SMSC/PSHE
Intent
To build a PSHE curriculum which develops learning and results in the acquisition of knowledge and skills which enables children to access the wider curriculum and to prepare children to be a global citizen now, and in their future roles within a global community.
To design a curriculum with appropriate subject knowledge, skills and understanding to fulfil the new PSHE three strands; health and wellbeing, relationships and living in the wider world. Relationship and Sex Education will be taught in line with government guidelines.
Children will have accurate and relevant knowledge of PSHE.
Children will have opportunities to create personal understanding.
Children will be given the opportunities to explore and challenge a range of values, attitudes, beliefs, rights and responsibilities.
Children will develop a range of skills and strategies to live a healthy, safe, fulfilling, responsible and balanced life.
Implementation
The school curriculum will focus on the three core learning themes; health and wellbeing, relationships and living in the wider world.
The Scheme of work and Progression of skills, also includes opportunities to link British Values, Spiritual, Moral, Social and Cultural (SMSC) and schools key skills into the curriculum.
Children have access to key knowledge, language and meanings in order to understand PSHE to use across the wider curriculum.
Whole school, Key Stage and class assemblies can make a link to PSHE, British Values and SMSC.
Impact
Children will demonstrate and apply the British Values of Democracy, Tolerance, Mutual respect, Rule of law and Liberty.
Children will demonstrate a healthy outlook towards school and their wider community.
Children will achieve age related expectations within PSHE across the wider curriculum, through demonstrating the school values.
Overview
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Subject: PSHE/SMSC |
Autumn |
Spring |
Summer |
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Years 1-6 Values |
Resilience
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Kindness |
Understanding |
Honesty
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Appreciation |
Imagination |
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Cross-curricular links to English – Spoken Language; |
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Across the PSHE/SMSC Curriculum Pupils will be taught to:
· listen and respond appropriately to adults and their peers · ask relevant questions to extend their understanding and knowledge · use relevant strategies to build their vocabulary · articulate and justify answers, arguments and opinions · give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings · maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments · use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas · speak audibly and fluently with an increasing command of Standard English · participate in discussions, presentations, performances, role play, improvisations and debates · gain, maintain and monitor the interest of the listener(s) · consider and evaluate different viewpoints, attending to and building on the contributions of others · select and use appropriate registers for effective communication.
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Personal, Social and Health Education (PSHE) and Spiritual, Moral, Social and Cultural understanding (SMSC) enables children to become healthy, independent and responsible members of society. We encourage our pupils to play a positive role in contributing to the life of the school and the wider community. In so doing we help develop their sense of self worth. We teach them how society is organised and governed. We ensure that they experience the process of democracy in school through the school council. We teach them about rights and responsibilities. They learn to appreciate what it means to be a positive member of a diverse multicultural society.
Our Mission Statement is - 'Personal, social and health education (PSHE) and citizenship enables children to become healthy, independent and responsible members of society through the teaching of the three core themes.' The three core themes are: Health and Well Being, Relationships and Living in the wider world- Economic wellbeing and being a responsible citizen.
Useful Websites-
http://www.herefordshire-mind.org.uk/#
Antibullying Week (November 2025)
‘The Power for Good’
During Antibullying week, we spent the week learning about what bullying is and how to keep the community safe. The children learnt a simple acronym STOP, to help them identify and stop bullying.
Monday started with ‘Odd Socks Day’; children wore odd socks and took the opportunity to design their own odd socks. Odd socks represent how unique we all are. Tuesday was Remembrance Day, the children reflected on the importance of Remembrance Day and shared stories and ideas, linking again to using ‘The Power For Good’. In Singing assembly, on the Wednesday, we sang together to promise anti-bullying. Over the course of the whole week, we had lots of parents joining the children in their classes and sharing in PSHE activities that linked to Antibullying. (Some of the examples are in the photos below.) Friday, we finished with Children in Need, where the children wore their own clothes and we had a cake sale. All of this was to remind us in the ‘The Power for Good’ and how as individuals we can give and share within our wider community.
Respect Badge redesign (October 2025)
After the visit from Show Racism the Red Card, the children were busy understanding what Respect means and designing a new Respect badge for the school. The Respect badge is awarded every Friday in our celebration assembly. The badge is for children that have modelled respect to others during the week. The winner has been chosen with some great runners up. The winner’s badge is being made into the schools new Respect Badge.
Congratulations to all and a fantastic effort.
Show Racism the Red Card (September 2025)
In the second week back, in September, we were really pleased to welcome the charity Show Racism the Red Card. Tom and Tanya worked with all of the classes in years 3 -6 to lead workshops that were exciting and engaging and a great way to start our PSHE lessons this academic year. The children explored how to recognise racism and reflect on its impact as well as developing toolkits to tackle racism. In years 3 and 4 the children looked at a toolkit for tackling racism and reflected on how our skin colours are all different despite our heritage. In years 5 and 6, the children spent time understanding the origins of racist language and gaining an understanding of why these words are inappropriate and offensive as well as understanding the impact of using language like that.
