Personal, social and health education (PSHE) planning –
Foundation Stage
An example of themes arranged into a long-term plan
Ongoing provision for supporting personal development learning is maintained throughout all aspects of school life and supported
through a sequence of themes, which have been planned to support personal and social development.
Year R:
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Me – a special person
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My special people
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Being healthy and safe
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Growing and changing
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People who help
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Being involved.
HIAS PDL website
PSHE long-term planning – FS – themes
1
Year R – Me – a special person
Early learning goals, QCA
Objectives
Suggested activities
Outcomes for personal and
social development
By the end of the Foundation
Stage most children will:
Children should have opportunities to:
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Children can:
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2
continue to be interested,
excited and motivated to
learn
have a developing
awareness of their own
needs, views and
feelings, and be sensitive
to the needs, views and
feelings of others
respond to significant
experiences, showing a
range of feelings when
appropriate
work as part of a group or
class, taking turns and
sharing fairly,
understanding that there
needs to be agreed
values and codes of
behaviour for groups of
people, including adults
and children, to work
together harmoniously
understand that they can
expect others to treat their
needs, views, cultures
and beliefs with respect.
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PSHE long-term planning – FS – themes
recognise their uniqueness
feel good about themselves
know personal likes, dislikes and
preferences
recognise, name and own
everyday feelings such as happy,
sad, cross, worried, etc
know some of the things that can
cause different feelings
learn that bullying is not
acceptable
take turns
understand classroom rules and
routines, including personal
hygiene
learn about some of the school
rules, including medicines in
school.
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Look in a mirror and discuss
similarities and differences.
Paint a self-portrait for display.
Circle time – what makes me
special?
Celebrate achievements at
home and in school, in
behaviour and for work,
through stickers, assemblies,
certificates; circle time
– what I am good at – all
about me.
Circle time – what I like,
prefer, dislike for breakfast,
doing at home or school;
make a bar graph; make an
All about me book.
Preferences – comparing
stories, choosing circle time
games; making choices about
activities – planning board.
Role play. Posters/cards
showing expressions. Stories.
Circle time – I am happy, sad,
etc, when ...
Stories – Farmer Duck and
discuss. Explain bullying and
link to the feelings objective;
teach strategies for dealing
with the situation, eg: tell an
adult.
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recognise and name everyday
feelings
name their likes and dislikes
name positive qualities about
themselves
understand classroom rules
and routines.
HIAS PDL website
Early learning goals, QCA
Objectives
Suggested activities
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Outcomes for personal and
social development
Games – Snap, Lotto; role
play and play situations. Circle
time as a focus on
co-operative games, introduce
Talking Ted as a means of
taking turns to speak. Class
task, responsibility board.
Teach routines – washing
hands after using toilet, before
lunch; flushing toilet; daily
routines – washing, brushing
teeth, etc. Discussion, songs
(Mulberry bush), posters, role
play.
Develop class rules, each
child to draw and sign a
picture to show ownership.
Circle time; assemblies;
stories, role play, puppets;
visit from school nurse or
health visitor, what to do if you
hurt yourself in school;
medicine procedures; asthma
inhalers.
Have you thought about?
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Arranging a visit from a school nurse or health visitor.
Building productive links with other areas of learning.
Resources
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Books and stories – Where’s my teddy?, by Jez Alborough, Dogger, by Shirley Hughes, Farmer Duck, by
Martin Waddell.
Stories – No more teasing, by Emma Chichester Clark.
Posters from health promotion departments.
HIAS e-Profile CD.
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Assessment opportunities
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HIAS PDL website
Individual All about me books.
Using story scenarios, each child has a set of facial expressions and can hold up the appropriate one and
explain the reason for their choice.
Children can respond to adult instructions.
Children can organise themselves for the start of the school day.
PSHE long-term planning – FS – themes
3
Links
Every Child Matters
Be healthy
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Mentally and emotionally healthy.
Stay safe
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Safe from bullying and discrimination.
RRR
Articles: 12 (opinions), 15 (joining groups), 29 (developing personal talents), 33 (protection from drugs).
