Nash Mills CofE Primary School
Skills for Life (PSHE)
Our PSHE Curriculum
Led by Mrs Jessop
But a Samaritan, as he journeyed, came to where he was,
and when he saw him, he had compassion.
Our Curriculum Intent
At Nash Mills CofE Primary School, our Skills for Life curriculum is designed to equip pupils with the knowledge, skills and confidence they need to lead safe, healthy and fulfilling lives. Rooted in our school values and informed by consultation with pupils, parents and staff, the curriculum prepares children for the opportunities, responsibilities and experiences they will encounter both now and in the future.
Our curriculum is built around six key strands: Being Me, Being Different, Being Together, Being Older, Being Healthy and Being Safe. These themes provide a coherent framework through which pupils develop self-awareness, resilience, emotional literacy, positive relationships, personal safety and an understanding of how to contribute positively to their communities. The curriculum meets and exceeds the statutory requirements for Relationships and Health Education whilst responding to the specific needs of our school community.
We aim to develop confident, compassionate and responsible young people who understand themselves and others, can make informed decisions, recognise and manage risk, and are prepared for the next stage of their education and life beyond primary school. Safeguarding, mental health and wellbeing are woven throughout the curriculum to ensure that every child develops the skills they need to thrive.
Our Curriculum Implementation
The Skills for Life curriculum is taught through six carefully sequenced units each year, ensuring that learning builds progressively from Nursery to Year 6. Whilst the key themes remain consistent throughout a child's journey, the content becomes increasingly sophisticated and age-appropriate, allowing pupils to revisit important concepts and deepen their understanding over time.
The six curriculum strands are:
- Being Me
- Being Different
- Being Together
- Being Older
- Being Healthy
- Being Safe
Our curriculum draws on a range of high-quality resources, including materials from the PSHE Association, NSPCC, CEOP, NHS-supported wellbeing programmes, Think Equal, Protective Behaviours, Jigsaw and other specialist organisations. These resources have been carefully selected to ensure pupils receive accurate, engaging and relevant learning experiences.
Lessons are designed to promote discussion, reflection and practical skill development. Through stories, role play, first aid training, online safety education, wellbeing activities and real-life scenarios, pupils learn how to apply their knowledge in meaningful contexts. Opportunities to revisit previous learning, explore different viewpoints and reflect on personal experiences are embedded throughout the curriculum.
The curriculum is further enhanced through assemblies, themed events, visitors, partnerships with external organisations and responsive teaching that addresses emerging issues relevant to our pupils and community. By the end of Year 6, children have developed a secure understanding of relationships, physical and emotional change, personal safety, healthy lifestyles and responsible decision-making.
Our Curriculum Impact
The impact of our Skills for Life curriculum is seen in the knowledge pupils acquire, the choices they make and the attitudes they demonstrate throughout school life. Pupils develop the vocabulary, understanding and confidence to discuss important issues, seek support when needed and make safe and responsible decisions.
Teachers assess pupils' understanding through discussion, reflection, observation and outcomes from learning activities. Assessment information is used to identify strengths, address misconceptions and inform future teaching so that all pupils can make progress from their individual starting points.
Through the curriculum, pupils become increasingly resilient, emotionally literate and socially aware. They develop positive relationships, understand and celebrate diversity, recognise risk, prioritise their physical and mental wellbeing and know how to access help and support when needed.
By the time pupils leave Nash Mills, they are well prepared for secondary education and modern life, equipped with the skills, knowledge and character needed to flourish as healthy, respectful and responsible members of society.
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Sequencing of Content Our Skills for Life curriculum follows six key units across the year, which are:
Each year group follows the same units with clear progression building on each year to year. |
Inclusion Making Skills for Life easier to access (scaffolded) for some children:
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How we add richness through discussion and cultural capital Our Skills for Life curriculum is enriched with collective worship lessons, e.g. the life of Rosa Parks and specific days to focus on areas such as Safety and Antibullying Week. In addition, we have planned specific opportunities into the curriculum. For example where pupils will learn about water safety, which we hope will inform their safety whilst living close to the canal. |
How this subject supports our Christian vision Our Skills for Life curriculum is embedded in our Christian ethos. Our focus of wisdom and knowledge, hope and aspiration, dignity, forgiveness and respect, and community and family is taught throughout the programme. In addition, we link bible stories which are relevant to the unit taught, e.g. the story of the paralysed man during the unit on Relationships. |
A key focus within our curriculum is how we teach children about how they can stay safe online. We start each computing topic with a specific focus around online safety in every class and run a number of other opportunities as pupils move through the school. To find out more about this, please click this link to see our Online Safety page.
