PSHE Curriculum

PSHE (Personal, Social, Health, Economic Education), RSHE (Relationships, Sex, Health and Education)

Our Personal, Social, Health and Economic (PSHE) education, including Relationships, Sex and Health Education (RSHE), is a vital part of our curriculum. It equips pupils with the knowledge, skills and understanding they need to stay safe, healthy and prepared for life both now and in the future. Through age-appropriate learning, children develop confidence, resilience and the ability to make informed choices, while also learning to respect themselves and others.

The learning and promotion of PSHE, RHE, and SMSC (spiritual, moral, social and cultural development) is embedded across the whole school. Children are placed in forms with a dedicated form tutor who is responsible for their pastoral care and will address any issues as they arise, such as supporting children to develop feelings of self-respect, self-esteem, and general well-being. They also help pupils to take responsibility for their actions, understand the consequences of their behaviour, and develop an awareness of the world around them. The Fundamental British Values are actively promoted throughout the school, ensuring that pupils develop respect, tolerance, and an understanding of life in modern Britain.

PSHE/RSHE plays a key role in safeguarding by helping children recognise risks, understand boundaries and know where to seek help if they feel unsafe or worried. It supports pupils’ emotional well-being by encouraging open discussion, promoting positive mental health and building strong, respectful relationships. This proactive approach ensures that children feel secure, valued and supported within our school community.

All pupils receive weekly timetabled PSHE and Relationships and Health Education (RHE) lessons, supported and reinforced through Form time discussions, assemblies and wider school experiences. This ensures that learning is consistent, progressive and embedded across the curriculum and school day.

All staff contribute to this provision and act as positive role models, consistently demonstrating the behaviours, attitudes and values we promote. Through everyday interactions, staff reinforce expectations around respect, kindness and responsibility, helping to create a safe, supportive and nurturing environment in which pupils can thrive.

Our approach is underpinned by our whole-school values and vision, including the Leadership Advantage, The Enrichment Advantage and The Academic Advantage. Through the Leadership Advantage, pupils are encouraged to develop confidence, independence and a strong sense of responsibility. The Enrichment Advantage provides opportunities for pupils to broaden their experiences, develop social skills and build cultural awareness. The Academic Advantage ensures that pupils gain the knowledge and understanding needed to make informed choices about their health, relationships and future wellbeing.

By embedding these principles throughout PSHE/RSHE and wider school life, we aim to nurture well-rounded individuals who are confident, respectful and ready to contribute positively to the wider world.

Pam Holmes
Head of PSHE & Wellbeing

Curriculum Overview

Our PSHE and Relationships Education curriculum is primarily delivered through the Coram Life Education SCARF programme, which provides a structured, progressive and age-appropriate framework for learning. This ensures consistency across the school while supporting pupils to develop key knowledge, skills and understanding over time, particularly in areas such as relationships, safety, mental health and wellbeing.

To enhance and enrich this core provision, additional high-quality resources are used where appropriate. These may include, but are not limited to, the University of Birmingham’s Jubilee Centre Character Education resources, PSHE Association materials, carefully selected internet-based resources, and Growth Mindset approaches. These are used to complement SCARF and to ensure learning remains engaging, relevant and responsive to pupils’ needs.

Planning is flexible and may be adapted in response to the needs of individual cohorts, emerging issues, and topical events. Where appropriate, learning is also linked to whole-school themes to ensure coherence and consistency across the curriculum and wider school life.

In addition to discrete PSHE and Relationships and Health Education lessons, learning is reinforced through assemblies, special events, Form time activities, and Friday’s Golden Thread sessions, ensuring that personal development is embedded throughout the school day.

SCARF Curriculum Structure

Our PSHE/RSHE curriculum follows the Coram Life Education SCARF programme, which is structured around six half-termly strands:

Autumn 1 – Me and My Relationships
Pupils begin the year by focusing on building positive relationships. They learn about friendship, teamwork, cooperation and communication, as well as understanding their own feelings and how to manage them. This strand also supports pupils in developing empathy, resolving conflict and recognising the importance of respect for others.

