At Hill Top the physical, mental and emotional well-being of our children is a priority. We aim to nurture and educate our pupils in order to help them develop the knowledge, understanding and skills needed to become confident, caring, healthy and independent individuals, who live happy and successful lives in a modern world. 

Our children have positive and stimulating opportunities to actively contribute to school life and the wider community, developing and enhancing their sense of British Values and SMSC. Our school life helps children understand rights and responsibilities as well as empathy and respect, and so appreciate what it means to be part of a diverse society.

Our PSHE curriculum is inclusive and accessible to all, including SEND children. It encourages every child to develop their sense of self-worth and esteem, understand how they are developing personally and socially, plus develop the skills, knowledge and understanding that will give them the confidence to tackle many of the moral, social and cultural issues that are part of growing up.

Our PSHE curriculum policy which outlines our Intent, Implementation and Impact: PSHE policy

At Hill Top CE Primary School we follow Coram Life Education and the SCARF whole school approach to plan, resource, deliver and assess our PSHE curriculum. SCARF represents the values for children of Safety, Caring, Achievement, Resilience and Friendship.

Please see the Long Term Planning and Knowledge Organisers for each year group detailing key questions, vocabulary and outcomes for each year group and each unit:     © 2021 Coram Life Education.

SCARF Long Term Plan

  1. Y1 Knowledge Organiser
  2. Y2 Knowledge Organiser
  3. Y3 Knowledge Organiser
  4. Y4 Knowledge Organiser
  5. Y5 Knowledge Organiser
  6. Y6 Knowledge Organiser 

Relationships and Health Education (RHE)

Relationships and health education will be taught to all children in Hill Top CE Primary School. Topics are age appropriate, carefully building on children’s knowledge and understanding each year. Three aims run through the curriculum and these reflect the schools aims for this subject:

  • to help to keep children safe
  • to help to prepare them for the world in which they grow up, including the laws as they relate to relationships and health
  • to help foster respect for others and difference.

RSHE content will be taught in PSHE lessons (Personal, Social, Health and Economic education). Some aspects of relationships and health education will also be taught across other curriculum areas (e.g Science, RE, or in topic work), in assemblies and during special events/ weeks (such as anti-bullying week/health week/online safety week) and will contribute to pupils’ personal development and wellbeing.


As part of our delivery of personal development and curriculum learning, Hill Top CE Primary School incorporates Spiritual, Moral, Social and Cultural development for each and every pupil. This is not a separate explicitly taught subject but an aspect of learning present in everything we teach and promote (including fundamental British Values). Some lessons lend themselves more easily to direct SMSC development such as RE and PSHE learning, collective worship and celebrations but features of SMSC can be found throughout all curriculum areas and within individual personal development of each child.

Please see our SMSC progression of mapped outcomes below:

SMSC Progression of outcomes

 What is SMSC?

Each aspect of spiritual, moral, social and cultural (SMSC) development:

Spiritual development: 

  • Ability to be reflective about their own beliefs (religious or otherwise) and perspective on life
  • Knowledge of, and respect for, different people’s faiths, feelings and values
  • Sense of enjoyment and fascination in learning about themselves, others and the world around them
  • Use of imagination and creativity in their learning 
  • Willingness to reflect on their experiences

Moral development:

  • Ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, and to recognise legal boundaries and, in doing so, respect the civil and criminal law of England 
  • Understanding of the consequences of their behaviour and actions 
  • Interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues

Social development: 

  • Use of a range of social skills in different contexts, for example, working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds
  • Willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
  • Acceptance of and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. They will develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain

Cultural development:

  • Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others
  • Understanding and appreciation of the range of different cultures in the school and further afield as an essential element of their preparation for life in modern Britain
  • Ability to recognise, and value, the things we share in common across cultural, religious, ethnic and socio-economic communities
  • Knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
  • Willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities
  • Interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity. This is shown by their respect and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities


British Values:

Hill Top CE Primary School is committed to serving its community and local area and fully understands its context. We recognise the multi-cultural, multi-faith and ever-changing nature of the United Kingdom. We also understand the vital role it has in ensuring that groups or individuals within the school are not subjected to intimidation or radicalisation by those wishing to unduly, or illegally, influence them.

Hill Top CE Primary School follows equal opportunities guidance which guarantees that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. Hill Top CE Primary School is dedicated to preparing pupils for their adult life beyond the formal curriculum and ensuring that it promotes and reinforces British values to all its pupils.

We aim to create and enforce a clear and rigorous expectation of the five British Values across school.

  • Democracy
  • Rule of law
  • Individual liberty
  • Mutual respect
  • Tolerance of those with different faiths and beliefs

As well as actively promoting British values, the opposite also applies: we would actively challenge pupils, staff or parents expressing opinions contrary to fundamental British values, including ‘extremist’ views.