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Personal, Social, Health and Economic Education (PSHE)

Purpose of study

"Personal, Social, Health and Economic (PSHE) education is a school subject through which pupils develop the knowledge, skills and attributes they need to manage their lives, now and in the future. These skills and attributes help pupils to stay healthy, safe and prepare them for life and work in modern Britain. PSHE education helps pupils to achieve their academic potential, and leave school equipped with skills they will need throughout later life.


During Key Stages 1 and 2, PSHE education offers both explicit and implicit learning opportunities and experiences which reflect pupils’ increasing independence and physical and social awareness as they move through the primary phase. It builds on the skills that pupils started to acquire during the Early Years Foundation stage (EYFS) to develop effective relationships, assume greater personal responsibility and manage personal safety, including online. PSHE education helps pupils to cope with the changes at puberty, introduces them to a wider world and enables them to make an active contribution to their communities."

-PSHE Association 2017

The PSHE education programme makes a significant contribution to pupils’ spiritual, moral, social and cultural (SMSC) development, their behaviour and safety and the school’s statutory responsibility to promote pupils’ wellbeing. The aim for PSHE education is to provide pupils with:

  • accurate, balanced and relevant knowledge
  •  opportunities to turn that knowledge into personal understanding
  • opportunities to explore, clarify and if necessary challenge, their own and others’ values, attitudes, beliefs, rights and responsibilities
  • the skills, language and strategies they need in order to live healthy, safe, fulfilling, responsible and balanced lives
  • opportunities to develop positive personal attributes such as resilience, self-confidence, self-esteem, and empathy

PSHE at Middleton

At Middleton we have modified the PSHE Associations’ ‘Programme of Study’ to suit our pupils, school and community; giving careful consideration to our school ethos and our pupils’ needs.

We follow the PSHE Associations’ three core themes: Health and Wellbeing; Relationships; and Living in the Wider World. Each year group covers content related to each theme every year, ensuring that a spiral programme is in place: one that revisits themes, gradually extending thinking, expanding knowledge and developing skills.

PSHE across the year groups 

Below are the units of PSHE the children will study in each year group.


Year 1

Confident changesPupils learn about personal organisation and how to remain positive and open to changes. They understand what is meant by kindness

Settling in - Pupils can learn how to be effective communicators. Pupils develop an awareness of themselves and being part of a group. Pupils begin to see an impact of resilience/determination. 

Stepping forward - Pupils can reflect on their organisation, how it helped them achieve their goals and how success feels. Pupils learn what it means to take the initiative to the next step.

Year 2

Making plans Pupils learn how to plan and set goals. They learn how to appreciate and handle differences effectively without causing harm. Pupils recognise the responsibility of being a role model.

Getting therePupils embrace challenge as a means to achieving goals. They understand the power of kindness and organise acts of kindness. 

Stepping up - Pupils recognise various ways to engage with different groups to promote clear communication and understanding of feelings. They recognise importance of stepping up for personal development. Pupils use strategies to build on their foundations more independently, whilst recognising when support is needed.

Year 3

Am I ready?Pupils discover more about themselves and can establish how they fit in different groups/scenarios. They extend their boundaries with more independence, including online.

Exploring what's around me?Pupils can identify organisational techniques that work for them and how it contributes to success. They extend their boundaries with more independence.  

Discovering my voicePupils are able to present their feelings and views with sensitivity to the feelings and views of others. They reflect on what they have learnt about themselves.

Year 4

Building confidence - Pupils use greater sense of self to build confidence. They develop strategies to help them meet the higher expectations that others will have of them.

Interacting with othersPupils begin to appreciate that it helps to get along with those around them. They begin to develop safer and more cooperative ways of interacting with others.

Using my voicePupils begin to develop ways of interacting that can help both themselves and those around them. They develop greater understanding of how to make their interactions more effective.

Year 5 

What makes me?Pupils build on their growing self-awareness to assess how they can prepare to meet the increasing expectations on them. They start to become aware of changes in themselves and how that might affect their sense of self.

Where I fit inPupils start demonstrating their developing maturity through independence and initiative. They consider others in their communication style.

Planning to succeedPupils can identify characteristics that will help them achieve their goals next year. They can identify aspects of their character that would be useful to improve ready for next year.

Year 6

Charting my journeyPupils have a clear idea of what they are aiming for. They have a good idea of where to get help when they need it.

Overcoming obstaclesPupils are aware of their feelings and how they might be affected by them. They develop the resilience to carry them through.

Equipping for the next journey - Finishing with a flourish. Reflecting on how far they’ve come to show them how far they can now go.