Personal, social, health & economic education curriculum

Index

Intent

At Saint James Primary School, we hold the Christian values of love, respect, and courage at the heart of our PSHE curriculum. We believe that PSHE is a crucial part of our curriculum, offering students the opportunity to enhance their emotional intelligence, express themselves, respect differing viewpoints, and reflect on their actions. Through this, they cultivate into confident individuals who exhibit emotional resilience in the face of life's challenges. Our curriculum not only imparts essential knowledge and skills, but also delves into discussions on safeguarding and relevant issues, tailored to our students. As they progress, they become independent citizens who understand their positive impact on both their local community and beyond. We empower our children to apply their skills in various enriching experiences like sports events, field trips, and leadership roles, fostering growth beyond the classroom.

I am me, I…

Express emotions and build healthy relationships

Embrace diversity and respect differing opinions

Prioritize my personal safety with courage

Understand personal, financial, and environmental responsibilities

Am confident and value my well-being

Navigate growth, change, and relationships with love

Implementation

• PSHE is taught weekly for an average of one hour.

• Our PSHE curriculum follows the SCARF scheme of work which is adapted to meet the needs of the children in our school. It includes the units below:

Rights and Responsibilities

Keeping Myself Safe

Growing and Changing

Me and My Relationships

Being My Best

Valuing Difference

• Lessons start with a recap from the previous lesson so that there are opportunities for the content to be revisited and prior learning built upon.

• Teachers use assessment for learning questions throughout the PSHE lesson as well as plenary questions to gauge learning at the end of the lesson.

• Children learn about the School Christian values and how they can use these to develop as well-rounded individuals who are confident learners. These are taught in class and also during Collective Worship following a weekly theme.

• A child is celebrated from each year group every week within Friday’s collective worship and all children have the opportunity to earn LRC points for demonstrating our Christian values.

• Teachers are encouraged to offer class discussions and ‘Circle Time’ when required.

• Year groups record learning using PSHE scrapbooks, sharing examples of the learning and discussions. We believe that rich learning in PSHE comes from the quality of discussion and reflection rather than the task completion of activities.

• As a school we promote the access of a range of texts from authors from a variety of backgrounds and use these as both reading and writing stimulus.

• Children are regularly and explicitly taught about how to keep themselves safe and use the internet and technology responsibly through their Computing sessions.

• The school recognises the role that sport plays in social and personal development and activity engages in a range of local authority events as well as after school clubs, ensuring that the majority of the school population have the opportunity to access such events.

Impact

Learning is assessed throughout the PSHE lesson and beyond.

• Children access an assessment for each unit which focuses on the key content of the 5 to 6 lessons. This assessment is then revisited to measure retention over time.

• The PSHE subject leader monitors curriculum provision through lesson observations as well as work sampling to ensure that teaching is of high quality.

• Most importantly, the PSHE subject leader conducts pupil interviews to assess how much the children have learnt and what the impact of the PSHE curriculum is. Pupil voice will be the leading indicator.

• Additionally, assessment outcomes are reviewed in order for the subject leader to evaluate the impact of the PSHE curriculum and to ensure the highest possible outcomes for children.

• The SCARF curriculum provides a number of useful resources along with other associations, such as the PSHE association, to ensure up to date subject knowledge.

Curriculum overview

A summary of the PSHE curriculum can be downloaded, or viewed in the accordian container below:

Download PSHE Curriculum overview (PDF)

Warning For additional information regarding the curriculum please email our Curriculum Leader

