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Our inclusive St Faith’s family strives to enable all to achieve their full potential and inspire a community of hope and friendship. We seek excellence by ensuring a safe, respectful and flourishing learning community, where differences are celebrated and our genuine love and high expectations make a difference to all.


PSHE Intent
At St Faith’s, PSHE (Personal, social and health education) enables our children to become healthy and happy, developing positive relationships with others as well as preparing them for a successful future. We aim to provide your child with the information they need to make good decisions about their own health and wellbeing. Teaching the children to begin to recognise issues and to seek support as early as possible. We aim to help them understand how they are developing personally and socially and how to manage the challenges and opportunities of our modern society with increasing age related independence. Our children learn about the rights and responsibilities and appreciate what it means to be a member of a diverse society. Our children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community.


Implementation of PSHE

We aim to encourage our children to remember knowledge and build on their prior learning by ensuring we carefully consider how knowledge is sequenced. Teachers must understand what pupils must know and be able to do in each subject by the end of each academic year; they must recognise what has come before and what pupils will continue to learn in the next year.

Our curriculum design is based on three main principles:
1) Learning is most effective when spaced rather than blocked.
2) Interleaving helps pupils to discriminate between topics and aids long-term retention. Interleaving is a process where students mix, or interleave, multiple subjects or topics while they study in order to improve their learning.’
3) Retrieval of previously learned content is frequent and regular, which increases both storage and retrieval strength.

Some of our content is subject specific, whilst other content is combined in a cross-curricular approach.


In the Early Years, PSHE is known as PSED (Personal, social and emotional development)


Making relationships

In the Early Years children play cooperatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others needs and feelings, and form positive relationships with adults and other children.

Managing feeling and behaviour

Children talk about how they and others are feeling, can talk about their own behaviours, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or a class, and understand and follow rules. They adjust their behaviour to different situations, and take changes of routine in their stride.

Self-Confidence and self-awareness

Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.


Children are taught PSHE through the following areas of learning:


Key Stage 1

The children are taught to:

Core Theme 1: Health and Wellbeing

Pupils are taught ways of keeping physically safe.

  • The pupils have the opportunity to learn about the process of growing from young to old and how people’s needs change.
  • Pupils are taught about growing and changing and new opportunities and responsibilities that increasing independence may bring.
  • Pupils are taught about the names for the main parts of the body (including external genitalia) the similarities and differences between boys and girls.
  • Pupils are taught rules for and ways of keeping physically and emotionally safe (including road safety, safety in the environment, safety online, the responsible use of ICT, the difference between secrets and surprises and understanding not to keep adults secrets).
  • Pupils are taught about people who look after them, their family networks, who to go to if they are worried and how to attract their attention, ways that pupils can help these people to look after them.
  • Pupils are taught to recognise that they share a responsibility for keeping themselves and others safe, when to say ‘yes’, ‘no’, ‘I’ll ask’ and ‘I’ll tell’.


Core Theme 2: Relationships

Pupils should be taught:

  • How to develop and maintain a variety of healthy relationships, within a range of social/cultural contexts.
  • 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.
  • Pupils are given the opportunity to learn:
  • The difference between secrets and surprises and the importance of not keeping adults’ secrets only Surprises.
  • To recognise what is fair and unfair, kind and unkind, what is right and wrong.
  • To judge what kind of physical contact is acceptable, comfortable, unacceptable and uncomfortable and how to respond (including who to tell and how to tell them).
  • That people’s bodies and feelings can be hurt (including what makes them feel comfortable and uncomfortable).


At key stage 1 the children are taught:

  • To develop their confidence and responsibility and making the most of their abilities
  • To play an active role as citizens
  • To develop a healthy, safer lifestyle
  • To develop good relationships and to respect differences between people.


In Key Stage 1, PSHE is taught through the half termly topics throughout the year, so that children can achieve depth in their learning. Teachers have identified the key knowledge and skills of each topic and consideration has been given to ensure progression across topics throughout each year group across the school.  At the beginning of each topic, children are able to convey what they know already as well as what they would like to know or find out. This ensures that lessons are relevant and take account of children’s different starting points. Consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson, as well as how learners will be supported in line with the school’s commitment to inclusion.
Cross curricular outcomes in PSHE are specifically planned for, with strong links between Relationships and sex education and RE. The local community is fully utilised, as appropriate, to achieve the desired outcomes, with extensive opportunities for learning outside the classroom embedded in practice.


The distinctive Christian values of respect, compassion, trust, justice, friendship and community are promoted through the experiences we offer to every child, in all areas of the curriculum.

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