Intent statement 

PSHCE enables our children to become healthy, independent and responsible members of society. It aims to help them understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up.

Relevant to NHFS specifically

To create a holistic learning approach to PSHCE through consistently embedding curriculum links to wellbeing and mental health through the teaching of Character Education


EYFS - What PSHCE looks like in EY

Self Regulation

To begin to regulate behaviour

To take turns

To listen to and follow instructions 

Managing Self

Be confident to try new activities and show independence, resilience and perseverance

To follow rules

To manage basic hygiene

To begin to understand healthy food choices 

Work and play cooperatively and take turns with others

To form positive attachments to adults and friendships with peers

To show sensitivity to their own and to others’ needs.

What PSHCE helps to develop in the wider curriculum and beyond

  • PE- To be physically and emotionally healthy including healthy eating, fitness and mental health awareness 

  • ICT-To stay safe online, recognise the dangers of inappropriate use of mobile technology and social networking sites

  • RE-To stay safe from all forms of prejudice and to keep themselves and others safe in different situations and settings

  • Maths- To begin to become aware of economic wellbeing and careers 

  • Geography- Awareness of climate change and global warming 

  • History- Relationships through time and the impact of diversity

  • English- Giving pupils the knowledge and social skills to be able to articulate and form views and opinions. Speaking with politeness and courtesy.

The curriculum comprises not just of PSHCE but also includes resilience, mental health, emotional literacy, social and employability skills, British values, and SMSC (spiritual, moral, social, cultural development), as well as an inclusive philosophy including Relationships.

Knowledge Types

Substantive Knowledge - Information that is fact.

KS1 this may look like: allowing a friend to share a favourite activity is kind. 

In KS2: Pupils taught all opinions have value

Disciplinary Knowledge - Pupils learn through life experiences, knowledge from previous learning then applied.

In KS1 this may look like: seeing a lonely friend in the school yard and then asking them to join in.

In KS2: Pupils independently create a class rules system where they listen to and respect each other’s opinions.

Aspirations links

  • Aiming high

  • Creativity

  • Problem solving

  • Teamwork

  • Staying positive

  • Assertiveness skill

Sustainability links

  • Setting goals

  • Recalling and applying knowledge 

  • Self organisation 

  • Resilience

Equality links

  • Respect for others’ rights, values and beliefs

  • Empathy and compassion

  • Cultural, social and moral developments