CURRICULUM INTENT

Curriculum Intent

What a PSHE looks like in our school.

• PSHE is embedded in all that we do to enable our children to become independent, responsible, healthy and confident members of society.
• PSHE is taught as a block of lessons in the first week of every half a term.
• PSHE is taught by class teachers in Years 1-6.
• Some PSHE topics maybe cross curricula for example ‘keeping safe’ in KS1 covers staying safe online which links with our computing curriculum.
• All the children’s thoughts, ideas, discussions are captured in a class ‘floor book’

This is our philosophy:

We aim to promote children’s knowledge, self-esteem, emotional wellbeing and resilience, and to help them to form and maintain worthwhile and positive relationships. Children will be taught to have respect for themselves, and for others, within our local, national and global communities.

We aim to enable children to develop a deepening knowledge of their health and wellbeing, including their mental and physical health. We aim to equip children and young people with information, skills and values to understand and to be able to cope with the physical and emotional changes that happen during puberty.

We aim to prepare pupils adequately for adult life: its decisions, responsibilities, experiences and opportunities, and to allow pupils to develop fully as emotionally mature human beings. So, by the time they leave Goodrich, personal, social and health education (PSHE) enables our learners to become healthy, independent and responsible members of a society. It helps them understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up. Our curriculum allows pupils to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society. Our children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community.

CURRICULUM INTENT

This is the knowledge and understanding gained at each stage:

By the end of EYFS pupils will: 

• Begin to develop and form positive relationships with adults and other children. This can be seen as they begin to show sensitivity towards others’ needs and feelings while playing cooperatively and understanding turn-taking. In addition, the children will be developing their self-confidence and self-awareness by demonstrating that they can take risks in trying new activities. These children will be able to articulate when and how they need help, even in groups. Furthermore, when managing feelings and behaviour, they can show and talk about their own emotions as well as those of others. They will also understand how to differentiate between positive and negative behaviour and understand that unacceptable behaviour could have consequences.

By the end of Key Stage 1 pupils will be able to: 

• Develop their awareness of themselves and others in contexts which are familiar to them – such as their home and school. They will also be able understand how their behaviour impacts others around them and how to keep themselves safe and happy. The children will be able to identify what makes us all individual and unique and celebrate diversity within Goodrich Primary school. Closely related, children will be able to articulate their understanding of bullying and recognise the negative impact it has. When considering their aspirations and goals, children can express how they feel when they succeed and can begin to work collaboratively in groups to achieve a common goal. Children will be able to understand how their body has changed from being a baby and can use the correct terms to describe parts of their body that are private. As well as this, children will know how to take care of their bodies and mental health by leading a healthy lifestyle.

By the end of Key Stage 2 pupils will be able to:  

• Be able to apply their understanding of themselves and others into the wider context of their communities and the world. Children will leave primary school with the skills needed to be a well-rounded member of society with a concrete understanding of their emotions and how to manage them effectively. By building on their knowledge from Key Stage 1, children will have further explored the diverse world we live in and will have built an understanding of the negative impact discriminatory behaviour can have whilst showing empathy with victims of this crime. In addition to this, children will understand how their body changes through puberty and into adulthood. Children will unravel the complex and confusing emotional changes that they experience during this stage of their lives. Furthermore, children will understand the detrimental impact that negative relationships with food, substances and media can have on their bodies and mental health. In order to be able to progress into Key Stage 3, children will set themselves aspirational targets and understand how their dreams and goals could be different to those of another child, from a different culture. They will be resilient children who have the correct tools to deal with and overcome challenges and setbacks. Children will be able to take their aspirations and apply them to the wider world allowing them to become a role model and a positive global citizen.

