How to Structure a Primary PSHE Curriculum from EYFS to Year 6

A primary PSHE curriculum should feel like one connected journey, not a collection of separate lessons. The foundations begin in EYFS, where children learn to recognise feelings, build relationships and ask trusted adults for help. These ideas then develop through Key Stage 1 and Key Stage 2 as pupils explore health, safety, relationships, money, community, digital life and growing independence in greater depth.

The central planning decisions are what pupils should learn in each year group, how that learning should progress and how statutory Relationships Education and Health Education fit within the wider PSHE curriculum.

Schools can use the steps below to review an existing PSHE scheme of work or build a clearer long-term plan. The process covers curriculum strands, progression, statutory requirements, SEND, lesson design and whole-school implementation for PSHE leads, senior leaders and class teachers.

For a wider introduction to the subject, visit PSHE Education Foundations.

What a whole-school PSHE curriculum needs
How PSHE, RSHE and a programme of study fit together
The EYFS to Year 6 curriculum journey
Progression and mapping across the school
Planning for inclusion and SEND in PSHE
Statutory coverage and topic design
Implementation: resourcing, lesson design and a safe PSHE classroom climate
Related PSHE planning guides
Curriculum planning risks to check
Where to go next
Frequently asked questions
Key takeaways
Conclusion

A strong primary PSHE curriculum needs more than a list of topics. It should show what pupils will learn, when they will learn it and how their understanding will become more secure and sophisticated over time.

Three elements need to work together.

The first is a clear set of curriculum strands. Schools may organise these in different ways, but they commonly include relationships, physical and mental health, personal safety, online safety, economic wellbeing, community and personal development. The labels can vary as long as the full entitlement is clear and the same strands can be followed across year groups.

The second is progression. Pupils should revisit important themes because friendship, safety, health and emotional wellbeing remain relevant throughout primary school. However, each return should add new knowledge, vocabulary or application. A Year 1 lesson on friendship might focus on kindness and taking turns. A Year 4 lesson may explore exclusion and peer pressure. A Year 6 lesson can examine loyalty, manipulation, disagreement and changing relationships.

The third is a workable delivery model. A curriculum may be well mapped but difficult to implement if lessons are hard to locate, unrealistic for the timetable or inaccessible to pupils with different learning needs. Staff need a scheme of work that gives enough structure for consistency while allowing teachers to respond appropriately to their class.

Subject language should also be agreed. Staff do not need to use identical wording in every conversation, but curriculum documents should explain what PSHE includes and how it connects with Relationships Education, Health Education, RSE and wider personal development. The article on PSHE meaning can help schools establish a shared definition.

A practical review is to choose one strand, such as friendships, online safety or help-seeking, and trace it from EYFS to Year 6. Record what is introduced, revisited, extended and assessed in each phase. A missing year group or the same level of demand repeated several times shows where the curriculum map needs strengthening.

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PSHE stands for Personal, Social, Health and Economic education. It is commonly used as the broad subject name in primary schools. In England, Relationships Education is compulsory for all primary pupils. Health Education is also compulsory in state-funded schools, while independent schools meet separate PSHE requirements.

Sex education is not compulsory in primary schools beyond the relevant content in the national curriculum for science. However, Department for Education guidance continues to recommend that primary schools have an age-appropriate sex education programme tailored to pupils' physical and emotional maturity. This should prepare pupils for adolescence and, drawing on national curriculum science, explain how a baby is conceived and born. Schools must set out any additional sex education in their policy, consult parents and respect the right of withdrawal from content beyond national curriculum science.

The term RSHE brings Relationships, Sex and Health Education together. It is often used in policies, staff roles and curriculum documents, even though the statutory requirements differ between primary and secondary phases.

Schools should use the statutory guidance in force at the time of review. The revised guidance published in July 2025 applies from 1 September 2026, so curriculum documentation should reflect these requirements from that date and be checked against any later updates.

A programme of study helps translate these requirements into teachable learning. Rather than writing broad statements such as “pupils will learn about online safety”, it identifies the knowledge, vocabulary, scenarios and responses pupils should meet at each stage.

