Personal, Health and Social Education (PHSE)
At The High Peak Federation, our planned curriculum programme of learning opportunities and experiences, specifically promotes children’s personal, social and health development and helps them to grow as individuals and as members of families and communities. PSHE equips children and young people with knowledge and practical skills to live healthy, safe, fulfilled and responsible lives, both now and in the future. Through the explicit teaching of mental and emotional health, we promote pupils’ wellbeing through an understanding of their own and others’ emotions and the development of healthy coping strategies. It also contributes to safeguarding, providing pupils with knowledge, understanding and strategies to keep themselves healthy and safe, as well as equipping them to support others who are facing challenges.
PSHE also enables them to reflect on and clarify both their own and British values and attitudes, and explore the complex and sometimes conflicting range of attitudes and values they encounter now and in the future.
Characteristics of a child growing up as a successful citizen in modern Britain.
- Be able to demonstrate that they recognise their own worth and that of others, and identify positive ways to face new challenges.
- The ability to express their views confidently, and listen to and show respect for the views of others.
- The ability to make choices about how to develop healthy lifestyles.
- The ability to identify some factors that affect emotional health and well-being.
- Ability to identify different types of relationships and show ways to maintain good relationships.
- Research, discuss and debate topical issues, problems and events.
- Understand why and how rules are made and enforced, why different rules are needed in different situations and take part in making and changing rules.
- Demonstrate respect and tolerance towards others, and resolve differences by looking at alternatives, making decisions and explaining choices
- Shown an appreciation of the diversity of religious, and ethnic identities in the United Kingdom and describe some of the different beliefs and values in society.
- Be able to articulate the meaning of the British Values and how these support harmony within their own and wider communities.
Our pupils should be able to organise their knowledge, skills and understanding around the following Big Ideas:
- Caring friendships
- Families and people who care for me
- Respectful relationships
- Being Safe
- Mental wellbeing
- Internet Safety and online harm
- Online relationships
- Physical health and fitness
- Healthy eating
- Drugs, alcohol and tobacco
- Health and prevention
- Basic First aid
- Changing bodies
- Being a good citizen
These key concepts underpin learning in each milestone. This enables pupils to reinforce and build upon prior learning, make connections and develop subject specific language.
Threshold Concept (Big Idea)
Health and wellbeing (PSHE.1)
PSHE.1.1.A Exploring the importance of physical, mental and emotional health.
PSHE.1.1.B Communicating feelings to others.
PSHE.1.1.C Exploring what a healthy lifestyle means.
PSHE.1.1.D Identifying the benefits of a healthy lifestyle.
PSHE.1.1.E Identifying ways of keeping healthy.
PSHE.1.1.F Recognising what they like and dislike.
PSHE.1.1.G Exploring how to make informed choices.
PSHE.1.1.H Recognising that choices can have good and not so good consequences.
PSHE.1.1.I Setting simple goals.
PSHE.1.1.J Developing simple strategies for managing feelings.
PSHE.1.1.K Using words to describe a range of feelings.
PSHE.1.1.L Exploring what change means.
PSHE.1.1.M Exploring loss and change and the associated feelings.
PSHE.1.1.N Recognising the importance of personal hygiene.
PSHE.1.1.0 Developing simple skills to help prevent diseases spreading.
PSHE.1.1.P The process of growing from young to old.
PSHE.1.1.Q Exploring growing and changing and becoming independent.
PSHE.1.1.R The correct names for the main parts of the body (including external genitalia).
PSHE.1.1.S Understanding the role of drugs as medicines.
PSHE.1.1.T Identifying alternatives to taking medicines.
PSHE.1.1.U Identifying that household products, including medicines, can be harmful if not used properly.
PSHE.1.1.V Identifying rules for and ways of keeping safe.
PSHE.1.1.W Recognising they have a shared responsibility for keeping themselves and others safe.
PSHE.1.1.X Identifying people who they can ask for help and think about how they might do that.
PSHE.1.1.Y Identifying ways of keeping safe and knowing they do not keep secrets.
PSHE.1.1.Z About privacy in different contexts.
PSHE.1.1.AA About respecting the needs of ourselves and other people.
PSHE.1.1.BB Exploring the changes of growing from young to old.
PSHE.1.1.CC Identifying strategies and where to go for help.
PSHE.1.1.DD Identifying household products are hazards if not used properly.
PSHE.1.1.EE Exploring rules for and ways of keeping safe in a range of situations.
PSHE.1.1.FF Knowing who to go to if they are worried.
PSHE.1.1.GG Recognising that they share a responsibility for keeping themselves and others safe.
PSHE.1.1.HH Exploring what is ‘privacy’; their right to keep things private and the importance of respecting others’ privacy
PSHE.1.1.II Managing change positively.
