, leaving school as overweight at year 6.

Through learning how to be healthy, pupils should develop a healthier lifestyle, resulting in a higher capacity for learning and therefore achieving higher results.

By learning to respect themselves and others, as well as being taught some facts about conception and birth, children will be less likely to have a teenage pregnancy.

PSHE Documents

Please view the additional documents in school:

  • PSHE Knowledge and Skills Progression
  • PSHE Vocabulary Progression
  • PSHE Unit Markers
  • PSHE Knowledge Organisers