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At the South Hams Federation, we believe that PSHE and RHE provides a vehicle for developing our children’s attitudes, values and sensitivities towards others. We believe that through implementing an appropriately structured programme across the whole school we will enable children to both develop a positive sense of self as well as a respect and understanding for others. To embrace the challenges of creating a happy and successful adult life, pupils need knowledge that will enable them to make informed decisions about their wellbeing, health and relationships. Pupils can also put this knowledge into practice as they develop the capacity to make sound decisions when facing risks, challenges and complex contexts. We aim to support our children to develop resilience, to know how and when to ask for help, and to know where to access support.

Our PSHE and RHE follows a spiral curriculum which embeds, revisits and deepens understanding across three core themes; Relationships, Health and Wellbeing and Living in the Wider World.  We build on the developmental progression as set out by the PSHE Association Programme Builder by revisiting these themes year on year, building on and extending prior learning. We teach through a thematic approach, covering the core themes with three topics per term.  This allows different year groups to work on similar themes at the same time, building on the spiral curriculum year on year.

We recognise that our school faces our own unique opportunities and challenges and therefore tailor our PSHE and RHE education curriculum to the needs of our pupils.  It is our intent to design a PSHE curriculum with appropriate subject knowledge and understanding as well as, skills to fulfil the duties of the National Curriculum whereby we provide a balanced and broadly based curriculum which promotes the spiritual, moral and cultural development of children, as well as their physical and mental well-being.  Our PSHE curriculum is a golden thread throughout our schools and the wider community.


To ensure our intent works in our day to day classrooms we understand that our implementation needs to be:

  • Flexible
  • Creative
  • Robust
  • Resilient
  • Collaborative

“Good quality teaching takes into account all children in the class and plans small enough steps for the vast majority of children to achieve success with scaffolding and support, and for others to be challenged in the same concept to a greater depth of reasoning.” (EEF)

Planning and Timetabling

Our PSHE and RHE curriculum is planned using The PSHE Association Programme of Study as a structure. There are different topics for the whole school for each term (see curriculum map). The PSHE curriculum has been tailored to meet the needs of the pupils in our setting. The PSHE Association Programme Builder is used to support medium term planning as well as individual lesson plans.

Teachers are expected to plan for PSHE and RHE lessons using the same lesson format as all other core and foundation subjects to ensure high quality planning. Within lessons teachers use resources that have been quality assured by the PSHE Association.

The PSHE and RHE curriculum is a structured, clear and comprehensive programme of study designed using the PSHE Association Programme Builder to ensure coverage and progression. The long term overview is used to ensure our curriculum is in line with the statutory guidance on Relationship Education and Health Education.

PSHE curriculum incorporates Relationship and Health Education and identifies links to British Values, Cultural Capital, SMSC and the school ethos. We ensure that the PSHE curriculum is implemented throughout whole school. Every class has dedicated time for PSHE (weekly session). PSHE assemblies are also held to address the subject of mental health and well-being.

A coherent sequence: Reflection, re-cap and examples

As a school, we have developed our understanding and use of a variety of pedagogical approaches that focus on how children learn. We believe that these approaches enhance and develop our mastery approach. We are using the 10 principles of Instruction (Rosenshine) to underpin our planning; specifically carefully planning opportunities for retrieval through the use of carefully scaffolded questioning. We understand that with retrieval practice, regularly visiting areas already learnt before, helps to connect new ideas to ones that are already known.

Elicitation Tasks and AFL

Within lessons we use elicitation tasks where pupils are given time to discuss what they already know about the chosen unit, this enables teachers to use their assessment for learning to tailor PSHE lessons to the needs of the pupils in their class. Teachers will allow for AFL in a variety of ways. They will use written work and discussion as well as a whole range of other techniques and resources.


Teachers will use questioning throughout PSHE and RHE lessons to elicit children’s understanding and promote and challenge children to deepen understanding of concepts. Questions should be precise and develop thinking.  Teachers will build opportunity for AFL into lessons and will use regular opportunities for discussion and use strategies to check and deepen a pupil’s understanding.

Modelling, Discussion and Dialogue

Talk in PSHE and RHE is the basis for all lessons. As teachers we encourage children to: Articulate their thinking, take responsibility for asking questions of others to clarify understanding, agree and disagree, justifying their thinking and responding in full sentences with the intention that everyone understands them.

SEND Pupils

Where children are working significantly below the expected age related requirements of the curriculum, scaffolding and targeted work takes place on a daily basis. These activities are planned by the teacher in discussion and collaboration with the SENDCO, parents and the TA working within the class. We believe that it is important that all learners are taught within the classroom with their peers, where interventions are needed teachers and teaching assistants follow a bespoke evidence informed intervention. Teachers have access to a SEND toolkit available from the PSHE Association to aid planning for pupils with SEND. We also pre-teach children who are at risk of falling behind in certain areas, this develops curiosity and interest as well as gives these children confidence and practice in retrieval before they learn new topic areas.

Collaborative and Reflective CPD

We are fortunate to be part of The South Hams Federation of schools.  This gives us an opportunity to reflect and collaborate on all curriculum drivers as well as keeping up to date with current CPD.


Pupil Voice

The most effective way to find out what pupils understand about PSHE will be to talk them. The majority of lessons are heavily discussion based which will allow children to develop their own thought and opinions on matters and debate this further as they go through the school. Pupils in Key Stage 2 are expected to also record their thoughts and understanding of areas covered.  Through conversations with pupils we are also able to understand how they learn, if they are able to connect prior learning to the learning they are undertaking as well as using this to understand where their learning will take them next.


Effective monitoring and evaluation as well as informed and adaptable planning ensure progress is evident in all books for all learners.  Progress can be seen week on week as a teaching sequence is delivered as well as over a whole unit, termly and over the course of the academic year.  Timely ‘book looks’, cross federation moderation and learning walks review progress in relation to the progression of skills for each year group and guarantee consistency and high expectations are maintained.

Learning Environment

The learning environment seeks to challenge, inspire and aid all learners within The South Hams Federation. The working walls in each class showcase the curriculum being taught and the planned sequence of learning for the unit. The work on display celebrates the achievements of the learners and the progress they are making.

Recording in Books

The purpose of children recording in books is to allow teachers to measure whether pupils have understood the concept being taught and the level of depth to which they have understood it as well as allowing our children to deepen their understanding of the content by working individually and independently.  Our books show a child’s journey through their learning.

Within The South Hams Federation, a consistent and regular delivery of PSHE improves the physical and social wellbeing of pupils. The PSHE curriculum helps pupils become, aspirational, respectful and tolerant as well as mentally and physically healthy. Pupils are prepared for their next steps in life and know where to find help and support where needed.  Pupils can recognise and apply the British Values of democracy, tolerance, mutual respect, rule of law and liberty to their school and wider life and talk confidently about the importance of this.


Research based evidence is collected to design and develop our PSHE curriculum. PSHE Association evaluated research ‘A case for PSHE’ indicates that PSHE when taught well – helps keep children and young people safe, physically and emotionally healthy and prepared for life and work.

PSHE Association evaluated research ‘PSHE, Academic Attainment and Employability’ indicates that growing evidence to suggest that the skills and attributes acquired through PSHE education have a significant impact on pupils’ academic achievement, employability and future life chances.

PSHE Association evaluated research ‘Effective Prevent education’ in partnership with Child Exploitation and Online Protection Centre (CEOP), outlines 11 key principles of effective practice in prevention education and the positive impact of these been addressed in school.