PSHE stands for Personal, Social and Health Education and RSE is Relationship and Sex Education. British Values also falls under this subject.

The PSHE and RSE Curriculum focuses on three core themes: 

Core theme 1. Health and Wellbeing:  what is meant by a healthy lifestyle; how to maintain physical, mental and emotional health and wellbeing; how to manage risks to physical and emotional health and wellbeing; ways of keeping physically and emotionally safe; about managing change, including puberty, transition and loss; how to make informed choices about health and wellbeing and to recognise sources of help with this; how to respond in an emergency and to identify different influences on health and wellbeing.

Core theme 2. Relationships: how to develop and maintain a variety of healthy relationships, within a range of social/cultural contexts; how to recognise and manage emotions within a range of relationships; how to recognise risky or negative relationships including all forms of bullying and abuse; how to respond to risky or negative relationships and ask for help and how to respect equality and diversity in relationships.

Core theme 3. Living in the Wider World: about respect for self and others and the importance of responsible behaviours and actions; about rights and responsibilities as members of families, other groups and ultimately as citizens; about different groups and communities; to respect diversity and equality and how to be a productive member of a diverse community; about the importance of respecting and protecting the environment; about where money comes from, keeping it safe and the importance of managing it effectively; the part that money plays in people’s lives and a basic understanding of enterprise.

British Values: democracy; the rule of law; individual liberty and mutual respect for and tolerance of those with different faiths and beliefs and for those without faith.
Who would you tell if…?    How would … feel if …?   How would you know if…?   What does … look like?       Do you agree/disagree ? … why?

Our scheme of work for PSHE can be found HERE.


All children at Gossops Green are provided with sensitively taught Relationship and Sex Education (RSE). Much of this is taught as part of Science and PSHE and takes place progressively throughout the school. An outline of what the children are taught is below. Prior to covering areas which children may ask more about at home, parents are invited to attend a preview session where the content of the programme is outlined and there is an opportunity to see the teaching materials used and to ask questions.   Please speak to your child’s class teacher, in the first instance, if you have any concerns or questions. 


  • Communication and Language –  children are given opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves and to speak and listen in a range of situations
  • Physical Development – children are given opportunities to be active and interactive and to develop their co-ordination, control, and movement. Children will also be helped to understand the importance of physical activity and to make healthy choices in relation to food.
  • Personal, Social and Emotional Development – children are helped to develop a positive sense of themselves and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups and to have confidence in their own abilities.

Year 1 

  • Children identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense, e.g. ears for hearing, eyes for seeing.

Year 2 

  • Children describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene
  • Children will be introduced to the processes of reproduction and growth in animals. The focus at this stage should be on questions that help pupils to recognise growth; they should not be expected to understand how reproduction occurs.

Year 3 

  • Children will explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal

Year 4 

  • Through videos and discussion children will learn about the differences between boys and girls; how we got here – explaining that babies are made from a mum and a dad – all scientific explanations are shown using drawn ‘cartoons’ on video; and growing up – looking at how animals grow quickly and become independent and how dependent a human baby is, as well as the different stages of childhood from baby through to the end of primary school.

Year 5

  • Children will learn about change – from moving home and/or school to changes in families with new babies being born. They will also have a girl talk where they learn about the menstrual cycle and a boy talk where they will learn about changes in the body and the increase of hormonal activity.  They will understand the importance of personal hygiene.
  • Children will also watch videos on how babies are made and how babies are born. Again, through careful discussion and the ‘cartoon drawing’ on video, the children will learn about conception and the emotional and physical effects of having a baby.  These areas are carefully addressed and it is stressed that it is within a loving relationship.

Year 6

  • Children will repeat the videos on how babies are made and how babies are born. This often brings new discussion as they are already aware of what the videos show.  They will also have a session on ‘Let’s talk about sex’.  This involves different relationships e.g. heterosexual, gay relationships etc.
  • Children will also see how the media addresses sex – in the charts, in newspapers etc. In the summer term, children will look at transition, preparing them for the transfer to Secondary School and the changes they may come across.

Although parents have the right to withdraw their children from some parts of Sex and Relationship Education lessons, they are strongly advised against this as it can lead to misconceptions based on half-truths.  Parents are asked to discuss this fully with the Principal before taking such a step.