A useful programme of study should show:

The main curriculum strands
The intended learning for each year group
Where statutory Relationships Education and Health Education are covered
Where content connects with science, computing, PE, citizenship or safeguarding
Which ideas are introduced, revisited and extended
The vocabulary pupils need
The ways pupils will demonstrate understanding

This approach avoids treating statutory guidance as a checklist. Coverage matters, but curriculum quality depends on the sequence around it. Pupils need to understand concepts before they can apply them to more complex situations.

For example, online safety progresses from recognising trusted adults and keeping information private to assessing online contact, influence, harmful content, data use and how to report concerns. The strand stays connected, but expectations become more demanding.

PSHE is not a separate statutory subject within EYFS. However, many of its foundations are taught through the statutory EYFS areas of learning, particularly Personal, Social and Emotional Development, Communication and Language, Physical Development and Understanding the World.

In Reception, learning should remain practical, relational and closely connected to daily routines. Children may learn to:

Recognise and name simple feelings
Begin to manage emotions with adult support
Take turns, share and cooperate
Understand simple classroom expectations
Notice kindness, fairness and unkind behaviour
Identify trusted adults and ask for help
Understand basic personal, road, water and online safety
Develop healthy routines around food, sleep, movement and hygiene

These ideas can be taught through play, stories, modelling, class discussion, routines and short adult-led sessions. The aim is not to recreate a Year 1 timetable in Reception. It is to establish the language, habits and relationships that later PSHE learning can build upon.

The EYFS statutory framework should guide provision. Schools should use the current framework until 31 August 2026 and the revised framework from 1 September 2026. Additional planned PSHE sessions should complement the wider Reception curriculum rather than replacing learning through play and everyday interaction.

The guide PSHE in EYFS sets out how these foundations can be planned through routines, play and short Reception sessions.

In Years 1 and 2, pupils can begin to follow a more clearly structured PSHE programme while keeping learning closely connected to familiar experiences. Teaching may explore feelings, friendships, family relationships, classroom expectations, healthy routines and simple ways to stay safe. Pupils can also begin to develop an understanding of online behaviour, trusted adults, everyday choices and basic money awareness, alongside learning about change and transition.

Progression from Reception should be visible. Pupils move from participating in routines to explaining why those routines matter. They begin to compare choices, use more precise vocabulary and apply simple principles to stories or scenarios.

For example, a Reception child may identify an adult they trust. A Year 1 pupil may explain when they should ask that adult for help. By Year 2, pupils can consider what to do if the first adult does not listen and why they should keep asking until someone helps.

PSHE in Key Stage 1 gives practical guidance on sequencing learning across Years 1 and 2.

Years 3 and 4 should extend pupils’ understanding beyond their immediate classroom experience. Children can begin to explore more complex social situations, recognise that people may respond differently and consider the consequences of different choices.

Learning can now include more nuanced work around emotions, friendships, belonging, personal boundaries, online behaviour, health, responsibility and early preparation for physical change. Pupils should be encouraged to explain their thinking, compare possible responses and identify why one choice may be safer or more respectful than another. Scenarios can include more than one reasonable response, provided the core safeguarding message remains clear.

In Years 5 and 6, pupils should apply their learning to wider social situations, greater independence and the changes associated with adolescence and secondary transition.

Teaching can explore more complex relationships, peer influence, puberty, online behaviour, personal boundaries, identity, responsibility and future aspirations. Pupils should be expected to consider context, recognise pressure, weigh possible consequences and justify choices that are safer, healthier or more respectful. Upper primary content should deepen understanding rather than simply repeat Key Stage 1 learning with older vocabulary.

The PSHE Curriculum in Key Stage 2 shows how knowledge, vocabulary and pupil independence should deepen from Year 3 to Year 6.

This is what pupils can do with their knowledge. They may identify a trusted adult, apply a strategy to a scenario, explain how to respond to pressure or evaluate the likely consequences of a choice.

A useful rule is to revisit themes, not repeat lessons. Each revisit should change at least one of the following:

The complexity of the knowledge
The precision of the vocabulary
The independence expected
The range of contexts
The level of judgement required

Consider friendship as an example:

EYFS: taking turns, sharing and recognising kind behaviour

Year 1: identifying the features of a good friend
Year 2: repairing a friendship after a disagreement
Year 3: recognising exclusion and seeking help
Year 4: responding to pressure and supporting others
Year 5: understanding influence, loyalty and personal boundaries
Year 6: managing changing relationships, manipulation and respectful disagreement

A progression map should also make links between strands visible. Online safety is not only a computing issue. It connects with relationships, privacy, health, media literacy and help-seeking. Puberty links physical health, emotional wellbeing, relationships and personal safety. Mapping these links avoids duplication while ensuring important content is not assumed to be covered elsewhere.