Autumn 2 – Valuing Difference
This strand promotes respect, equality and inclusion. Pupils explore similarities and differences between people, celebrate diversity and learn about the importance of kindness and tolerance. They are encouraged to challenge stereotypes and understand the impact of bullying, including how to respond and seek help.

Spring 1 – Keeping Myself Safe
Pupils learn how to stay safe in a range of situations, including online and in the wider community. This includes understanding risks, recognising unsafe situations, and knowing how to respond to peer pressure. They also learn about their rights to feel safe and how to ask for help from trusted adults.

Spring 2 – Rights and Responsibilities
This strand develops pupils’ understanding of their role within the school and wider community. They learn about rules, responsibilities, and the importance of contributing positively to society. Topics include caring for the environment, understanding money, and developing a sense of fairness and justice.

Summer 1 – Being My Best
Pupils are encouraged to focus on their own goals and aspirations. They learn about healthy lifestyles, including physical activity, balanced diet, and mental wellbeing. This strand promotes resilience, perseverance and a positive attitude towards learning and personal growth.

Summer 2 – Growing and Changing
In this final strand, pupils learn about change and development, including emotional and physical changes as they grow. This is delivered in an age-appropriate way and supports pupils in understanding life cycles, relationships and the importance of personal hygiene. It also helps prepare older pupils for transition to secondary school.

Each of the six SCARF units is revisited every year, with content carefully adapted to be age-appropriate and to build on prior learning.

Lower School (Years 1–3):
Pupils develop the foundations of positive relationships, including forming friendships, recognising and managing emotions, and understanding how to stay safe. They begin to explore respect, difference, and their role within the school and wider community, alongside building awareness of basic health and wellbeing.
Upper School (Years 4–6):
Pupils deepen their understanding of relationships, including respect, boundaries and managing peer influence. They develop greater awareness of mental health and wellbeing, learn how to assess and manage risk (including online), and are supported in preparing for the physical and emotional changes associated with growing up and transition to secondary school.

Through these six strands, our curriculum supports pupils to develop the knowledge, skills and attributes they need to stay safe, be healthy, build positive relationships and become thoughtful, responsible members of society.

Year 1

Year 1 PSHE & Relationships Statements of Progression
Me & My Relationships	Understand that rules help everyone feel safe and able to learn Contribute to creating simple classroom rules Identify a range of feelings and describe how they might feel in the body Recognise how others might be feeling through facial expressions and body language Begin to understand how feelings can influence behaviour Use simple strategies to manage ‘not so good’ feelings (e.g. talking, breathing, asking for help) Identify simple qualities of friendship Demonstrate attentive listening skills Suggest simple strategies for making up after a disagreement Begin to resolve simple conflicts with support Recognise how their behaviour affects others Give and receive positive feedback and describe how this feels
Valuing Difference	Identify similarities and differences between people Recognise that people and families can be different and that all families should care for one another Begin to understand and use kind and respectful behaviour Recognise what is fair and unfair, kind and unkind Empathise with others, including those who are different from them Identify and describe qualities that make people special Understand the difference between unkind behaviour and bullying Know that bullying is always taken seriously and should be reported Suggest ways to show kindness and inclusion to others
Keeping Safe	Recognise simple hazards in familiar environments (e.g. roads, water, rail) Understand basic road safety rules (e.g. stop, look, listen) Know that water can be dangerous and that they should be supervised Understand that medicines help people when used properly and must be given by a trusted adult Identify trusted adults and know how to ask for help Know they can keep asking for help if needed Understand the PANTS rules (privates are private) Know they have the right to say “no” to unwanted touch Online Safety Know that they should not share personal information online Tell a trusted adult if something online makes them feel worried Recognise that people online may not always be who they say they are
Rights & Respect	Understand the importance of looking after their environment Recognise how they can care for shared spaces and belongings Demonstrate responsibility (e.g. caring for a plant or classroom resources) Understand where money comes from (e.g. being earned, given) Recognise that money is used to pay for things Identify different coins and notes and understand their value at a basic level Understand the importance of keeping money safe Begin to understand saving money for future use Recognise the importance of hygiene routines Sequence simple hygiene routines (e.g. handwashing, brushing teeth) Understand how germs can spread and how to reduce this (e.g. handwashing)
Being my Best	Recognise the importance of sleep, exercise, and healthy eating Identify simple routines that support good sleep Understand that food and water are needed to stay healthy Recognise the importance of eating a balanced diet, including fruit and vegetables Begin to make simple healthy choices (e.g. selecting foods) Understand that some things (e.g. smoke) can harm the body Recognise that people have different tastes and preferences Understand that learning new skills takes practice Begin to develop resilience by trying again when something is difficult Use the idea of a learning process (e.g. trying, practising, improving)
Growing and Changing	Name basic body parts, including external and some internal parts (e.g. heart, lungs, brain) Understand simple functions of these body parts Recognise how they have changed since being a baby Identify things they can do now that they couldn’t do before Understand that babies and young children have different needs Identify ways to care for a baby (e.g. feeding, comfort, hygiene) Recognise the people who help care for them and how needs change as they grow Understand the difference between teasing and bullying Know what to do if they experience or witness unkind or bullying behaviour Identify who they can talk to if they feel worried or uncomfortable Understand the difference between surprises and secrets, including that unsafe secrets should be shared Identify private body parts and who they can talk to about concerns relating to their body Transitioning to new year group