CURRICULUM IMPLEMENTATION

Curriculum Implementation

This is how it works:

• At Goodrich we strive to provide our children with learning opportunities across and beyond the curriculum, in specific lessons, circle time, special school projects and other activities that enrich pupils’ experiences.
• Our PSHE curriculum is split into the three key themes of Health and Wellbeing, Relationships and Living in the Wider World. These three themes have equal weighting and importance within teaching, and topics are taught on a rolling, spiral basis. Topics are revisited across year groups, whereby children’s understanding is deepened. This allows for progression and retention of key skills and knowledge, also the introduction of some concepts at an age-appropriate point.
• Our PSHE curriculum will incorporates an age-appropriate understanding of RSE, as set out in the statutory guidance, enabling all children to be safe and to understand and develop healthy relationships both now and in their future lives.
• Some PSHE topics are taught within other subjects, especially computing for example the teaching of e-safety within computing lessons.
• There are always occasions where teachers may feel it necessary to teach PSHE as a result of an issue arisen in their own class.
• PSHE is an important part of school collective worship where children’s spiritual, moral, social and cultural curiosity is stimulated, challenged and nurtured.
• We equip pupils with an age-appropriate, sound understanding of risk, with the knowledge and skills necessary to make safe and informed decisions and to recognise the importance of their own mental health and well-being.
• Lessons are taught as a block of lessons at the start of each half term.
• A taught session may look very different in one year group to the next - class teachers have discretion to plan and deliver teaching that suits the individual needs of their class, whilst ensuring that all curriculum content is covered effectively. There is no expectation that children complete formal written recording of teaching, all thoughts, ideas and discussions are captured in a class ‘floor book’.

This is what the adults do and how they support:

• Plan lessons which build on prior knowledge based upon PSHE skills and knowledge.
• Support, encourage and value every child’s opinion and thoughts.
• Develop their sense of self-worth by playing a positive role in contributing to school life and the wider community.
• Stimulate, challenge and nurture children’s spiritual, moral, social and cultural curiosity.
• Create a learning environment that ensures pupils feel safe and encourages participation by using a variety of teaching approaches with opportunities to develop critical thinking and relationship skills.
• Lessons are adapted to meet the needs of each individual class / pupils and to deal with issues as they arise.
• Regular ‘floor book’ scrutiny, learning walks, pupil meetings and planning audits. 
• Formative assessment though questioning throughout the lesson.
• Photographic/video evidence
• Use of surveys and questionnaires. 
• Regularly monitoring of the standards of children’s work and the quality of teaching and learning in lessons
• Staff CPD.

This how we challenge:

• Lessons will be differentiated or adapted through challenge or support.
• Additional activities/targets to stretch the learning within the lesson. 
• Deeper thinking opportunities are provided.

This how we ensure all children can access the curriculum:

• To support all children, particularly those who have SEN or EAL needs, key vocabulary is referenced and specifically taught to extend the children’s use of vocabulary and develop greater access to the curriculum.
• Seating children alongside good role models to support one another.
• Frequent repetition and revisiting to help make knowledge stick. 
• By providing visual/practical prompts.
• Teaching lessons using a range of different techniques to suit a range of learning styles e.g. videos, interactive websites.

What is Cultural Capital?

The National Curriculum defines cultural capital as: ‘the essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement’. This powerful knowledge can be split into two categories: powerful subject knowledge and powerful personal knowledge.

Powerful Subject Knowledge in PSHE

• To understand how PSHE is inter woven in their everyday lives.

Powerful Personal Knowledge in Computing

• Extra-curricular experiences when they link in with the curriculum.
• Cross curricular experiences to embed PSHE skills.

CURRICULUM IMPACT

Curriculum Impact

At Goodrich Primary School, we recognise the importance of PSHE in every aspect of daily life. By teaching pupils to stay safe and healthy, and by building self-esteem, resilience and empathy. By the time they leave our school, personal, social and health education (PSHE) enables our learners to become healthy, independent and responsible members of a society. It helps them understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up. Our curriculum allows pupils to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society. Our children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community.