The dedicated guide PSHE progression map gives a practical process for building and reviewing this document.

A coherent curriculum must be accessible to all pupils. PSHE can be particularly demanding for pupils who find language, inference, attention, emotional regulation or social interpretation difficult.

Inclusion means ensuring that every pupil can understand and use the essential learning, particularly messages about safety, boundaries and seeking help. Teachers may need to adapt the language, examples, pacing, scaffolding and ways pupils respond.

Helpful approaches include:

Pre-teach important vocabulary using clear visuals and short, concrete scenarios.
Break multi-step situations into smaller stages.
Allow additional processing, rehearsal and supported practice time.
Check understanding privately where appropriate.
Repeat key help-seeking messages using consistent language and model possible responses.
Offer different ways to communicate answers and avoid assumptions.

Abstract questions such as “What is peer pressure?” may be difficult for some pupils. A short scenario is often more accessible: “A group tells Sam they will stop being friends unless Sam shares a photo. What is happening? What could Sam do? Who could help?”

Generalisation also needs planning. A pupil may repeat a safety rule in a lesson but struggle to use it on the playground or online at home. Staff can support transfer by returning to the same principle in different contexts, using familiar language and practising help-seeking steps.

Assessment should recognise progress from each pupil's starting point. One pupil may move from recognising a feeling to naming it. Another may select an appropriate strategy or explain why it could help. Both can demonstrate meaningful progress within the same curriculum strand.

Keep the curriculum entitlement consistent and adapt the route through the learning. Pupils should receive the same core messages about safety, respect, relationships and seeking help, with teaching adjusted to make those messages understandable and usable. The Education Endowment Foundation's guidance on Special Educational Needs in Mainstream Schools provides wider evidence-informed support for inclusive classroom teaching.

Start by mapping the statutory DfE content across the curriculum. Record where each outcome is introduced, revisited and secured, rather than assigning it to a single lesson. The map should show the relevant year groups, units or lessons, the intended depth and how pupils' understanding will be checked.

In England, Relationships Education is compulsory for all primary pupils. Health Education is compulsory in state-funded schools. Independent schools must provide PSHE that meets the Independent School Standards.

Schools should use the Department for Education's Relationships and sex education (RSE) and health education guidance as the authoritative reference. The revised guidance published in July 2025 applies from 1 September 2026. Curriculum maps and policies should reflect the guidance in force and be checked against any later updates.

The guidance sets end-of-primary expectations rather than prescribing a fixed year-by-year sequence. Leaders should therefore decide when content is introduced and revisited, taking account of pupils' age, maturity, prior knowledge, safeguarding needs and local context. Important areas such as relationships, personal safety, online safety, physical health and mental wellbeing should become more detailed and demanding as pupils progress.

Once statutory coverage is secure, wider PSHE content can be organised around pupil development and the school's context. Economic wellbeing, citizenship, environmental responsibility, identity, careers and community participation can sit alongside the statutory core and support broader personal development.

Our article PSHE Topics for Primary Schools can help leaders review whether their long-term plan is balanced and progressive.

Awareness days, visitors and assemblies can enrich the curriculum, but they should not replace planned teaching. Leaders should check that each year group receives regular lessons, that key knowledge is revisited at greater depth and that no important content is assumed to be covered elsewhere.

Before implementation, leaders should check that staff can locate the right lesson, understand its place in the sequence, adapt it without weakening key messages and follow safeguarding procedures if a concern is raised.

A structured scheme of work can make this much easier. Muse Wellbeing arranges its Year 1 to Year 6 lessons in a clear weekly sequence, with medium-term plans and individual lesson plans showing staff what to teach, when to teach it and how each lesson connects with the wider curriculum.

PSHE lessons may involve sensitive topics, different family experiences or questions that pupils find difficult to ask. Clear ground rules help create respectful discussion without suggesting that everything shared in the room will remain confidential.

Useful ground rules include listening without interrupting, avoiding references to other people's private experiences, using respectful and accurate language, allowing pupils to pass on a question or activity where appropriate, asking questions without judging others and speaking to a trusted adult if something causes worry.

