PSHE
Through Jesus, light of the world, we ignite the spark of curiosity, creativity and individuality.
Our PSHE Leader is Miss Holtom
Statement of Intent
At Killinghall, we firmly believe that Personal, Social, Health and Economic (PSHE) Education is an important and necessary part of all pupils’ education. It is our intention to develop and implement a comprehensive PSHE curriculum that reflects the statutory guidance and meets the requirements outlined in the PSHE Association's programme of study. Our curriculum ensures that key topics are revisited, enabling students to build upon prior knowledge and skills as they progress through their education.
What does our PSHE Curriculum look like?
Our PSHE curriculum is implemented within the context of a broad and balanced whole-school curriculum. It is carefully mapped out to ensure it covers the statutory guidance and meets the coded requirements of the PSHE Association's programme of study.
All our units of work follow the PSHE Association’s recommended thematic model for Health and Wellbeing, Relationships Education, and Living in the Wider World.
Lessons are sequenced within a spiral curriculum, ensuring progression in key skills, vocabulary, and knowledge across each unit and year group, helping to build confidence in applying learning to real-life situations. Each topic is part of a coherent sequence, with lessons beginning with retrieval activities to reinforce prior learning before introducing new content.
At Killinghall, our curriculum is responsive to the needs of all learners. It incorporates adaptive teaching strategies, offering scaffolded but challenging activities suitable for a range of abilities.
Our PSHE curriculum includes positive representation of a wide range of family structures. Teaching on family diversity begins in Reception and is revisited regularly throughout the curriculum up to Year 6. Lessons are designed to ensure that no particular family type is promoted; instead, the curriculum reflects and celebrates diversity by including examples such as single-parent families, same-sex parents, blended families, foster and adoptive families, and extended family carers. This approach helps pupils understand and respect different family circumstances, while avoiding stigma or exclusion.
Dedicated lessons about positive relationships with friends, family members and trusted adults are planned for and delivered within our curriculum. Alongside this, the curriculum ensures that pupils are equipped with the knowledge and skills to identify and report risks and abuse in both real-world and online contexts. Scenarios, discussion prompts, and age-appropriate activities help pupils learn how to keep themselves and others safe.
We introduce the concept of bodily autonomy and safe/unsafe touch from Reception, with regular revisiting throughout Key Stages 1 and 2. Teaching on personal boundaries, privacy and rights is age-appropriate and builds year-on-year. In later primary years, this includes more complex discussions around topics such as online predators and domestic abuse, helping pupils recognise emotional, physical, and sexual abuse in an accessible and sensitive manner.
Our curriculum provides schools with age-appropriate resources to teach the correct names for private body parts from Reception onwards. This language is built upon each year to support early disclosure and help children articulate concerns if abuse occurs. Lessons also address bullying in all its forms, with specific coverage of prejudice-based bullying and hate-related incidents, including the use of derogatory terms related to sex, race, disability and sexual orientation.
We have designed our PSHE curriculum to introduce protective and preventative content in an age-appropriate and non-alarming manner. All case studies used in lessons have been carefully written to provide emotional safety and appropriate distance from the scenarios discussed. Books, storytelling, and discussion-based tasks are used to explore themes sensitively, without graphic detail or content that could be triggering or inadvertently normalise risk-taking behaviours.
British Values
Our PSHE lessons make links to the five fundamental British values of democracy, the rule of law, individual liberty, mutual respect and tolerance of those of different faiths and beliefs. British values help to prepare young people for life in modern Britain as they grow older and leave school. They also form an important element of safeguarding children, as they are intended as a preventative measure against extremism and radicalisation.
Here are some examples of how these are covered in our lessons:
Rule of Law
At the start of each lesson, we are reminded about our group rules for the lesson e.g:
- Be respectful: Let's be kind and considerate when we talk to each other.
- Keep it private: What we talk about here stays between us, unless it's something important for safety.
- No judging: We'll listen to everyone's ideas without making fun of them or saying mean things.
- We can ‘pass’ if we feel uncomfortable: If you don't want to answer a question, you don't have to. Nobody will force you to share things you don't want to.