Healthy Schools
Emotional health and well-being
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Provide opportunities for children to participate in school activities and responsibilities to build their confidence
and self-esteem.
SEAL
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4
PSHE long-term planning – FS – themes
Good to be me
HIAS PDL website
Year R – My special people
Early learning goals, QCA
Objectives
Suggested activities
Outcomes for personal and
social development
By the end of the Foundation
Stage most children will:
Children should have opportunities to:

Children can:
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continue to be interested,
excited and motivated to
learn
have a developing respect
for their own cultures and
beliefs, and those of other
people
respond to significant
experiences, showing a
range of feelings when
appropriate
form good relationships
with adults and peers
consider the
consequences of their
words and actions for
themselves and others
understand that they can
expect others to treat their
needs, views, cultures
and beliefs with respect.
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say why someone is special to
them
recognise ways in which their
family/carer is special
recognise what they are good at
from what others tell them
show a willingness to care about
others
learn when to say “Thank you” and
“Sorry”.
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Have you thought about?
HIAS PDL website
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Display of special toys, books,
objects to explain the meaning
of special.
Circle time or class discussion
about who is special to the
children.
Draw or paint a special
person, label who and why
they are special.
Photo of special people in my
life. Talk about photo to a
partner.
Make an All about me book.
Stories – as a stimulus, as a
response, that needs
finishing.
Circle time repartee. Child
says “I am good at ...”, teacher
responds “How do you know?”
Define care about – who
loves/likes you? Discussion
and story – Can’t you sleep,
Little bear?
Role play, drama and games
involving saying “Thank you”
and “Sorry” in a range of
situations.
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talk about a person who is
special to them and describe
their special qualities
understand that most special
people will always care for
them and help them
make things and share things
with friends
help other children who do not
have friends
remember to say “Thank you”
and “Sorry”.
All staff focus on saying “Thank you” and “Sorry” – teachers, lunchtime supervisers, administrative staff.
Class book or display of situations which require “Thank you” and “Sorry”.
Building productive links with other areas of learning.
PSHE long-term planning – FS – themes
5
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Books and stories which demonstrate a range of feelings or family situations, such as Can’t you sleep, Little
Bear?, by Martin Waddell.
Stories – Don’t hit your sister, by Myra Barns.
HIAS e-Profile CD.
Assessment opportunities
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Observations by teacher or learning support assistant of circle time or playground play.
Child is able to give reason of why they are special – with reference to their own special people.
Links
Every Child Matters
Resources
Make a positive contribution
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Develop positive relationships and choose not to bully and discriminate.
RRR
Articles: 3 (adult involvement), 5 (family guidance), 9 (staying with parents), 12 (opinions),
20 (looked after properly).
Healthy Schools
Emotional health and well-being
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Have clear, planned curriculum opportunities for children to understand and explore feelings using appropriate
learning and teaching styles.
SEAL
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6
PSHE long-term planning – FS – themes
Relationships: Say no to bullying.
HIAS PDL website
Year R – Being healthy and safe
Early learning goals, QCA
Objectives
Suggested activities
Outcomes for personal and
social development
By the end of the Foundation
Stage most children will:
Children should have opportunities to:

Children can:
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
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continue to be interested,
excited and motivated to
learn
be confident to try new
activities, initiate ideas
and speak in a familiar
group
respond to significant
experiences, showing a
range of feelings when
appropriate
understand what is right,
what is wrong, and why
understand that they can
expect others to treat their
needs, views, cultures
and beliefs with respect.
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make simple choices between
activities, foods, etc
think about being well and being
unwell
talk about medicines.
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Have you thought about?
Resources
Assessment opportunities
HIAS PDL website
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Stick favourite foods pictures
from magazines onto paper
plates and discuss choices.
Make choices about snack
time – milk or water; apple or
banana.
Decide who to play with.
Discuss how characters in
stories feel when they are
well/unwell – doctors, no
school, take medicine, etc.
Practical activity – what goes
on or in the body? Extend by
gathering children’s ideas.
Create a medicine chest of
familiar medicine.