This is what you might typically see:

• Happy, confident and engaged learners
• Children practising and applying knowledge to different situations.
• Children posing their own questions.
• Children working cooperatively in paired/group work.
• A classroom environment with displays including vocabulary, to support learning.
• Children discussing, reflecting and sharing their learning.
• TIPTOP learning

This is how we know how well our children are doing:

We have identified substantive and disciplinary knowledge which is fundamental to the children’s development and understanding in PSHE.  They accumulate this as they move through our school which then gives them a firm foundation to build on when they move on to KS3 and beyond.

• Analysis of assessments – use ‘sticky knowledge’
• Marking and feedback which also includes peer assessment.
• Lessons which build on prior knowledge based upon PSHE skills and knowledge.
• Formative assessment though questioning throughout the lesson.
• Photographic/video evidence/ QR codes/ X (formerly Twitter)
• Observations of children during lessons
• Book scrutiny, pupil meetings and planning audits.
• Use of surveys and questionnaires. 
• Regularly monitoring of the standards of children’s work and the quality of teaching and learning in lessons

This is the impact of the teaching how we know how well our children are doing:

• The pupils’ attitudes and behaviours around school, within lessons, at playtimes’ and out in the community demonstrate the respect, tolerance and high aspirations that our pupils have of themselves and each other.
• The evidence is seen through the well-rounded, confident and independent pupils that leave us at the end of year 6.
• Pupils leave us ready for their next step into Secondary school and are armed with skills, knowledge and understanding that they can take forward into adulthood.
• Our pupils leave us prepared for life in an ever-changing modern Britain. They have the tools they need to succeed, keep themselves safe and thrive.

PSHE in the Early Years Including Goldcrests nursery

 PSHE in the early years is taught through a variety of adult led and child-initiated activities. All activities and play based learning opportunities are guided by the interests of the individuals in the settings. PSHE forms the basic structure of the EYFS with numerous opportunities for the children to develop within each of the strands.

PSHE is taught in three main strands:

• ‘Health and self-care’

Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

• ‘Making Relationships’

Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings and form positive relationships with adults and other children.

• ‘Managing Feelings and Behaviour’

Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class and understand and follow the rules. They adjust their behaviour to different situations and take changes of routine in their stride.

Relationships

Show more confidence in new social situations. Play with one or more other children, extending and elaborating play ideas. Become more outgoing with unfamiliar people, in the safe context of their setting. Develop appropriate ways of being assertive. Talk with others to solve conflicts. Begin to understand how others might be feeling. Help to find solutions to conflicts and rivalries. For example, accepting that not everyone can be Spider Man in the game, and suggesting other ideas.

Health and wellbeing

Develop their sense of responsibility and membership of a community. Increasingly follow rules, understanding why they are important. Do not always need an adult to remind them of a rule.

Living in the wider world

Talk about their feelings using words like ‘happy’, ‘sad’, ‘angry’ or ‘worried’. Select and use activities and resources, with help when needed. This helps them to achieve a goal they have chosen, or one which is suggested to them.

 Relationships

Pupils should be taught:

1. how to develop and maintain a variety of healthy relationships, within a range of social/cultural contexts

2. how to recognise and manage emotions within a range of relationships

3. how to recognise risky or negative relationships including all forms of bullying and abuse

4. how to respond to risky or negative relationships and ask for help

5. how to respect equality and diversity in relationships.

Health and Wellbeing

Pupils should be taught:

1. what is meant by a healthy lifestyle

2. how to maintain physical, mental and emotional health and wellbeing

3. how to manage risks to physical and emotional health and wellbeing

4. ways of keeping physically and emotionally safe

5. about managing change, including puberty, transition and loss

6. how to make informed choices about health and wellbeing and to recognise sources of help with this

7. how to respond in an emergency 8. to identify different influences on health and wellbeing

Living in the Wider World.

