Personal Social Health Citizenship Education Curriculum Vision Statement


At Thorndown Primary School we believe PSHCE is crucial in supporting children in their personal development, and underpinning learning in the classroom, school and in the wider community. PSHCE education is a subject through which pupils develop the knowledge, skills and attributes they need to keep themselves healthy, safe and able to form and maintain positive relationships with others. Children develop an understanding of the ever-changing world in which we live, develop the skills necessary to take an active role in their community and manage their life effectively, this includes an active School Council. We aim to encourage mutual respect, resilience, pride, independence and foster self-esteem in a happy and caring atmosphere. As a school, we promote the use of Learning Values which creates a half-termly focus and underpins PSHCE curriculum. Within our teaching of PSHCE we also cover a range of Spiritual, Moral, Social and Cultural teaching in order to prepare our children our children for life in Modern Britain. Children’s Mental Health and Wellbeing is supported through the curriculum, staff training and special days, such as; celebrating Mental Health Awareness Week.


At Thorndown, we use the Cambridgeshire scheme of work for all aspects of PSHC education. We will therefore be teaching lessons taken from this scheme for RSE. Our policy and scheme of work is reviewed by governors and staff.

PSHCE Long Term Plan

Please click HERE to view the PSHCE Long term plan

Relationships Sex Education at Thorndown

What do children and young people think?

Children and young people want to talk to their parents/carers about sex and relationships, but that can be daunting for a parent/carer. One group of 10-16-year-olds came up with these helpful pieces of advice for parents/carers:

  • Take responsibility for talking to us. Don’t just wait for us to ask.
  • If we ask you things, always tell the truth. Don’t put if off or say ‘I’ll tell you when you’re older’.
  • Don’t be angry and try not to be embarrassed.
  • Don’t save it all up for a one-off ‘birds and bees’ lecture. We’d rather you talked naturally, little and often.
  • Wait until we’re at home and on our own together to avoid embarrassment.
  • Make sure we know what you’re talking about and let us ask you questions.
  • If we ask what a word means, ask us what we think the word means first.
  • Don’t laugh at us or spread gossip about what we have been talking about.
  • If you don’t know something, be honest and say that you don’t know.
  • Give us books or leaflets, but talk to us too.
  • Don’t expect school to tell us everything – we want to hear from our parents/carers as well.

For more information

If you’d like more information about PSHE or RSE or if you would like to withdraw your child from the Sex Education elements of these, please make an appointment with the school office.

To read the government guidance for Primary parents on RSE follow this link

Useful contacts

For some ideas on how you might want to answer your children’s questions go to

For information on talking about RSE to your children, try

For a short film to introduce importance of privacy and not taking or sharing sensitive images search for ‘NSPCC Share Aware’.

Talking to Children about Relationships and Sex

Support and information for primary school families

In school we aim to help children to learn to respect themselves and others and move safely and confidently from childhood, through adolescence, into adulthood. We deliver much of this work through Relationships and Health Education, which are statutory parts of the broader subject, PSHE. As part of our programme we provide Relationships and Sex Education (RSE). This programme begins as soon as children arrive in school and continues until the end of secondary school. There is more information on our programme in this leaflet.

We are very aware that the RSE we deliver in school is only a small part of children’s learning about their bodies, keeping safe, emotions, relationships, sexual behaviour, sexuality, sexual health and themselves. The majority of children’s learning in this area takes place with you at home.

We hope this leaflet gives you some more information about our partnership in developing children’s knowledge, skills and attitudes relating to RSE.

Why should parents/carers talk to their children about relationships, bodies and sex?

  • Children tell us they want their parents/carers to be the first ones to talk to them about puberty, sex and relationships.
  • If families start talking to their children about bodies, puberty, sex and relationships, they are less likely to get ideas that worry or confuse them and they learn that it’s alright to talk about these things at home and to ask for help if they need it.
  • Children learn most about values and relationships from family experiences. Close, loving relationships are the best way of showing a young person how your family ‘does things’ based on your values, culture, faith and beliefs.
  • If families talk about relationships, bodies and sex openly and honestly, young people are:
  • more likely to be able to keep themselves safe from abuse
  • more prepared for puberty and the changes they will experience
  • more likely to delay having sex for the first time
  • more likely to avoid non-consensual or unwanted sexual activity
  • more likely to use contraception if they do have sex
  • less likely to have an unplanned pregnancy or to get a sexually transmitted infection.

What do children learn in RSE in school?

Questions children will consider Content Areas
Age 3-5 ·    What does my body look like?

·    How has my body changed as it has grown?

·    What can my body do?

·    What differences and similarities are there between our bodies?

·    How can I look after my body and keep it clean?

·    How am I learning to take care of myself and what do I still need help with?

·    Who are the members of my family and trusted people who look after me?

·    How do I feel about growing up?

·    How can I be a good friend?

·    Can I recognise and show my emotions?

·    Valuing the body

·    Body parts

·    My teeth

·    Shapes and sizes

·    Self care skills

·    Change and responsibilities

·    Identifying and managing emotions

Age 5-7 ·    What are the names of the main parts of the body? (R)

·    What can my amazing body do?

·    When am I in charge of my actions and my body? (R)

·    How can I keep my body clean? (H)

·    How can I avoid spreading common illnesses and diseases? (H)

·    How do babies change and grow? (Science)

·    How have I changed since I was a baby? (Science)

·    What’s growing in that bump? (Science)

·    What do babies and children need from their families? (R)

·    Which stable, caring relationships are at the heart of families I know? (R)

·    What are my responsibilities now I’m growing up? (H)

·    External parts of the body

·    Valuing the body

·    Personal hygiene

·    Babies to children to adults

·    Growing up

·    Changing responsibilities

How can I talk to my child about sex and relationships?

  • Read a book, leaflet or watch a video with your child.
  • Talk while you’re doing something else like washing up or driving.
  • Enjoy talking. Laugh with each other, not at each other – it can reduce embarrassment and stress.
  • Listen rather than judge. Ask them what they think.
  • Answer questions and don’t be afraid to say you don’t know.
  • Have a phrase ready for awkward moments – ‘That’s a good question. Let’s talk about it when we get home.’
  • Always respond – don’t change the subject. Give the message it’s important to talk about sex and relationships.
  • If it feels too personal, talk about people in books, films or soaps.
Age 7-9 ·    How are male and female bodies different and what are the different parts called? (R)

·    When do we talk about our bodies, how they change, and who do we talk to?(R)

·    What can my body do and how is it special?

·    Why is it important to keep myself clean? (H)

·    What can I do for myself to stay clean and how will this change in the future?(H)

·    How do different illnesses and diseases spread and what can I do to prevent this? (H)

·    What are the main stages of the human life cycle? (Science)

·    How did I begin? (Sex Ed)

·    What does it mean to be ‘grown up’? (H)

·    What am I responsible for now and how will this change? (H)

·    How do different caring, stable, adult relationships create a secure environment for children to grow up? (R)

·    Difference between males and females

·    Valuing the body

·    Responsibilities for hygiene

·    Stages of human life

·    Sperm+egg=baby

·    Being grown up

·    My responsibilities

·    Parents/carers’ responsibilities

Age 9-11 ·    What are male and female sexual parts called and what are their functions? (R)

·    How can I talk about bodies confidently and appropriately? (R)

·    What happens to different bodies at puberty? (H)

·    What might influence my view of my body?

·    How can I keep my growing and changing body clean? (H)

·    How can I reduce the spread of viruses and bacteria? (H)

·    What are different ways babies are conceived and born? (SexEd)

·    What effect might puberty have on people’s feelings and emotions? (H)

·    How can my words or actions affect how others feel, and what are my responsibilities? (H)

·    What should adults think about before they have children? (R)

·    Why might people get married or become civil partners? (R)

·    What are different families like? (R)

·    Names of sexual parts

·    Puberty

·    Physical change

·    Menstruation

·    Developing body image

·    Changing hygiene routines

·    Viruses and bacteria

·    Human lifecycle

·    Human sexual reproduction

·    Changing emotions

·    Responsibility for others

·    Love, marriage and families

  • (R) after a question shows that this is part of statutory Relationships Education. (H) shows the question is part of statutory Health Education.

What can I say?

Get ideas about what to say from a book like ‘Questions Children Ask’ by Miriam Stoppard, or ‘Let’s Talk about Where Babies Come From’ by Robie Harris


Here is a little taster of what PSHCE looks like at Thorndown.


Feelings Emotions

Safety Anti-Bullying Week

Please click HERE to read the RSE Policy 

Please click HERE to read the PSHCE Policy 

Please click HERE to view the changes to PSHCE

Please click HERE to view the changes to RSE

Please click HERE to see our latest Anti-Bullying Newsletter


Please click HERE to read about Early Help Assessment


If you have any further questions please feel free to contact the school.