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Our Curriculum

“We cannot always build the future for our youth, but we can build our youth for the future.” 

Franklin D. Roosevelt  

At Holy Rosary we believe that the teaching of PSHE equips children with essential skills for life; it intends to develop the whole child.  At the heart of all our learning is a focus on helping our children to keep mentally, physically and emotionally healthy. Our aim is to give pupils the knowledge, skills, and attributes they need to keep themselves healthy and safe and to prepare them for life in modern Britain. 

Skills of a great PSHE student: 
  1. Self-Awareness: 

  • Developing an understanding of one's own thoughts, feelings, and strengths. 

Recognising personal values and beliefs. 

  1. Emotional Regulation: 

  • Developing strategies for managing and regulating emotions. 

Recognising and expressing emotions in a healthy way. 

  1. Empathy: 

  • Demonstrating empathy and understanding towards others. 

Recognising and respecting diverse perspectives and experiences. 

  1. Communication Skills: 

  • Developing effective communication skills, including listening and expressing oneself. 

Articulating thoughts and feelings in a constructive manner. 

  1. Healthy Relationships: 

  • Understanding the qualities of healthy relationships. 

Developing skills for building and maintaining positive relationships with peers and adults. 

  1. Conflict Resolution: 

  • Learning strategies for resolving conflicts peacefully. 

Developing problem-solving skills in interpersonal relationships. 

  1. Decision-Making: 

  • Developing the ability to make informed and responsible decisions. 

Understanding the consequences of choices. 

  1. Resilience: 

  • Building resilience and coping skills in the face of challenges. 

Developing a positive mindset and perseverance. 

  1. Personal Safety: 

  • Understanding personal safety, both online and offline. 

Learning about appropriate boundaries and personal space. 

  1. Healthy Living: 

  • Developing knowledge about healthy living, including nutrition and exercise. 

Understanding the importance of good hygiene and self-care. 

  1. Financial Literacy: 

  • Introducing basic concepts of money and financial responsibility. 

Understanding the value of saving and budgeting. 

  1. Citizenship: 

  • Learning about the rights and responsibilities of being a citizen. 

Understanding the concept of community and global citizenship. 

  1. Gender and Diversity Awareness: 

  • Developing an awareness of gender roles and stereotypes. 

Recognising and appreciating diversity in all its forms. 


Our intention is that when children leave Holy Rosary they will do so with the knowledge, understanding and emotions to be able to play an active, positive and successful role in today’s diverse society. We want our children to have high aspirations, a belief in themselves and realise that anything is possible if they put their mind to it. At Holy Rosary we intend to deliver a curriculum that is assessable to all and has its foundations in seeing each and everybody’s value in society. Our curriculum themes and topics support social, moral, spiritual and cultural development and provide children with protective teaching on essential safeguarding issues, developing their knowledge of when and how they can ask for help. Our PSHE curriculum is fully in line with the Learning Outcomes and Core Themes provided by the PSHE Association Programme of Study. Our curriculum covers all of the required objectives and follows the three core areas of Health and Wellbeing, Relationships and Living in the Wider World. The scheme of work fulfils the requirements of 2020 Statutory Relationships and Health Education, setting these learning intentions in the context of a broad and balanced PSHE curriculum.  

PSHE education also promotes the understanding of health and fitness. At Holy Rosary we give our children the knowledge to be able to make informed choices with regards to diet and exercise.  We understand the importance of mental wellbeing and the ability to express one’s feelings and emotions. Our intent is to promote the pupil’s understanding of how to take care of their mental wellbeing and how to articulate their feelings and emotions. 


Throughout all aspects of School life, staff within Holy Rosary model high expectations, aspirations and respect. From this we hope to develop pupils who demonstrate high levels of respect for their peers and staff across the School, are supportive of one another’s wellbeing and can demonstrate honesty, tolerance and high levels of self-control.   


The planning for PSHE lessons at Holy Rosary Catholic Primary School is based upon the ‘Twinkl Life’s PSHE scheme’ which is a spiral, progressive scheme of work, covering all of the above and 'aims to prepare children for life, helping them to know and value who they are and understand how they relate to other people in this ever-changing world’.  This aims to support the delivery and planning of a personalised and flexible PSHE education scheme. This scheme is then enhanced through incorporating the teaching of the Archdiocesan RE Come and See curriculum and the Journey in Love RSE programme. This curriculum develops our pupils’ knowledge, skills and understanding based on the three core themes of the PSHE Association Programme of Study for PSHE education: health and wellbeing, relationships and living in the wider world. The delivery of each core theme has been organised by individual class teachers to align with other key aspects within the School year and to encourage links with other curriculum areas. 


At Holy Rosary we believe that PSHE plays an important part of the children’s primary education and needs to be taught at least weekly. Although there will also be opportunity to make cross-curricular links and these are encouraged where possible to bring PSHE teaching to life. This enables staff to ensure full coverage of the PSHE scheme of work. In addition, there may also be occasions where staff may feel it necessary to teach PSHE as a result of an issue which has arisen in their own class.  To further compliment PSHE education, we ensure that there are a variety of visitors, trips and assemblies organised throughout the School year to offer additional learning that would benefit the needs of our learners.  







During the teaching of PSHE education, lessons are interactive, participative and engaging; pupils’ views should be encouraged in a safe and nurturing environment. Before teaching begins at the start of each year children in KS2 sign ‘Our Agreement’. This encourages the children to think about and understand how to conduct themselves during PSHE topics so that they engage in inclusive, sensitive and respectful discussion by using the correct language.  For the younger children the teacher will talk to their pupils about the importance of being respectful to others’ views, ideas and beliefs, help them to understand that these may be different to their own thoughts and encourage safe spaces for this discussion.  We believe that to be successful independent learners, children and young people need regular opportunities to reflect on and identify what they have learned, what needs to be learned next and what they need to do to continue their learning.   


We use a number of ways to measure and assess the impact of our intent and implementation. This helps us refine and adapt our planning further which, in turn, improves the quality of teaching and learning. PSHE lessons allow for constant formative assessment and feedback. Each lesson is based on questioning, games, quizzes and discussions. Attainment in PSHE is assessed at the end of each topic. Children add to their original topic page on what they now know which links to the ‘big question’ at the beginning of each session. The assessment of children’s work is on-going to ensure that understanding is being achieved and that progress is being made. Entries are made in the class floor book during a topic. The PSHE subject co-ordinator collects a portfolio of evidence for reference and moderation throughout the year including pupil voices. Summative judgements are made in relation to year group expectations on a termly basis which are then analysed by the PSHE subject co-ordinator.