Pupils should be taught:

1. about respect for self and others and the importance of responsible behaviours and actions

2. about rights and responsibilities as members of families, other groups and ultimately as citizens

3. about different groups and communities

4. to respect equality and to be a productive member of a diverse community

5. about the importance of respecting and protecting the environment

6. about where money comes from, keeping it safe and the importance of managing it effectively

7. how money plays an important part in people’s lives

8. a basic understanding of enterprise.

Milestone 1

Year A

Wrens & Robins

Milestone 1 Year B

Wrens & Robins

Milestone 2 Year A

Woodpeckers

Milestone 2 Year B

Woodpeckers

Milestone 2/3 Year A

Owls

Milestone 2/3 Year B

Owls

Milestone 3 Year A Peregrines

Milestone 3 Year A Peregrines

RELATIONSHIPS

Families and friendships

Roles of different people; families; feeling cared for

Making friends; feeling lonely and getting help

What makes a family; features of family life

Positive friendships including online

Managing friendships and peer influence

Positive friendships including online

Managing friendships and peer influence

Attraction to other; romantic relationships; civil partnerships and marriage

Safe relationships

Recognising privacy; staying safe; seeking permission

Managing secrets; resisting pressure

and getting help; recognising hurtful behaviour

Personal boundaries; safely responding to others; the impact of hurtful behaviour

Responding to hurtful behaviour; managing confidentiality; recognising risks online

Physical contact and feeling safe

Responding to hurtful behaviour; managing confidentiality; recognising risks online

Physical contact and feeling safe

Recognising and managing pressure; consent in different situations

Respecting ourselves and others

How behaviour affect others: being polite and respectful

Recognising things in common and differences; playing and working cooperatively; sharing opinions

Recognising things in common and differences; playing and working cooperatively; sharing opinions

Respecting differences and similarities; discussing difference sensitively

Responding respectfully to a wide range of people; recognising prejudice and discrimination

Respecting differences and similarities; discussing difference sensitively

Responding respectfully to a wide range of people; recognising prejudice and discrimination

Expressing opinions and respecting others points of view, including discussing topical issues

Milestone 1

Year A

Wrens & Robins

Milestone 1 Year B

Wrens & Robins

Milestone 2 Year A

Woodpeckers

Milestone 2 Year B

Woodpeckers

Milestone 2/3 Year A

Owls

Milestone 2/3 Year B

Owls

Milestone 3 Year A Peregrines

Milestone 3 Year A Peregrines

HEALTH & WELLBEING

Physical health and Mental wellbeing

Keeping healthy; food and exercise, hygiene routines; sun safety

Why sleep is important; medicines and keeping healthy; keeping teeth healthy; managing feelings and asking for help

Health choices and habits; what affects feelings; expressing feelings

Maintaining a balanced lifestyle; oral hygiene and dental care

Healthy sleep habits; sun safety; medicines, vaccinations, immunisations and allergies

Maintaining a balanced lifestyle; oral hygiene and dental care

Healthy sleep habits; sun safety; medicines, vaccinations, immunisations and allergies

What affect mental health and ways of taking care of it; managing change, loss and bereavement; managing time online

Growing and changing

Recognising what makes them unique and special; feelings; managing when things go wrong

Growing older; naming body parts; moving class or year

Personal strengths and achievements; managing and reframing setback

Physical and emotional changes in puberty, external genitalia; personal hygiene routines; support with puberty

Personal identify; recognising individuality and different qualities; mental well being

Physical and emotional changes in puberty, external genitalia; personal hygiene routines; support with puberty

Personal identify; recognising individuality and different qualities; mental well being

Human Reproduction and birth; increasing independence; managing transition

Keeping safe

How rules and age restrictions help us; keeping safe online

Safety in different environments; risk and safety at home; emergencies

Risks and hazards; safety in the local environment and unfamiliar places

Medicines and household products; drugs common to everyday life

Keeping safe in different situations, including responding in emergencies, first aid and FGM