Distancing techniques allow pupils to explore an issue without being asked to disclose personal experiences. Teachers can use fictional characters, stories, role cards, case studies or anonymous questions. “What could this character do?” is usually safer than asking a pupil what they have experienced.

Help-seeking should be built into the curriculum, not added only to safeguarding lessons. Pupils should repeatedly hear who can help, how to report a concern and what to do if they are not heard the first time.

PSHE lessons can prompt pupils to ask sensitive questions or disclose that they or another child may be at risk. Before teaching, staff should know the school's child protection policy, who the designated safeguarding lead (DSL) and deputy are, how concerns are recorded and reported and how anonymous questions will be reviewed. The DSL should agree how safeguarding concerns raised through class discussion or anonymous questions will be followed up.

If a pupil makes a disclosure, the member of staff should stop and listen, remain calm and allow the pupil to speak in their own words and at their own pace. They should not ask leading questions, press for unnecessary detail or attempt to investigate. Staff should reassure the pupil that they have done the right thing by speaking, avoid expressing shock or blame and explain that they cannot promise confidentiality because the concern must be shared with the DSL or another person who can help.

The concern should be reported to the DSL or deputy without delay, following the school's child protection policy. Staff should make a clear, factual record as soon as possible, using the pupil's own words where relevant and recording what was said, what action was taken and when the concern was passed on. If a child is in immediate danger, staff should call 999 and follow the school's emergency procedures.

The guidance Keeping children safe in education is the statutory safeguarding reference for schools and colleges in England. Schools should always follow the version currently in force. KCSIE 2025 applies until 31 August 2026 and KCSIE 2026 applies from 1 September 2026, with policies and staff training checked against any later updates.

A topic appearing in a resource does not automatically mean it has been covered well. Leaders should check whether materials are:

Accurate and aligned with current guidance.
Suitable for pupils' age and maturity.
Inclusive of different families, cultures and experiences.
Clear about safeguarding, help-seeking and personal disclosure.
Manageable for non-specialist teachers.
Adaptable for pupils with SEND and supported by clear teacher guidance.

Editable resources can help staff respond to class context, but adaptation should not weaken key messages or introduce inaccuracies. Sensitive lessons should include enough teacher guidance to explain vocabulary, likely questions and safeguarding considerations.

Muse Wellbeing's primary PSHE curriculum provides a structured Year 1 to Year 6 sequence, fully resourced lessons, teacher guidance, curriculum maps and supporting documents for subject leads.

Assessment should check whether pupils have understood the intended knowledge, vocabulary and strategies, and whether they can apply them to an age-appropriate situation. It should not require pupils to disclose personal experiences or rely on assumptions about their family life, emotions or behaviour outside the lesson.

Teachers can check learning through low-stakes activities such as matching key terms, explaining ideas in their own words, sorting different choices, responding to fictional scenarios or giving advice to a character. Older pupils may also compare possible responses and explain why one option may be safer, healthier or more respectful.

A short baseline activity at the start of a unit can identify prior knowledge and misconceptions. A similar task at the end can show whether pupils are using more accurate vocabulary, giving clearer explanations and applying the learning with greater independence.

PSHE should be reviewed regularly, but this does not require a complete rewrite every year. A focused annual review can use a simple checklist: confirm current statutory guidance, trace each strand across year groups, identify gaps or duplication, review pupil questions and assessment, check parent communication and consider local safeguarding priorities, SEND accessibility, staff confidence and lessons that are frequently displaced.

The PSHE lead should coordinate the review with the designated safeguarding lead, SENDCo, phase leaders and class teachers. Senior leaders can agree priorities and protected curriculum time, while governors should receive a concise overview of statutory coverage, significant changes, parent consultation and any risks requiring oversight.

Curriculum planning can become weak when year groups are treated as separate starting points or when long-term plans list broad topics without showing what pupils should actually learn. Progression should build on prior knowledge, with clearer vocabulary, more complex situations and greater independence each year. Assemblies, visitors and themed weeks can support this work, but they should sit alongside a planned sequence rather than replace it.

Safeguarding messages such as safety, boundaries and help-seeking should run throughout the curriculum. Leaders should also avoid placing too many sensitive topics into one term or creating a scheme that is difficult for teachers to follow. Staff need to understand the sequence, locate resources quickly and see how each lesson connects with earlier and later learning.

