PHSE Curriculum Overview


The PSHE curriculum strives to be creative and engaging: children learn through outdoor teacher led activities, class debates, an enterprise challenge as well as guest speakers from the community and safety services. Our intention is that all children leave Ladysmith Junior School equipped with the skills needed to stay safe and healthy, co-exist with acceptance in a diverse community, the confidence to speak up when something isn’t right, an awareness of the physical and mental changes associated with puberty, knowing what a healthy relationship looks like, an understanding of money and their rights and responsibilities in the world around them.


At Ladysmith, we have chosen a whole school thematic approach so that different year groups will be working on similar themes at the same time throughout the year, allowing for cross-phase collaboration and to enable us to link the PSHE curriculum to whole school assemblies. We have chosen to use the core themes from the PSHE Association Programme of Study and the suggested topic titles from the PSHE Association Primary Planning Toolkit as a basis for our curriculum framework.

Core Theme 1: Health and Wellbeing – Healthy Lifestyles, Growing and Changing, Keeping Safe (Autumn Term)

Core Theme 2: Relationships – Feelings and Emotions, Healthy Relationships, Valuing Difference (Spring Term)

Core Theme 3: Living in the Wider World – Rights and Responsibilities, Environment, Money (Summer Term)

PSHE is the lesson where children learn how to take care of their personal, social, health and economic wellbeing. Alongside and connected to our PSHE curriculum we teach age-appropriate Sex and Relationship Education (SRE). During their time at Ladysmith Junior School, children learn: the proper names for body parts, about the changes through puberty, how babies are made and why adults may choose to have sex.

PSHE is explicitly taught once a week to all pupils according to the PSHE Association Programme of Study. Our aim is that the 3 core themes stimulate discussions around important issues, pre-empting as opposed to responding to issues arising in class. Alongside this, each class has a worry monster/box where children can share their worries and then discuss them with their teacher or as part of a circle time. Across the curriculum, mental health and wellbeing are promoted through the ‘10 a day’ approach and children are encouraged to develop their growth mind-set.