Year 2

Year 2 PSHE & Relationships Statements of Progression
Me & My Relationships	Explain how rules help keep people safe and fair Identify a wider range of feelings and describe their intensity Recognise how feelings affect behaviour and choices Use simple strategies to manage emotions independently Identify positive qualities of friendships Demonstrate listening and turn-taking skills Begin to resolve conflicts with increasing independence Recognise how their actions affect others and take responsibility
Valuing Difference	Identify similarities and differences within communities Understand that families can differ in structure and still provide care Show respect for others’ differences and viewpoints Recognise stereotypes and why they can be unfair Understand the difference between teasing, unkind behaviour, and bullying Know that bullying is unacceptable and must be reported
Keeping Safe	Identify safe and unsafe situations Recognise hazards in everyday environments (including roads, water, public places and railways) Understand simple rules to keep safe near roads, water and railways (e.g. staying with an adult, following barriers and instructions) Understand that medicines are different from other substances and must be used safely Identify trusted adults in different settings Know how to ask for help and who to tell if worried Online safety: Know that not all online information is true Recognise the importance of keeping personal information private Know how to tell an adult if something online worries them
Rights & Respect	Understand responsibilities within the classroom and wider community Demonstrate care for shared environments Understand where money comes from and how it is used Begin to make simple spending choices Recognise the importance of hygiene and preventing germs from spreading
Being my Best	Identify healthy lifestyle choices (diet, sleep, exercise) Explain why these choices are important Understand that some substances can be harmful Begin to set simple personal goals Show perseverance when learning something new
Growing and Changing	Describe how they have grown and changed over time Identify body parts and basic functions with increasing accuracy Understand basic needs of babies and young children Recognise different types of families and relationships Understand the difference between secrets and surprises, including unsafe secrets Know who to talk to if worried Transitioning to a new year group

Year 3

Year 3 PSHE & Relationships Statements of Progression
Me & My Relationships	Recognise a broader range of emotions and how they interact Explain how to manage conflicting feelings Develop strategies for resolving conflict respectfully Identify healthy vs unhealthy friendship behaviours Show empathy and understanding of others’ perspectives
Valuing Difference	Recognise and challenge simple stereotypes Understand the impact of discrimination and exclusion Respect diversity in families, cultures, and beliefs Identify bullying behaviours, including indirect bullying
Keeping Safe	Recognise a wider range of risks in familiar environments Explain how to stay safe near roads, water and railways, including following signs and instructions Understand that some substances (including alcohol, tobacco, vaping) can affect the body Know that these substances are not safe for children Identify safe and unsafe situations and respond appropriately Online safety: Understand that online actions leave a digital footprint Recognise risks of sharing images or information Know how to report concerns online
Rights & Respect	Understand rights and responsibilities within school Recognise how actions impact others and the environment Develop awareness of fairness and justice Explain components of a balanced lifestyle Recognise that some habits can harm health Set and work towards achievable goals Understand that bodies change as people grow Recognise emotional changes linked to growing up Identify support networks Understand basic budgeting and saving concepts
Being my Best	Explain components of a balanced lifestyle Recognise that some habits can harm health Set and work towards achievable goals Understand that bodies change as people grow Recognise emotional changes linked to growing up Identify support networks Understand basic budgeting and saving concepts Develop resilience when facing challenges
Growing and Changing	Understand that bodies change as people grow Recognise emotional changes linked to growing up Identify support networks Understand basic budgeting and saving concepts Develop resilience when facing challenges Transitioning to new year group

