Our Curriculum Intent                                   

For children to: 

  • embrace the challenges of creating a happy and successful life
  • be able to make informed decisions around their well-being, health, and relationships and to build their self-efficacy
  • be prepared for the opportunities, responsibilities, and experiences of life
  • feel supported to develop resilience, know how and when to ask for help, and to know where to access support
  • feel prepared for life in modern Britain, through the British values.
  • identify potential risks and how to keep themselves safe.


Pupils are taught PSHE using the SCARF (Safety, Caring, Achievement, Resilience, Friendship) framework, which is a spiral, progressive scheme of work, which aims to prepare children for life, helping them to know and value who they are and understand how they relate to other people in this ever-changing world. There is a strong emphasis on emotional literacy, building resilience and nurturing mental and physical health.

In addition to relationships education, we also teach aspects of sex education. Alongside this, we teach about different kinds of relationships, including same sex relationships, and gender identity, at an age-appropriate level.  It is important that our children should have an understanding of the full diversity of the world they live in and be prepared for life in modern Britain. The sex education aspects of PSHE are also taught through the Christopher Winter Project.

PSHE (including relationship education) is taught through six themes with each year group studying age–appropriate content:

  • Families and people who care for me
  • Caring friendships
  • Respectful relationships
  • Online relationships
  • Being safe
  • Growing and changing (optional sex education unit)

It also identifies links to British Values, and SMSC (Spiritual, Moral, Social, and Cultural development) and is taught in such a way as to reflect the overall aims, values, and ethos of the school.

Wider Curriculum 

  • We believe that focusing on developing a range of 'Habits of Mind' in our children will help them to build resilience, independence and confidence; embrace challenge; foster a love of learning; and increase their level of happiness. Utilising the strategies from the Thinking Schools approach, we do this through the language and resources we use in class, praising children for their efforts, and using language to encourage children to change their way of thinking. This supports both our school and PSHE aims and values
  • PSHE, including SMSC and British Values, is an integral part of the whole school curriculum, and is therefore often taught within another subject area.
  • We encourage our pupils to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community. We challenge all of our pupils to look for opportunities to show the school values (Thinking, Learning and Caring) and this is shared during weekly celebration assemblies. 
  • Assemblies are linked to PSHE, British Values and SMSC



By the time our children leave our school they will:

  • be able to approach a range of real-life situations and apply their skills and attributes to help navigate themselves through modern life
  • be on their way to becoming healthy, open minded, respectful, socially and morally responsible, active members of society
  • appreciate difference and diversity
  • recognise and apply the British Values of Democracy, Tolerance, Mutual respect, Rule of law and Liberty
  • be able to understand and manage their emotions
  • be able to look after their mental health and well-being
  • be able to develop positive, healthy relationship with their peers both now and in the future.
  •  understand the physical aspects involved in RSE at an age-appropriate level
  •  have respect for themselves and others.
  •  have a positive self esteem

Further Information about SMSC

The moral development of pupils is shown by their: 

  • ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England 
  • understanding of the consequences of their behaviour and actions 
  • interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues. 

The social development of pupils is shown by their: 

  • use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds 
  • willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively 
  • acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain. 

The cultural development of pupils is shown by their: 

  • understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others 
  • understanding and appreciation of the range of different cultures in the school and further afield as an essential element of their preparation for life in modern Britain 
  • ability to recognise, and value, the things we share in common across cultural, religious, ethnic and socio-economic communities 
  • knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain 
  • willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities 
  • interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept and respect diversity. This is shown by their respect and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

PSHE Progression Overview