We truly believe in providing children with a broad and rich curriculum which delivers an engaging and exciting education for all pupils. At the same time as promoting high standards in core subjects we proudly maintain the breadth of our curriculum so that it appeals to all learners. Each class and every child will therefore have lessons across the range of the Primary curriculum, from art to technology.

Our curriculum priorities reflect the interests and abilities of our children and our ethic of equipping all our children with the skills needed to be rights respecting 21st century learners.

As a school we are constantly looking to develop a curriculum that promotes opportunities for independent learning, whilst engaging and developing children’s potential through first-hand learning experiences; we aim to offer a wide range of special events and memorable experiences that bring learning to life.

We review our curriculum annually and additionally if required, perhaps to respond to changes in statutory curriculum requirements.


Parents can find out more about the curriculum in school by contacting the relevant class teacher.




We aim to ensure that by the end of Y6, our pupils:

  • have developed a love of writing and acquired the skills they need for life beyond school;
  • are able to express their thoughts and ideas clearly, through the written word;
  • are able to write effectively for a range of audiences with clear purpose;
  • have developed a wide range of vocabulary, which supports both their written and spoken language.


  • The teaching of English is structured from the National Curriculum and we use a variety of materials to enhance the delivery of quality teaching – see link to the overview of key skills and objectives.
  • We believe that reading feeds into writing and use a wide range of high quality and diverse reading materials to inspire writing.
  • We adopt a cross curricular approach to writing, taking opportunities to make meaningful links with other curriculum areas and creating a clear purpose and audience for writing.
  • We encourage creative responses to texts, through drama, art, speaking and listening activities.
  • Children are given opportunities to develop their own authorial voice, within a range of genres, through a carefully planned teaching sequence for writing:

immerse – analyse - skills – plan – write – review.

  • We have a school-wide system of explicitly teaching spelling rules, introducing spellings each week and working on them little and often in daily spelling sessions. Children who require additional support with spelling and phonics are taught in small group interventions.
  • We follow the Sheffield Structure handwriting scheme.


  • children will have a lifelong love of writing;
  • children will be able to express their thoughts and ideas through the written word, writing fluently and with accuracy;
  • children will use their experience as readers to develop their own authorial voice;
  • data will reflect the children’s progress in writing.


Reading is the key to unlocking most of the curriculum and is essential for developing vocabulary, knowledge and understanding of the world, as well as speaking and listening.


We aim to ensure that by the end of Y6, our pupils:

  • have developed a love of reading and become lifelong readers, with the skills they need for life beyond school;
  • have learnt the decoding, fluency and comprehension skills they need to access a wide range of texts;
  • have been exposed to a broad, rich and diverse range of quality reading texts, enabling them to develop a strong repertoire of vocabulary and understanding of language;
  • have been exposed to a variety of texts and authors, giving them a good understanding of different genres and text types.


  • We believe that reading feeds into writing and actively seek out high quality texts to stimulate creativity and curiosity.
  • Book study sessions are taught 3 times per week, developing the VIPERS reading skills:

vocabulary – infer – predict – explain - retrieve – sequence or summarise.

  • Guided reading small group sessions taught in year 3.
  • Pupils listen to a class novel being read by a teacher.
  • We have daily individual personal reading time, where children can be engrossed in a book of their choice.
  • Children who require additional support with different elements of reading may access small group or 1:1 reading support, or work on individualised Lexia programmes.


  • children will have a lifelong love of reading;
  • children will be able to read fluently and accurately;
  • children will be able to apply their reading skills to acquire new knowledge and build their own repertoire of vocabulary;
  • children will use their experience as readers to develop their own authorial voice;
  • data will reflect the children’s progress in reading.


‘Without mathematics, there’s nothing you can do. Everything around you is mathematics. Everything around you is numbers.’Shakuntala Devi, Indian writer and mental calculator

‘Mathematics is the most beautiful and most powerful creation of the human spirit.’Stefan Banach, Polish mathematician

At Lydgate Junior School, our intention is for our children become confident, competent and curious mathematicians.

We aim to develop a sense of enjoyment and curiosity about mathematics through problem solving, discussion, practical investigations and making connections between representations of mathematical ideas. We encourage children to reason mathematically and discover solutions, alongside learning the facts that they need in order to become fluent in working with numbers.

Our Calculation Progressions for additionsubtractionmultiplication and division set out the steps that the children will follow in order to develop their conceptual understanding of the written calculation procedures that they learn. By the end of Key Stage 2, we aim for our children to have the knowledge and skills required in their everyday life and be prepared for further study at Key Stage 3.

We plan a ‘mastery curriculum’ in mathematics using a framework from White Rose Maths Hub which we adapt to suit the needs of our children. We also use published materials called 'Power Maths'. The intention is to ensure that every child has mastered the core learning in each unit of work. We use concrete and visual representations of calculations as a key feature, helping children to understand mathematical concepts rather than simply carry out a successful calculation procedure. Lessons are planned in small steps to enable all children to keep up, with built in challenges designed to encourage higher attainers to think deeply about the maths they are learning.

We begin all maths lessons with rehearsal of key facts and skills to aid fluency. We have created a list of fluency key skills for each year group. We believe that quick recall of these essential facts will enable children to progress further as it frees up their working memory to solve more complex problems. As well as quick recall, we aim for the children to use the skills flexibly to solve a range of problems.

We ask the children to rehearse times tables facts as often as possible, including at home. Year 3 and Year 4 teach and rehearse the tables daily with the intention that all children will be able to recall multiplication facts up to 12x12 by the end of Year 4. The plan for when the tables are taught and rehearsed throughout the school can be found here. The whole school use the Times Tables Rock Stars website to motivate them to practise (your child will have a personal log in). You can find further activities and games to play at home here.

Read our full Mathematics Curriculum Statement here.


At Lydgate Junior School we aim to nurture the natural curiosity of children and allow them to both ask questions and develop the skills they need to answer them. Scientists have been significant in forming our past. Going forward, there is an increasing need for scientists, engineers and innovators; we want to help our children see themselves in these roles. We make science interesting, engaging and inspiring, whilst investing in the development of our pupils’ Science Capital (find out more about this here ).  We want Lydgate’s children to have a positive experience of science, giving it a clear meaning and purpose in today’s world.  

Our curriculum aims to ignite the imagination of our children; it is adapted and extended to meet their needs. Where possible, we use cross-curricular links, as well as embedding our RRS ethos throughout our curriculum. Discrete weekly teaching of science (through the specific disciplines of biology, chemistry and physics) is sequential. This allows children to build their knowledge and skills over time, deepening learning through reinforcement so that they know more, can remember more and are able to do more. Our annual ‘Science Week’ is an exciting opportunity to celebrate science with our school community.

We also ensure that the children understand and use the five different types of scientific enquiry:

  • Observing over time
  • Comparative and fair testing
  • Identifying, classifying and grouping
  • Pattern seeking
  • Researching and using secondary sources

This allows the children to discover answers to their questions for themselves - thus becoming true scientists. At Lydgate Junior School, science is for everyone and we want science to be a verb, not a noun.


Computing education should equip pupils to use computational thinking and creativity to understand and change the world. Computing at Lydgate Junior School is taught through three key strands: computer science; information technology and digital literacy. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Information technology builds on this knowledge and understanding and equips pupils to create programs, systems and a range of content. The teaching of digital literacy through computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

Online Safety

Vision Statement

INTENT: Our online safety education empowers pupils to think critically, behave safely and participate respectfully in our digital world. It is our intention that the children should be mindful of their own well-being when using social media and how to be safe when using digital technology. They will develop an understanding of what is acceptable and unacceptable behaviour online, and how to report their concerns. We will encourage a participation in the wider community and demonstrate how, through network technologies, this can bring communities closer together.

The internet allows people to improve the quality of their lives, therefore we aspire to help children to become confident and respectful users of modern technology, ready to equip them in all aspects of their lifelong learning and enjoyment.

IMPLEMENTATION: The most effective approach to online safety is to treat it as a whole school community, with educational messages embedded across Computing/ICT, PSHE, RHE and citizenship, as well as touching on online safety issues across the curriculum whenever it is appropriate.

At Lydgate Junior School, we have developed a bespoke and informative ICT and online safety curriculum based on the progressive frameworks provided by eLearning Sheffield for Computing and RHE.

During their time at Lydgate Juniors School, children cover several units re-visiting each area and embedding the language of the subject. The online safety curriculum is progressive and children build on the skills and understanding gained in prior years.

Children have weekly timetabled access to the ICT suite but also access to mobile technology including laptops and iPads. In addition, they have access to a range of physical programming devices to develop their understanding of how their safe searching skills can be adapted for practical purposes. We also celebrate and promote ‘Safer Internet Day’ during February each year.

As pupil voice is an important part of our RRS School, pupils complete questionnaires to evaluate their understanding of online safety so that we regularly monitor the effectiveness of our curriculum so that we can plan for, and support, the ever-changing demands in technology and our pupils’ safe relationship with technologies and the online world.

IMPACT: At Lydgate Junior School, online safety is embedded across the curriculum to provide relevant opportunities for approaching a range of key online safety issues such as cyberbullying, safe social networking, healthy digital behaviours, sexting, privacy and online reputation.

After the implementation of our online safety curriculum, children at Lydgate Junior School will become confident digital citizens. They will have the skills and knowledge to use technology responsibly and safely, and be aware of the consequences of their online activity.


At Lydgate Junior School, we believe that a well-rounded History curriculum will allow children to gain a coherent knowledge and understanding of Britain’s past and that of the wider world. Our staff have carefully designed our History curriculum so that children build upon their existing knowledge from the KS1 curriculum, continue to gain further knowledge with us at Lydgate Junior School with a consideration for areas covered at KS3. In addition to this, we recognise the important role that History plays in preparing our children with skills that they can use for life: raising their aspirations, giving them a better understanding of how to be a good and responsible citizen, understanding change and societal development and a context in which to understand themselves and others. This is extremely important for children at Lydgate Junior School in allowing them access to a much wider world.

Through our History curriculum, we strive to inspire pupils’ curiosity about the past and to know more about the past. Our curriculum provides children with opportunities to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. Through the teaching of History, we endeavour to teach children to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. We believe that teaching History in this way is important in broadening children's horizons, challenging preconceived ideas and developing life skills in order to prepare them for high school and beyond.


‘Geography explains the past, illuminates the present and prepares us for the future. What could be more important than that?’ Michael Palin

At Lydgate Junior School we aim to inspire in pupils a curiosity and fascination about their surroundings and the world and its people, that will remain with them for the rest of their lives. We believe in bringing learning to life, both indoors and out, with an emphasis on engaging and purposeful learning so that the children are equipped with the knowledge, skills and understanding they need to make sense of their world.

We teach a rich curriculum that is ambitious for all and our well-planned and engaging lessons embrace a broad-spectrum of stimulating and relevant topics. As well as giving children knowledge of the characteristics of various countries and the people who live there, we cover a wide range of geographical skills to better enable our children to understand the world in which they live. In each year group, we provide ample opportunities for children to undertake fieldwork to observe, measure, record and present their findings of human and physical features in contrasting areas. As the children move through school, we broaden their understanding of their surroundings beyond the local area to include the United Kingdom, Europe, and finally the world, with a focus on North and South America.

As we are a Rights Respecting School, we feel that it is important that as part of our geography curriculum, we ensure our pupils become aware of their position in the wider world and how the decisions and choices they make have an impact. Our geographers will grow to have a respect for physical environments and the diverse cultures which inhabit them. By the end of their time at Lydgate, the children will be equipped will the skills needed to succeed in life.

Global Citizenship

The Rights Respecting School curriculum and PSHCE is taught through our Global Citizenship lessons which help children learn respect for self, others, critical thinking skills and informed decision-making. We include a global dimension to this work so that our children are gaining an understanding of the wider world and the issues faced by children in countries which are quite different from our own. We base our planning on the United Nations Convention on the Rights of the Child. This means that we empower children to relate to each other and to share responsibility for making the big decisions about their learning and their school. Children learn to associate rights with needs and distinguish between their rights and ‘wants’. They learn that if they have rights, they need to respect the rights of others.


“You can’t use up creativity. The more you use, the more you have.” - Maya Angelou

Art stimulates creativity and imagination. It enables all children to communicate and is a special way of understanding and responding to the world. At Lydgate Junior School, our children are involved in education through art, education in art and education about art.

Art in our school supports learning across the curriculum but is also taught as a subject in its own right. We have a well-developed art scheme which has been designed to cover all of the skills set out in the National Curriculum and progresses over the key stage. Key skills in DRAWING, PAINTING, PRINTMAKING and SCULPTURE are taught each year through art and design work which is linked closely to other subject areas. Children develop their visual literacy and knowledge of the world of art through these carefully planned units of work.

Link to progression of skills document here

Art is a subject that is enjoyed and celebrated across the school. Twice a year, all classes work on a chosen theme, resulting in every child (all 480 of them!) having a piece of work proudly displayed in public areas around the school. These huge exhibitions are a real celebration of the creative souls we have here at Lydgate Juniors.

By the time they leave our school, we want our children to be confident, creative thinkers. We want them to be able to take risks and value mistakes. We want them to have found a creative outlet for self-expression and an appreciation of the visual arts for life. But, most importantly, we want them to be engaged in, and inspired by the world around them.


Design and technology (DT) is an inspiring, creative and practical subject. At Lydgate Junior School, we have developed a curriculum that fosters children’s ingenuity in designing and making a variety of products to fulfil a range of purposes. Our units of work are centred on creating products and enhancing skills that can be used in real life. These are underpinned by activities that develop children’s design skills, practical abilities and technical knowledge in mechanical and electrical systems, food, textiles and structures. Children are encouraged to investigate and analyse a range of existing products and use this research to develop their own innovative, functional and appealing ideas. We value imagination, originality and risk taking within the creative process. As a result, we teach a range of practical skills that ensure that each unique design can be realised from paper to product. Through design and technology children improve their resourcefulness, problem solving and teamwork skills. Children are encouraged to become critical thinkers, analysing their ideas at each stage of the process and knowing how and when to modify their designs.

Design and Technology is all around us – we live in a world where almost everything has been designed. Through nurturing creativity and innovation we are able to equip children with the skills to become successful in the designed and made world in which we work and live.

Modern Foreign Languages

We believe that learning a modern foreign language is an important part of our varied curriculum. Learning a foreign language helps children to gain an understanding of and respect for other countries and cultures. It also teaches children language learning skills and fosters an enjoyment of language that is a foundation for their future learning.

There are five main strands to the teaching of MFL at Lydgate:

  • Oracy-listening and speaking skills
  • Literacy-reading and writing skills
  • Intercultural understanding
  • Knowledge about language
  • Language learning strategies
  • MFL is taught by:
  • Exploring the patterns and sounds of the language through songs and rhymes
  • Engaging in conversations, asking and answering questions, expressing opinions
  • Speaking in sentences using familiar vocabulary, phrases and language structures
  • Presenting ideas and information orally
  • Developing reading skills by looking at familiar language and cognates
  • Developing their vocabulary, including through using a dictionary
  • Writing phrases from memory and adapting them to create new sentences
  • Developing an understanding of basic grammar

In year 3 and 4, children learn Spanish by learning and practising basic vocabulary and holding simple conversations.