Year 4

Year 4 PSHE & Relationships Statements of Progression
Me & My Relationships	Manage more complex emotions Use negotiation and compromise in conflict resolution Recognise peer influence and respond appropriately Build and maintain positive friendships
Valuing Difference	Understand diversity in society more deeply Challenge stereotypes and unfair behaviour Promote inclusion and respect
Keeping Safe	Describe how to stay safe in a range of environments (including roads, railways and water) Recognise safety signs and follow rules to reduce risk Understand that some environments require extra care (e.g. near traffic, open water, railway platforms) Understand that smoking harms the body and alcohol affects behaviour Recognise situations where there may be pressure Practise strategies to respond to pressure Online safety: Recognise online manipulation and persuasion Understand age restrictions and why they exist Know how to block/report concerns
Rights & Respect	Understand democracy and fairness in simple terms Recognise how resources are shared Develop financial awareness (saving, spending priorities)
Being my Best	Understand physical and mental health links in simple terms Develop strategies for managing stress Understand how lifestyle choices affect health Recognise the impact of harmful substances on the body Set longer-term goals and reflect on progress
Growing and Changing	Describe some of the changes that happen to people Recognise how relationships may change Identify reliable sources of support and information Transitioning to new year group

Year 5

Year 5 PSHE & Relationships Statements of Progression
Me & My Relationships	Manage complex social situations Recognise healthy vs unhealthy relationships Develop assertiveness skills Understand the importance of mutual respect
Valuing Difference	Understand prejudice and discrimination Challenge stereotypes confidently Respect diversity, including protected characteristics
Keeping Safe	Explain how to manage risks in different situations (including roads, railways and water) Recognise hazards in unfamiliar environments and describe how to reduce risk Understand the effects of smoking, alcohol and vaping on the body Know that nicotine is addictive Recognise peer pressure and demonstrate assertive responses Online safety: Understand risks of sharing images and personal data Recognise inappropriate online behaviour Know reporting systems and support
Rights & Respect	Understand human rights basics Recognise fairness in wider society Develop financial capability (budgeting, saving, choices)
Being my Best	Take responsibility for personal health choices Understand mental health and wellbeing strategies Show resilience and adaptability
Growing and Changing	The ‘changing adolescent body’ will also be taught in Science lessons. Understand how the human body changes during puberty Learn about reproduction in basic scientific terms Recognise emotional changes and identity development Know where to access reliable information and help Transitioning to new year group

Year 6

Year 6 PSHE & Relationships Learning Focuses
Me & My Relationships	Evaluate relationship dynamics Manage conflict independently and constructively Demonstrate empathy and emotional intelligence Understand respect, boundaries, and equality in relationships
Valuing Difference	Understand and challenge discrimination and inequality Promote inclusion and respect for all Recognise the impact of language and behaviour on others
Keeping Safe	Evaluate risks and make informed decisions to stay safe in a range of environments Apply strategies to reduce risk when travelling or spending time independently in places such as roads, railways and around water Understand the risks of alcohol, smoking and vaping, including addiction Explain how substances affect judgement and health Recognise manipulation, coercion and pressure and respond appropriately Online safety: Understand digital reputation and long-term consequences Manage online interactions safely Know how and where to report concerns
Rights & Respect	Understand rights and responsibilities in society Explore justice, fairness, and equality Apply financial literacy skills (budgeting, decision-making)
Being my Best	Manage physical and mental health proactively Use a range of coping strategies for stress Set and evaluate personal goals in preparation for transition
Growing and Changing	The ‘changing adolescent body’ will also be taught in Science lessons. Understand human reproduction accurately Recognise changes associated with puberty and adolescence Explore identity in a safe, age-appropriate way Know how to access support for physical and emotional health Prepare for transition to secondary school