Agree the main strands that pupils will follow across the school. Next, map the statutory requirements and identify where each statement is taught. Then check how knowledge, vocabulary and application develop from EYFS to Year 6.

After that, sample one lesson from EYFS, Key Stage 1, lower Key Stage 2 and upper Key Stage 2. Check that it fits the timetable, links to prior and future learning, gives teachers enough safeguarding guidance and is accessible to pupils with different needs.

For broader subject guidance, return to PSHE Education Foundations. For implementation and classroom materials, visit Teacher Resources and Lesson Planning.

Schools looking for a complete scheme can also explore Muse Wellbeing's PSHE and RSE curriculum. Muse provides 216 fully resourced lessons across Years 1 to 6, supported by curriculum maps, teacher guidance and adaptable resources. Whole-school access is currently free until September 2028.

Frequently Asked Questions

What is the PSHE curriculum in primary schools?

The primary PSHE curriculum supports pupils' personal, social, health and economic development. It commonly includes relationships, physical and mental health, safety, online life, economic wellbeing, community and personal development. In England, Relationships Education is compulsory for all primary pupils, while Health Education is compulsory in state-funded schools.

Should EYFS be included in whole-school PSHE planning?

Yes. EYFS should be included as the foundation of the journey, but it should not be forced into a formal Key Stage 1 model. Reception learning develops through Personal, Social and Emotional Development and other EYFS areas, supported by play, routines, modelling, stories, talk and age-appropriate planned sessions.

How do you structure PSHE from EYFS to Year 6?

Start with a small number of consistent strands. Identify what pupils should know in each strand, the vocabulary they need and how they will apply learning. Map statutory content, then sequence learning so that important themes return with greater depth, independence and complexity.

How do you avoid repetition between Key Stage 1 and Key Stage 2?

Use a progression map and revisit themes at a higher level of demand. Key Stage 1 may focus on naming, recognising and choosing between simple responses. Lower Key Stage 2 can move into explanation and comparison. Upper Key Stage 2 should include influence, consequences, responsibility and more independent judgement.

Does every school need its own PSHE scheme of work?

Every school needs a scheme of work that reflects its pupils, statutory duties and curriculum intent. Schools do not need to write every lesson from scratch. They can use or adapt an existing scheme, provided leaders understand its progression, check its coverage and make appropriate adjustments for local context.

How often should PSHE be taught in primary school?

Many schools protect a regular weekly lesson because this supports continuity and makes progression easier to secure. Other models can work, but PSHE should not depend mainly on occasional theme days or assemblies. Whatever timetable is chosen should provide enough regular, planned teaching to cover the curriculum properly.

Is PSHE statutory in primary schools?

PSHE as a complete subject is not statutory in the same way as national curriculum subjects. However, Relationships Education is compulsory in all primary schools in England and Health Education is compulsory in state-funded schools. Relevant science content is also statutory where schools follow the national curriculum. Schools usually teach these requirements within a wider PSHE programme.

Is sex education compulsory in primary schools?

Sex education beyond national curriculum science is not compulsory in primary schools. The Department for Education recommends that primary schools provide an age-appropriate programme tailored to pupils' physical and emotional maturity. Schools that teach additional sex education must set it out in policy, consult parents and provide the relevant right of withdrawal.

How should PSHE be adapted for pupils with SEND?

Keep the essential learning and safeguarding messages consistent, then adapt language, examples, pacing, scaffolding and response methods. Visuals, pre-taught vocabulary, concrete scenarios, repetition and supported practice can help pupils understand and use the learning.

Who should lead PSHE curriculum planning?

A named PSHE or RSHE lead should coordinate the curriculum, ideally with sufficient senior support and time. Effective planning also involves the designated safeguarding lead, SENDCo, EYFS staff, phase leaders and class teachers. This helps ensure that the written sequence works in practice.

How can small schools manage progression in mixed-age classes?

Use a carefully mapped rolling programme and record what each cohort has already studied. The same broad lesson can sometimes be taught across ages, but expected vocabulary, reasoning and application should differ. End points must remain clear so that pupils do not repeat the same level of learning each cycle.

What should a good PSHE lesson include?

