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Personal, Health & Social Education

Purpose of the Curriculum

(What will the PHSE curriculum do for our children?)


Our curriculum is based on the Social and Emotional Aspects of Learning (SEAL) materials:


  • Theme 1: New beginnings
  • Theme 2: Getting on and falling out
  • Theme 3: Say no to bullying
  • Theme 4: Going for goals!
  • Theme 5: Good to be me
  • Theme 6: Relationships
  • Theme 7: Changes


These core themes build reflect universal needs shared by children and specific needs of children in the school. It is taught as a spiral programme, revisiting themes, increasing the level of challenge, broadening scope and deepening pupils thinking. They will:


  • Provide pupils with the knowledge, understanding and skills they need to manage their lives now and in the future
  • Develop the qualities and attributes needed to thrive as individuals, family members, members of the school community and members of society
  • Give pupils the knowledge, skills, understanding and strategies they need to lead responsible, confident, healthy, and productive lives
  • Provide opportunities to explore, clarify and if necessary challenge, their own and others’ values, attitudes, beliefs, rights and responsibilities
  • Inspire pupils to recognise their own worth, work well with others and become increasingly responsible for their own learning.
  • Allow time for pupils to reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up
  • Develop an understanding and respect for our common humanity, diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning.
  • Create an understanding that rules are important for keeping ourselves and others safe and healthy


Aim of the Curriculum:

The knowledge, skills and understanding developed by the SEAL resources)


By the end of each Key stage at St Mary and St Margaret’s, all pupils should be able to:




Knowing myself

• I know when and how I learn most effectively.

• I can take responsibility for my actions and learning.

• I feel good about the things I do well, and accept myself for who and what I am.

• I can recognise when I find something hard to achieve.


Understanding my feelings

• I can identify, recognise and express a range of feelings.

• I know that feelings, thoughts and behaviour are linked.

• I can recognise when I am becoming overwhelmed by my feelings.

• I know that it is OK to have any feeling, but not OK to behave in any way I feel like.


Managing feelings


Managing how I express my feelings

• I can stop and think before acting.

• I can express a range of feelings in ways that do not hurt myself or other people.

• I understand that the way I express my feelings can change the way other people feel.

• I can adapt the way I express my feelings to suit particular situations or people.


Managing the way I am feeling

• I can calm myself down when I choose to.

• I have a range of strategies for managing my worries and other uncomfortable feelings.

• I have a range of strategies for managing my anger.

• I understand that changing the way I think about people and events changes the way I feel about them.

• I can change the way I feel by reflecting on my experiences and reviewing the way I think about them.

• I know that I can seek support from other people when I feel angry, worried or sad.

• I know what makes me feel good and know how to enhance these comfortable feelings.




Setting goals and planning to meet them

• I can set a challenge or goal, thinking ahead and considering the consequences for others and myself.

• I can break a long-term plan into smaller achievable steps, plan to overcome obstacles, set success criteria and celebrate when I achieve them.


Persistence and resilience

I can choose when and where to direct my attention, concentrate and resist distractions for increasing periods of time.

• I know and can overcome some barriers to my learning such as feelings of boredom and frustration and know when to keep trying or try something different.

• I can bounce back after a disappointment or when I have made a mistake or been unsuccessful.


Evaluation and review

• I know how to evaluate my learning and use this to improve future performance.




Understanding the feelings of others

• I can recognise the feelings of others.

• I know that all people have feelings but understand that they might experience and show their feelings in different ways or in different circumstances.

• I can understand another person’s point of view and understand how they might be feeling.


Valuing and supporting others

• I value and respect the thoughts, feelings, beliefs and values of other people.

• I can be supportive to others and try to help them when they want it.

• I know that my actions affect other people and can make them feel better or worse.


Social skills

Social skills enable children to relate to others, take an active part in a group, communicate with different audiences, negotiate, resolve differences and support the learning of others.


Belonging to a community

• I feel that I belong to and am valued in my class, school and community.

• I understand and accept my rights and responsibilities in school, and know how I can take responsibility for making the school a safe and fair place for everyone.


Friendships and other relationships

• I know how to be friendly – I can look and sound friendly, be a good listener, give and receive compliments and do kind things for other people.

• I recognise ‘put-downs’ and know how they affect people, so I try not to use them.

• I can make, sustain and break friendships without hurting others.


Working together

I can work well in a group, cooperating with others to achieve a joint outcome.

• I can tell you what helps a group to work well together.


Resolving conflicts

I can resolve conflicts to ensure that everyone feels positive about the outcome.


Standing up for myself

• I can be assertive when appropriate.


Making wise choices

I can solve problems by thinking of all the options, identifying advantages and disadvantages, choosing a solution and evaluating it later on.

I can make a wise choice with work or behaviour.