In year 5, children apply their Spanish learning through topics that explore the culture of Spanish speaking countries.

For the first time this year, year 6 children have been given the opportunity to learn Mandarin Chinese. This is delivered by a native language teacher from Tapton School.


Lydgate Junior School is well known in the local community and beyond for its excellence in music teaching and learning. As a Rights Respecting School, we believe that music is key to upholding articles 29 and 31 of the UNCRC: our children’s right to take part in a wide range of artistic and cultural activities and develop their talents and abilities to the full.

We provide a quality music education through lessons within class, singing assemblies, group performances and a range of high calibre extra-curricular activities. We aim to engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. In a world where emphasis is placed ever more heavily on children's success in literacy and mathematics, we believe our music teaching complements and enhances the learning of core academic skills, whilst helping to produce well-rounded individuals.

We intend pupils leaving the school at the end of Y6 to be able to play and perform in solo and ensemble contexts, using their voice or an instrument; improvise and compose; listen with attention to detail and recall sounds with increasing aural memory; use and understand staff and other musical notations; appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions; and develop an understanding of the history of music.

Curriculum music lessons are taught in our purpose-built music room and children have access to a range of quality percussion instruments, including a class set of glockenspiels and xylophones, djembe drums, a full drum kit, keyboards and piano. Schemes of work include:

  • Performance projects based around classical music adapted for tuned percussion (glockenspiels and xylophones), delivered by specialist music teachers within school;
  • Units of work planned to link with history or geography topics and delivered by class teachers;
  • Published music schemes such as Music Express or Charanga, an interactive programme to develop practical music making skills and listening skills.

All children participate in a weekly singing assembly where they develop their vocal skills through singing rounds and songs. In Year 5, children have the opportunity to visit Sheffield City Hall to hear the Halle Orchestra.

Lydgate Junior School continues to sport a large orchestra. All our children progress to join the orchestra after they have reached a basic standard on one of the orchestral instruments taught by our peripatetic teachers. These currently include violin, cello, flute, clarinet, oboe, cornet, tenor horn, euphonium and tuba. We highly value this activity and so run it during curriculum teaching time, releasing staff to lead. 

Many children enjoy singing in our large choir which has performed in charity concerts around the city as well as our own Christmas carol concert at St. John’s, Ranmoor and our summer concert at St. Mark’s, Broomhill.

Many of our pupils build on their progress by becoming dedicated members of Sheffield Music Hub ensembles and even eminent groups across Yorkshire such as the Grimethorpe Colliery Youth Band.


Extra Curricular Music Activities


Our choir is open to all children from Y4-Y6. No audition is needed. Some Y3 children may be invited to join on occasion when there is space and staff feel they are ready. Choir takes place after school on Thursdays. It performs regularly in the community, at school music events and at wider events across Sheffield. The singing is to a high standard with children being taught to sing harmonies in several parts. At present, choir numbers are limited to 40 children because of covid recommendations from Public Health Sheffield.

Swing Band

Swing Band is open to children in Y4-Y6 who have been learning an instrument for at least 6 months. Swing Band takes place after school on Fridays. It performs regularly in school music events.

Hand Bells

School owns a set of quality brass handbells. The weekly handbells group is currently open to all children in Y6 and it takes place on Wednesday lunchtime. Children are given the opportunity to perform in either the Christmas or Summer concert. Handbells is suitable for all children and no previous instrumental experience is required.

Instrument Lessons

We have an excellent team of Sheffield Music Hub staff and private teachers who offer instrument lessons. These lessons do incur a cost to parents but bursaries are available from school and the Music Hub on application. Instrumental lessons take place during school hours. Children in any year group can learn an instrument and they are first invited to do so in the autumn term of Y3. The school office can provide further information about pricing and lesson arrangements, and teaching staff can discuss which instrument might be suitable for your child. Our current instrumental teachers are:

Pat Phillips

Brass (cornet, tenor horn)

Private teacher

Emma Burton

Clarinet, Flute

Private teacher

Suzanne Hobbs


Sheffield Music Hub teacher

Rosie  McConaghie


Sheffield Music Hub teacher

Amy Briggs


Sheffield Music Hub teacher


At Lydgate Junior School, we aim to provide a high-quality physical education curriculum which inspires all our pupils to reach their individual potential in competitive sport and other physically-demanding activities Through high quality teaching and a range of activities, we aim to embed values such as resilience, tolerance, cooperation and collaboration within a team.  We encourage playing fairly, respecting and celebrating the success of others whilst having fun.  Through the development of their health, fitness and well-being, this will enable pupils to enjoy a healthy lifestyle throughout their childhood and through their adult life.


Our PE curriculum is planned and resourced to ensure that our children are progressively challenged as they move through the school. (See progression of skills here) All children receive two high quality PE lessons each week, which encourage all children to improve their physical skills, as well as social, emotional and thinking skills.  Lessons are also planned to allow for competition against themselves and others.  We use the GETSET4PE platform to support us in our planning and ensure that progression is consistent throughout the school. This scheme aligns with our core values, our whole child approach to PE and the objectives laid out in the National Curriculum.

  • Our long term plan (link here) shows the PE units taught throughout the year and ensures that each year group has a range of opportunities from; invasion games, net and wall games, striking and fielding games, dance, gymnastics, athletics, and outdoor and adventurous activities.
  • Year 4 children swim once a week for 13 weeks and offer catch up sessions for any children that are still unable to swim after this time.
  • Each year, a selection of Year 5 children are invited to become sports leaders for the school. They develop into sporting role models for our younger children and assist by offering lunchtime clubs, helping with our School Games Day and helping to run other sporting activities that we offer such as Change For Life events, infants Sports Days  and the Crosspool Fun Run
  • Children are encouraged to participate in extracurricular activities before or after school. We offer a wide range of sporting activities including yoga, karate, street dance, football, fencing, table tennis, and cross country running events on Saturdays.
  • We employ a PE specialist once a week who assists us in upskilling our teaching and works with our least active, SEND children and our less privileged cohort to increase their sporting activity. He is going to be working with our lunchtime supervisors to train them in ways to facilitate the children becoming more physically active at lunchtime. 
  • Children participate in a variety of sporting events throughout the year against other schools in the local area and also within school itself. This inclusive approach aims to encourage physical development as well as mental wellbeing.
  • A range of inter (against other schools) and intra (against other classes within school) events are run throughout the year, enabling each child to participate in a competitive event.
  • Children participate in various workshops throughout the year such as dance,  cricket, scoot fit and skipping
  • We aim to include regular physical activity breaks in our daily routine to help meet the government target of all children being active for at least 60 minutes a day.


We want children to leave Lydgate Junior School with a positive enjoyment of physical and sporting activity, which stays with them throughout their lives.  Many of our children build on their progress by joining local teams or clubs and playing/performing at a regional or national standard.  These include divers, lacrosse players and cross country runners and footballers.


At Lydgate Junior School, we follow the Sheffield Standing Committee on Religious Education (SACRE) ‘Agreed Syllabus for Religious Education’, entitled: ‘Enquiring Minds and Open Hearts: Religious Education for all.’ Click here for more information on the SACRE.

The RE curriculum is linked to many other subject areas, but particularly to the school’s Rights Respecting Schools (Articles 13, 14, 17, 28 and 31) and Relationships Education & Health Education schemes.

RE helps pupils understand a range of world views and diverse religious beliefs. It encourages pupils to develop enquiring minds and express their own ideas, thoughts and insights creatively, imaginatively and respectfully. Pupils at Lydgate Junior School will gain the skills necessary to engage and debate on a variety of religions, with opportunities for drama, artistic responses, safe discussion and written work.