A strong lesson has a clear learning intention, accurate age-appropriate content, structured discussion, safe distancing techniques, a consistent help-seeking message and a simple way to check understanding. Teachers should also know how the lesson connects with previous and future learning.

What are some common PSHE topics?

Common topics include feelings, friendships, families, respect, personal safety, online safety, physical health, mental wellbeing, hygiene, puberty, money, community, careers, responsibility and transition. These topics should be organised into a progressive sequence rather than taught as unrelated one-off sessions.

Build the curriculum as a connected journey from EYFS to Year 6.
Use consistent strands so staff and pupils can see how learning develops.
Revisit important themes with deeper knowledge, more precise vocabulary and greater independence.
Map statutory Relationships Education and Health Education to specific teaching.
Include EYFS foundations without imposing an older key stage structure.
Keep safeguarding, inclusion and help-seeking central to curriculum design.
Choose resources that teachers can deliver confidently and adapt appropriately.
Review the scheme regularly without rewriting it unnecessarily.

A coherent primary PSHE curriculum gives pupils repeated opportunities to build knowledge, practise skills and apply learning as their lives become more complex. EYFS establishes the foundations through relationships, routines, language and supported independence. Key Stage 1 turns these foundations into clearer understanding. Key Stage 2 widens the contexts, strengthens judgement and prepares pupils for adolescence and transition.

An effective structure is clear enough for staff to follow and flexible enough to respond to pupils and the school community. It secures statutory coverage, shows genuine progression and keeps safeguarding at the centre of teaching.

When reviewing your curriculum, return to three questions: What should pupils know at this stage? What language do they need? How should they be able to apply the learning?

If those answers become more demanding from EYFS to Year 6, the curriculum is likely moving beyond coverage towards meaningful progression.

Muse Wellbeing provides a structured PSHE, RSE and wellbeing scheme of work for primary schools. It includes 216 fully resourced lessons across Years 1 to 6, teacher guidance, curriculum maps, supporting documents for subject leads and adaptable classroom resources.

A fully resourced Reception pack also introduces key PSHE and wellbeing foundations through 12 age-appropriate sessions designed to complement wider EYFS provision and prepare pupils for Key Stage 1.

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PSHE Education Foundations

How to Structure a Primary PSHE Curriculum from EYFS to Year 6

Teacher Resources and Lesson Planning

How to Structure a Primary PSHE Curriculum from EYFS to Year 6

Authored by the Muse Wellbeing Team

Lead Writer

Editorial Review

Contents

What a whole-school PSHE curriculum needs

How PSHE, RSHE and a programme of study fit together

The EYFS to Year 6 curriculum journey

EYFS: building the foundations

Key Stage 1: keeping learning close to children's lives

Lower Key Stage 2: widening understanding

Upper Key Stage 2: deepening judgement and preparing for change

Progression and mapping across the school

Knowledge

Vocabulary

Application

Planning for inclusion and SEND in PSHE

Statutory coverage and topic design

Implementation: resourcing, lesson design and a safe PSHE classroom climate

Creating a safe classroom climate

Handling questions and disclosures

Choosing and checking resources

Assessment in PSHE

Refreshing the scheme without rewriting everything

Related PSHE planning guides

... PSHE in the Early Years: What EYFS Pupils Should Learn About Wellbeing

... PSHE Progression Map

... PSHE Statutory Guidance for Primary Schools

... PSHE Topics for Primary Schools

... PSHE in Key Stage 1

... The PSHE Curriculum in Key Stage 2

Curriculum planning risks to check

Where to go next

Frequently Asked Questions

What is the PSHE curriculum in primary schools?

Should EYFS be included in whole-school PSHE planning?

How do you structure PSHE from EYFS to Year 6?

How do you avoid repetition between Key Stage 1 and Key Stage 2?

Does every school need its own PSHE scheme of work?

How often should PSHE be taught in primary school?

Is PSHE statutory in primary schools?

Is sex education compulsory in primary schools?

How should PSHE be adapted for pupils with SEND?

Who should lead PSHE curriculum planning?

How can small schools manage progression in mixed-age classes?

What should a good PSHE lesson include?

What are some common PSHE topics?

Key takeaways

Conclusion

Explore the Muse Wellbeing primary PSHE curriculum

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How to Structure a Primary PSHE Curriculum from EYFS to Year 6

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