Medicines and household products; drugs common to everyday life

Keeping safe in different situations, including responding in emergencies, first aid and FGM

Keeping personal information safe; regulations and choices; drug use and the law; drug use and the media

Milestone 1

Year A

Wrens & Robins

Milestone 1 Year B

Wrens & Robins

Milestone 2 Year A

Woodpeckers

Milestone 2 Year B

Woodpeckers

Milestone 2/3 Year A

Owls

Milestone 2/3 Year B

Owls

Milestone 3 Year A Peregrines

Milestone 3 Year A Peregrines

LIVING IN THE WIDER WORLD

Belonging to a community

What rules are; caring for others’ needs; looking after the environment

Belonging to a group; roles and responsibilities; being the same and different in the community

The value of rules and laws; rights, freedoms and responsibilities

What makes a community; shared responsibility

Protecting the environment; compassion towards others

What makes a community; shared responsibility

Protecting the environment; compassion towards others

Valuing diversity; challenging discrimination and stereotypes

Media literacy and digital resilience

Using the internet and digital devices; communicating online

The internet in everyday life; online content and information

How the internet is used; assessing information online

How data is shared

How information online is targeted; different media types, their role and impact

How data is shared

How information online is targeted; different media types, their role and impact

Evaluating media sources; sharing things online

Money and work

Strengths and interests; jobs in the community

What money is; needs and wants; looking after money.

Different jobs and skills; job stereotypes; setting personal goals

Making decisions about money: using and keeping money safe

Identifying job interests and aspirations; what influences career choices; workplace stereotypes

Making decisions about money: using and keeping money safe

Identifying job interests and aspirations; what influences career choices; workplace stereotypes

Influences and attitudes to money; money and financial risks

Substantive and disciplinary knowledge in PSHE

Substantive knowledge in PSHE is threaded throughout.

• Relationships, changes with their bodies
• Managing money
• Staying healthy
• Staying safe
• Being an active citizen, living in the wider world.

Disciplinary knowledge in PSHE is the interpretation of themselves and how to support themselves and others through changes. They will have opportunities to make their own choices about how to do something and will be able to evaluate what they have learnt and tried and how to improve for their future. Such as:

• how to have a healthy diet
• how to respond to changes through life
• how to become an active citizen
• how to make good choices

PSHE

BRITISH VALUES/SMSC

ENRICHMENT

AUTUMN 1

Families and friendships

Roles of different people; families; feeling cared for

Respecting ourselves and others

How behaviour affect others: being polite and respectful

Charity event

AUTUMN 2

Safe relationships

Recognising privacy; staying safe; seeking permission

Anti-Bullying Week

SPRING 1

 Growing and changing

 Recognising what makes them unique and special; feelings; managing when things go wrong

Physical health and Mental wellbeing

Keeping healthy; food and exercise, hygiene routines; sun safety

SRE

SPRING 2

Keeping safe

How rules and age restrictions help us; keeping safe online

E Safety Week

SUMMER 1

 Media literacy and digital resilience

Using the internet and digital devices; communicating online

Belonging to a community

What rules are; caring for others’ needs; looking after the environment

Charity event

SUMMER 2

Money and work

Strengths and interests; jobs in the community

Environmental safety

PSHE

BRITISH VALUES/SMSC

ENRICHMENT

AUTUMN 1

Families and friendships

Making friends; feeling lonely and getting help

Respecting ourselves and others

Recognising things in common and differences; playing and working cooperatively; sharing opinions

Charity event

AUTUMN 2

Safe relationships

Managing secrets; resisting pressure

and getting help; recognising hurtful behaviour

Anti-Bullying Week

SPRING 1

Growing and changing

Growing older; naming body parts; moving class or year

Physical health and Mental wellbeing

Why sleep is important; medicines and keeping healthy; keeping teeth healthy; managing feelings and asking for help