- No assumptions: We won't guess things about each other. We'll listen carefully to what everyone has to say.
- Use appropriate language: Let's use nice words and if there's a word we don't understand, we can ask the teacher.
- Ask questions: It's okay to ask questions about what we're learning, but let's try not to ask personal questions that might make someone feel embarrassed.
- Seek help if needed: If you need help or advice, you can talk to the teacher or another grown-up you trust.
We are also taught about legal guidelines e.g. In the UK, there are no legal guidelines for the consumption of caffeine, although several larger retailers have enforced a voluntary ban on the sale of energy drinks to children under the age of 16.
Respect
We are taught that when we follow our class rules, we show respect to our teacher, adult helpers, and classmates.
We are taught that we should always be respectful whenever we communicate with others, both online and offline.
We are taught to be respectful of others, and we celebrate the qualities and characteristics that make us special and unique.
Liberty
We are taught that we are free to speak our minds and make our own decisions.
We are taught the importance of taking care of ourselves and making choices that promote our well-being.
We are taught the importance of following online safety rules and making smart decisions that will protect us whenever we go online
We are taught that our choices and decisions have consequences. We know the importance of choosing well, following the rules, and keeping our personal information private.
Democracy
We are taught that creating a campaign poster is a great example of how people participate in a democracy. Campaigning allows individuals and groups to raise awareness, share their views, and try to influence others.
We are taught that as citizens of the UK, adults can vote for political candidates to represent their views, influence laws, and make changes to the way our country is run.
Tolerance
We are taught the idea that everyone has the right to be treated fairly and equally, with kindness and respect.
Relationship and Sex Education
Understanding Sex Education and the Right to Withdraw
Parents and carers have the legal right to withdraw their child from sex education in primary schools. However, this right does not extend to statutory health education or relationships education.
Health education includes essential teaching about the changing adolescent body, including puberty - topics that must be taught to all children (ideally before onset) in line with the 2019 statutory guidance. Similarly, safeguarding topics such as the correct names for private body parts form part of relationships education and cannot be withdrawn from.
In most primary schools, sex education refers specifically to teaching about sexual intercourse and birth - topics that go beyond what is covered in the statutory science curriculum.
In Year 5 science, for example, children learn about reproduction in mammals, which may include humans. This includes the roles of male and female sex cells (sperm and egg) and how they combine to form new life. However, how the sperm and egg meet (sexual intercourse) is not part of the science curriculum. Similarly, topics such as sexual consent or loving, intimate relationships form the basis of non-statutory sex education.
What Does ‘Sex Education’ Look Like in Our Curriculum?
Our PSHE curriculum takes a progressive approach to teaching about puberty and menstruation across Years 4, 5 and 6. In line with DfE guidance, menstruation is first introduced in Year 4, recognising that some girls may begin their periods as early as age 8. Our EC Primary scheme approaches this sensitive topic with care, clarity, and age-appropriate content. Here's an overview of how we structure it:
Years 4 and 5: Puberty and Preparation
Students begin to learn about puberty and the changes that occur in their bodies. These lessons are statutory and cannot be withdrawn from.
Year 6:
- Puberty and Periods (Statutory)
Pupils revisit the topic of puberty, including why periods happen and their role in the human life cycle. They are also reminded of the role of gametes (sperm and egg) in reproduction. This content falls under the science and health education curriculum. - Sex Education – Part 1: Conception
This lesson builds on pupils‛ understanding of reproduction. It includes a recap of asexual and sexual reproduction in animals, with reference to humans. While sexual intercourse may be mentioned briefly (to clarify that it will not be taught in this lesson), the focus remains on scientific understanding within statutory guidelines. - Sex Education – Part 2: Starting a Family (Optional) This lesson is taught in the context of loving, respectful relationships and builds on previous topics such as consent, bodily autonomy, and family diversity. Pupils learn about sexual intercourse in the context of conception and starting a family. This is taught using scientific language and illustrations in an age-appropriate manner.
Part 2 - This is the only lesson that parents have the statutory right to withdraw their child from.