Teach that only adults/some
adults can give you
medicines. Who can give you
breakfast, playtime snack,
packed lunches, medicines?
Could friends do this?
Visitor in the classroom.
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Arranging a visit from a doctor, nurse or dental health professional.
Building productive links with other areas of learning.
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Books and stories.
Collection of day-to-day medicines in a medicine chest.
Community police officer.
Hampshire Fire and Rescue Service.
HIAS e-Profile CD.
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Discussion about mealtimes.
Observation of structured and non-structured play.
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make healthy choices from a
limited range
describe when they need
medicines.
PSHE long-term planning – FS – themes
7
Links
Every Child Matters
Be healthy
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Healthy lifestyle.
Choose not to take illegal drugs.
Stay safe
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Safe from accidental injury and death.
RRR
Articles: 3 (adult involvement), 12 (opinions), 24 (health care), 33 (protection from drugs).
Healthy Schools
Healthy eating
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Ensure that children have opportunities to learn about different types of foods in the context of a balanced
diet.
SEAL
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8
PSHE long-term planning – FS – themes
Good to be me.
HIAS PDL website
Year R – Growing and changing
Early learning goals, QCA
Objectives
Suggested activities
Outcomes for personal and
social development
By the end of the Foundation
Stage most children will:
Children should have opportunities to:

Children can:





continue to be interested,
excited and motivated to
learn
have a developing
awareness of their own
needs, views and
feelings, and be sensitive
to the needs, views and
feelings of others
respond to significant
experiences, showing a
range of feelings when
appropriate
dress and undress
independently and
manage their own
personal hygiene
understand that they can
expect others to treat their
needs, views, cultures
and beliefs with respect.
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learn and practise skills for
maintaining personal hygiene
be proud of their body and enjoy
what it can do
learn the names of the main parts
of the body
understand the idea of growing
from young to old.
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Have you thought about?
HIAS PDL website
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Teach routines and explain
what they are for.
Make pictorial reminders for
other children of hygiene
routines, such as flushing
toilet and washing hands.
Encourage demonstration of
skills, such as in physical
education lessons and
outdoor play.
Celebrate out-of-school
activities, such as swimming,
riding a bicycle.
Action rhymes and songs,
such as I’ve got a body; and
touch head, shoulders,
fingers, toes rhymes.
Circle time – Simon says.
Draw and label a picture of
the body – individual and
class display.
Children bring in photos to
make a personal timeline.
Displays of babies, toys.
Visitors – grandparent, mother
and baby/toddler, older child.
Story – Tell me what it’s like to
be big.
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manage personal hygiene
routines in school
talk about how they have
changed since they were a
baby
use names for the parts of
their bodies they can see.
Inviting family members in as visitors.
Involving the school nurse.
Building productive links with other areas of learning.
PSHE long-term planning – FS – themes
9
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Books and stories.
Stories such as Tell me what it’s like to be big, by Joyce Dunbar.
Health for life: ages 4-7, by Noreen Wetton and Trefor Williams (ISBN: 978-0174233862).
HIAS e-Profile CD.
Assessment opportunities
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Sequencing pictures.
Label a picture – adult scribe if necessary.
Links
Every Child Matters
Resources
Be healthy
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Healthy lifestyle.
RRR
Articles: 12 (opinions), 24 (health care), 29 (developing personal talents).
Healthy Schools
Healthy eating
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Involve children and parents/carers in guiding food policy and practice within the school, enabling them to
contribute to healthy eating and act on their feedback.
SEAL
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10
PSHE long-term planning – FS – themes
Changes.
HIAS PDL website
Year R – People who help
Early learning goals, QCA
Objectives
Suggested activities
Outcomes for personal and
social development
By the end of the Foundation
Stage most children will:
Children should have opportunities to:

Children can:





continue to be interested,
excited and motivated to
learn
be confident to try new
activities, initiate ideas
and speak in a familiar
group
respond to significant
experiences, showing a
range of feelings when
appropriate
understand that people
have different needs,
views, cultures and beliefs
which need to be treated
with respect
understand that they can
expect others to treat their
needs, views, cultures
and beliefs with respect.
Have you thought about?
Resources
Assessment opportunities
HIAS PDL website
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know the people who look after
them and their different roles and
responsibilities
understand that there are
differences and similarities
between people
talk to adults and listen to their
experiences.
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Make a My family book or a
Special person book of mum,
dad, step-parent, carer,
grandparent, brothers and
sisters, aunts and uncles, best
friend, and other special
people.
Visit other members of staff
around the school, have them
visit the class or assembly to
talk to children and encourage
them to ask questions.
Visits from family members/
carers or outside agencies,
such as school nurse, police
officer, speech therapist.
Role play of different roles
and how they help.
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talk about ways in which
adults can help them
draw or write about visitors
they have met
ask for help from an adult.
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Inviting visitors into the classroom.
Building productive links with other areas of learning.
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Books and stories.
Visitors from within and outside school – community police officer, Hampshire Fire and Rescue Service, etc.
HIAS e-Profile CD.
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Observation of, and discussion about, role play.
PSHE long-term planning – FS – themes
11
Links
Every Child Matters
Make a positive contribution
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Develop positive relationships and choose not to bully and discriminate.
RRR
Articles: 3 (adult involvement), 12 (opinions).
Healthy Schools
Emotional health and well-being
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Identify vulnerable individuals and groups and establish appropriate strategies to support them and their
families/carers.
SEAL
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12
PSHE long-term planning – FS – themes
Going for goals!
HIAS PDL website
Year R – Being involved
Early learning goals, QCA
Objectives
Suggested activities
Outcomes for personal and
social development
By the end of the Foundation
Stage most children will:
Children should have opportunities to:
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Children can:
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continue to be interested,
excited and motivated to
learn
maintain attention,
concentrate and sit quietly
when appropriate
respond to significant
experiences, showing a
range of feelings when
appropriate
form good relationships
with adults and peers
work as part of a group or
class, taking turns and
sharing fairly,
understanding that there
needs to be agreed
values and codes of
behaviour for groups of
people, including adults
and children, to work
together harmoniously
select and use activities
and resources
independently
understand that they can
expect others to treat their
needs, views, cultures
and beliefs with respect.
HIAS PDL website
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learn to co-operate by taking
turns and joining in
join in and enjoy a range of
activities
make simple choices between
activities
know what they enjoy and
what they are good at
care for plants or pets.
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Circle time.
Activities using a parachute.
Games involving taking turns,
such as Lotto, Snakes and
ladders.
Everyday opportunities for
responsibility.
Work with a partner.
Role play and puppets.
Job planning board with
opportunities for choices.
Plan independent activities
together.
All about me book as a
personal profile.
Pet day – pet or plant topic.
Plant seeds, and growing and
caring for plants.
Develop instructions for
looking after plants and pets –
writing, scribed, taped.
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describe their likes and
dislikes
give a reason for a preference
they have
take turns
carry out instructions
independently when
undertaking tasks or
responsibilities
make a choice.
PSHE long-term planning – FS – themes
13
Have you thought about?
Resources
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Inviting a vet to visit the class.
Having a visit from a mobile farm or the school grounds unit.
Visiting a farm.
Building productive links with other areas of learning.
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Books and stories.
Parachute.
Seeds and plants.
Puppets.
A range of turn-taking games.
HIAS e-Profile CD.
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Written, pre-recorded or scribed instructions.
Observation of paired or group activities.
Early Years and Foundation Stage e-Profile assessment.
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Assessment opportunities
Links
Every Child Matters
Enjoy and achieve
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Ready for school.
Attend and enjoy school.
Make a positive contribution
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Engage in decision making and support the community and environment.
RRR
Articles: 12 (opinions), 13 (share information), 17 (mass media), 29 (developing personal talents).
Healthy Schools
PSHE
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Have mechanisms in place to ensure children’s views are reflected in curriculum planning, teaching and
learning, and the whole-school environment, including those with SEN and specific health conditions, as well
as disaffected children.
SEAL
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14
PSHE long-term planning – FS – themes
New beginnings, Getting on and falling out.
HIAS PDL website