PSHE.1.2.A Exploring what affects their physical, mental and emotional health.
PSHE.1.2.B Deepening their understanding of good and not so good feelings.
PSHE.1.2.C Recognising how to make informed choices.
PSHE.1.2.D Understanding how to make informed choices.
PSHE.1.2.E Understanding the concept and benefits of a balanced healthy lifestyle.
PSHE.1.2.F Identifying how to make informed choices.
PSHE.1.2.G Understanding what is included in a balanced diet.
PSHE.1.2.H Understanding what may influence our choices.
PSHE.1.2.I That images in the media do not always reflect reality.
PSHE.1.2.J Celebrate our strengths/qualities.
PSHE.1.2.K Setting goals.
PSHE.1.2.L Extending vocabulary to help explain the range and intensity of feelings.
PSHE.1.2.M Understanding good and not so good feelings including their range and intensity.
PSHE.1.2.N Developing an understanding that change can cause conflicting emotions.
PSHE.1.2.O Acknowledging, exploring and identifying how to manage change positively.
PSHE.1.2.P Recognising conflicting emotions.
PSHE.1.2.Q About the kind of changes that happen in life and the associated feelings.
PSHE.1.2.R Exploring changes
PSHE.1.2.S Understanding that people have different attitudes to risk.
PSHE.1.2.T Recognising, predicting and assessing risks in different situations.
PSHE.1.2.U Exploring how to recognise, predict and assess risks in different situations.
PSHE.1.2.V Understanding that increased independence brings increased responsibility to keep themselves safe.
PSHE.1.2.W That simple hygiene routine can prevent the spread of bacteria.
PSHE.1.2.X Knowing where to go for help and how to ask for help.
PSHE.1.2.Y Where to get help and how to ask for help.
PSHE.1.2.Z Understanding how rules can keep them safe.
PSHE.1.2.AA Identifying where and how to get help.
PSHE.1.2.BB Distinguishing between safe and harmful and to know some substances can be harmful if misused.
PSHE.1.2.CC About the changes that happen as they grow up.
PSHE.1.2.DD The right to protect our bodies.
PSHE.1.2.EE Learning rules about staying safe.
PSHE.1.2.FF Developing strategies for keeping physically and emotionally safe in different situations.
PSHE.1.2.GG Understanding the importance of protecting information particularly online.
PSHE.1.2.HH Understanding how to become digitally responsible.
PSHE.1.3.A Exploring what affects their physical, mental and emotional health.
PSHE.1.3.B Understanding the concept and benefits of a balanced healthy lifestyle.
PSHE.1.3.C Understanding how to make informed choices.
PSHE.1.3.D Exploring how we make choices about the food we eat.
PSHE.1.3.E Identifying how to make informed choices.
PSHE.1.3.F Developing skills to make their own choices.
PSHE.1.3.G Recognising how images in the media do not always reflect reality.
PSHE.1.3.H Knowing how to make informed choices.
PSHE.1.3.I Exploring how images in the media and online do not always reflect reality
PSHE.1.3.J Setting simple but challenging goals
PSHE.1.3.K Extending emotional vocabulary.
PSHE.1.3.L Exploring the intensity and range of feelings.
PSHE.1.3.M Deepening their understanding of good and not so good feelings.
PSHE.1.3.N Identify the intensity of feelings.
PSHE.1.3.O Explaining intensity of feelings.
PSHE.1.3.P Exploring and managing the difficult emotions.
PSHE.1.3.Q Acknowledging and managing change positively.
PSHE.1.3.R Recognising conflicting feelings.
PSHE.1.3.S Recognising when they experience conflicting emotions and how to manage these.
PSHE.1.3.T Managing transition to secondary school.
PSHE.1.3.U Exploring and managing loss, separation, divorce and bereavement.
PSHE.1.3.V Exploring how to recognise, predict and assess risks in different situations.
PSHE.1.3.W Understanding that increased independence brings increased
PSHE.1.3.X That simple hygiene routine can prevent the spread of bacteria.
PSHE.1.3.Y Identify pressures and influences.
PSHE.1.3.Z Identifying influences and when an influence becomes a pressure.
PSHE.1.3.AA Developing skills of how to ask for help.
PSHE.1.3.BB Practising asking for help and knowing where to go for help.
PSHE.1.3.CC Identify basic emergency procedures.
PSHE.1.3.DD Explaining how rules can keep them safe.
PSHE.1.3.EE Identifying where and how to get help.
PSHE.1.3.FF Identifying a range of drugs/substances and assessing some of the risks/effects.
PSHE.1.3.GG Exploring what is meant by the term habit and why habits can be hard to change.
PSHE.1.3.HH Understanding the term 'habit' and why habits can be hard to change.
PSHE.1.3.II Understanding changes that happen at puberty.
