PSHE – Yearly Overview

What makes us special? A recognition of uniqueness and personal value. A comparison of similarities and differences between people. Identification of strengths and setting of simple goals to review at the end of the year.   

What keeps us safe? Learn the difference between secrets and surprises and the importance of not keeping secrets that make us feel uncomfortable, anxious or afraid. Learn who could help them with this. Identify some physical similarities and differences between boys and girls and name the main parts of the body including external genitalia. Identify touch that is appropriate and inappropriate; recognise the right to say ‘no’. Understand some rules for keeping us safe in both familiar and unfamiliar situations. Know how to ask for help if they are worried and about privacy in different contexts. Learn about people who work in their community and how to get their help. Name some different jobs that people in the community do, focusing on Police, Fire and Ambulance services. Identify that 999 is an emergency number and can be dialled to get help in an emergency. Learn how to manage change when moving to a new class.

What can we contribute to classroom life? Learn about group and class rules and why they are important. Explain what they are responsible for in their classroom, why this is important and how they would like their classroom to be. Explain what rules mean and how they help all of us; suggest some class rules and explain why they are important. Identify occasions when following classroom rules might be more difficult or challenging and what to do in these situations.

Learn about respecting the needs of ourselves and others. Explain that living things need to be looked after and cared for. Describe some ways to do this. Explain why they need to be able to take turns and share. Identify who to tell if they are worried that their needs are not being met.

What helps us keep healthy? Learn about some of the things that keep our bodies healthy (physical activity, sleep, rest, healthy food, dental health). Identify some ways of taking care of ourselves daily. Say which of their favourite foods are important to keep them healthy and which need to be eaten in moderation. Describe how physical activity and sleep helps their bodies to grow and for them to feel well. Describe how to take care of their teeth. Identify how infections (such as coughs and colds) can be spread. Describe some basic personal hygiene routines and some simple steps that they can take to prevent germs being passed on.

Know who is special in our lives. Identify their special people (family, friends and carers); describe what makes them special and how special people should care for one another. Learn about different types of families and identify common features of family life. Identify which groups we belong to and know what do we do there. Describe what it is like to be a part of the group and explain what is special about the groups they belong to.

What is money? Learn that money come from different sources and can be used for different purposes, including the concepts of spending and saving. Learn about the role money plays in their lives and how to keep it safe. Learn the choices about spending money or saving it and what influences those choices.

What makes a good friend? Learn simple strategies to resolve arguments between friends positively and how to ask for help if this is needed. Know what is kind or unkind behaviour and how this can affect others. Learn how to treat others with respect and how to be polite and courteous. Recognise how to listen to other people and play and work co-operatively.

What is bullying? Learn that hurtful teasing/ bullying is wrong and what to do if it is happening. Identify what is meant by bullying; why this is wrong and that teasing and bullying can happen in different ways. Identify people whom they can talk to if they are worried about teasing/bullying.

Who am I? Identification of what contributes to their identity, including the groups and communities they belong to. Discovery of things they have in common with others and how to respect differences. Knowledge that we are all considered equal, valued and respected. Identification of personal strengths and how they know about their skills. Recognition that they may need help with certain things and that it is alright to make mistakes. Simple goal setting to be reflected upon at the end of the year. Descriptions of how they have grown and changed, including how their independence has increased. Preparations made for transition to Key Stage 2.

What can we contribute to classroom and school life? Learn about group, class and school rules and their importance. Give reasons why it is a shared responsibility to contribute to these and identify the contributions that pupils make and how it affects classroom life, helping them to learn and make the classroom a safe place. Construct and agree classroom rules and give reasons for them. Identify what can happen if they are not followed.

What rules help us to stay safe? Learn about the concept of keeping an adult’s secret; recognise that no one should ask them to keep a secret that might be hurtful or unsafe and they should not agree to do so. Learn how to resist pressure to do something that makes them feel uncomfortable or unsafe. Know there are situations when they should ask for permission and when their permission should be sought. Know who they could ask for help if needed. Review the names of the main body parts and about privacy in different contexts. Learn about the school rules which keep us safe and explain what an emergency is. Demonstrate how to dial 999 and what to say in an emergency. Identify some risks in our homes and local environments and the people in our community whose job it is to keep us safe. Explain the ways they help others, focusing on Air Ambulance, Nurse, Doctor, Vet, Park Ranger. Know about how to keep safe at home, including around electrical appliances. Know about fire safety (e.g. not playing with matches and lighters). Learn that household products can be harmful if not used correctly.

