Your new design will be uploaded in:
Please contact Delivery Team on
0113 3200 750 if you have any queries.



PSHCE is an integral part in children’s education. It is necessarily part of the children’s daily activities, complementing the Catholic ethos of our school, and forming the foundation of lessons across the curriculum. We want the children to develop as well-rounded, caring individuals, knowing their own strengths and building confidence to tackle all of life’s challenges.

Alongside our RE programme, PSHCE forms the basis of the children’s learning, from Upper Foundation Stage to Y6. Children need the opportunity to interact with others and begin to work out how to solve everyday problems, presented in a fun and exciting way, if they are to cope with the demands of their journey through Primary school.

Throughout the school, the children engage in regular Circle time activities. These are linked to our “Statements to Live By” and our RE programme, “The Way, The Truth, The Life”. The children enjoy participating in a variety of games intended to build their social confidence, and then talk through how the statements relate to their own particular stage of development, in an atmosphere of trust.

PSHCE is taught in a cross-curricular way as well as discreetly. Children are constantly encountering situations where they must develop independence, respect for themselves and others, and ways to work as a team. The children need to have experience of using these skills within a variety of situations, for example when working on maths problems, or re-enacting periods of history, or conducting science investigations. The possibilities are endless and bring meaning and purpose to those activities

Children also participate in Whole School activities within the subject. The School Council is made up of representatives from each year group from Y1 upwards, voted democratically by the children themselves. It meets regularly to discuss issues concerning the children and the school environment, and feeds back to their respective classes on their ideas and the progress made as a result.


Key Stage 1

Key Stage 2

• Discuss and learn techniques to improve in the eight areas of success.

• Study role models who have achieved success.

• Discuss and learn techniques to improve in the eight areas of ‘success’.

• Study role models who have achieved success.

• Study those who have lost success and relate this to the eight areas of ‘success’.


Learning Objectives


  •  To try new things
  •  To work hard
  •  To concentrate
  •  To push oneself
  •  To imagine
  •  To improve
  •  To understand others
  •  To not give up





To try new things

• Try new things with the help of others.

• Talk about some things of personal interest.

• Join in with familiar activities.

• Concentrate on things of interest.

• Try new things when encouraged.

• Enjoy new experiences.

• Join clubs or groups.

• Talk about new experiences with others.

• Enjoy new things and take opportunities wherever possible.

• Find things to do that give energy.

• Become fully involved in clubs or groups.

• Meet up with others who share interests in a safe environment.

To work hard

• Work hard with the help of others.

• Enjoy the results of effort in areas of interest.

• Take encouragement from others in areas of interest.

• Enjoy working hard in a range of activities.

• Reflect on how effort leads to success.

• Begin to encourage others to work hard.

• Have fun working hard.

• Understand the benefits of effort and commitment.

• Continue to practise even when accomplished.

• Encourage others by pointing out how their efforts gain results.

To concentrate

• Give attention to areas of interest.

• Begin to ‘tune out’ distractions.

• Begin to show signs of concentration.

• Begin to seek help when needed.

• Focus on activities.

• ‘Tune out’ some distractions.

• Search for methods to help with concentration.

• Develop areas of deep interest.

• Give full concentration.

• ‘Tune out’ most distractions.

• Understand techniques and methods that aid concentration.

• Develop expertise and deep interest in some things.

To push themselves

• Express doubts and fears. 

• Explain feelings in uncomfortable situations.

• Begin to push past fears (with encouragement).

• Listen to people who try to help.

• Begin to try to do something more than once.

• Begin to understand why some activities feel uncomfortable.

• Show a willingness to overcome fears.

• Push past fears and reflect upon the emotions felt afterwards.

• Begin to take encouragement and advice from others.

• Keep trying after a first attempt.

• Find ways to push past doubts, fears, or a drop in motivation even in challenging circumstances.

• Push oneself in areas that are not so enjoyable.

• Listen to others who encourage and help, thanking them for their advice.

• Reflect upon how pushing past doubts, fears or a drop in motivation leads to a different outlook.

To imagine

• With help, develop ideas.

• Respond to the ideas of others’.

• Respond to questions about ideas.

• Act on some ideas.

• Begin to enjoy having new ideas.

• Show some enthusiasm for the ideas of others.

• Ask some questions in order to develop ideas.

• Show enjoyment in trying out some ideas.

• Generate lots of ideas.

• Show a willingness to be wrong.

• Know which ideas are useful and have value.

• Act on ideas.

• Ask lots of questions.

To improve

• Share with others likes about own efforts.

• Choose one thing to improve (with help).

• Make a small improvement (with help).

• Share with others a number of positive features of own efforts.

• Identify a few areas for improvement.

• Attempt to make improvements.

• Clearly identify own strengths.

• Identify areas for improvement.

• Seek the opinion of others to help identify improvements.

• Show effort and commitment in refining and adjusting work.

To understand others

• Show an awareness of someone who is talking.

• Show an understanding that ones own behaviour affects other people.

• Listen to other people’s point of view.

• Listen to others, showing attention.

• Think of the effect of behaviour on others before acting.

• Describe the points of view of others.

• Listen first to others before trying to be understood.

• Change behaviours to suit different situations.

• Describe and understand others’ points of view.

To not give up

• Try again with the help of others.

• Try to carry on even if a failure causes upset.

• Keep going in activities of interest.

• Try to think of oneself as lucky.

• Find alternative ways if the first attempt does not work.

• Bounce back after a disappointment or failure.

• Show the ability to stick at an activity (or a club or interest).

• See oneself as lucky.

• Show a determination to keep going, despite failures or set backs.

• Reflect upon the reasons for failures and find ways to bounce back.

• Stick at an activity even in the most challenging of circumstances.

• See possibilities and opportunities even after a disappointment.

• Consider oneself to be lucky and understand the need to look for luck.


Back to Curriculum