The RE curriculum at Lydgate Junior School also endeavours to promote the spiritual, moral and cultural development of pupils. It aims to develop honesty, kindness and justice, with a clear understanding of the child’s own role and responsibilities in their community. In addition we aim to develop children’s social skills and religious tolerance and respect.

Lessons recognise and reflect the religious and cultural diversity of the wider city of Sheffield and our local Lydgate Junior School community. New developments for 2022 include our creative festival celebration days, which we hope will involve parents and visitors.

For more details on the overview of topics click here.

To view the current lessons planned across all years groups click here.

Education City

As a school, we have subscribed to Education City.  Currently all children have access to this excellent resource during the school day. We have now extended this resource to allow parents and carers home access 24 hours a day, 7 days a week.  If you have any queries regarding your child's password or access please contact Mrs Cooke in the school office who will be able to help. 

You can visit the Education City site by clicking here.

Relationships and Health Education (R & HE)


Lydgate Junior School is committed to the agenda of ‘The Rights of the Child’ and our ethos is based around the principles of being a Rights Respecting School (RRS). We believe that by marrying the RRS and RHE agendas, the intent of our curriculum can be understood.

Our focus will be the emotional, social and cultural development of pupils and will involve learning about relationships, sexuality, healthy lifestyles, diversity, personal identity and the changes humans go through as they grow. The curriculum also covers wider learning, in line with the requirements of the National Curriculum, (personal, social, health and economic education). This will contribute to their personal development in promoting the four fundamental British values which reflect life in modern Britain: democracy; rule of law; respect & tolerance and individual liberty. At the foundation of R&HE teaching should be the celebration of diversity and the promotion of inclusion.

At Lydgate Junior School we understand our responsibility to deliver a high-quality, age appropriate and evidence based relationships and health education for all our pupils.

The aims of teaching R&HE in our school are:

  • To develop the knowledge and capability to take care of themselves, their peers and others around them, including where to access  help and support if problems arise
  • To put into place the building blocks concerning healthy and respectful relationships in all contexts and environments and to make informed decisions on their choices
  • To support the development of attributes including helping them to develop self-belief and self- worth, perseverance, courage, humility, trustworthiness, good mental health, resilience, kindness, integrity, generosity, honesty and a sense of justice.
  • To support them to become successful and happy young adults who make a meaningful contribution to the community


R&HE is taught within the PSHE education curriculum and alongside the RRS curriculum. Other aspects are included in religious education (RE), science and computing. We look for opportunities to draw links between subjects and integrate teaching where appropriate. 

We teach the building blocks and characteristics of positive relationships including:

  • Families and people who care for me
  • Caring friendships
  • Respectful relationships
  • Online relationships
  • Being safe

We teach the characteristics of good physical health and mental well-being through health education. It includes:

  • Mental wellbeing
  • Physical health and fitness
  • Heathy eating
  • Misuse of drugs, alcohol and tobacco
  • Health and prevention
  • Basic first aid

‘Zones of Regulation’ is a whole school approach used to teach the children about their emotions and how to self-regulate. Teachers have been trained to model the language so that we can all recognise and validate our feelings and emotions.


The curriculum is designed to run on a 2 year cycle. The lessons in each phase (LKS2 or UKS2) link together, allowing a clear progression from year to year. Within each unit the lessons are taught in order. Although there is no strict structure of the individual lessons in this curriculum, there are recurring  themes that are used throughout.

By the time the children leave us they:

  • Are sociable and interact well with each other
  • Are able to manage and reflect on their own feelings appropriately using key strategies
  • Appreciate what it means to be a member of a diverse society
  • Are healthy, independent and responsible
  • Play a positive role in contributing to school life and the wider community
  • Achieve age related expectations across the wider curriculum
  • Demonstrate and apply the British values of democracy, tolerance, mutual trust, rule of law and liberty

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