Year 1 curriculum

Recognise the importance of regular hygiene routines
Sequence personal hygiene routines into a logical order
Identify what they like about the school environment
Recognise who cares for and looks after the school environment
Demonstrate responsibility in looking after something (e.g. a class pet or plant)
Explain the importance of looking after things that belong to themselves or to others
Explain where people get money from
List some of the things that money may be spent on in a family home
Recognise that different notes and coins have different monetary value
Explain the importance of keeping money safe
Identify safe places to keep money
Understand the concept of 'saving money' (i.e. by keeping it in a safe placed and adding to it).
Understand that the body gets energy from food, water and air (oxygen)
Recognise that exercise and sleep are important parts of a healthy lifestyle
Recognise the importance of sleep in maintaining a healthy, balanced lifestyle
Identify simple bedtime routines that promote healthy sleep
Recognise emotions and physical feelings associated with feeling unsafe
Identify people who can help them when they feel unsafe
Recognise the range of feelings that are associated with loss
Understand that medicines can sometimes make people feel better when they’re ill
Explain simple issues of safety and responsibility about medicines and their use
Understand and learn the PANTS rules
Name and know which parts should be private
Explain the difference between appropriate and inappropriate touch
Understand that they have the right to say “no” to unwanted touch
Start thinking about who they trust and who they can ask for help.
Name major internal body parts (heart, lungs, blood, stomach, intestines, brain)
Understand and explain the simple bodily processes associated with them
Understand some of the tasks required to look after a baby
Explain how to meet the basic needs of a baby, for example, eye contact, cuddling, washing, changing, feeding
Identify things they could do as a baby, a toddler and can do now
Identify the people who help/helped them at those different stages
Explain the difference between teasing and bullying
Give examples of what they can do if they experience or witness bullying
Say who they could get help from in a bullying situation
Explain the difference between a secret and a nice surprise
Identify situations as being secrets or surprises
Identify who they can talk to if they feel uncomfortable about any secret they are told, or told to keep
Identify parts of the body that are private
Describe ways in which private parts can be kept private
Identify people they can talk to about their private parts.
Understand that classroom rules help everyone to learn and be safe
Explain their classroom rules and be able to contribute to making these
Recognise how others might be feeling by reading body language/facial expressions
Understand and explain how our emotions can give a physical reaction in our body (e.g. butterflies in the tummy etc.)
Identify a range of feelings
Identify how feelings might make us behave
Suggest strategies for someone experiencing 'not so good' feelings to manage these.
Recognise that people's bodies and feelings can be hurt
Suggest ways of dealing with different kinds of hurt
Recognise that they belong to various groups and communities such as their family
Explain how these people help us and we can also help them to help us.
Identify simple qualities of friendship
Suggest simple strategies for making up
Demonstrate attentive listening skills
Suggest simple strategies for resolving conflict situations
Give and receive positive feedback, and experience how this makes them feel
Recognise the importance of fruit and vegetables in their daily diet
Know that eating at least five portions of vegetables and fruit a day helps to maintain health
Recognise that they may have different tastes in food to others
Select foods from the Eatwell Guide (formerly Eatwell Plate) in order to make a healthy lunch
Recognise which foods we need to eat more of and which we need to eat less of to be healthy.
Understand how diseases can spread
Recognise and use simple strategies for preventing the spread of diseases
Recognise that learning a new skill requires practice and the opportunity to fail, safely
Understand the learning line's use as a simple tool to describe the learning process, including overcoming challenges
Demonstrate attentive listening skills
Suggest simple strategies for resolving conflict situations
Give and receive positive feedback, and experience how this makes them feel
Recognise how a person's behaviour (including their own) can affect other people.
Identify the differences and similarities between people
Empathise with those who are different from them
Begin to appreciate the positive aspects of these differences
Explain the difference between unkindness, teasing and bullying
Understand that bullying is usually quite rare
Explain some of their school rules and how those rules help to keep everybody safe
Identify some of the people who are special to them
Recognise and name some of the qualities that make a person special to them
Recognise and explain what is fair and unfair, kind and unkind
Suggest ways they can show kindness to others

