Southborough Church of England Primary School

Southborough Church of England Primary School

Personal Social Health and Economic Education, including Relationships Education

Our Vision

At Southborough Church of England Primary School, we seek to teach RSE in a faith sensitive, supportive and inclusive way while respecting all points of view. This is underpinned by our Christian ethos and vision.


 We believe everyone has limitless potential and that all of our children can achieve if given rich opportunities, experiences, care and guidance

It is vital, in an ever-changing world, we equip the new generation with the skills and knowledge they will need to become the best they can be throughout later life. Within all subjects we are working on building our children’s resilience to challenge and for them to be able to recognise how to challenge themselves. This strand of personal development is critical for the future generations to develop self-confidence and awareness.


Our Christian vision and values, Peace, Joy, Forgiveness, Perseverance, Compassion, Hope, underpin all of our actions.  With children who are eager to learn, parents and Governors who are supportive, our team of dedicated staff promote an inspirational culture of creativity with high aspirations where there are no barriers to a child’s success. We challenge our children and ourselves to be the best we can be in a safe, rich and purposeful environment, while relishing life and learning at Southborough.

Our RSE lessons


Lessons and activities are adapted from SCARF plans, from Coram Life Education. SCARF stands for Safety, Caring, Achievement, Resilience, Friendship. This spiral curriculum allows all children to build on their knowledge year upon year. We then create lessons that utilise: use of child specific resources, differentiated questioning and mixed ability grouping to enable children to offer peer support. ‚ÄčLessons are planned with the aim of best possible understanding and integration for all children within the class.


Term 4 RSE


As we embrace a spiral curriculum, across the school this term we are focusing on the 'Rights and Respect' unit, each year the knowledge is recovered and built upon to ensure the greatest impact.



By the end of the year your child will have been taught to :



  • Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly 


  • Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate  


  • Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions. 


  • Be confident to try new activities and show independence, resilience and perseverance in the face of challenge 


  • Explain the reasons for rules, know right from wrong and try to behave accordingly; 


  • Manage their own basic hygiene and personal needs, including dressing, going to the toilet, and understanding the importance of healthy food choices. 



Year 1 - Term 4  


I can:

-  give some examples of how I look after myself and my environment - at school or at home.

-  say some ways that we look after money.


This term your children will be answering questions such as:

 What needs to be looked after?

What do you look after?

Is there anything else you can look after?

Why does the environment need to be looked after?

Do we need to look after money? Why?

How can you look after yourself?

How do you feel when you have looked after someone or something?


Key vocabulary that will be used:

clean    environment    routine    first    aid    spending    litter    risk    responsibility    danger    safe    help    money    saving    environment    look    after    responsible


Year 2 Term 4

I can:

- give examples of when I’ve used some of these ideas to help me when I am not settled.


This term your children will be answering questions such as:

What can help you to feel calm and settled at home?

How does it help?

What can help you to feel calm and settled in the classroom?

Can you help other people to feel calm and settled in class? How?

Why is it important to feel calm and settled?


Key vocabulary that will be used:

share    listen     calm    erupt    control    ask    for    help    unsettled    home    school    feelings


Year 3 Term 4

I can:

- say some ways of checking whether something is a fact or just an opinion.

- say how I can help the people who help me, and how I can do this. 


This term your children will be answering questions such as:

Skills We Need to Develop As We Grow Up

Is a fact the same as an opinion? If not, why not?

How we check whether something is a fact or opinion?

What is a ‘false fact’ that might be seen online?


Helping and Being Helped

How do we keep ourselves safe as we get older?

Can we help the people who help us? How?


Key vocabulary that will be used:

online    false    check    safe    parent    carer    adult    search    fact    opinion



Year 4 Term 4

I can:

- explain how a ‘bystander’ can have positive effect on negative behaviour they witness (see happening) by working together to stop or change that behaviour.

- explain how these reports (TV, newspapers or their websites) can give messages that might influence how people think about things and why this might be a problem.

- give examples of these decisions and how they might relate to me.


This term your children will be answering questions such as:

Making A Difference (Different Ways of Helping Others or the Environment)

Can one person make a difference to the environment?

Do the actions of one person affect lots of people?

Can a bystander have a positive effect on negative behaviour? How?

What is an active bystander? How can someone be an active bystander?


Media Influence

Is everything in the media true? Are there always two sides to a story?

Can media reports influence people? How?


Decisions About Spending Money

What choices and decisions do we make about spending money?

How do decisions about money affect groups in the community?


Key vocabulary that will be used:

anti-social behaviour     media     United Nations    rights    spending    reduce    influence    environment public services    income    tax    negative    recycle    essential actions    positive    community responsibility    reuse    volunteer    School Council




Year 5 Term 4

I can:

- give examples of some of the rights and related responsibilities I have as I grow older, at home and school.

- also give real examples of each that relate to me.

- give a few different examples of things that I am responsible for to keep myself healthy.

- explain that local councils have to make decisions about how money is spent on things we need in the community.

- also give an examples of some of the things they have to allocate money for.


This term your children will be answering questions such as:

Rights and Responsibilities

Are rights and responsibilities the same?

Do rights and responsibilities change as someone gets older? How?

What rights and responsibilities do we have to the community and the environment?


Rights and Responsibilities Relating to My Health

How is someone responsible for their own health?

Why do some people find it hard to stick to their responsibilities for keeping healthy?

What might help someone restart being responsible for keeping healthy?


Decisions About Lending, Borrowing and Spending

What things are needed by people in in the community?

What services do local councils provide?

Do councils choose how much money they give to the services they provide?

How might a council’s spending choices affect different groups in the community


Key vocabulary that will be used:

councillors    environment    interest    rights    responsibility    debit    costs    borrow    credit    health community     group    public    services    loan    council    exercise    vote    duties    sustainable elections



Year 6 Term 4

I can:

- explain why people might do this (why they are showing certain aspects of themselves) and how social media can affect how a person feels about themselves.

- explain that what ‘environmentally sustainable’ living means and give an example of how we can live in a more ‘sustainable’ way.

- explain the advantages and disadvantages of different ways of saving money. 


This term your children will be answering questions such as:

Understanding Media Bias, Including Social Media

Does someone’s social media profile give a true view of them?

Why do people show only certain aspects of themselves?

Does social media affect how a person feels about themselves?

Does using social media create pressures on people? How?

How can someone keep healthy when using social media?


Caring: Communities and the Environment

What things have an impact on the environment?

What is ‘sustainable’ living?

How can we change to live more sustainably?

What can someone do to help the environment?


Earning and Saving Money

What different ways are there to save money?

Are there advantages or disadvantages to the different ways to save money, including long-term saving?

What is ‘interest’ when money is saved?


Key vocabulary that will be used:

biased    elections    candidate    image    profile    interest    tax    stereotype    saving    cash   voting shop   local   debit card    reuse    pressure    public services    sustainable    recycling    unbiased environmentally sustainable     bank (building society)    account     democracy    online    safety    social media