RSHE Life Skills - Parent Information

This page is designed for parents and carers to:

Find answers to common questions about RSHE Life Skills learning at PAWS.
Understand what is included in our curriculum.
Learn about parents’ rights in relation to RSE & PSHE, particularly around sex education.
Understand the benefits of RSHE Life Skills and how they can support your child’s learning.

This information is aligned to our draft RSHE Life Skills policy, our revised RSHE Life Skills Curriculum from September 2026 and pending further consultation with stakeholders.

What is RSHE Life Skills?

At PAWS, RSHE Life skills incorporates Relationships and Sex Education (RSE) and Personal, Social, Health and Economic Education (PSHE). For our Early Years pupils, this is taught children’s Personal, Social and Emotional Development (PSED).

RSHE Life Skills lessons support pupils to understand themselves, their relationships with others and the world around them. Through this learning, pupils develop the knowledge and skills needed to build healthy relationships, care for physical and mental wellbeing, understand their role in society and stay safe in a range of situations, including online.

What will my child learn?

Why teach RSHE Life Skills?

Learning within RSHE Life Skills support pupils’ wellbeing, relationships and safety, meeting statutory guidance. Key areas include:

Relationships Education (families, friendships, respect, positive relationships).
Health Education (physical and mental health, healthy lifestyles, safety).

While skills like resilience and communication are sometimes assumed to develop naturally, varying home and world experiences mean this is not always the case. Explicit RSE & PSHE teaching ensures all pupils learn and practise these skills (e.g. managing emotions, communication, decision-making) in a structured way.

Our RSHE Life Skills lessons create a safe space for pupils to ask questions, explore ideas and reflect on real-life situations. Revisiting key themes each year allows learning to build gradually, helping pupils develop confidence, understanding and strategies for everyday life.

What will my child learn about?

Through our RSHE Life Skills curriculum, children learn about a range of topics that support their wellbeing, relationships and personal development.

These topics are organised into key areas, which are revisited across different year groups so pupils can build their understanding and confidence as they move through PAWS.

Key areas:

My healthy self – learning how to look after mental and physical health and making choices that support wellbeing.
Connecting with others – learning to build positive relationships, communicate with respect and understand the importance of kindness and boundaries.
The online world – learning to use the internet safely, recognise risks and behave responsibly when communicating or accessing information online.
Citizenship – learning how to take part in their communities, understand rules, rights and responsibilities, appreciate diversity and fairness and develop early financial literacy.
Staying safe – learning how to recognise risks, respond safely in different situations and seek help when something feels wrong or unsafe.
Growing up – learning about the changes that happen as they grow, including puberty and developing bodies and how to manage these changes with confidence.
Health protection – learning how to prevent illness, manage basic first aid and understand how hygiene, vaccines and healthy habits help keep people well.

Reception:

In Reception at PAWS children develop the skills set out in the Early Years Framework for Personal, Social and Emotional Development. These include:

Self-regulation – understanding feelings, managing emotions and beginning to control behaviour.

Managing self – developing independence, resilience, understanding rules and looking after personal needs.

Building relationships – learning to work and play with others, form friendships and show care for others.

Learning is designed to support these areas through age-appropriate activities, stories and discussions, helping pupils develop the foundations they need for learning and relationships as they move through school.

Will my child be taught Sex education?

In primary schools, Relationships Education and Health Education are statutory parts of RSE & PSHE. Sex education is not compulsory in primary schools. At PAWS we follow the government guidance that recommends that schools teach Sex education in upper Key Stage 2, alongside learning about conception and birth, which is included within the Science National curriculum. This is taught in Year 6 as part of the unit: ‘How do people become parents and carers?’

At PAWs parents of Year 6 pupils will be given the opportunity to view the SRE resources and curriculum content prior the children’s learning. Parents can request to withdraw their child from sex education lessons that are not part of the mandatory science curriculum. See our Right to Withdraw policy.

What if I have concerns about aspects of RSHE Life Skills?

The frequently asked questions at the bottom of this page answer many common queries and provide details on specific learning areas.

Our curriculum is carefully planned to gradually build age-appropriate understanding. Learning is designed to meet the Government’s statutory guidance by the end of primary school.

Some content, such as learning correct body part names and personal boundaries, is important for safeguarding and helps pupils communicate their worries or seek support.

For any specific concerns around our RSHE Life Skills curriculum please discuss with your child’s class teacher in the first instance.

How is RSHE Life Skills taught at PAWS?

Does the school follow a scheme?

At PAWS our RSHE Life Skills curriculum is built upon the KAPOW scheme of work. This is a high-quality scheme which provides carefully sequenced lessons and well-designed resources, helping teachers deliver learning confidently and ensuring a consistent, age-appropriate approach across the whole school that fulfils statutory requirements.

We further supplement this scheme though additional resources including Zones or Regulation, the PSHE association and our own careers pathway. On occasion external visitors, experts and agencies may be invited to contribute to the delivery of our RSHE Life Skill to bring in specialist knowledge and engage the children. This may be during lessons, either in person or online, or part of whole school worship.

How often will my child have RSHE Life Skills lessons?

We teach RSHE Life Skills ever week. We also provide a flexible and responsive approach to RSHE Life Skills and teachers may add in additional lessons to address specific pupils needs (e.g. friendship issues or issues which arise in our community).

What happens in an RSHE Life Skills lesson?

Lessons typically start with a recap activity to build on prior learning. Teachers then clarify the lesson’s focus, so pupils understand what they are learning and why.

New ideas are often introduced via short videos (animated or featuring carefully selected footage) to enhance understanding, with teachers guiding discussion and reinforcing any key points.

Pupils then engage in a range of activities (such as scenarios, discussions, individual and group tasks) to practise and explore the learning in depth. Lessons conclude with reflection and a check of understanding to consolidate the learning.

Do pupils have to talk about their own lives in RSHE Life Skills lessons?

No. In RSHE Life Skills lessons, learning is intentionally structured so that pupils can explore ideas without discussing their own home life or personal experiences.

The KAPOW scheme use stories, scenarios and fictional characters that reflect a wide range of family set-ups, backgrounds and experiences. By regularly revisiting the same characters, pupils become familiar with their lives and situations, allowing them to explore sensitive topics at a safe distance. This approach supports thoughtful discussion and reflection, without requiring pupils to share personal experiences.

How are sensitive topics handled in lessons?

Some topics in RSHE Life Skills may feel sensitive for children or families. These can include learning about friendships and conflict, feelings and mental wellbeing, personal boundaries, growing up and puberty, online safety and, for older pupils, reproduction.

In some cases, topics may also feel sensitive for individual pupils due to personal experiences.

Signposting:

Our planning highlights potential sensitivities in advance and provide teachers with guidance on how to introduce topics carefully, what language to use and how to respond if pupils find learning difficult.

For example, learning about:

Families may be difficult for a child who has experienced bereavement or a family change.
Healthy eating may feel challenging for a child who struggles with their relationship with food or their body.
Emotions and behaviour may be sensitive for children who find managing feelings or behaviour difficult.

At PAWS teachers are mindful of these possibilities and to create a supportive and inclusive classroom environment.

Distancing techniques:

Sensitive topics are explored through stories, scenarios and fictional characters, rather than focusing on children’s own lives. These characters represent a wide range of backgrounds, family set-ups and personal experiences.

By revisiting the same characters over time, pupils become familiar with their situations. This allows sensitive issues to be explored at a safe distance, while still recognising aspects of themselves or others within the characters.

This approach supports the development of empathy, kindness and understanding, without placing pressure on pupils to share personal information.

Ground Rules:

Clear ground rules are used in RSHE Life Skills lessons to ensure discussions are respectful and supportive. Pupils are reminded to listen to others, use appropriate language and understand that different families, experiences and views exist.

Pupils are never required to share personal details; participation is always optional. This approach helps create a safe classroom environment where pupils can learn, share ideas and ask questions with confidence.

Working together to support your child

How does a good RSHE Life Skills curriculum support my child?

Our RSHE Life Skills curriculum is designed to be well-planned and carefully taught to support the children’s wellbeing in the following areas:

Confidence – helping pupils understand emotions, recognise strengths and express themselves, benefiting them in school and daily life.

Self-regulation – developing strategies to manage behaviour and respond to challenges by learning about emotions, choices and consequences.

Relationships – teaching about friendships, communication and conflict resolution to build stronger, more respectful relationships.

Empathy – encouraging understanding of different perspectives and experiences.

Respect – contributing to a positive, respectful environment and helping pupils recognise the impact of their words and actions.

How can I support my child with their learning in RSHE Life Skills?

We share our curriculum online and use ClassDojo to help parents and carers understand topics and support learning at home.

RSHE Life Skills learning often links closely to everyday situations at home and school. For example:

Food and health – conversations at mealtimes can help children understand how different foods support their bodies.

Resilience – adults can encourage children to keep going when something feels difficult and reflect together on how challenges are managed.

Friendships and relationships – everyday situations can provide opportunities to talk about kindness, fairness and resolving disagreements.

Feelings and emotions – adults can support children to name and talk about how they feel in different situations.

Keeping safe, including online – real-life examples can be used to discuss choices, boundaries and where to seek help.

RSHE Life Skills focuses on real-life skills; everyday moments at home are valuable opportunities for children to practise and make sense of what they learn at school.

What if my child asks a question I'm not sure how to answer?

It is normal to feel unsure about answering sensitive questions. It is also okay to say you are not sure, need time to think, will find out together or need to seek school guidance.

Simple, honest and age-appropriate answers are best; you do not need to provide lots of detail or have all the answers straight away.

If you have concerns or would like support, speak to your child’s teacher or members of SLT; we can explain our approach and share resources. The most important thing is that children feel listened to, reassured and know they can ask a trusted adult.

Suggestions for talking with your child about RSHE Life Skills topics

Avoid ‘The Chat’. Talk about puberty and the changes that will happen to them, address stereotypes, talk about feelings…little and often over everyday events like washing up or watching TV. This can help to normalise talking about relationships, puberty and reproduction, hopefully easing uncomfortable feelings.
Don’t leave it too late. Start before you feel your child is approaching readiness for puberty or when they are older for relationships so that you already have strong channels of communication.
Be prepared to listen. Your child will want to have their voice heard without feeling judged and feeling listened to will encourage them to come to you for support
If they ask you a question that you are not sure how to answer that is OK. Suggest that you find out the answer together and then you will both know!
Seek support when you need it. There are a wealth of websites, books, services available to you. Please come and discuss with the school if you feel we can be of support.
Try to listen calmly even if what they say surprises or concerns you. Try to remember that it is good that they are comfortable to discuss these things with you and that they need to trust that you will not respond negatively.

What if I have any queries about how RSHE Life Skills is taught?

The vast majority of what we teach in RSHE Life Skills is guided by the Government’s statutory requirements. Reviewing the statutory guidance can clarify what all state schools must teach and often answer any questions.

We also have our own RSHE Life Skills policy, which outlines our approach, including how sensitive topics are covered and any additional content. This policy was consulted with parents and carers and we are always open to any feedback or suggestions to further enhance our RSHE Life Skills provision.

For specific questions or concerns, contact your child’s teacher or a member of SLT.

Frequently asked questions

Is Sex education compulsory in primary school?

No. Primary schools are not required to teach Sex education. However, statutory guidance recommends that schools teach Sex education in Year 5 and/or Year 6, alongside learning about conception and birth, which is included within the Science National curriculum.

At PAWS this is taught in Year 6 as part of the unit: ‘How do people become parents and carers?’ Parents will be given the opportunity to view the SRE resources and curriculum content prior the children’s learning. Parents can request to withdraw their child from sex education lessons that are not part of the mandatory science curriculum. See our Right to Withdraw policy.

When will my child cover puberty and period education?

Learning is introduced gradually and built over time.

In Year 2, pupils are introduced to the concept of bodily changes as they grow, covered in the ‘Growing up’ unit.

In Year 4, learning focuses on the changes that occur as children grow and how to manage them, rather than why they happen, with an emphasis on reassurance and practical strategies. Learning covers menstruation and the introduction of the term ‘puberty’.

In Year 5, pupils explore why these changes occur and learn more about the biological processes involved in puberty, including the role of hormones. This includes learning about the menstrual cycle and other puberty changes, such as erections and wet dreams. This learning links with the Science curriculum, where pupils study the changes during puberty and reproduction in animals.

What language and terminology does the school use when teaching about puberty, periods and birth?

The Kapow RSE and PSHE scheme, which forms the foundation of our RSHE Life Skills teaching, has been developed in consultation with specialists in RSE & PSHE education. This has helped ensure that content, language choices and sequencing are age-appropriate, inclusive and aligned with statutory guidance and best practice.

Outdated or potentially stigmatising terms are avoided in favour of neutral, factual language. For example:

‘Menstrual products’ or ‘period products’, rather than ‘sanitary products’.
The correct scientific names for body parts, rather than slang or euphemisms.
Neutral language that recognises the different ways babies may be born, rather than terms such as ‘natural birth’.

These choices help reduce stigma, avoid value judgements and support respectful, inclusive teaching.

When are the private body parts named?

Using correct body part terminology from an early age is important for safeguarding, as it allows children to report concerns clearly. It also normalises these terms and aligns with the KS1 Science curriculum.

In our Reception classes, staff will use the correct names for the 'penis' and 'vulva' as part of everyday conversations when pupils refer to their private parts using less formal words or terms used only within their family, e.g. 'Is that what you call your private parts at home, did you know it is actually called a penis?'

In Year 1, the words 'penis' and 'vulva' are taught as part of naming other parts of the body.

In Year 2, pupils build on this by learning of body parts to include: 'nipples', 'vagina', 'testicles' and 'scrotum'.

In Year 4, pupils learn the correct names for external body parts that change during puberty, such as ‘breasts’, ‘armpits’ and ‘Adam’s apple’; and learn vocabulary to describe visible changes, such as the growth of pubic hair.

In Year 5, pupils learn about the internal reproductive organs, such as the ‘uterus’, ‘ovaries’ and ‘fallopian tubes’ to understand the menstrual cycle. They also learn puberty-related terms such as ‘erections’ and ‘wet dreams’.

In Year 6, pupils revisit internal reproductive organ vocabulary and learn new terms like ‘sperm’, ‘egg cell’, ‘fertilisation’ and ‘conception’.

Will my child learn about sexual orientation and same-sex relationships?

Within our RSHE Life Skills curriculum, sexual orientation is not taught explicitly. However, same-sex relationships are represented naturally within lessons about family life and relationships.

When pupils learn about different types of families, statutory guidance recommends that schools include same-sex parents alongside other family set-ups and this is reflected in the resources we use. These examples sit alongside other family structures and are presented in a factual, age-appropriate way.

Our curriculum addresses marriage and civil partnerships in line with statutory requirements, emphasising that these are formal, legally recognised and intended to be lifelong commitments. Furthermore, the scheme aims to develop pupils’ understanding of healthy, loving relationships and promote respect for all individuals.

Will my child learn about gender identity?

Our RSHE Life Skills curriculum does not include teaching about gender identity or gender reassignment as concepts. However, pupils are taught to treat others with kindness and respect across the curriculum. This includes learning to challenge gender stereotypes, recognise unfair assumptions and understand that people may express themselves in different ways.

Lessons also includes a diverse range of characters and scenarios that reflect differences in interests, personalities and family life, including children who do not conform to traditional gender stereotypes. This approach aligns with statutory guidance, which requires primary schools to promote respect, challenge discrimination and avoid reinforcing harmful stereotypes, while ensuring learning remains age-appropriate.

How will the school's RSHE Life Skills curriculum help pupils deal with misleading or harmful content online?

Our ‘Online world’ lessons in each year group help pupils develop the understanding and judgement they need to navigate online content safely. Rather than showing pupils potentially upsetting examples, lessons use age-appropriate scenarios to build early critical thinking skills and help pupils understand that not everything online is accurate, trustworthy or intended for children.

Years 1 and 2 – learning that some online content is not suitable for children and that they should tell a trusted adult if something online makes them feel worried or uncomfortable.
Years 3 and 4 – recognising that information online may be inaccurate or misleading and learning to think carefully about what they read or share.
Years 5 and 6 – exploring how online content can influence people’s thoughts, choices and behaviour, including how advertising works and how messages can be designed to persuade.