SRE

SPRING 2

Keeping safe

Safety in different environments; risk and safety at home; emergencies

E Safety Week

SUMMER 1

Media literacy and digital resilience

The internet in everyday life; online content and information

Belonging to a

community

Belonging to a group; roles and responsibilities; being the same and different in the community

Charity event

SUMMER 2

Money and work

What money is; needs and wants; looking after money

Environmental safety

PSHE

BRITISH VALUES/SMSC

ENRICHMENT

AUTUMN 1

Families and Friendships

What makes a family; features of family life

Respecting ourselves and others

Recognising things in common and differences; playing and working cooperatively; sharing opinions

Charity event

AUTUMN 2

Safe relationships

Personal boundaries; safely responding to others; the impact of hurtful behaviour

Anti-Bullying Week

SPRING 1

Growing and changing

Personal strengths and achievements; managing and reframing setbacks

Physical health and Mental wellbeing

Health choices and habits; what affects feelings; expressing feelings

SRE

SPRING 2

Keeping safe

Risks and hazards; safety in the local environment and unfamiliar places

E Safety Week

SUMMER 1

Media literacy and digital resilience

How the internet is used; assessing information online

Belonging to a community

The value of rules and laws; rights, freedoms and responsibilities

Charity event

SUMMER 2

Money and work

Different jobs and skills; job stereotypes; setting personal goals

Environmental safety

PSHE

BRITISH VALUES/SMSC

ENRICHMENT

AUTUMN 1

Families and friendships

Positive friendships including online

Respecting ourselves and others

Respecting differences and similarities; discussing difference sensitively

Charity event

AUTUMN 2

Safe relationships

Responding to hurtful behaviour; managing confidentiality; recognising risks online

Anti-Bullying Week

SPRING 1

Growing and changing

Physical and emotional changes in puberty, external genitalia; personal hygiene routines; support with puberty

Physical health and Mental wellbeing

Maintaining a balanced lifestyle; oral hygiene and dental care

SRE

SPRING 2

Keeping safe

Medicines and household products; drugs common to everyday life

E Safety Week

SUMMER 1

Media literacy and digital resilience

How data is shared

Belonging to a

community

What makes a community; shared responsibility

Charity event

SUMMER 2

Money and work

Making decisions about money: using and keeping money safe

Environmental safety

PSHE

BRITISH VALUES/SMSC

ENRICHMENT

AUTUMN 1

Families and friendships

Managing friendships and peer influence

Respecting ourselves and others

Responding respectfully to a wide range of people; recognising prejudice and discrimination

Charity event

AUTUMN 2

Safe relationships

Physical contact and feeling safe

Anti-Bullying Week

SPRING 1

Growing and changing

Personal identify; recognising individuality and different qualities; mental well being

Physical health and Mental wellbeing

Healthy sleep habits; sun safety; medicines, vaccinations, immunisations and allergies

SRE

SPRING 2

Keeping safe

Keeping safe in different situations, including responding in emergencies, first aid and FGM

E Safety Week

SUMMER 1

Media literacy and digital resilience

How information online is targeted; different media types, their role and impact

Belonging to a

community

Protecting the environment; compassion towards others

Charity event

SUMMER 2

Money and work

Identifying job interests and aspirations; what influences career choices; workplace stereotypes

Environmental safety

PSHE

BRITISH VALUES/SMSC

ENRICHMENT

AUTUMN 1

Families & friendships

Attraction to other; romantic relationships; civil partnerships and marriage

Respecting ourselves and others

Expressing opinions and respecting others points of view, including discussing topical issues

Charity event

AUTUMN 2

Safe relationships

Recognising and managing pressure; consent in different situations

Anti-Bullying Week

SPRING 1

Growing & changing

Human Reproduction and birth; increasing independence; managing transition

Physical health and Mental wellbeing

What affect mental health and ways of taking care of it; managing change, loss and bereavement; managing time online

SRE

SPRING 2

Keeping safe

Keeping personal information safe; regulations and choices; drug use and the law; drug use and the media

E Safety Week

SUMMER 1

Media literacy & digital resilience

Evaluating media sources; sharing things online

Belonging to a community

valuing diversity; challenging discrimination and stereotypes

Charity event

SUMMER 2

Money & work

Influences and attitudes to money; money and financial risks

Environmental safety

Milestone

COMMUNICATION

MAKING RELATIONSHIPS

LIVING IN THE WIDER WORLD

HEALTH AND WELLBEING

Vocabulary

Families & Friendships

Safe Relationships

Respecting Ourselves and Others

Belonging to the Community

Media Literacy & Digital Resilience

Money & Work

Physical Health & Mental Wellbeing

Growing & Changing

Keeping Safe

1

Please refer to the PSHE vocabulary document.

Can talk about their family and what the adults do to make them feel cared for.

Can recognise what being a good friend is and where to seek help if they are lonely or being hurt.

Can talk about similarities and differences between them and their friends.

Can talk about staying safe online.

Can name ways that internet is used in everyday life.

Can name jobs in the community and strengths and interests needed for each.

Can say why we need money and how to look after it.

Can talk about why we need rules.

Can say why we have rules to keep us safe online.

Can give examples of staying safe in different places e.g. home, on the beach.

Can say why they are unique.

Can give examples of how we can stay healthy. E.g. exercise, good diet, sleep, looking after our teeth, managing our feelings and asking for help.

2

Please refer to the PSHE vocabulary document.

Can talk about what makes a family.

Can give examples of what positive friendship means including online.

Can give examples of hurtful behaviour and how to respond to others.

Can give examples of respectful behaviour means. E.g. respecting differences, being polite.

Can say how we use the internet and how our information is shared.

Can give examples of why we need rules and laws.

Can say what belonging to a community means.

Can talk about different job roles including stereotypes, e.g. men can only do certain jobs.

They can explain how to keep their money safe.

To be able to discuss physical and emotional changes in puberty.

Can identify risks and hazards in the local environment.

Can give examples of how to stay healthy and explain why they are important.

3

Please refer to the PSHE vocabulary document.

Can explain the difference between a healthy and unhealthy relationship.

Can suggest ways to manage friendships and peer influence.

Can recognise what consent in different situations means and managing pressure.

Can explain why it is important to respect other points of view.

Can say why valuing diversity and

challenging discrimination

and stereotypes is important.

Can explain how to evaluate sources of information online and recognising if something is fake.

To know what is appropriate to share online and the rules surrounding this.

They can identify job interests and aspirations and how to look after their money and financial risks.

To be able to understand how having money or not having money can affect people’s emotions, health and wellbeing.

Can suggest ways that mental health and can affected and ways to take care of it.

Can suggest where to go for help.

Can suggest ways in which they change as they grow up. E.g. transition to high school, growing independence.

Can explain why age restrictions are important in relation to things they may watch, use or play.

Can explain the risks and affects of different drugs.

Can give examples of strategies for dealing with requests for personal information or images of themselves.

Know what to do if they take, share or come across an image which may upset, hurt or embarrass them or others.

Early Years

Personal,

Social and

Emotional

Development

Understanding

the World

- boy, girl, family, different, same, face, skin, hair, body, like, don’t like, clean, smelly, sponge, towel, hands, washing, brushing teeth, getting

dressed, undress, safe/unsafe.                                                                                                                                     

- mum, dad, sister, brother, grandparents, auntie, uncle, sharing, bullying, family, jobs, relationship.

- kind, gentle, different, friends, feelings, falling out, making up, listening, argument, happy, sad, worried, angry, apologise, fair, unfair, lonely, calm, taking turns, rules, school, community, classroom, rights.

- grow, young, old, change, hungry, healthy, tired, rest, play, safety, risk.

- good/bad choice, school rules, local area, money, notes, coins, bank, spending, shopping, saving, selling, shops.

