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StPeters Nov18 47PSHEE stands for Personal, Social, Health and Economic Education and includes statutory Relationship Education in J1-3 and Relationship and Sex Education (RSE) in J4 and 5. 

An overview of what each year group covers in PSHEE and RSE can be seen here.

The aims of the PSHEE and RSE curriculum are to promote a broad and balanced curriculum with a programme of support, guidance and activities for all pupils, during which we will:

  • promote the spiritual, moral, social, cultural and economic development of pupils;
  • provide pupils with age-appropriate information in order that they can stay safe, be healthy, make a positive contribution and understand and achieve economic wellbeing;
  • adapt the curriculum to introduce current or topical issues;
  • encourage positive relationships through the whole school community which allow all pupils to feel valued and respected;
  • encourage and promote a culture of tolerance, diversity and respect for other people, with particular regard to the protected characteristics under the Equality Act 2010;
  • promote respect and;
  • allow pupils to become successful learners, confident individuals and responsible citizens;
  • prepare our pupils for the opportunities, responsibilities and experiences of adult life.

We have developed our own PSHEE and RSE syllabus which includes promoting the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. It is based around three core themes: Health and Wellbeing; Relationships; and Living in the Wider World. We have identified the overarching concepts we are trying to cover, along with the essential skills. Our PSHEE programme is delivered through a weekly 40 minute timetabled lesson taught by the class Form Teacher in J1-3 and by more specialist teachers in J4/5. It also includes one off practical workshops which may take the form of external speakers, practical workshops or full day activities. Our school values and aims, core expectations, learning habits and belief in a growth mindset are all important factors that help to embed these themes throughout the school. Aspects of this curriculum are taught through assemblies, Chapel and in other subjects.

Over-arching concepts

  1. Identity (their personal qualities, attitudes, skills, attributes and achievements and what influences these)
  2. Relationships (including different types and in different settings)
  3. A healthy (including physically, emotionally and socially) balanced lifestyle (including within relationships, work-life, exercise and rest, spending and saving and diet)
  4. Risk (identification, assessment and how to manage risk rather than simply the avoidance of risk for self and others) and safety (including behaviour and strategies to employ in different settings)
  5. Diversity and equality (in all its forms)
  6. Rights (including the notion of universal human rights), responsibilities (including fairness and justice) and consent (in different contexts)
  7. Change (as something to be managed) and resilience (the skills, strategies and ‘inner resources’ we can draw on when faced with challenging change or circumstance)
  8. Power (how it is used and encountered in a variety of contexts including persuasion, bullying, negotiation and ‘win-win’ outcomes.
  9. Career (including enterprise, employability and economic understanding)

Essential skills

The intrapersonal skills required for self-management

  1. Critical, constructive self-reflection (including being aware of own needs, motivations and learning, strengths and next steps for development, how we are influenced by our perception of peers’ behaviour)
  2. Learning from experience to seek out and make use of constructive feedback
  3. Setting challenging personal goals (including developing strategies to achieve them and knowing when to change them)
  4. Making decisions (including knowing when to be flexible)
  5. Recognising some of the common ways our brains can ‘trick us’ or ‘trap us’ in unhelpful
  6. Thinking (including generalisation, distortion of events, deletion of information, misconceptions or misperceptions about the behaviour of peers)
  7. Resilience (including self-motivation, adaptability, constructively managing change including setbacks and stress
  8. Self-regulation (including managing strong emotions e.g. negativity and impulse)
  9. Recognising and managing the need for peer approval
  10. Self-organisation (including time management)

The interpersonal skills required for positive relationships in a wide variety of settings

  1. Active listening
  2. Empathy
  3. Communication (non-verbal and verbal including assertiveness and recognising how this differs from aggressive and passive behaviour; being able to present and communicate ideas, arguments and thoughts effectively)
  4. Team working (including agreeing clear and challenging outcomes, facilitation, co-operation, networking and the ability to provide, receive and respond to, constructive feedback and take on different roles; the ability to recognise and learn from others’ experience)
  5. Negotiation (including flexibility, self-advocacy and compromise)
  6. Recognising and utilising strategies for managing pressure, persuasion and coercion
  7. Responding to the need for positive affirmation for self and others

Skills of enquiry

  1. Formulating questions
  2. Gathering and using data (including assessing the validity and reliability of sources of data and using a variety of sources)
  3. Analysis (including separating fact from opinion)
  4. Planning and deciding
  5. Recalling and applying knowledge creatively and in novel situations
  6. Drawing and defending conclusions using evidence and not just assertion
  7. Identification, assessment (including prediction) and management of risk
  8. Evaluating social norms
  9. Reviewing progress against objectives

Three core themes

Three core themes PSHEE