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Holy Trinity Church of England Primary School

To be the best you can be:for God, for others and for ourselves


Curriculum Vision and Personal, Social and Health Education

All of the elements of our curriculum intent statement underpin our teaching of Personal, Social and Health Education. However, Personal, Social and Health Education provides particular opportunities for teaching the following aspects of our intent statement.

Strand 1  In educating to develop wisdom, knowledge and skills we intend to:

a  meet the academic needs of all our pupils through our curriculum by

  • i)  having a strongly agreed consensus of the knowledge and skills our pupils need in order to take advantage of opportunities later in life ad through this powerfully address social disadvantage
  • v) developing a curriculum that is carefully planned and sequenced logically so that new knowledge and skills build on what has been taught before and towards clearly defined end points
  • vi) ensuring our curriculum meets the specific needs of our community, particularly  widening vocabulary and broadening children’s experiences and horizons through systematically extending their knowledge of the wider world
  • vii) maintaining a healthy breadth and balance in our curriculum in all year groups
  • viii) committing our time and resources to developing teachers and teaching assistants with a highly competent subject knowledge of the areas of the curriculum they teach
  • ix) committing time and resources to high quality teaching materials that coherently support our ambitious intentions

c    supporting all pupils in their spiritual development, enabling all to flourish by

  • i) equipping our pupils with the knowledge and cultural capital they need to succeed in life, introducing then to the best that has been thought and said to engender and appreciation of human creativity and achievement
  • ii) enabling pupils to reflect and explore the spiritual and ethical dimensions of all the subjects


Strand 2 In educating for character development, including hope, aspiration and courageous advocacy we intend to

a Support that character and moral development of all pupils, giving them aspiration and hope by

  • i) building meaningful opportunities to enable pupils to make positive choices, developing ambition through perseverance to be the best they can be and embrace ‘life in all its fullness’

b develop a curriculum that encourages pupils to engage in social interaction and be courageous advocates for change in our local, national and global community including

  • i) ensuring all pupils have curriculum opportunities to look beyond themselves, ask ‘big questions’ and think globally about life
  • ii) develop an understanding of disadvantage, deprivation and exploitation of the natural world
  • iv) promoting ethical and charitable activities through our curriculum, engaging in social action and challenging injustice

Strand 3  In educating for community and living well together we intend to

a  Promote social and cultural development through a curriculum that encourages forgiveness and reconciliation, encouraging good mental health and enabling all to flourish and live well together.  We will do this by

  • i) ensuring our Christian values are woven through the curriculum and underpin teaching
  • ii) planning curriculum opportunities that explore different points of view, enabling pupils to disagree well and practice forgiveness and reconciliation
  • iii) building a curriculum that fosters a sense of belonging, embracing and celebrating difference

Strand 4  In educating for dignity and respect we intend to

a  Plan curriculum opportunities that embrace difference and promote a culture of dignity and respect, this enabling all pupils to flourish.  We can do this by

  • i) ensuring that our curriculum upholds dignity and values all God’s children so that we are successful in preventing rather than just reacting to stereotyping and prejudice
  • ii) making sure that the people, events and issues we study enable pupils to understand, respect and celebrate difference and diversity
  • iii) ensuring our curriculum enables children to cherish themselves as uniquely and wonderfully made, enabling them to form healthy relationships where they respect and offer dignity to others



Purpose and Aims of Personal, Social and Health Education

Our Programme of Study for Personal, Social and Health Education aims to develop skills and attributes such as resilience, self-esteem, risk-management, team working and critical thinking in the context of three core themes: health and wellbeing, relationships and living in the wider world (including economic wellbeing).