Year 2 curriculum

Recognise the importance of regular hygiene routines
Sequence personal hygiene routines into a logical order
Identify what they like about the school environment
Recognise who cares for and looks after the school environment
Demonstrate responsibility in looking after something (e.g. a class pet or plant)
Explain the importance of looking after things that belong to themselves or to others
Explain where people get money from
List some of the things that money may be spent on in a family home
Recognise that different notes and coins have different monetary value
Explain the importance of keeping money safe
Identify safe places to keep money
Understand the concept of 'saving money' (i.e. by keeping it in a safe placed and adding to it).
Understand that the body gets energy from food, water and air (oxygen)
Recognise that exercise and sleep are important parts of a healthy lifestyle
Recognise the importance of sleep in maintaining a healthy, balanced lifestyle
Identify simple bedtime routines that promote healthy sleep
Recognise emotions and physical feelings associated with feeling unsafe
Identify people who can help them when they feel unsafe
Recognise the range of feelings that are associated with loss
Understand that medicines can sometimes make people feel better when they’re ill
Explain simple issues of safety and responsibility about medicines and their use
Understand and learn the PANTS rules
Name and know which parts should be private
Explain the difference between appropriate and inappropriate touch
Understand that they have the right to say “no” to unwanted touch
Start thinking about who they trust and who they can ask for help.
Name major internal body parts (heart, lungs, blood, stomach, intestines, brain)
Understand and explain the simple bodily processes associated with them
Understand some of the tasks required to look after a baby
Explain how to meet the basic needs of a baby, for example, eye contact, cuddling, washing, changing, feeding
Identify things they could do as a baby, a toddler and can do now
Identify the people who help/helped them at those different stages
Explain the difference between teasing and bullying
Give examples of what they can do if they experience or witness bullying
Say who they could get help from in a bullying situation
Explain the difference between a secret and a nice surprise
Identify situations as being secrets or surprises
Identify who they can talk to if they feel uncomfortable about any secret they are told, or told to keep
Identify parts of the body that are private
Describe ways in which private parts can be kept private
Identify people they can talk to about their private parts.
Understand that classroom rules help everyone to learn and be safe
Explain their classroom rules and be able to contribute to making these
Recognise how others might be feeling by reading body language/facial expressions
Understand and explain how our emotions can give a physical reaction in our body (e.g. butterflies in the tummy etc.)
Identify a range of feelings
Identify how feelings might make us behave
Suggest strategies for someone experiencing 'not so good' feelings to manage these.
Recognise that people's bodies and feelings can be hurt
Suggest ways of dealing with different kinds of hurt
Recognise that they belong to various groups and communities such as their family
Explain how these people help us and we can also help them to help us.
Identify simple qualities of friendship
Suggest simple strategies for making up
Demonstrate attentive listening skills
Suggest simple strategies for resolving conflict situations
Give and receive positive feedback, and experience how this makes them feel
Recognise the importance of fruit and vegetables in their daily diet
Know that eating at least five portions of vegetables and fruit a day helps to maintain health
Recognise that they may have different tastes in food to others
Select foods from the Eatwell Guide (formerly Eatwell Plate) in order to make a healthy lunch
Recognise which foods we need to eat more of and which we need to eat less of to be healthy.
Understand how diseases can spread
Recognise and use simple strategies for preventing the spread of diseases
Recognise that learning a new skill requires practice and the opportunity to fail, safely
Understand the learning line's use as a simple tool to describe the learning process, including overcoming challenges
Demonstrate attentive listening skills
Suggest simple strategies for resolving conflict situations
Give and receive positive feedback, and experience how this makes them feel
Recognise how a person's behaviour (including their own) can affect other people.
Identify the differences and similarities between people
Empathise with those who are different from them
Begin to appreciate the positive aspects of these differences
Explain the difference between unkindness, teasing and bullying
Understand that bullying is usually quite rare
Explain some of their school rules and how those rules help to keep everybody safe
Identify some of the people who are special to them
Recognise and name some of the qualities that make a person special to them
Recognise and explain what is fair and unfair, kind and unkind
Suggest ways they can show kindness to others

Year 3 curriculum

Recognise the importance of regular hygiene routines
Sequence personal hygiene routines into a logical order
Identify what they like about the school environment
Recognise who cares for and looks after the school environment
Demonstrate responsibility in looking after something (e.g. a class pet or plant)
Explain the importance of looking after things that belong to themselves or to others
Explain where people get money from
List some of the things that money may be spent on in a family home
Recognise that different notes and coins have different monetary value
Explain the importance of keeping money safe
Identify safe places to keep money
Understand the concept of 'saving money' (i.e. by keeping it in a safe placed and adding to it).
Understand that the body gets energy from food, water and air (oxygen)
Recognise that exercise and sleep are important parts of a healthy lifestyle
Recognise the importance of sleep in maintaining a healthy, balanced lifestyle
Identify simple bedtime routines that promote healthy sleep
Recognise emotions and physical feelings associated with feeling unsafe
Identify people who can help them when they feel unsafe
Recognise the range of feelings that are associated with loss
Understand that medicines can sometimes make people feel better when they’re ill
Explain simple issues of safety and responsibility about medicines and their use
Understand and learn the PANTS rules
Name and know which parts should be private
Explain the difference between appropriate and inappropriate touch
Understand that they have the right to say “no” to unwanted touch
Start thinking about who they trust and who they can ask for help.
Name major internal body parts (heart, lungs, blood, stomach, intestines, brain)
Understand and explain the simple bodily processes associated with them
Understand some of the tasks required to look after a baby
Explain how to meet the basic needs of a baby, for example, eye contact, cuddling, washing, changing, feeding
Identify things they could do as a baby, a toddler and can do now
Identify the people who help/helped them at those different stages
Explain the difference between teasing and bullying
Give examples of what they can do if they experience or witness bullying
Say who they could get help from in a bullying situation
Explain the difference between a secret and a nice surprise
Identify situations as being secrets or surprises
Identify who they can talk to if they feel uncomfortable about any secret they are told, or told to keep
Identify parts of the body that are private
Describe ways in which private parts can be kept private
Identify people they can talk to about their private parts.
Understand that classroom rules help everyone to learn and be safe
Explain their classroom rules and be able to contribute to making these
Recognise how others might be feeling by reading body language/facial expressions
Understand and explain how our emotions can give a physical reaction in our body (e.g. butterflies in the tummy etc.)
Identify a range of feelings
Identify how feelings might make us behave
Suggest strategies for someone experiencing 'not so good' feelings to manage these.
Recognise that people's bodies and feelings can be hurt
Suggest ways of dealing with different kinds of hurt
Recognise that they belong to various groups and communities such as their family
Explain how these people help us and we can also help them to help us.
Identify simple qualities of friendship
Suggest simple strategies for making up
Demonstrate attentive listening skills
Suggest simple strategies for resolving conflict situations
Give and receive positive feedback, and experience how this makes them feel
Recognise the importance of fruit and vegetables in their daily diet
Know that eating at least five portions of vegetables and fruit a day helps to maintain health
Recognise that they may have different tastes in food to others
Select foods from the Eatwell Guide (formerly Eatwell Plate) in order to make a healthy lunch
Recognise which foods we need to eat more of and which we need to eat less of to be healthy.
Understand how diseases can spread
Recognise and use simple strategies for preventing the spread of diseases
Recognise that learning a new skill requires practice and the opportunity to fail, safely
Understand the learning line's use as a simple tool to describe the learning process, including overcoming challenges
Demonstrate attentive listening skills
Suggest simple strategies for resolving conflict situations
Give and receive positive feedback, and experience how this makes them feel
Recognise how a person's behaviour (including their own) can affect other people.
Identify the differences and similarities between people
Empathise with those who are different from them
Begin to appreciate the positive aspects of these differences
Explain the difference between unkindness, teasing and bullying
Understand that bullying is usually quite rare
Explain some of their school rules and how those rules help to keep everybody safe
Identify some of the people who are special to them
Recognise and name some of the qualities that make a person special to them
Recognise and explain what is fair and unfair, kind and unkind
Suggest ways they can show kindness to others

