PSHE

Vision

At Village Primary, personal, social and health education (PSHE) enables our children to become healthy, independent and responsible members of our local community, Thornaby and in the role of a global citizen. Meaningful links are made to Global Goals and the UNICEF Rights of the Child where relevant.

PSHE’s intent is to help our children understand how they are developing personally and socially, whilst tackling many of the moral, social and cultural issues that are part of growing up to develop healthy, safe relationships. We provide our children with opportunities to learn about rights and responsibilities and, in light of technological advancement and social media, understand what it means to be a member of a diverse and rapidly changing society.

Using a range of strategies (RRSA, Global Goals and Growth Mindset) we prioritise equipping every child with the skills they need to ‘Explore, Dream and Discover’. Through the use of ‘Philosophy For Children’ (P4C) we encourage them to challenge ideas and voice their opinions in a safe environment.

Our children are encouraged to be proud and to develop their sense of self-worth by playing a positive role in contributing to school life and the wider Thornaby community. We listen to the needs of the community and respond to current local, national and international issues in an age appropriate way.

PSHE – Curriculum Map

  Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Year 1

Communicating feelings and empathy

Article 13

 

Behaviour, fair/unfair, right/wrong

Global Goal 10

Article 2

Change and loss

Hygiene, cleanliness and germs

Global Goal 6

Article 24

 

Cooperating, resolving arguments

People, similarities and differences

Global Goal 16

Article 2 & 12

Safety, road, water, rail, fire, online, rules

Article 19 & 24

Feelings, bodies, hurt, comfortable, teasing, bullying

Article 19 & 24

End Points

·         To know whom a safe person to talk to is.

·         To understand how your actions can make others feel.

·         To understand why we should help others.

·         To identify right and wrong actions.

·         To follow school rules.

·         To understand how to treat animals.

·         To understand why we must wash our hands regularly.

·         To brush our teeth twice daily.

·         To understand that sometimes things change but we can talk about them to feel better.

·         To understand that people enjoy different things.

·         To recognise how people are different.

·         To investigate what the classes favourite things are.

·         To understand how to keep safe in school.

·         To understand how to keep safe on the internet.

·         To understand how to stay safe around water.

·         To ask others for help or advice when needed.

·         To recognise when something does not feel right.

·         To understand that friendships help to make us happy.

Year 2

 

Feelings, managing feelings

Article 24

 

Valuing difference

Article 2, 12, 13 & 14

Growing, changing, young and old.

Correct terminology, body parts and external genitalia

Global Goal 3

Article 24

 

 

Medicines. Household products, safety, risk.

Special people, caring

Physical contact, touch, acceptable and unacceptable

Global Goal 3

Article 24 & 27

 

Asking for help

Keeping safe

Article 19 & 36

 

Privacy and respecting privacy

Article 12& 19

End Points

 

·         To know that people have different feelings at different times/situations.

·         To know who to talk to if they have a problem.

·         To be able to listen to others.

 

·         To know medicines must be given by an adult.

·         To know how to stay safe around the home.

·         To be able to identify household risks e.g. medicines and bleach.

 

·         To know bullying is unacceptable.

·         To know how to deal with incidents of bullying.

·         To be able to explain why bullying is wrong.

 

Year 3

Friendships, families

Article 8 , 10 & 20

Couples and positive relationships

Article 20

 

Change, loss, separation, divorce and bereavement

Risk, danger, hazard, responsibility and safety

Article 9. 10. 20 & 21

 

Confidentiality, secrets, surprises and personal safety.

Listening, viewpoints, opinions and respect

Article 12 & 13

Emergency aid, help and safety, rules

Habits

Bullying, discrimination, aggressive behaviour

Global Goal 3

Article 2 & 19

Drugs, alcohol, tobacco, medicines, caffeine

Global Goal 3

Article 33

End Points

 

·         To describe how to be a good friend.

·         To describe who is in my family.

·         To understand that families can be made up of many different people.

 

·         To understand what a relationship is and the differences.

·         To describe how they are happy.

·         To know where to seek help or advice if necessary.

 

·         To describe different changes in life.

·         To understand how to keep themselves safe.

·         To know how to get help if they are in danger.

·         To understand what confidentiality means.

·         To listen to others views and opinions of subjects.

·         To understand it may not always be safe to keep secrets.

·         To understand why rules are in place.

·         To describe what bullying means.

·         To understand where to report any bullying including that online.

 

·         To understand what drugs and substances can do to the body.

·         To understand what to do if they are offered any substances.

·         To understand how to report any concerns.