KS1 and KS2

Overarching concepts developed in PSHE at Holy Trinity CE Primary School

  1. Identity (children’s personal qualities, attitudes, skills, attributes and achievements and what influcences these; understanding and maintaining boundaries around their personal privacy, including online)
  2. Relationships (including different types and in different settings, including online)
  3. A Healthy and Balanced life style (including physically, emotionally and socially and relationships within work-life, exercise and rest, spending and saving and lifestyle choices)
  4. Risk (identification, assessment and how to manage risk, rather than simply avoidance of risk for self and others) and safety (including behaviour and strategies to employ in different setting, including online and in an increasingly connected world)
  5. Diversity and equality (in all its forms, with due regard to the protected characteristics set out in the Equality Act 2010)
  6. Rights (including the notion of universal human rights), responsibilities (including fairness and justice) and consent (in different contexts)
  7. Change (as something to be managed) and resilience (the skills, strategies and ‘inner resources’ we can draw on when faced with challenging change or circumstance)
  8. Power (how it is used and encountered in a variety of contexts including online; how it manifests through behaviours including bullying, persuasion, coercion and how it can be challenged or managed through negotiation and ‘win-win’ outcomes)
  9. Career (including enterprise, employability and economic understanding)



Early Years Foundation Stage

As outlined in Development Matters, Personal, Social and Emotional Development is a prime area of learning in Reception.  Through the EYFS curriculum children are taught to play co-operatively, taking turns with others and to learn to show sensitivity to others’ needs and feelings.  Children are also shown how to form positive relationships with adults and other children and they talk about how they and others show feelings. 


The programme ‘Friendship Terrace’ is used in the Autumn term of Reception to explore thoughts, feelings and ideas around making relationships through different characters.  These characters are displayed in the classroom and revisited throughout the year.  Where possible these concepts will be supported by age appropriate stories to enable the children to discuss various thoughts and feelings in relation to the stories they have heard.


Whilst learning about ‘Understanding the World’ children learn that others do not always enjoy the same things and they are taught about similarities and differences between themselves and others, and among families, communities and traditions.  Children make observations of animals and plants and explain why some things occur and talk about changes.


Organisation of Teaching

The Personal, Social and Health Education curriculum  is carefully and coherently sequenced to enable our children to develop a growing knowledge of the themes outlined above. Pupils’ knowledge builds towards clearly defined end points so teachers and leaders know what we expect our pupils to achieve by the end of each topic, each year and each key stage. To meet the educational needs of our school community we have selected the following core knowledge concepts as a focus for our teaching. These are explored in increasing depth as pupils move through the school.


Health and Wellbeing

  • What is meant by a healthy lifestyle
  • How to maintain physical, mental and emotional health and wellbeing
  • How to manage risks to physical and emotional health and wellbeing
  • Ways of keeping physically and emotionally safe
  • About managing change, including puberty, transition and loss
  • How to make informed choices about health and wellbeing and to recognise sources of help with this
  • How to respond in an emergency
  • To identify different influences on health and wellbeing



  • How to develop and maintain a variety of healthy relationships, within a range of social/cultural contexts
  • How to recognise and manage emotions within a range of relationships
  • How to recognise risky or negative relationships including all forms of bullying and abuse
  • How to respond to risky or negative relationships and ask for help
  • How to respect equality and diversity in relationships


Living in the Wider World (economic wellbeing and being a responsible citizen)

  • About respect for self and others and the importance of responsible behaviours and actions
  • About rights and responsibilities as members of families, other groups and ultimately as citizens
  • About different groups and communities
  • To respect diversity and equality and how to be a productive member of a diverse community
  • About the importance of respecting and protecting the environment
  • About where money comes from, keeping safe and the importance of managing it effectively
  • The part that money plays in peoples’ lives
  • A basic understanding of enterprise


PSHE is taught as a discrete subject, though meaningful links are made with other subjects in our curriculum such as science, computing and RSE (Relationship and Sex Education.  The topics we teach are outlined in the curriculum map for Personal, Social and Health Education (see Appendix 1). This is published on our website.

To support the high quality knowledge rich teaching lessons we aim for, the school subscribes to the PSHE Association.   All teaching materials are adapted to meet the requirements of our Christian vision and curriculum intent.

Click below to view our PSHE Curriculum Map:

Click below to view our PSHE Progression Grid: