PSHE

 

The PSHE curriculum offer follows the national curriculum in KS1 and KS2 and the EYFS Statutory Framework and Development Matters in the early years. The PSHE curriculum is ambitious and designed to give all learners, particularly the most disadvantaged and those with special educational needs, the knowledge and cultural capital they need to succeed in life. Where required, pedagogy is adapted so that all pupils including disadvantaged pupils and those with SEND are on the same knowledge journey towards the same endpoints. We have made some enhacements such as visits from the RNLI, visits from health professionals and Woodland Learning. 

We have developed our own PSHE curriculum, based on the PSHE Association curriculum building blocks, taking into account the particular needs of our children.  This ensures that all pupils recieve key messages relative to their age.  It builds in complexity so that pupils can build on their knowledge and skills.  Knowledge and skills are revisited and refreshed to ensure they become embedded.  Vocabulary is also taught explicitly in every lesson.  Review and retrieval is a key part of every lesson where quick quizzes are used to support this.   

Relationships and Sex Education

The pupils gain knowledge and skills when learning about Relationships, Healthy Living and Living in the Wider World. An essential part of the PSHE programme is Relationships Education and this is compulsory for all primary school children.  As part of the Year 5 and Year 6 curriculum, we also deliver sessions on sex education.  The lessons are at an appropriate level for the age range and will use resources that will support the learning.  Teachers will use the Medway RSE resources.   We will contact you prior to these sessions and invite you to look at the resources if you so wish.  If you wish to view the resources that will be used please click on the link below. 

Sex Education Resources for Parents & Carers

The PSHE curriculum ensures that key messages relating to British Values, SMSC (spiritual, moral, social and cultural development), diversity, wellbeing and safeguarding are explicitly developed.  The messages are aimed at developing the knowledge necessary for pupils to make safe choices and informed decisions that will help prepare them for later life living in modern Britain.   

British Values

All have a duty to ‘actively promote’ the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. These values were first set out by the government in the ‘Prevent’ strategy in 2011.

Below are some examples of what children will be expected to learn:

• an understanding of how citizens can influence decision-making through the democratic process

• an understanding that the freedom to hold other faiths and beliefs is protected in law

• an acceptance that people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour

• an understanding of the importance of identifying and combatting discrimination

For further information on our curriculum intent, implementation and impact, please see our curriculum page.*

The PSHE curriculum is set out in the EYFS PSED VOCUS and the PSHE endpoints documents below.

All year groups from Reception to Year 6 follow the No Outsiders curriculum.  This curriculum teaches the Equality Act to the children through a carefully selected set of stories in an age appropriate way that will support the children in their understanding of diveristy and equality.  Below is an interactive link to the stories that used in each of the year groups.

 

 

 

Autumn Term 

Nursery

Autumn 1

In this term children will:

• Select and use activities and resources, with help when needed.
• Talk about their feelings using words such as happy, sad, worried, angry and begin to explain why.
• Settle and engage in activities for a longer period.
• Develop early learnt skills of turn taking.

Reception 

Autumn 1

In this term, the children will mainly focus on the following:-

• Know how to manage their own needs - personal hygiene
• Know and talk about the different factors that support their overall health and wellbeing e.g. healthy eating, toothbrushing.  

Autumn 2

Year 1

Autumn 1

In this term, the unit of work is 'What is the same and different about us?'.

The children will mainly focus on the following:-

• Know the names of external body parts
• Know what privacy means, and which body parts are private.
• Know who to tell if a relationship, or the actions of someone I don't know, has made me feel uncomfortable, upset or unsafe.
• Know how I am the same and different to other people, and how to treat myself and other people with respect.
• Know something that makes me special and unique, what I am good at or proud of, and how these help me feel good about myself.  

 

In the No Outsiders lesson the children will focus on 'knowing that they are the same and different to other people and how to treat themselves and other people with respect'.

        

Year 1

Autumn 2

In this term, the unit of work is 'What helps us to stay healthy?'.

The children will mainly focus on the following:-

• Know how to follow simple hygiene and dental health routines.
• Know some rules that keep us safe and decide if a choice is safe or unsafe for our health, including at home, online, when travelling, and in the sun. 
• Know how different things people put on or in their bodies can affect them and discuss the risks and benefits of this. 
• Know some ways to keep healthy and explain why they are important.
• Know some people who help children stay safe and healthy, say how or when they can help and why it is important to ask for help.

Year 2 

Autumn 1

In this term, the unit of work is 'What makes a friend?'.

The children will mainly focus on the following:-

• Know the different types of relationships, for example, family, friendship, online.
• Know what makes a good friend, what loneliness is, how to include others, and suggest some ways to resolve disagreements.  
• Know who to tell if a relationship, or the actions of someone I don't know, has made me feel uncomfortable, upset or unsafe.
• Know ways to manage when finding something difficult.

 

Autumn 2

In this term, the unit of work is 'How do we recognise our feelings?'.

The children will mainly focus on the following:-

• Know and name different feelings and describe what to do if I, or others, have not-so-good feelings.
• Know ways to help myself and other people feel good, or feel better if not feeling good, such as sleep, regular exercise and balancing time on and offline.  
• Know who to tell if a relationship, or the actions of someone I don't know, has made me feel uncomfortable, upset or unsafe.

 

Year 3

Autumn 1

In this term, the unit of work is '`How can we be a good friend?'.

The children will mainly focus on the following:-

• Know things that make me who I am, that I am proud of and recognise how building personal strengths contribute to self-worth.  
• Know how to express and discuss my views on topical issues, and listen respectfully to others.
• Know what makes a healthy, positive friendship and ways to avoid or resolve arguments and other friendship issues.  
• Know the importance of getting help if I feel lonely or excluded, and can describe how to help others to feel included. 
• Know the name of different types of bullying, explain the effects of bullying and hurtful behaviour, including online, and how to respond if it is experienced or witnessed.   

Autumn 2

In this term, the unit of work is 'What keeps us safe?'.

The children will mainly focus on the following:-

• Know the difference between appropriate and inapproprite touch, including appropriate boundaries with people we do or do't know, and who to tell if concerned about any contact.  
• Know about peer influence or pressure in a range of situations and suggest strategies to manage and respond to it.
• Know about how different substances, including legal and illegal drugs, can affect health positively and negatively; identify a range of associated risks and influence, and suggest ways to manage these. 
• Know how to respond in emergency situation, including basic first aid skills.
• Know ways of reducing and managing risk at home, online, on the road and elsewhere.

 

 

Year 4

Autumn 1

In this term, the unit of work is 'How do we treat each other with respect?'.

The children will mainly focus on the following:-

• Know when, where and how to get help or support if worried about relationships of any sort.
• Know how to express and discuss my views on topical issues, and listen respectfully to others. 
• Know what discrimination is, recognise that everyone deserves to be treated with respect, and how discrimination can be challenged.
• Know when it is right to break a confidence or share a secret, and who to tell.

 

Autumn 2

In this term, the unit of work is 'How can we manage our feelings?'.

The children will mainly focus on the following:-

• Know a wide vocabulary to describe different emotion in myself and others, and can explain how feelings change and ways to manage difficult feelings, including those related to change and loss.
• Know the link between physical and mental health and describe strategies that promote mental health for myself or others. 
• Know ways to manage setbacks and unhelpful thinking.  
• Know when, where and how to get help or support if worried about relationships of any sort. 
  
  

Year 5

Autumn 1

In this term, the unit of work is 'How can friends communicate safely?'.

The children will mainly focus on the following:-

• Know the different types of relationships, including loving and intimate relationships, and explain that people can experience emotional, romantic and sexual attraction with people of different or the same sex.  
• Know how online communication is different from face to face communication, including how people might behave online; and suggest ways to keep online relationships and communication safe and respectful.
• Know when, where and how to get help or support if worried about relationships of any sort.

 

Autumn 2

In this term, the unit of work is 'How will we grow and change?'.

The children will mainly focus on the following:-

• Know the names of external genitalia and internal reproductive organs, and describe how and why bodies change as we grow, including duirng puberty and suggest strategies to manage these.
• Know a wide vocabulary to describe different emotions in myself and others, and know how feelings change and ways to manage difficult feelings, including those related to change and loss. 

 

 

Year 6

Autumn 1

In this term, the unit of work is 'What will we change as we become more independent?'.

The children will mainly focus on the following:-

• Know different types of relationships, including loving and intimate relationships, and explain that people can experience emotional, romantic and sexual attraction with people of different or the same sex.

 

In No Outsiders, the story called The Flower, the children discussed why it is good to ask questions when there is something that we don't understand.  

 

Autumn 2

In this term, the unit of work is 'How do friendships change as we grow?'.

The children will mainly focus on the following:-

• Know how babies are conceived and born as part of the human life cycle.
• Know ways to prepare for and manage transitions positively between important stages in life or school.

In the No Outsiders session this half term, the children looked at the story of Rose Blanche who was a young girl who lived during the time of World War II.  The book helped the children to understand that sometimes in life we have to make difficult decisions.  The children took part in role play activities to explore the themes of the book.  

 

Spring Term 

Year 1

Spring 1

In this term, the unit of work is 'Who is special to us?'.

The children will mainly focus on the following:-

• Know who loves and cares for me, what it means to be a family and that families are all different.  
• Know who to tell if a relationship, or the actions of someone I don't know, has made me feel uncomfortable, upset or unsafe.

Spring 2

In this term, the unit of work is 'What can we do with money?'

The children will mainly focus on the following:-

• Know what money is, where it comes from, and how it can be looked after, saved or spent.

 

Year 2

Spring 1

In this term, the unit of work is 'What is bullying?'.

The children will mainly focus on the following:-

• Know what bullying and hurtful behaviour are, how they might make someone feel, that they are unacceptable, and who to ask for help.
  

Spring 2

In this term, the unit of work is 'What helps us to stay safe?'.

The children will mainly focus on the following:

• Know some rules that keep us safe and decide if a choice is safe or unsafe for our health, including at home, online, when travelling, and in the sun.
• Know what peer pressure might look or feel like in a friendship or in situation with other children, and ways to resist it. 
• Know that some people behave differently online and say some simple ways to keep online communication safe.
• Know who to tell if a relationship, or the actions of someone I don't know, has made me feel uncomfortable, upset or unsafe.

Year 3

Spring 1

In this term, the unit of work is 'What families are like?'.

The children will mainly focus on the following:

• Know how families are different and identify features of positive family life.
• Know how to express and discuss my views on topical issues, and listen respectfully to others.
• Know when, where and how to get help or support if worried about relationships of any sort.

 

Spring 2

In this term, the unit of work is 'Why should we keep active and sleep well?'.

The children will mainly focus on the following:

• Know a range of ways to keep healthy, that habits can have positive and negative effects on health, and how to manage pressure to do things that are not healthy.
• Know the link between physical and mental health and describe strategies that promote mental health for myself or others.
• Know the importance of balancing time online with other activities for physical and mental wellbeing.

Year 4

Spring 1

In this term, the unit of work is 'What strengths, skills and interests do we have?'.

The children will mainly focus on the following:

• Know things that make me who I am, that I am proud of and recognise how building personal strengths contribute to self-worth.
• Know ways to manage setbacks and unhelpful thinking.
• Know how to express and discuss my views on topical issues, and listen respectfully to others.
• Know my strengths, skills and achievements, and how these might help me choose a job, and use these to set goals.
• 

Spring 2

In this term, the unit of work is 'What makes up our identity?'.

The children will mainly focus on the following:

• Know the benefits of having diversity in our community and ways to promote inclusion in our school and community.
• Know what stereotypes, prejudice and discrimination mean, why we need to show others respect and how we can positively challenge discrimination. 
• Know a range of different rules, laws, and human rights, explain why they are important and possible consequences of not following rules.

 

Year 5

Spring 1

In this term, the unit of work is 'What decisions can people make with money?'.

The children will mainly focus on the following:

• Know the role of money, that it can be earned, saved and spent, and how to make decisions about different uses of money, including managing risks and influences.
• Know how financial decisions can impact people's emotions, including choices related to gambling.

Spring 2

In this term, the unit of work is 'How can we help in an accident or emergency?'.

The children will mainly focus on the following:

• Know or demonstrate how to respond in emergency situations, including basic first aid skills.

Year 6

Spring 1 and 2

In this term, the unit of work is 'How can we keep healthy as we grow?'.

The children will mainly focus on the following:

• Know the link between physical and mental health and describe strategies that promote mental health for myself or others.
• Know a range of ways to keep healthy, that habits can have positive and negative effects on health, and how to manage pressure to do things that are not health.
• Know how different substances, including legal and illegal drugs, can affect health positively and negatively; identify a range of associated risks and influences, and suggest ways to manage these.
• Know a range of sources of support (people who help children stay safe and healthy) and suggest who to ask in different situations, including if I or someone I know is at risk.
• Know the signs that I or someone else may need help with their physical health or mental wellbeing.