Across the curriculum, pupils are encouraged to question what they see online and know how to seek help if something makes them feel unsafe.

What if my child does not use social media or online games but these are discussed in lessons?

Many social media platforms and some online games have minimum age requirements – often 13 and older. These age limits are explained to pupils when the topic is discussed. Even if children do not use social media themselves, they may still encounter similar types of online interaction through games, messaging features, shared devices or video platforms. For this reason, our curriculum helps pupils understand how people communicate and behave in online spaces before they begin using these platforms.

Lessons do not focus on specific apps or sites. Instead, pupils explore common features of online communication, such as sharing images, posting comments and communicating in group messages, using fictional or recreated examples. Pupils are not asked to share their own experiences. The focus is on discussing scenarios, understanding respectful behaviour online and knowing how to seek help if something makes them feel uncomfortable.

RSHE Life Skills highlights that families may make different decisions about when children can use certain platforms and that age restrictions are designed to help keep children safe online.

How do RSHE Life Skills lessons help pupils understand how online activity can affect their wellbeing?

RSHE Life Skills helps pupils develop a balanced understanding of how online activity can affect their wellbeing. Rather than presenting the internet as entirely positive or negative, pupils are encouraged to consider both its benefits and potential drawbacks. Across the curriculum, pupils explore how online communication can support friendships and learning, while also recognising that excessive screen time or certain types of content can affect how people feel.

In the ‘My healthy self’ lessons, pupils learn about healthy habits such as staying active, getting enough sleep and maintaining routines that support wellbeing. These discussions include how screen time may affect sleep, physical activity and daily routines. Pupils are also encouraged to reflect on the value of positive, face-to-face relationships and how online communication fits alongside them.

In Year 6, pupils begin to explore how online content can influence how people feel about themselves, including understanding that images and posts online may be carefully chosen or edited.

How do RSHE Life Skills lessons help pupils communicate safely and respectfully online?

RSHE Life Skills lessons help pupils understand that the same principles that support healthy relationships offline also apply to online communication. Across the curriculum, pupils learn that online communication should be with people they already know and whose contact is known to their parents or carers. Lessons thoroughly examine the impact of online words and actions on other people.

In Years 3 and 4, pupils begin to understand that messages online can sometimes be misunderstood because tone of voice and facial expressions are missing. They practise thinking carefully about how their messages may be received. In Years 5 and 6, pupils explore situations such as peer pressure, unkind behaviour or disagreements in group chats and learn how to respond appropriately.

How do RSHE Life Skills lessons help pupils seek help if something worries them?

A key aim of RSHE Life Skills curricukum is to help pupils feel confident talking to trusted adults if something worries them. Lessons help children recognise when something does not feel right and understand that they can seek help and advice. Pupils learn about healthy relationships, personal boundaries and situations that may feel uncomfortable or unsafe. Lessons use impersonal scenarios and pupils are not expected to discuss personal experiences.

Key learning includes:

Years 1 and 2 – recognising that pupils can speak to trusted adults and identifying who those adults might be.
Years 3 and 4 – developing the language and confidence to explain what has happened and why something may feel unsafe.
Years 5 and 6 – identifying a wider range of support, including trusted adults in school, services such as Childline and reporting tools on online platforms.

How are topics around food and health handled?

Within the Kapow RSE and PSHE scheme, which forms the foundation of our RSHE Life Skills teaching, the food and health education was developed with input from a qualified nutritionist to ensure content is accurate, age-appropriate and aligned with statutory RHE guidance. This includes the careful, factual use of statutory terms such as ‘calories’ and ‘obesity’.

Teaching avoids labelling foods as ‘good’ or ‘bad’, focusing instead on balance, variety and moderation and on how different foods support the body and affect health over time. Pupils are encouraged to develop critical thinking about food choices, including understanding nutritional information and questioning marketing and advertising. Lessons emphasise that bodies and needs vary and use supportive strategies, such as scenarios and agreed ground rules, to avoid focusing on pupils’ personal experiences.