Year 4 curriculum

Recognise the importance of regular hygiene routines
Sequence personal hygiene routines into a logical order
Identify what they like about the school environment
Recognise who cares for and looks after the school environment
Demonstrate responsibility in looking after something (e.g. a class pet or plant)
Explain the importance of looking after things that belong to themselves or to others
Explain where people get money from
List some of the things that money may be spent on in a family home
Recognise that different notes and coins have different monetary value
Explain the importance of keeping money safe
Identify safe places to keep money
Understand the concept of 'saving money' (i.e. by keeping it in a safe placed and adding to it).
Understand that the body gets energy from food, water and air (oxygen)
Recognise that exercise and sleep are important parts of a healthy lifestyle
Recognise the importance of sleep in maintaining a healthy, balanced lifestyle
Identify simple bedtime routines that promote healthy sleep
Recognise emotions and physical feelings associated with feeling unsafe
Identify people who can help them when they feel unsafe
Recognise the range of feelings that are associated with loss
Understand that medicines can sometimes make people feel better when they’re ill
Explain simple issues of safety and responsibility about medicines and their use
Understand and learn the PANTS rules
Name and know which parts should be private
Explain the difference between appropriate and inappropriate touch
Understand that they have the right to say “no” to unwanted touch
Start thinking about who they trust and who they can ask for help.
Name major internal body parts (heart, lungs, blood, stomach, intestines, brain)
Understand and explain the simple bodily processes associated with them
Understand some of the tasks required to look after a baby
Explain how to meet the basic needs of a baby, for example, eye contact, cuddling, washing, changing, feeding
Identify things they could do as a baby, a toddler and can do now
Identify the people who help/helped them at those different stages
Explain the difference between teasing and bullying
Give examples of what they can do if they experience or witness bullying
Say who they could get help from in a bullying situation
Explain the difference between a secret and a nice surprise
Identify situations as being secrets or surprises
Identify who they can talk to if they feel uncomfortable about any secret they are told, or told to keep
Identify parts of the body that are private
Describe ways in which private parts can be kept private
Identify people they can talk to about their private parts.
Understand that classroom rules help everyone to learn and be safe
Explain their classroom rules and be able to contribute to making these
Recognise how others might be feeling by reading body language/facial expressions
Understand and explain how our emotions can give a physical reaction in our body (e.g. butterflies in the tummy etc.)
Identify a range of feelings
Identify how feelings might make us behave
Suggest strategies for someone experiencing 'not so good' feelings to manage these.
Recognise that people's bodies and feelings can be hurt
Suggest ways of dealing with different kinds of hurt
Recognise that they belong to various groups and communities such as their family
Explain how these people help us and we can also help them to help us.
Identify simple qualities of friendship
Suggest simple strategies for making up
Demonstrate attentive listening skills
Suggest simple strategies for resolving conflict situations
Give and receive positive feedback, and experience how this makes them feel
Recognise the importance of fruit and vegetables in their daily diet
Know that eating at least five portions of vegetables and fruit a day helps to maintain health
Recognise that they may have different tastes in food to others
Select foods from the Eatwell Guide (formerly Eatwell Plate) in order to make a healthy lunch
Recognise which foods we need to eat more of and which we need to eat less of to be healthy.
Understand how diseases can spread
Recognise and use simple strategies for preventing the spread of diseases
Recognise that learning a new skill requires practice and the opportunity to fail, safely
Understand the learning line's use as a simple tool to describe the learning process, including overcoming challenges
Demonstrate attentive listening skills
Suggest simple strategies for resolving conflict situations
Give and receive positive feedback, and experience how this makes them feel
Recognise how a person's behaviour (including their own) can affect other people.
Identify the differences and similarities between people
Empathise with those who are different from them
Begin to appreciate the positive aspects of these differences
Explain the difference between unkindness, teasing and bullying
Understand that bullying is usually quite rare
Explain some of their school rules and how those rules help to keep everybody safe
Identify some of the people who are special to them
Recognise and name some of the qualities that make a person special to them
Recognise and explain what is fair and unfair, kind and unkind
Suggest ways they can show kindness to others

Year 5 curriculum

Recognise the importance of regular hygiene routines
Sequence personal hygiene routines into a logical order
Identify what they like about the school environment
Recognise who cares for and looks after the school environment
Demonstrate responsibility in looking after something (e.g. a class pet or plant)
Explain the importance of looking after things that belong to themselves or to others
Explain where people get money from
List some of the things that money may be spent on in a family home
Recognise that different notes and coins have different monetary value
Explain the importance of keeping money safe
Identify safe places to keep money
Understand the concept of 'saving money' (i.e. by keeping it in a safe placed and adding to it).
Understand that the body gets energy from food, water and air (oxygen)
Recognise that exercise and sleep are important parts of a healthy lifestyle
Recognise the importance of sleep in maintaining a healthy, balanced lifestyle
Identify simple bedtime routines that promote healthy sleep
Recognise emotions and physical feelings associated with feeling unsafe
Identify people who can help them when they feel unsafe
Recognise the range of feelings that are associated with loss
Understand that medicines can sometimes make people feel better when they’re ill
Explain simple issues of safety and responsibility about medicines and their use
Understand and learn the PANTS rules
Name and know which parts should be private
Explain the difference between appropriate and inappropriate touch
Understand that they have the right to say “no” to unwanted touch
Start thinking about who they trust and who they can ask for help.
Name major internal body parts (heart, lungs, blood, stomach, intestines, brain)
Understand and explain the simple bodily processes associated with them
Understand some of the tasks required to look after a baby
Explain how to meet the basic needs of a baby, for example, eye contact, cuddling, washing, changing, feeding
Identify things they could do as a baby, a toddler and can do now
Identify the people who help/helped them at those different stages
Explain the difference between teasing and bullying
Give examples of what they can do if they experience or witness bullying
Say who they could get help from in a bullying situation
Explain the difference between a secret and a nice surprise
Identify situations as being secrets or surprises
Identify who they can talk to if they feel uncomfortable about any secret they are told, or told to keep
Identify parts of the body that are private
Describe ways in which private parts can be kept private
Identify people they can talk to about their private parts.
Understand that classroom rules help everyone to learn and be safe
Explain their classroom rules and be able to contribute to making these
Recognise how others might be feeling by reading body language/facial expressions
Understand and explain how our emotions can give a physical reaction in our body (e.g. butterflies in the tummy etc.)
Identify a range of feelings
Identify how feelings might make us behave
Suggest strategies for someone experiencing 'not so good' feelings to manage these.
Recognise that people's bodies and feelings can be hurt
Suggest ways of dealing with different kinds of hurt
Recognise that they belong to various groups and communities such as their family
Explain how these people help us and we can also help them to help us.
Identify simple qualities of friendship
Suggest simple strategies for making up
Demonstrate attentive listening skills
Suggest simple strategies for resolving conflict situations
Give and receive positive feedback, and experience how this makes them feel
Recognise the importance of fruit and vegetables in their daily diet
Know that eating at least five portions of vegetables and fruit a day helps to maintain health
Recognise that they may have different tastes in food to others
Select foods from the Eatwell Guide (formerly Eatwell Plate) in order to make a healthy lunch
Recognise which foods we need to eat more of and which we need to eat less of to be healthy.
Understand how diseases can spread
Recognise and use simple strategies for preventing the spread of diseases
Recognise that learning a new skill requires practice and the opportunity to fail, safely
Understand the learning line's use as a simple tool to describe the learning process, including overcoming challenges
Demonstrate attentive listening skills
Suggest simple strategies for resolving conflict situations
Give and receive positive feedback, and experience how this makes them feel
Recognise how a person's behaviour (including their own) can affect other people.
Identify the differences and similarities between people
Empathise with those who are different from them
Begin to appreciate the positive aspects of these differences
Explain the difference between unkindness, teasing and bullying
Understand that bullying is usually quite rare
Explain some of their school rules and how those rules help to keep everybody safe
Identify some of the people who are special to them
Recognise and name some of the qualities that make a person special to them
Recognise and explain what is fair and unfair, kind and unkind
Suggest ways they can show kindness to others

Year 6 curriculum

Recognise the importance of regular hygiene routines
Sequence personal hygiene routines into a logical order
Identify what they like about the school environment
Recognise who cares for and looks after the school environment
Demonstrate responsibility in looking after something (e.g. a class pet or plant)
Explain the importance of looking after things that belong to themselves or to others
Explain where people get money from
List some of the things that money may be spent on in a family home
Recognise that different notes and coins have different monetary value
Explain the importance of keeping money safe
Identify safe places to keep money
Understand the concept of 'saving money' (i.e. by keeping it in a safe placed and adding to it).
Understand that the body gets energy from food, water and air (oxygen)
Recognise that exercise and sleep are important parts of a healthy lifestyle
Recognise the importance of sleep in maintaining a healthy, balanced lifestyle
Identify simple bedtime routines that promote healthy sleep
Recognise emotions and physical feelings associated with feeling unsafe
Identify people who can help them when they feel unsafe
Recognise the range of feelings that are associated with loss
Understand that medicines can sometimes make people feel better when they’re ill
Explain simple issues of safety and responsibility about medicines and their use
Understand and learn the PANTS rules
Name and know which parts should be private
Explain the difference between appropriate and inappropriate touch
Understand that they have the right to say “no” to unwanted touch
Start thinking about who they trust and who they can ask for help.
Name major internal body parts (heart, lungs, blood, stomach, intestines, brain)
Understand and explain the simple bodily processes associated with them
Understand some of the tasks required to look after a baby
Explain how to meet the basic needs of a baby, for example, eye contact, cuddling, washing, changing, feeding
Identify things they could do as a baby, a toddler and can do now
Identify the people who help/helped them at those different stages
Explain the difference between teasing and bullying
Give examples of what they can do if they experience or witness bullying
Say who they could get help from in a bullying situation
Explain the difference between a secret and a nice surprise
Identify situations as being secrets or surprises
Identify who they can talk to if they feel uncomfortable about any secret they are told, or told to keep
Identify parts of the body that are private
Describe ways in which private parts can be kept private
Identify people they can talk to about their private parts.
Understand that classroom rules help everyone to learn and be safe
Explain their classroom rules and be able to contribute to making these
Recognise how others might be feeling by reading body language/facial expressions
Understand and explain how our emotions can give a physical reaction in our body (e.g. butterflies in the tummy etc.)
Identify a range of feelings
Identify how feelings might make us behave
Suggest strategies for someone experiencing 'not so good' feelings to manage these.
Recognise that people's bodies and feelings can be hurt
Suggest ways of dealing with different kinds of hurt
Recognise that they belong to various groups and communities such as their family
Explain how these people help us and we can also help them to help us.
Identify simple qualities of friendship
Suggest simple strategies for making up
Demonstrate attentive listening skills
Suggest simple strategies for resolving conflict situations
Give and receive positive feedback, and experience how this makes them feel
Recognise the importance of fruit and vegetables in their daily diet
Know that eating at least five portions of vegetables and fruit a day helps to maintain health
Recognise that they may have different tastes in food to others
Select foods from the Eatwell Guide (formerly Eatwell Plate) in order to make a healthy lunch
Recognise which foods we need to eat more of and which we need to eat less of to be healthy.
Understand how diseases can spread
Recognise and use simple strategies for preventing the spread of diseases
Recognise that learning a new skill requires practice and the opportunity to fail, safely
Understand the learning line's use as a simple tool to describe the learning process, including overcoming challenges
Demonstrate attentive listening skills
Suggest simple strategies for resolving conflict situations
Give and receive positive feedback, and experience how this makes them feel
Recognise how a person's behaviour (including their own) can affect other people.
Identify the differences and similarities between people
Empathise with those who are different from them
Begin to appreciate the positive aspects of these differences
Explain the difference between unkindness, teasing and bullying
Understand that bullying is usually quite rare
Explain some of their school rules and how those rules help to keep everybody safe
Identify some of the people who are special to them
Recognise and name some of the qualities that make a person special to them
Recognise and explain what is fair and unfair, kind and unkind
Suggest ways they can show kindness to others