 

 

   

Summer

Year 1

Summer 1

In this term, the unit of work is 'Who helps to keep us safe?'.

The children will mainly focus on the following:

• Know some people who help children stay safe and healthy, say how or when they can help and why it is important to ask for help.
• Know how to get help in emergency situations and follow instructions to keep safe.

 

 

Summer 2

In this term, the unit of work is 'How can we look after each other and the world?'.

The children will mainly focus on the following:

• Know how I am the same and different to other people, and how to treat myself and other people with respect.
• Know some ways to care for the plants, animals and people around us and why this is important.

 

Year 2

Summer 1

In this term, the unit of work is 'What helps us grow and stay healthy?'.

The children will mainly focus on the following:

• Know some ways to keep healthy and explain why it is important.
• Know how to follow simple hygiene and dental health routines.
• Know ways to help myself and other people feel good, or feel better if not feeling good, such as sleep, regular exercise and balancing time on and offline.

Summer 2

In this term, the unit of work is 'What jobs can people do?'.

The children will mainly focus on the following:

• Know what money is, where it comes from, and how it can be looked after, saved or spent.
• Know that people have different strengths, identify some different jobs that people do and some skills needed for those jobs.

 

Year 3

Summer 1

In this term, the unit of work is 'Why should we eat well and look after our teeth?'.

The children will mainly focus on the following:

• Know a range of ways to keep healthy, that habits can have positive and negative effects on health, and how to manage pressure to do things that are not healthy.
• Know, demonstrate and give reasons for hygiene routines, and explain the importance of following them regularly.
• Know signs that I or someone else may need help with their physical health or mental wellbeing.
• Know a range of sources of support (people who help children stay safe and healthy) and suggest who to ask in different situations, including if I or someone I know is at risk.

Summer 2

In this term, the unit of work is 'What makes a community?'.

The children will mainly focus on the following:

• Know the benefits of having diversity in our community and ways to promote inclusion in our school and community.
• Know what discrimination is, recognise that everyone deserves to be treated with respect, and how discrimination can be challenged.

 

Year 4

Summer 1

In this term, the unit of work is 'How can we manage risks in different places?'.

The children will mainly focus on the following:

• Know safe or unsafe different choices for health and wellbeing, explain the purpose of laws, rules and restrictions to keep children safe, and how to use risk assessment skills to make safe choices.
• Know ways of reducing and managing risk at home, online on the road and elsewhere.
• Know why information online is not always true, suggest ways to assess whether online information is accurate and trustworthy, and explain how to report harmful content.

 

 

 

Summer 2

In this term, the unit of work is 'How can our choices make a difference to others and the environment?'.

The children will mainly focus on the following:

• Know our shared responsibilities and ways we can care for others and the environment, and how everyday choices impact the environment.  
• Know a range of different rules, laws, and human rights, explain why they are important and possible consequences of not following rules. 

Year 5

Summer 1

In this term, the unit of work is 'How can drugs common to everyday life affect health?'.

The children will mainly focus on the following:

• Know how different substances, including legal and illegal drugs, can affect health positively and negatively; identify a range of associated risks and influences, and suggest ways to manage these.
• Know peer influnce or pressure in a range of situations and suggest strategies to manage and respond to it.

 

 

 

Summer 2

In this term, the unit of work is 'What jobs would we like?'.

The children will mainly focus on the following:

• Know strengths, skills and achievements, how these might help me choose a job, and use these to set goals.
• Know some of the pathways into a range of jobs, and recognise that peoples' jobs can change over their lifetime.
• Know factors that might limit or support people's career choices, including stereotypes related to different jobs, and be ambitious for my future.

 

Year 6

Summer 1 and 2

In this term, the unit of work is 'How can the media influence people'.

The children will mainly focus on the following:

• Know how people use the internet in different ways, including how data is gathered and used, describe benefits and challenges of using the internet and safety rules to help minimise risk when using digital devices. 
• Know why information onine is not always true, suggest ways to assess whether online information is accurate and trustworthy, and explain how to report harmful content.
• Know the importance of balancing time online with other activities for physical and mental wellbeing.

 

 

 

 

 

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