Telephone: 0113 2256868 | WhatsApp: 07729 897497


PSHE, SRE & SEMH - our intent

At Iveson Primary School we aspire for all children to feel safe, happy and secure in our multicultural community.

Personal, social, health and economic (PSHE) education is embedded into the core of school life, which enables children to develop and build vital life skills such as confidence in articulately sharing ideas and opinions with others, resilience and respect for themselves and others.

We want all children to have high aspirations and a belief in themselves and strive to ensure that children are challenged intellectually, socially, spiritually and morally. They will acquire the skills and knowledge to help them stay healthy and safe and will be aware of their responsibility in becoming a global citizen. They will show tolerance and respect to other people’s beliefs and religions and build positive and respectful relationships with people in their community.

We intend to give children the knowledge and understanding to be able to play an active role in society. 

We want all children to have high aspirations and a belief in themselves and strive to ensure that children are challenged intellectually, socially, spiritually and morally.

Iveson Primary School

PSED in the Early Years Foundation Stage  

The following statements are taken from the Statutory Framework for EYFS  

Personal, Social and Emotional Development  

Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives, and is fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently. Through supported interaction with other children, they learn how to make good friendships, co-operate and resolve conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life. 

Early Learning Goals 

Personal, Social and Emotional Development  

ELG: Self-Regulation  

Children at the expected level of development will: – Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly; – Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate; – Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.  

ELG: Managing Self  

Children at the expected level of development will: – Be confident to try new activities and show independence, resilience and perseverance in the face of challenge; – Explain the reasons for rules, know right from wrong and try to behave accordingly; – Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.  

ELG: Building Relationships  

Children at the expected level of development will: – Work and play cooperatively and take turns with others; – Form positive attachments to adults and friendships with peers; – Show sensitivity to their own and to others’ needs. 

Purpose of study 

A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time. 


The national curriculum for geography aims to ensure that all pupils: 

  • develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes 
  • understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time 
  • are competent in the geographical skills needed to: 
  • collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes 
  • interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS) 
  • communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length. 

Attainment targets 

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. 

Schools are not required by law to teach the example content in [square brackets]. 

Subject content 

Key stage 1 

Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness. 

Pupils should be taught to: 

Locational knowledge 

  • name and locate the world’s seven continents and five oceans 
  • name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas 

Place knowledge 

  • understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country 

Human and physical geography 

  • identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles 
  • use basic geographical vocabulary to refer to: 
  • key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather 
  • key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop 

Geographical skills and fieldwork 

  • use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage 
  • use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map 
  • use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key 
  • use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment. 

Key stage 2 

Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge. 

Pupils should be taught to: 

Locational knowledge 

  • locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities 
  • name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time 
  • identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) 

Place knowledge 

  • understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America 

Human and physical geography 

  • describe and understand key aspects of: 
  • physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle 
  • human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water 

Geographical skills and fieldwork 

  • use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied 
  • use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world 
  • use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies. 



Its kind to hug our friends. When I made my mummy a card she thought it was very special.


My friend builded a castle with me, it was kind. We play outside in the sand. I cuddle my mummy all the time.


I like learning about friends. It helps me make friends.


We can play a different game that our friend wants to play to be kind and we can share.

Year 1-


I like learning about being healthy and racing. I love my mum.


I like how we can care for each other. I like making friends, the lessons help me to be nice.

Year 2-


PSHE lessons makes me feel happy because it’s all about being kind.


I like them lessons because it helps you to be healthy. I like talking to my class.

Year 3-


I really enjoy talking and playing the games. I also enjoyed making my friendship poster.

Year 4-


PSHE lessons are fun, you learn a lot as there is variety to the lessons. You even learn about different careers.


PSHE lessons are interesting and interactive. We do different activities and talk about our ideas, thoughts and opinions.

Year 5-



We can learn about social media and how to be safe. We can find out what different apps are for.

Year 6-


We can all listen to each other, support each other and laugh.


We can relax and say what we need to say. Especially with our teacher, she gets us to think.

NOTE: Insert text (not images) if possible as this is better for SEO and more accessible. It’s difficult to read text in images at small sizes on mobile devices and for screen readers it’s impossible.

BBC Bitesize KS1 Website: Spelling, Grammar and Punctuation
BBC Bitesize KS2 Website: Spelling, Grammar and Punctuation
Writing Prompts:

Talk to us

If you’d like to find out more about our school, arrange a visit or make a general enquiry email us at: or use our handy form.