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Gilbrook School, Birkenhead, Wirral
Year 6 Parents Transition Coffee Morning 14th June 9:30-11am | Inset Day 4th July for polling
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At Gilbrook School we aim to provide a stimulating education that provides children with the opportunities to discover and develop their own values and beliefs.


Personal Social Health and Economic Education

Our PSHE curriculum aims to inspire children to learn about themselves and form their own life views and opinions.

At Gilbrook we place a high priority on the physical and mental well being of each and every pupil. It is our belief thatif we can improve a child’s physical and mental wellbeing then the academic learning will improve naturally.

We have a positive relationship with the wider community and we regularly have visitors to discuss and enhance the children’s understanding of the wider world and life in modern Britain. British Values plays a significant role in our school and children have a fundamental understanding of what it is to be British.Using an imaginative and creative approach our pupils are encouraged to develop and use a range of social skills through a variety of activities and opportunities. It is our aim to encouragethe children to discuss moral and ethical issues, understand and appreciate the viewpoints of others.

Through weekly PSHE lessons, which are further supported by supported by individual interventions throughout the day, children have the opportunities to develop the knowledge, skills and attributes they need to manage their lives, now and in the future.

Our PSHE curriculum covers the following topics for both KS1 and 2;

These are delivered through lessons and activities that are emotionally and appropriate way;

  • Mental Health and Wellbeing.
  • Physical Health – Including healthy lifestyles and first aid.
  • Healthy Relationships – including understanding consent and online safety.
  • Relationship and Sex Education (RSE) – tailored to the age and the physical and emotional maturity of the pupils.
  • The wider Community – Including Children understand that while different people may hold different views about what is ‘right’ and ‘wrong’, all people living in England are subject to its law.
  • Families and friendships
  • Safe relationships
  • Respecting ourselves and others
  • Belonging to a community
  • Media literacy and
  • digital resilience
  • Money and work
  • Physical health
  • Mental wellbeing
  • Growing and changing
  • Keeping safe






Core Skills – KPIs

SEAL & Life Skills




Term 1

All About Me




Exploring how families can be different including positive friendships, how people show feelings differently and how stereo types are unfair.

What is family?

What are friendships?

Recognising other people’s emotions.  Friendship problems.  Healthy friendships.  Gender stereotypes.

Understanding self, emotions, families and stereotypes.

Developing social, emotional and mental health awareness.

Kapow PSHE and wellbeing units.

Adults make written and photo observations.

Term 2








Health and Well-being

Know what constitutes a healthy diet

Know the characteristics of a poor diet and risks associated with unhealthy eating

Maintaining a healthy lifestyle.

Develop an understanding of the impact of foods on our health.

Differentiated teaching of how a healthy lifestyle impacts our bodies.

Adults make written and video observations.

Term 3

Paws, Claws and Whiskers






Caring for animals

Finding out about professionals in the community who care for animals e.g. RSPCA, hedgehog hospital.

How to care for pets.

Protecting the environment.

Showing care for animals

Developing social, emotional and mental health awareness.

Kapow PSHE and wellbeing units.

Adults make written and photo observations.



PSHE is an integrated individual plan for every pupil in Key Stage 2 embedded throughout the curriculum in SEAL and Life Skills. This ensures that they have an individualised approach necessary for pupils with SEND.  We have to carefully consider the needs of each child, this includes their learning needs, their past experiences and current knowledge and understanding.  Class staff regularly assess the pupils needs and, as staff teams, they make the necessary adaptations to create a bespoke curriculum based around positive relationships and interactions, whilst taking into account the child.