Personal, Social & Health Education

Intent Implementation Impact
When planning and teaching at St George and St Martin, we believe that PSHE is an integral part of the curriculum as the skills learnt will equip them for their futures and become active members of society. Based on the National Curriculum and our mission statement, we aim to provide a Catholic environment, which will enable each child to grow in understanding so as to reach their full potential, spiritually, emotionally, intellectually, morally, physically and socially. Through their understanding of PSHE, children will be able to succeed in many different areas of the curriculum and throughout life as the learned skills are transferrable.

By the end of their time at St George at St Martin, children should:

  • Have a respect for God and each other through the ethos of the school community and the teaching of the gospel
  • Know and understand what constitutes a healthy lifestyle
  • Understand what makes for good relationships with others
  •  Have respect for others regardless of race, gender and mental and physical disability
  • Be independent and responsible members of the school community
  • Develop self-confidence and self-esteem and make informed choicesregarding personal and social issues
  • Develop good relationships with other members of the school and the wider community of Stoke-on-Trent
  • Prepare children for the opportunities, responsibilities and experiences of adult life
  • Raise pupils’ confidence and self-esteem









At St George and St Martin, every class follows the PSHE Entrust Scheme of Work and through this curriculum, we cover the National Curriculum guidance for PSHE.

Also, in addition to this, PSHE is also taught within other subject areas and as part of the creative curriculum through class topics.

PSHE is also to be addressed on a daily basis as questions and incidents arise.  At times, teachers may choose to hold a circle-time session in response to a particular event or issue.

Whole school, key stage and assemblies will provide extra opportunities to enhance pupils’ spiritual, moral, social and cultural development, promoting our school’s values and celebrating achievement.



Activities will be planned according to the different levels of children’s skills and previous knowledge. A range of teaching strategies and learning styles will be used in delivering this policy with an emphasis is placed on active learning. These will include:

  • Circle time and class discussion
  • Role-play and drama
  • Visits and visitors when appropriate
  •  Group work

Pupils are supported in applying the skills they are learning, in real-life situations as they arise: e.g. resolving conflicts; working a part of a group on a project.


Children will learn a range of skills (see skills progression table below) based on the following areas:

  • Me and My School
  • Happy and Healthy Me
  • Me and My World
  • Me and My Safety
  • Me and My Relationships
  • Me and Other People


Children are assessed each half term by colour coding the learning objectives that are appropriate to their year group as follows:

  • Green- Objective achieved, pupil showed a good understanding
  • Yellow- Objective somewhat achieved, pupil showed some understanding with support
  • Pink- Objective not achieved, pupil showed very little to no understanding
  • If a pupil has not achieved an objective, this is to be followed up at some point throughout the year.
Following the implementation of the broad and balanced PSHE curriculum at St George and St Martin, children will be respectful, independent, responsible and confident members of society within Stoke-on-Trent and the wider world. They will be equipped with tools to maintain healthy and positive lifestyles with regard to relationships, diet and their own personal identity. As they become more confident throughout the areas of PSHE and progress in the related skills, children will understand their personal role in society. The most significant impact that we want for our pupils is the development of respect for themselves and others.


PSHE Skills Progression at St George and St Martin
Foundation Stage Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Me and My School
  • Know who is in their class
  • Recognise the adults around school
  • Know their classroom and the school building
  • Understand why we have class rules
  • Listen to and understand others’ ideas
  • Understand how the school council works
  • Recognise their own skills
  • Compromise with other children
  • Recognise and name a range of feelings and explain how to deal with them
  • Explain the need for class rules
  • Identify some laws that adults have to follow
  • List strengths and potential challenges
  • Contribute to class rules
  • List school council representatives skills
  • Explain the role of a local councillor
  • Describe the role of a chairperson
  • Explain the role of democratic elections
  • Explain the democratic process
  • Express opinions in a respectful way
  • List things they are good at
  • Identify areas to improve
  • Describe how the school council works
  • Take part in a democratic process
  • Describe their contributions to the school
  • Describe the skills that school council representatives need
  • Recognise strengths and ways to overcome their challenges
  • Identify the roles they take on at school and at home and why these may sometimes be in conflict
  • Know how people apply for jobs
Happy and Healthy Me
  • Know how to wash their hands
  • Know how to clean their teeth
  • Name some medicines
  • Know some healthy and unhealthy food choices
  • Name the main parts of the body
  • Describe how they have changed since birth and how they might change in the future
  • Discuss how to keep physically and emotionally healthy
  • Explain why they like or dislike something
  • Understand that choices will have good and bad consequences

-Identify new opportunities and responsibilities

  • Describe how to keep the body clean
  • Describe components of balanced diet
  • Understand how infections are spread and explain how to avoid them
  • List components and reflect on their diet
  • Explain the benefits of healthy eating
  • Understand influences and opportunities related to their choices
  • Express opinions on food issues
  • Explain what makes us ill and how to reduce spread of bacteria
  • Understand that not all drugs are medicines
  • Explain how smoking affects health
  • Recognise that habits can be good and bad
  • Identify components of a healthy lifestyle
  • Identify factors of physical and emotional health
  • Take part in debates on topical issues
  • Explain key facts about health and wellbeing
  • Explain changes during puberty