Useful Websites
NSPCC Children’s charity Website https://www.nspcc.org.uk/
NHS support about keeping your family healthy https://www.nhs.uk/healthier-families/
Advice for parents about bullying https://anti-bullyingalliance.org.uk/tools-information/advice-and-support/advice-parents-and-carers
Advice for parents about cyberbullying https://www.internetmatters.org/connecting-safely-online/advice-for-parents/tackling-the-hard-stuff-on-social-media-to-support-young-people/cyberbullying-advice-guide/
Resources to support at home https://emotionallyhealthyschools.org/latest-news/pshe-matters-free-resources-for-families-of-primary-age-children/
Enrichment/Workshops
To further support our PSHE curriculum, we take part in several carefully planned enrichment events.
PCSO workshops
We work closely with Martin Powel, our local PCSO, who comes into school regularly to run workshops with pupils. He does online safety, road safety and anti-social behaviour workshops each year.
First Aid
Year 5 and Year 6 have the opportunity to take part in First Aid workshops to ensure all pupils leave primary school understanding concepts of basic first aid, for example dealing with common injuries and ailments, including head injuries.
Staying Safe - NSPCC
Each year, each class cover the important rule of keeping our body parts private. Even in Reception they are taught the PANTS song. Bi-annually we take part in the NSPCC ‘Stay Safe, Speak Out’ programme and Year 5 and Year 6 take part in workshops.
Friendship Week
Each year we take part in Friendship Week (Anti-Bullying). At the start of the week, we come to school wearing odd socks to remind ourselves that we are all unique and to celebrate our differences. We then look at what it means to be a good friend and what bullying means. This year, we all were given a secret angel (staff included) and we had to be extra kind to them. Year 1 wrote lovely messages to their secret angel and posted them in their drawer. Year 5 created a fabulous friendship paper chain about the qualities you need to have to be a good friend. Year 6 wrote a special message about their secret angel and this was put into a ballon – each day a balloon was popped and the special message revealed!
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Road safety with Lauren Doherty
Biannually, Lauren, who experienced a life changing accident, comes into our school to present to our pupils about the importance of road safety. Her story is one of resilience, bravery, and unwavering determination. It also helps raise awareness of disability amongst our pupils.
Bikeability
Each year, our Year 6 pupils have the opportunity to take part in Level 2 and Level 3 Bikeability training ensuring they can ride their bikes safely on the roads.
Disability assembly and workshop with Bart Gee
Bart was born with a physical disability called Arthrogryposis.
Doctors said he would never walk, may never have the strength to be able to sit up and would have a bleak outlook to life. In his assembly he talked to all pupils about how he has been able to adapt and hasn't let his disability stop him. In workshops, pupils then had the opportunity to experience what life is like for Bart.
Challenging Prejudices - Imran
Pupils had an interesting assembly with Imran who came into school to talk to everyone about the 5 pillars of Islam. Afterwards, Year 5 and Year 6 took part in a workshop about 'What does it mean to be a Muslim in Britain today?'
'A recent workshop centred on the real-life experiences of Muslims in Britain today. Parents, staff and pupils recognise the lifelong impact this workshop will have in terms of developing pupils’ understanding of social justice.' - SIAMS Report, June 2024
Stand Up, Speak Out event.
On 7th February 2025, families were invited to attend a thought-provoking concert at Harrogate Theatre, where our Key Stage Two pupils were given the opportunity to speak out about personal and social injustices that are important to them.
Example Learning/Reflections
Pupil Voice:
Pupils across KS2 were interviewed by Miss Holtom (July 25)
* 100% of pupils said that they are taught about safe, healthy elationships
* 100% of pupils said that they are taught the names for their private body parts.
* 100% of pupils said that they are taught about how their body changes as they grow up.
* 100% of pupils said that they are taught how to stay safe online.
When asked about a favourite recent lesson, pupils said the following:
Y3 - I liked learning about men and women and what jobs they do (stereotypes).
Y4 - I liked the one where we had to learn about how to deal with different problems and we acted them out. This helped us learn that even if we had lots of problems there are always ways to compromise them and sort them out.
Y5 - I liked learning about our rights and responsibilities when playing a game online.
Y6 - My favourite was working as a group to look at mental strategies to help relieve stress.