Recognise, name and describe different types of feelings. Learn about sharing their own feelings with others about things that help people feel good or better. Learn about different kinds of feelings and simple strategies to manage feelings. Learn about how it feels when there is a change or a loss e.g. moving to KS2. That different people may feel different emotions.

What makes a balanced lifestyle? Learn about what makes a ‘balanced lifestyle’ and how to make healthy choices. Identify ways to maintain good health and recognise what is meant by a ‘balanced lifestyle’. Describe what it means to make an informed choice. Give examples of these made in daily lives and describe choices that have positive or negative consequences on health.

How do we keep safe in our local environment? Identify what it means to keep something confidential or secret and the times when confidentiality might be important. Know that it is appropriate to tell a trusted person when the secret might be hurtful or unsafe. Recognise that everyone has a right to their own ‘body space’ and that certain types of physical contact are not acceptable. Know how to respond to pressure to do something that makes them feel uncomfortable or unsafe and who to tell, identifying the appropriate people to communicate with. Learn that their body belongs to them and should not be touched without their permission. Learn strategies to manage this.

How can we be a good friend? What makes a positive and healthy relationship? Recognise who might be included in someone’s network of special people and why they are important to them. Learn how people show they value and care for each other. Learn about how we might feel when we fall out with our special people and some strategies to use to solve problems in our relationships peacefully. Learn how to maintain good friendships and describe how people in different relationships show they care for and value each other. Describe how people can make friends with others. Recognise that friendships sometimes have difficulties and learn strategies to resolve disputes and reconcile differences. Learn how to recognise if a friendship is making them unhappy, feel uncomfortable or safe and how to ask for support.

What keeps us safe? Recognise there is advice and guidance to help keep people safe in different places and situations including school. Learn about the importance of school rules for health and safety. Identify some of the risks that may occur. Describe and demonstrate ways they and others can keep physically safe in different places. Identify who can help, focusing on Lifeguards at the swimming pool, medics at events e.g. St John’s Ambulance and Security Guards. Learn how to recognise hazards that may cause harm or injury and what to do to keep themselves safe. Learn how to keep their body protected and safe and how everyday health and hygiene rules help us. Learn about drugs that are common in everyday life. Identify how to respond if there is an accident and how to deal with minor injuries e.g. scratches, grazes and burns. Know what is meant by first aid. Review how to dial 999 and how to ask for help clearly.

What are families like? Learn how families differ from each other. Recognise how common features of positive family life often include shared experiences, e.g. celebrations, special days or holidays. Learn how people within families should care for each other and the different ways they demonstrate this. Know how to ask for help or advice if family relationships are making them feel unhappy, worried or unsafe.

What makes a community? Understand and value what it means to be part of a community and how their involvement may have an influence (e.g. voluntary work). Learn the meaning of diversity within the community and the UK, recognising its richness and celebrating a range of different identities and cultures. Respect the similarities and differences between us e.g. the background, personality or appearance of others and themselves. Listening and responding respectfully to a range of people from the community as they share their roles. Recognise their achievements, describing what they are proud of and how to celebrate. At significant milestones in the year and plan how their aspirations might be achieved. Explain steps that could be taken to improve and understand how making mistakes can help them to learn.

What are our rights and responsibilities? Learn about their duties in different environments, identifying who is responsible for these in different contexts. Recognise the skills required to carry out their responsibilities and how it feels to be responsible. Suggest ways to make a difference.

Learn that everyone has human rights, including children. Explain that human rights exist to protect everyone. Identify some of the rights of the child and relate to their daily lives, explaining why they think they are important and why we should speak out about them.

What are our strengths, skills and interests? Learn how to recognise individuality and personal qualities, identifying personal strengths, skills, achievements and interests. Indicate how these contribute to a sense of self-worth. Show positivity about themselves, setting goals to aim for linked to how they see their future achievements at points within the year. Manage setbacks and link positive things about themselves to a development of their self-esteem. Show appreciation for diversity and difference within the UK and the world, learning about different values and customs and comparing to their own. Extend respect to all and appreciate the range of traditions they learn about. Identify and explore themselves in a sustainable environment, recognising their role within their community and how they can make a difference. Learn about the sustainability of the environment across the world.

How do we treat each other with respect? To learn how people’s behaviour affects themselves and others. Know about the relationship between rights and responsibilities. Learn about the importance of keeping personal boundaries and the right to privacy. Identify when people might want or need to keep privacy and explain why it is important to respect this. Describe ways people can keep personal boundaries / privacy in different contexts (including online). Recognise what happens when a privacy may need to be broken. Know how to recognise when a confidence or secret should be kept. Know that everyone should feel included, respected and not discriminated against and how to respond if they witness or experience exclusion, disrespect or discrimination.