Year 4

Media images, reality/fantasy, true/false

Achievements, aspirations, goals, strengths, target-setting

Article 36

 

Conflicting emotions, feelings and managing emotions

Global Goal 3

Article 12, 13 & 24

Bacteria, viruses, hygiene, routines

Pressure, managing pressure, influences, media, peer

Global Goal 3 & 6

Article 24 & 27

 

Disputes, conflict, feedback, support, negotiation and compromise

People, identity, similarities, differences and equality

Article 2, 13 & 13

 

Safety, roads, cycle, rail, water, fire.

Safety, online, personal information, passwords, images

Advice, support, asking for help

Article 19 & 24

 

 

Dares, challenges.

Stereotypes

Healthy relationships, privacy, sharing personal boundaries

Article 19. 24 & 36

End points

 

·         To understand how important friendships are in making us feel happy and secure, and how people choose and make friends

·         To discuss emotions and learn to share feelings.

·         To managing conflict, how to manage these situations and how to seek help or advice from others, if needed

·         To know that others’ families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care

·         To know the importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs

 

·         To know how to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed

·         To know how to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable,

 

Year 5

Relationships, unhealthy pressure

Achievements, aspirations, goals, strengths and target setting

Global Goal 3

Article 36

 

Conflicting emotions, feelings, managing feelings

Article 12. 13 & 24

Risk, danger, hazard, responsibility, safety

Bacteria, viruses, hygiene routines

Article 24 & 27

 

Pressure, managing pressure, influences, media, peer

Actions, behaviour, consequences

Article 36

Puberty, physical and emotional changes.

Collaborative working, sharing goals

Global Goal 3

Article 13, 13 & 24

 

Disputes, conflict, feedback, support, negotiation, compromise

People, equality, identity, stereotypes, discrimination

Article 2, 12 & 13

End points

 

·         To know the characteristics of a healthy and positive relationship

·         To set myself goals and apply a Growth Mindset to achieving them

·         To know the strategies I can use to help me manage different emotions and feelings

·         To identify hazards in the kitchen and the bathroom

·         To know that actions have consequences

·         To know that not everything online is true /real

 

 

·         To know that puberty is a time when there are changes to my body

·         To know the importance of collaborative working and how to resolve disputes fairly

·         To be able to apply strategies to help me negotiate effectively

 

Year 6

Change, transitions, loss, separation, divorce, bereavement

Article 9 & 10

 

 

Committed loving relationships, civil partnerships, marriage

Article 9, 10, 21 & 20

Emergency aid, help, safety, rules,

Habits

Drugs, alcohol, tobacco, medicines, caffeine

Physical contact, touch, acceptable and unacceptable

Global Goal 3

Article 33 & 36

 

Confidentiality, secrets, surprises, personal safety.

Listening, viewpoints, opinions, respect

Article 12 & 13

 

Puberty, physical and emotional changes.

Safety, roads, cycle, rail, water, fire.

Safety, online, personal information, passwords, images

Advice, support, asking for help

Article 24 & 36

 

Mobile phones, responsibility, Social media, information, forwarding, safe use.

Bullying, discrimination, aggressive behaviour.

Dares, challenges.

Privacy, sharing personal boundaries

Article 2, 12, 13, 24 & 36

 

End points

 

To know that transitions include changing classroom, school and stages of life

·         To know that we all go through a range of emotions and I am starting to identify these

·         To know the characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties – Skill

 

·         To know that there are illegal drugs. Alcohol is illegal for anyone under the age of 18.

·         To know that confidentiality means people cannot share my personal information

·         To know what sorts of boundaries are appropriate in friendships with peers and others (including in a digital context) – Skill

 

 

·         To know that puberty is a stage where we grow into adults and everyone will experience this

·         To know that puberty causes physical changes to the body

·         To know where to get help when I need it – Skill

 

 

Skills

KS1

and

 KS2

·         That others’ families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care

 

·         How to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed

 

·         How important friendships are in making us feel happy and secure, and how people choose and make friends

 

·         The characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties

 

·         How to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed

 

·         The importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs

 

·         The conventions of courtesy and manners

 

·         The importance of self-respect and how this links to their own happiness

 

·         About different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help

 

·         That people sometimes behave differently online, including by pretending to be someone they are not

 

·         The rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them

 

·         How information and data is shared and used online

 

·         What sorts of boundaries are appropriate in friendships with peers and others (including in a digital context)

 

·         About the concept of privacy and the implications of it for both children and adults; including that it is not always right to keep secrets if they relate to being safe

 

·         That each person’s body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact

 

·         How to recognise and report feelings of being unsafe or feeling bad about any adult

 

·         How to ask for advice or help for themselves or others, and to keep trying until they are heard

 

·         How to report concerns or abuse, and the vocabulary and confidence needed to do so

 

·         Where to get advice e.g. family, school and/or other sources