Me and My World
  • Know what the school council does
  • Discuss different experiences
  • Recognise my likes and dislikes
  • Identify fair and unfair
  • Describe the needs of animals and humans
  • Give some reasons for right and wrong
  • Describe how adults can help meet children’s needs
  • Identify positive and negative features of the local environment
  • Take part in whole class discussions
  • Role and use of money
  • Identify the need for fundraising
  • Take part in simple debates
  • Identify where money comes from and what it’s used for
  • Consider value for money
  • Recognise resources needed for humans and where to locate these
  • Identify ways to reduce impact of human resources in the environment
  • Explain rights, responsibilities and duties
  • Describe how people campaign for the rights of others
  • List rights, responsivities and duties of people in the local community and in the environment
  • Explain aspects of parliament and understand how laws are made
  • Explain why and how rules and laws change over time

-Take part in a debate using persuasive language

-Explain the function of cheques, credit and debit cards

-Explain why and how people save

-Understand how money we earn can help the community

-Explain a range of groups and identify local examples

-Explain the role of a pressure group

-Ask appropriate questions to find out more information about a given topic

-Identify skills used in a project

-Explain how the media present information

Me and My Safety
  • Know how to be safe in the classroom, school and playground
  • Recognise people who help to keep them safe
  • Identify things which may be harmful to my body
  • Identify things that may be dangerous at home
  • Describe ways to keep safe when walking and in the car
  • Identify a range of people who keep them safe
  • Ask relevant questions about different jobs
  • Describe how to make the home safer
  • Name unsafe situations
  • Explain the difference between secrets and surprises
  • Recognise that they should not keep adults’ secrets


  • Identify risks
  • Explain rules for keeping safe on the road
  • Understand that pressure can come from different kinds of people
  • Explain that medicines should be used properly and will be harmful if used inappropriately
  • Understand that they are able to resist peer and media pressure
  • Understand which parts of the body are private
  • Judge which type of physical contact is acceptable
  • Explain what to do if experience unacceptable touches
  • Explain the difference between surprises and secrets
  • Know who can support them

  • Explain how school rules help keep them safe
  • Explain how rules and laws help keep people safe
  • Explain how to stay safe online
  • Define risk
-List things that will help keep them safe in a given situation

-Describe techniques for resisting pressure

-List people who keep them safe

-Understand their role in helping others

-Explain how overcoming a fear can be a positive experience

-Explain consequences of decisions

-Explain the effects and dangers of drugs on the individual and society

-Use basic first aid skills

-List sources of help and advice

Me and My Relationships
  • Know how to be a good friend
  • Name people in their family
  • Discuss different types of families
  • Recognise things which make them unique
  • Identify and describe someone special to them
  • Describe how to be a good friend
  • Explain how families care for each other
  • Use a strategy for making a decision
  • Describe how their behaviour affects others
  • Identify teasing and bullying
  • Play and work co-operatively
  • Understand how to resolve conflict
  • Explain why relationships change and how to deal with this
  • Know who to go to for help
  • Name internal and external parts of the body
  • Explain differences between males and females
  • Recognise that families come in different forms
  • Know that actions have consequences and be able to anticipate them
  • Describe features of positive friendships
  • Recognise negative feelings and behaviours
  • Know when and where to get help
  • Know when and where to get help and how to help themselves
  • Understand that change is a natural process and anticipate future changes
  • Explain what puberty is
  • Accept and understand how feelings impact behaviour
  • Recognise they have the right to say no
  • Know when it is right to ‘share a secret’
  • Describe ways of positively dealing with loss
  • Consider if violence is ever appropriate to solve conflict 
-Understand how the media can affect how people think

-Explain how relationships change

-Describe important qualities in a friend/partner

-Know that some secrets are unhealthy and when to ask for help

-Explain changes during puberty

-Identify ways of coping with growing up

-Explain impacts of gender stereotypes

-Explain some consequences of racial bullying

Me and Other People
  • Discuss how people are similar and different
  • Understand a range of special celebrations
  • Recognise they are a member of different groups and communities
  • Describe how it feels to be excluded from a group
  • Describe types of teasing
  • Describe strategies for teasing
  • Define bullying
  • Strategies for bullying
  • Describe similarities and differences between boys and girls
  • Question assumptions about what boys and girls can do
  • Describe types of families
  • Describe similarities and differences of race
  • Understand Britain is a diverse place
  • Describe themselves in a range of ways
  • Describe communities and understand similarities and differences between different local communities
  • Recognise range of identities in the wider community
  • Recognise range of identities in the Britain today
  • Explain why tolerance and respect are important
-Talk about different people’s points of view

-Positively contribute to the local community


-Express own point of view and consider others’

-Explain how over time people can make a difference

-Explain what stereotyping is

-Explain strategies to manage difficult situations