How can we manage our feelings? Learn how everyday things can affect feelings and how feelings can change over time and can be experienced at different levels of intensity. Recognise the importance of expressing feelings and how they can be expressed in different ways. Learn about ways of managing feelings at times of loss, grief and change and how to access advice and support to help manage their own or others’ feelings.

How will we grow and change? Learn about the changes that happen at puberty.
Identify puberty as a time when their bodies grow and change from children to young adults. Use the correct names of female/male reproductive organs. Explain how feelings may change and cause mood swings and other strong feelings. Identify where to get help and support about puberty.

How can we manage risk in different places? Explain what is meant by risk, danger and hazard and learn how to manage risk in different situations. Identify when and how to report potential risks, dangers and hazards to others. Explain why there are rules about safety in different places and the possible consequences of not following the rules. Describe and demonstrate how to keep safe in their local environment and when, how and who to alert if there is danger, focusing on Railway Police, Coastguard and Buildings Control.

Learn about the ways in which rules and laws keep people safe and take part in making and changing rules in school. Know about peer pressure and how to manage negative pressure. Learn to recognise and manage dares. Explain what to do if they have witnessed someone being given a dare and identify people they can talk to if they are worried.

How can choices make a difference to the environment? Learn about the role of money and ways of budgeting and saving. Learn about what is meant by ‘interest’ and ‘loan’. Identify situations where someone might want or need to ‘save’ or ‘borrow’ money. Explain what is meant by ‘interest’. Identify what would help someone decide whether to ‘save’ or ‘borrow’ money. Recognise how people have a shared responsibility to help protect the world around them and how everyday choices can affect the environment. Learn how what people choose to buy or spend money on can affect others or the environment. Recognise how to show care and concern for others (people and animals) and how to carry out personal responsibilities in a caring and compassionate way.

How are we affected by puberty? Identify puberty as a time when their bodies grow and change from children to young adults. Recognise how puberty prepares people’s bodies for the possibility of having children when they are adults. Use the correct names of female/male reproductive organs. Describe the effects of puberty on male/female bodies – how bodies grow and change. Explain why it is important and how to keep themselves clean during puberty. Explain how feelings, emotions and relationships may change during puberty- how it may cause mood swings and other strong feelings. Describe how everyone experiences puberty at different rates and that changes in their bodies will happen at exactly the right time for them. Identify where to get help and support about the changes that happen at puberty.

How can we help in an accident or an emergency? Learn how to carry out basic first aid for burns, scalds, cuts, bleeds, choking, asthma attacks, allergic reactions or head injuries. Know when it is appropriate to use first aid and the importance of seeking adult help. Learn about strategies for managing personal safety in the local environment and describe situations when following the safety rules might be more challenging. Identify language, strategies and skills needed to deal with challenging situations and to recognise when to get help or support particularly where safety might be compromised.

What decisions can people make with money? Learn how finance plays an important part in different aspects of people’s lives. Explain that money is one factor for people in choosing a career/job. Learn about being a critical consumer and that manufacturers use ‘deals’ to entice consumers to purchase more. Decide which similar items are the best ‘value for money’ and explain their view.

Learn how people make decisions about spending/saving money and what influences them. Learn about spending or saving and how to keep track of money. Learn how people make choices about ways of paying for things they want and need. Know how to recognise what makes something ‘value for money’ and what this means to them. Learn that there are risks associated with money and how money can affect people’s feelings and emotions.

What makes up our identity? Learn about the range of factors that contribute to our identity – e.g. ethnicity, family, faith, culture, gender, hobbies and likes/dislikes. Know that individuality and personal attributes can influence a person’s identity and how stereotyping can negatively influence behaviours and attitudes to ourselves and others. Consider our future selves and the individual skills and attributes that may be required in their possible career. Learn about career aspirations and discuss this with people who have a range of different jobs. Consider how they might choose a job suited to their own strengths and what they may need to do in order to gain certain skills appropriate to employment.

How can friends communicate safely? Learn how to further describe the range and intensity of their feelings to others and how to manage complex or conflicting emotions. Demonstrate a rich vocabulary for expressing a range and intensity of feelings. Recognise that feelings change over time and understand that conflicting thoughts and emotions can often occur. Identify that listening to our feelings can help make decisions or manage a challenge. Identify a range of appropriate ways that people can express conflicting feelings and why this is important. Identify where they and others can ask for help and support with their feelings. Know about the different types of relationships people have in their lives. Know how to recognise risk in relation to friendships and keeping safe. Recognise how to respond if a friendship is making them feel worried, unsafe or uncomfortable and how to ask for help or advice.