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Belonging to a

community

Rules, needs, care, living things, environment, recycling

Groups, belong, role, rights, responsibility, community, equal, different

Freedom, laws, responsibility, consequences, human rights,

Community, shared responsibility, compassion, contribution

compassion, shared responsibility, spending decisions

prejudice, discrimination, stereotypes, diversity

Respecting ourselves and others

Kind, unkind, behaviour, actions, feelings, respect, polite, share, turn taking

Common, classmates, similar, situation, sharing, important, listening, understanding

Respectful, self-respect, courtesy,

Differences, similarities, traditions, beliefs

equality, lifestyle, discrimination, trolling, harassment, self-respect, anonymous

constructive challenge, conflict, personal behaviour, debate, topical

Physical health and mental wellbeing

healthy, unhealthy, washing, physical activity, play, sun safety

healthy, unhealthy, habit, routine, growing, medicines, dentist, dental health, mood

Health choices, feelings, informed decisions, healthy lifestyle, healthy diet, exercise benefits,

Balanced lifestyle, hygiene, dental care, oral hygiene,

lifestyle, sleep hygiene, mental health, sun exposure, heat stroke, disease prevention, vaccination, immunisation, bacteria,

mental ill- health, adverse experiences, conflicted feelings, grieving process, bereavement mental health and wellbeing

Safe relationships

hurt, private, touch, uncomfortable, ask

hurtful, behaviour, bullying, online, surprise, secret, worried, pressured, unsafe, worried

Personal boundaries, impact, privacy,

Confidentiality, online risks, support, appropriate, permission consent, peer pressure

consent, appropriate and inappropriate contact, acceptable, unacceptable, confidential

healthy and unhealthy friendship, shared responsibility, risk assessment, personal safety, consent

Media literacy and digital resilience

internet, digital, device, communicate, safely

internet access, purpose, value, content, online information

Online information, sources, reliability

Data sharing,

media, opinion, stereotype, suspicious content, reliability, sources, ranked

manipulated, altered, fake, restrictions, regulations, compliance, commercial purpose, misinformation

Keeping safe

restrictions, online safety, feelings, keeping safe

risks, medicine, familiar, unfamiliar, potentially, electrical appliance, household products, accident, emergency

Risks, hazards, reduce risks

Medicines, legal drugs, habit, vaccinations, immunisation, allergies,

risky, positive risk taking, predict, assess and manage risk in different situations

personal information, impact, misuse, legal and illegal drugs, complying

Families and friendships

people, family, families, different, love

friend, positive play, argument, resolved, lonely, unhappy

Family structures, relationships, stability, security, commitment,

Positive friendships, friendship qualities,

peer influence, peer approval, positive resolution, reconciliation, consent

loving relationships, gender, ethnicity, faith, gender identity, sexual orientation, healthy relationships, family, commitment, marriage, civil partnership, emotionally, romantically

Money and work

strength, interest, jobs, community, different jobs, (examples of different jobs e.g. teacher, doctor, fireman, bus driver, etc)

money, kept, looked after, job, paid, need, want, spends

Skills, job stereotypes, personal goals, aspirations, career, teamwork

Money decisions, tracking money,

career ambition, diversity, inclusion, career opportunities, stereotyping, workplace, aspiration, voluntary work

value for money’, critical consumer, emotions, health and wellbeing, fraud, debt and gambling financial risk

Growing and changing

special, wrong, same, different, feelings, act

human life cycle, needs, body parts, opportunities, grow up, goals

Achievements, personal strengths, setbacks, personal qualities, individuality, body parts including penis and vulva.

personal hygiene, physical changes, puberty, external genitalia, personal identify, individuality, personal quality, emotional wellbeing

Physical changes, puberty, gender identity, biological sex, intensity, genitalia, conception, sexual intercourse, intimate relationship, reproduction, contraception

transition, committed relationship, conception, sexual intercourse, intimate relationship, contraception, reproduction, FGM