PSHE.1.3.JJ Understanding what puberty and human reproduction is.
PSHE.1.3.KK Developing strategies for keeping physically and emotionally safe in different situations.
PSHE.1.3.LL Understanding the importance of protecting information particularly online.
PSHE.1.3.MM Understanding how to become digitally responsible.
PSHE.2.1.A Recognising a range of feelings in ourselves and other people.
PSHE.2.1.B Recognising how others show feelings and how to respond.
PSHE.2.1.C Recognising that their behaviour can affect others.
PSHE.2.1.D Identifying ways of keeping safe and knowing they do not keep secrets
PSHE.2.1.E Recognise what is fair/unfair, right/wrong, kind/unkind.
PSHE.2.1.F Sharing opinions on things that matter using discussions.
PSHE.2.1.G Identifying and respecting the differences and similarities between people.
PSHE.2.1.H Listen to other people and play and work cooperatively (including strategies to resolve simple arguments through negotiation).
PSHE.2.1.I Listening to others and working cooperatively.
PSHE.2.1.J Offer constructive support to others.
PSHE.2.1.K Identifying similarities and difference.
PSHE.2.1.L Identifying their special people (family, friends, carers) and how they should care for each other.
PSHE.2.1.M Identify what makes them special.
PSHE.2.1.N What physical contact is acceptable.
PSHE.2.1.O Identifying that people’s bodies can be hurt.
PSHE.2.1.P Recognising when people are being unkind to them or others, who to tell and what to say.
PSHE.2.1.Q Identifying different types of teasing and bullying, to identify that these are wrong and unacceptable.
PSHE.2.1.R Identifying strategies to resist teasing/ bullying if experienced or witnessed.
PSHE.2.2.A Recognising a wide range of emotions in themselves and others.
PSHE.2.2.B Responding appropriately to a range of emotions in themselves and others.
PSHE.2.2.C Recognising what constitutes a healthy relationship and develop the skills to form positive and healthy relationships.
PSHE.2.2.D Recognising ways in which a relationship can be unhealthy and whom to talk to if they need support.
PSHE.2.2.E Recognising different types of relationship.
PSHE.2.2.F About differences and similarities between people, but understand everyone is equal.
PSHE.2.2.G Understanding that actions affect themselves and others.
PSHE.2.2.H About the difference between acceptable and unacceptable physical contact.
PSHE.2.2.I Understanding when it is right to ‘break a confidence’ or ‘share a secret’.
PSHE.2.2.J Listening and responding respectfully.
PSHE.2.2.K Identifying strategies to manage emotions.
PSHE.2.2.L Developing strategies to resolve disputes.
PSHE.2.2.M Knowing the names of the body parts.
PSHE.2.2.N Listen and respond respectfully.
PSHE.2.2.O Identifying how to listen and respond respectfully to a wide range of people.
PSHE.2.2.P Identifying the importance of working towards shared goals.
PSHE.2.2.Q Developing strategies for getting support for themselves or for others at risk.
PSHE.2.2.R Identifying that differences and similarities between people arise from a number of factors.
PSHE.2.2.S Recognising the differences and similarities between people, but understand everyone is equal.
PSHE.2.2.T Identifying that differences and similarities arise from a number of factors.
PSHE.2.2.U Recognising the nature and consequences of discrimination.
PSHE.2.2.V Understanding the nature and consequences of discrimination, teasing, bullying and aggressive behaviour (including cyberbullying, prejudice-based language, ‘trolling’).
PSHE.2.2.W Recognise and challenge stereotypes.
PSHE.2.2.X Knowing how to recognise bullying and abuse in all its forms.
PSHE.2.2.Y Understanding personal boundaries.
PSHE.2.3.A Recognising a wider range of feelings in others and how to respond appropriately.
PSHE.2.3.B Recognising what a healthy relationship is.
PSHE.2.3.C Identifying qualities of a healthy relationship
PSHE.2.3.D Recognising ways in which a relationship can be unhealthy and whom to talk to if they need support.
PSHE.2.3.E Recognising different types of relationship, including those between acquaintances, friends, relatives and families.
PSHE.2.3.F Understanding the true meaning behind civil partnerships and marriage.
PSHE.2.3.G About committed loving relationships.
PSHE.2.3.H Understanding that their actions affect themselves and others.
PSHE.2.3.I Recognising that their actions can affect themselves and others.
PSHE.2.3.J Identifying how to listen and respond respectfully to a wide range of people.
PSHE.2.3.K Developing strategies to resolve disputes
PSHE.2.3.L Developing strategies for getting support for themselves or for others at risk.
PSHE.2.3.M Resolving conflicts.
PSHE.2.3.N About differences and similarities between people, but understand everyone is equal.
PSHE.2.3.O Identifying that differences and similarities between people arise from a number of factors.