How do our actions affect others? Learn about the consequences of their actions. Identify the consequences of positive and negative behaviour on themselves and others. Explain the importance of ‘stopping’, ‘taking a step back’ and asking ‘What if…’.

Learn about discrimination, teasing, bullying and aggressive behaviour and its effect on others. Explain what is meant by prejudice and discrimination and how it can be shown. Describe the potential consequences of discrimination and identify ways this can happen. Explain their responsibility to do something if they witness discrimination or bullying. Describe inclusion in the school community.

Learn about the factors that make people the same or different, recognising and challenging ‘stereotypes’. Describe the range of factors that make up a person’s identity. Identify the difference between sex, gender identity and sexual orientation. Explain why stereotyping can lead to prejudice and how this can be harmful, hurtful or influence a person’s aspirations. Give reasons for challenging stereotypes.

How can drugs common to everyday life affect health? Know how drugs including smoking/vaping – nicotine, alcohol, caffeine and medicines can affect health and wellbeing. Learn that some drugs are legal and others are illegal and how laws exist to protect people.

Learn why people choose to use different drugs and how they can prevent associated risks. Realise that drug use can become a habit which is difficult to break and learn how organisations help people to stop smoking. Know that there is support is they have concerns about any drug use. Learn how to ask for help from a trusted adult if they have any worries or concerns about drugs.

What jobs would we like?

How can we keep healthy as we grow? Learn about the changes that happen at puberty
Re-cap Y4/5. Describe how to manage some of the physical and emotional changes of puberty. Learn about human reproduction in the context of the human lifecycle. Correctly name male/female body parts associated with puberty.

How mental and physical health are linked Learn how positive friendships and being involved in group/club activities support wellbeing. How to manage the influence of friends and family on health choices? How to recognise early signs of physical or mental ill-health; what to do about this, including whom to speak to in and outside school. That mental health difficulties can usually be resolved or managed with the right strategies and support.

How to make choices that support a healthy, balanced lifestyle. Learn how to plan a healthy meal and how to stay physically active; maintain good dental health; how to benefit from/stay safe in the sun; how and why to balance time spent online with other activities and how sleep contributes to a healthy lifestyle. Know that habits can be healthy or unhealthy and strategies to help change or break an unhealthy habit or take up a new healthy one. How legal and illegal drugs can affect health and how to manage situations involving them.

What skills are needed in an emergency? Describe what to do in an emergency and the helpful language strategies to use to help self and others maintain calm. Identify the responsibilities of people involved in emergencies and demonstrate basic emergency aid procedures- putting someone in the recovery position, applying pressure to and elevating cuts. Explain or demonstrate how to attract attention to get help.

What will change as I become more independent? Consider how increasing independence brings new opportunities which will affect how they grow and change. Think about the transition to a new school and how this might affect them and their identity. Learn the benefits of the new friends they will make and how they will influence the individual. Think about the problem-solving strategies they could use as individuals to deal with challenges and change. Reflect on how the changes that have taken place already have made them develop and grow as a person.

How can the media influence people? To learn to be critical of what they see and read in the media. To critically consider the kinds of information they choose to forward to others. Explain how the media can appear to reinforce stereotypes in society (such as about gender, disability, young people, older people). Learn how images in the media can distort reality and that this can affect how people feel about themselves. Describe why this is not always helpful or conducive to wellbeing. Evaluate how reliable different types of online content and media are, e.g. videos, blogs, news, reviews, adverts and recognise unsafe or suspicious content online and what to do about it. Describe how to make decisions about the content they view online or in the media and know if it is appropriate for their age and how to respond to and report information viewed online which is upsetting, frightening or untrue. Recognise the risks involved in gambling related activities, what might influence somebody to gamble and the impact it might have.

What is the role of money in people’s lives? Learn how personal finance plays an important part in our lives. Evaluate how people judge success in their working lives and the importance a person’s salary may link to fulfilment/job satisfaction. Describe factors that make consumers want to buy a product. Identify how shops/manufacturers use ‘deals’ to entice consumers to purchase more and evaluate who benefits from this. Evaluate whether something is ‘value for money’. Know what is meant by interest, loan and debt and the risks involved with borrowing. Know what ‘tax’ means and how taxes are spent. Learn about what is meant by ‘interest’, ‘loan’, ‘debt’ and about the importance of looking after money, including managing loans and debts. Explain why people may borrow money (e.g. loans, credit cards). Explain the differences between credit and debt and what is meant by ‘interest’. Explain the importance of being a critical consumer when it comes to saving or borrowing money. Identify where people can access reliable information on making the most of their money. Learn about how resources are allocated and the effect this has on individuals, communities and the environment.