PSHE curriculum across the school
| Year Group |
Being Me - Autumn 1 |
Being Different - Autumn 2 | Being Together - Spring 1 | |||
|---|---|---|---|---|---|---|
| Nursery | Children begin to recognise and name simple emotions, talk about their feelings and develop confidence in their own abilities and achievements. | Children learn that people, families and cultures can be different and that these differences should be valued and celebrated. | Children learn to share, take turns, cooperate with others and begin to resolve simple conflicts through supported play. | |||
| Reception | Children develop a greater understanding of their emotions, their place within the school community and the expectations of being a member of a class. | Children explore different family structures and begin to understand that everyone is unique and valued. | Children develop friendship skills, learn how to work collaboratively and understand the importance of kindness and empathy. | |||
| Year 1 | Pupils learn to recognise a wider range of emotions, celebrate their achievements and understand their responsibilities within the classroom and wider school community. | Pupils learn about individual differences, the importance of respect and kindness, and begin to understand what bullying is and who they can tell if they are worried. | Pupils learn about different families, caring relationships and what makes each person special and unique. | |||
| Year 2 | Pupils develop strategies for recognising worries, managing emotions and understanding when and how to seek help from trusted adults. | Pupils explore friendship, conflict resolution, stereotypes and bullying, learning how to stand up for themselves and others. | Pupils learn about family relationships, trusted adults, safe and unsafe secrets, and begin to consider how their strengths and interests may relate to future careers. | |||
| Year 3 | Pupils explore their rights and responsibilities, create class agreements and develop strategies for understanding and regulating emotions. | Pupils deepen their understanding of families, friendships and bullying, learning how to support others and resolve disagreements respectfully. | Pupils develop a stronger sense of personal identity, belonging and community, whilst learning about positive friendships and inclusion. | |||
| Year 4 | Pupils learn about democracy, the roles people play within communities and how to make responsible financial decisions. | Pupils explore stereotypes, assumptions, prejudice and bullying, developing a greater understanding of individuality and inclusion. | Pupils learn about family relationships, diverse families, family change, marriage and commitment, whilst recognising both healthy and unhealthy relationship behaviours. | |||
| Year 5 | Pupils develop their understanding of citizenship, democracy, environmental responsibility and the role they play within both local and global communities. | Pupils explore inclusion, racism, prejudice, respectful friendships and the importance of challenging discriminatory behaviour. | Pupils develop resilience and emotional literacy, learning practical strategies to manage stress, worry, overwhelming emotions and challenging situations. | |||
| Year 6 | Pupils reflect on their place in the wider world, exploring children's rights, global citizenship, personal responsibility and the impact of their choices on others. | Pupils examine diversity, disability, prejudice, discrimination and power, developing the confidence to challenge unfair treatment and celebrate difference. | Pupils strengthen their emotional wellbeing through learning about stress management, emotional regulation, positive thinking and strategies for managing worry and change. |
| Year Group | Being Older - Spring 2 | Being Healthy - Summer 1 | Being Safe - Summer 2 |
|---|---|---|---|
| Nursery | Children develop independence in daily routines and begin to understand that people grow and change over time. | Children learn about healthy habits including handwashing, healthy food choices, exercise, sleep and personal hygiene. | Children learn to identify trusted adults, ask for help when worried and begin to understand simple safety rules at home and outdoors. |
| Reception | Children learn how to identify and talk about worries and begin to develop strategies for managing them appropriately. | Children learn how healthy choices relating to food, exercise and rest contribute to their wellbeing. | Children identify trusted adults, explore safe and unsafe situations and learn how to seek help when they need it. |
| Year 1 | Pupils learn about life cycles, the changes that occur as people grow older and the importance of personal privacy through the NSPCC PANTS programme. | Pupils learn about healthy eating, the importance of sleep, dental health and making positive choices for their physical wellbeing. | Pupils learn how to stay safe at home, in the sun and near roads, as well as basic first aid, including recognising emergencies, contacting the emergency services and seeking adult support. |
| Year 2 | Pupils learn about physical growth, similarities and differences between males and females, and develop an understanding of money, spending and basic financial choices. | Pupils develop emotional literacy, learning to recognise strong feelings and use strategies to manage difficult thoughts and emotions. | Pupils learn about road and railway safety, online safety, environmental responsibility and introductory first aid, including understanding the purpose of CPR and how to respond in an emergency. |
| Year 3 | Pupils learn about human development, reproduction, puberty-related changes and personal boundaries, including understanding that they can say no and seek help if they feel uncomfortable. | Pupils learn about exercise, nutrition, dental health, emotional wellbeing and recognising situations that make them feel safe or unsafe. | Pupils learn about water safety, sun safety, road safety and personal risk assessment, alongside practical first aid skills including CPR, the recovery position and responding to bleeding injuries. |
| Year 4 | Pupils learn about reproduction, puberty, menstruation, body changes and ways to respect both their own boundaries and those of others. | Pupils develop a deeper understanding of mental health, emotional wellbeing and protective behaviours, including recognising early warning signs and knowing who to turn to for support. | Pupils learn how to stay safe at home and online, explore news and misinformation, develop CPR and choking response skills, and learn how medicines should be used safely. |
| Year 5 | Pupils learn about body image, puberty, changing responsibilities, personal boundaries, consent and appropriate and inappropriate touch. | Pupils examine the effects of smoking and alcohol, explore media influences on body image, learn about healthy lifestyles and understand the importance of sleep and mental wellbeing. | Pupils further develop their first aid knowledge through CPR, recovery position training, asthma and head injury awareness, whilst also learning about online safety, image sharing, railway safety and the safe use of digital technologies. |
| Year 6 | Pupils learn about self-esteem, relationships, attraction, reproduction, consent, puberty and the transition to secondary school, helping them prepare for adolescence with confidence. | Pupils explore mental health, financial wellbeing, consumer awareness and the relationship between money, choices and happiness. | Pupils learn about online risks linked to artificial intelligence, deepfakes and image sharing, alongside water safety, road safety, online exploitation, county lines and accessing support when faced with risk or pressure. |