PSHE.2.3.P Recognising the factors that make people the same or different.
PSHE.2.3.Q Recognising the nature and consequences of discrimination.
PSHE.2.3.R Understanding the nature and consequences of discrimination, teasing, bullying and aggressive behaviour (including cyberbullying, prejudice based language, ‘trolling’).
PSHE.2.3.S Recognising and challenging stereotypes.
PSHE.2.3.T Knowing how to recognise bullying and abuse in all its forms.
PSHE.2.3.U Understanding the correct use of the terms sex, gender identity and sexual orientation.
PSHE.2.3.V Recognising that forcing anyone to marry is a crime.
PSHE.2.3.W Understanding about confidentiality and about times when it is necessary to break a confidence.
Living in the wider world (PSHE.3)
PSHE.3.1.A Identify how they can contribute to the life of the classroom and school.
PSHE.3.1.B Understanding why rules are important in keeping us safe.
PSHE.3.1.C Construct and explore the importance of rules.
PSHE.3.1.D Explore and understand that everyone has rights and responsibilities.
PSHE.3.1.E Recognise they belong to different groups and communities such as family and school.
PSHE.3.1.F Understanding that they belong to different groups.
PSHE.3.1.G Identify what improves and harms their environments.
PSHE.3.1.H Recognising what money looks like.
PSHE.3.1.I Identifying how money is obtained.
PSHE.3.1.J Understanding the ways money can be used.
PSHE.3.1.K Understanding how to keep money safe and what influences choices.
PSHE.3.1.L Explore ways in which they are all unique.
PSHE.3.1.M Identifying ways in which they are unique.
PSHE.3.1.N That everybody is unique.
PSHE.3.1.O Identify ways in which we are the same as all other people; what we have in common with everyone else.
PSHE.3.1.P Identifying people who work in the community and how to ask for help.
PSHE.3.2.A Research, discuss and debate topical issues.
PSHE.3.2.B Identify why rules are needed in different situations.
PSHE.3.2.C Understanding that there are human rights to protect everyone.
PSHE.3.2.D Explore rights and responsibilities, rights and duties at home, school, community and the environment.
PSHE.3.2.E Develop skills to carry out responsibilities.
PSHE.3.2.F Exploring different kinds of responsibilities at school and in the community.
PSHE.3.2.G Explore how to resolve differences and respect others’ points of view.
PSHE.3.2.H Identifying what being part of a community means.
PSHE.3.2.I Explore what being part of a community means and how they belong.
PSHE.3.2.J Identify the role of voluntary and charity groups.
PSHE.3.2.K Appreciate the range of identities in the UK.
different values and customs.
PSHE.3.2.M Exploring how to
PSHE.3.2.N Explaining the
importance of money in
people’s lives and how money
PSHE.3.2.O Understanding the
concepts of interest, loan,
debt and tax.
enterprise and begin to
develop enterprise skills.
PSHE.3.2.Q Understanding the nature and consequences of discrimination, teasing, bullying and aggressive behaviour (including cyberbullying, prejudice-based language, ‘trolling’).
PSHE.3.3.A Research, discuss and debate topical issues.
PSHE.3.3.B Debate topical issues.
PSHE.3.3.C Identify why rules are needed in different situations.
PSHE.3.3.D Understanding that there are human rights to protect everyone.
PSHE.3.3.E To understand there are some cultural practices against British law.
PSHE.3.3.F Explore rights and responsibilities at home, school, community and the environment.
PSHE.3.3.G Develop skills to carry out responsibilities.
PSHE.3.3.H Exploring different kinds of responsibilities at school and in the community.
PSHE.3.3.I Explore others’ points of view.
PSHE.3.3.J Explore what being part of a community means and how they belong.
PSHE.3.3.K Understand how finance plays an important part in people’s lives.
PSHE.3.3.L Understanding about being a critical consumer.
PSHE.3.3.M Developing an understanding of the concepts of interest, loan, debt and tax.
PSHE.3.3.N Identifying how resources are allocated and the effects on individuals, communities and the environment.
PSHE.3.3.O Recognising and managing dares.
PSHE.3.3.P Developing enterprise skills.
PSHE.3.3.Q Critiquing how social media presents information.
We follow the scheme PSHE Matters.
Aspirations For The Future
Pupils develop an understanding of how subjects and specific skills are linked to future jobs.
Here are some of the jobs you could aspire to do in the future:
- Guide Dog Trainer
- Rehoming Assistant
- Kit Manager
- Attractions Manager
For more careers, please visit First Careers.
Through the explicit teaching of the PSHE skills, both the teachers and the pupils assess their learning continuously throughout the lesson. Our assessment systems enable teachers to make informed judgements about the depth of their learning and the progress they have made over time.