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Denbigh PSHE Curriculum

Information about our curriculum.

Year 1 PSHE Curriculum

Health and Well-Being

  • Know what constitutes a healthy lifestyle, including the benefits of physical activity, rest, healthy eating and dental health.
  • Talk about good and not so good feelings and use vocabulary to describe his/her feelings to others.
  • Use simple strategies to manage feelings.
  • Know the importance of and how to maintain personal hygiene.
  • Name the main parts of the body.
  • Understand that household products, including medicines, can be harmful if not used properly.
  • Know rules for and ways of keeping physically and emotionally safe (including safety online, the responsible use of ICT, the difference between secrets and surprises and understanding not to keep adult’s secrets; road safety, cycle safety and safety in the environment (including rail, water and fire safety).
  • Know who to talk to if I am worried and how to attract their attention, ways that pupils can help these people to look after them.
  • Know of things I can do to help people.
  • Recognise that he/she shares responsibility for keeping his/herself safe; know when to say ‘yes’, ‘no’, I’ll ask and I’ll tell’.

Relationships

  • Communicate his/her feelings to others.
  • Learn to recognise how others feel and know how to respond.
  • Listen to others
  • Play and work with others.
  • Know that his/her behaviour can affect other people.
  • Learn to identify and respect the differences and similarities between people.
  • Identify special people (family, friends, carers), talk about what makes them special and how special people should care for one another.
  • Know the difference between secrets and surprises and the importance of not keeping secrets that make them feel anxious or uncomfortable.
  • Judge what kind of physical contact is acceptable.
  • Share his/her opinions on things that matter to him/her.

Economic well-being and being a responsible citizen

  • Contribute to the life of the classroom
  • Help construct, and agree to follow, group and class rules and understand how these rules help me.
  • Know that he/she belongs to various groups and communities such as family and school.
  • Know that he/she is unique.
  • Know that money comes from different sources and can be used for different purposes.
  • Show and understand that people and other living things have needs.

Year 2 PSHE Curriculum

Health and Well-Being

  • Talk about things he/she likes and dislikes; knows how to make real, informed choices that improve his/her physical and emotional health; recognises that choices can have good and not so good consequences
  • Recognise and celebrate his/her strengths and set simple but challenging goals
  • Talk about change and loss and the associated feelings (including moving home, losing toys, pets or friends)
  • Know how some diseases are spread and can be controlled by good personal hygiene and medication
  • Know some things he/she can do to help his/her own health and that of others (e.g. wash hands)
  • Understand that as he/she grows up they will have more independence and this will bring new responsibilities
  • Understand the process of growing from young to old and how people’s needs change over time
  • Name the main parts of the body and talk about the similarities and differences between boys and girls.
  • Knowth the rules for and ways of keeping physically and emotionally safe (including safety online, the responsible use of ICT, the difference between secrets and surprises and understanding not to keep adults’ secrets; road safety, cycle safety and safety in the environment (including rail , water and fire safety)
  • Know that household products, including medicines, can be harmful if not used properly
  • Recognise that he/she shares a responsibility for keeping his/herself and others safe; knows when to say, ‘yes’, ‘no’, ‘I’ll ask’ and ‘I’ll tell’
  • Know what is meant by ‘privacy’; right to keep things ‘private’ and the importance of respecting others’ privacy
  • Understand what is meant by ‘privacy’, that he/she has a right to keep things ‘private’ and the importance of respecting others’ privacy

Relationships

  • Share his/her opinions on things that matter to him/her and explain his/her views
  • Know that his/her behaviour can affect other people
  • Listen to other people and play and work cooperatively (including strategies to resolve simple arguments through negotiation)
  • Offer constructive support and feedback to others
  • Learn to identify and respect the differences and similarities between people including different family structures and challenging gender stereotypes
  • Know the difference between secrets and surprises and the importance of not keeping secrets that make them feel anxious or uncomfortable
  • Understand that there are different types of teasing and bullying, that these are wrong and unacceptable
  • Know that people’s bodies and feelings can be hurt
  • Recognise what is fair and unfair, kind and unkind, what is right and wrong
  • Know how to resist teasing or bullying, and what to do if he/she experience or witness it
  • Share his/her opinions on things that matter to him/her
  • Judge what kind of physical contact is acceptable, comfortable, unacceptable and uncomfortable and how to respond (including who to tell and how to tell them)

Economic well-being and being a responsible citizen

  • Contribute to the life of the classroom
  • Help construct, and agree to follow, group and class rules and to understand how these rules help me
  • Know he/she belongs to various groups and communities such as family and school
  • Recognise how he/she is the same and different to others
  • Show an understanding that people and other living things have needs and we have responsibilities to meet them (including being able to take turns, share and understand the need to return things that have been borrowed)
  • Talk about what improves and harms his/her local, natural and built environments and about some of the ways people look after them
  • Know that money comes from different sources and can be used for different purposes, including the concepts of spending and saving
  • Know about the role money plays in his/her life including how to manage his/her money, keep it safe, choices about spending money and what influences those choices
  • Know some ways we improve and harm our local, natural and built environments

Year  3 PSHE Curriculum

Health and Well-Being

  • Differentiate between the terms, ‘risk’, ‘danger’ and ‘hazard’
  • Recognise opportunities to make his/her own choices about food, what might influence his/her choices and the benefits of eating a balanced diet
  • Reflect on and celebrate his/her achievements, identify his/her strengths, areas for improvement, set high aspirations and goals
  • Demonstrate deeper understanding of good and not so good feelings, and can explain the intensity of his/her feelings to others
  • Know about change, including transitions (between Key Stages and schools), loss, separation, divorce and bereavement
  • Demonstrate a range of strategies for keeping physically and emotionally safe including road safety (including cycle safety- the Bikeability programme), safety in the environment (including rail , water and fire safety)
  • Understand that bacteria and viruses can affect health and that following simple routines can reduce their spread
  • Know which, why and how, commonly available substances and drugs (including alcohol and tobacco) could damage his/her immediate and future health and safety, that some are legal, some are restricted and some are illegal to own, use and supply to others
  • Know some strategies to keep safe on line and the importance of protecting personal information

Relationships

  • Understand that his/her behaviour affects others
  • Recognise and challenge stereotypes
  • Work collaboratively towards shared goals
  • Judge what kind of physical contact is acceptable or unacceptable and how to respond
  • Demonstrate awareness of different types of relationship, including those between acquaintances, friends, relatives and families
  • Recognise and respond appropriately to a wider range of feelings in others
  • Recognise what constitutes a positive, healthy relationship and develop the skills to form and maintain positive and healthy relationships
  • Know what to do and who to tell if someone is bullied

Living In The Wider World

  • Learn to consider the lives of people living in other places, and people of different values and customs
  • Realise the consequences of anti-social and aggressive behaviours such as bullying and discrimination of individuals
  • Know that there are different kinds of responsibilities, rights and duties at home, at school, in the community and towards the environment
  • Understand about the role money plays in his/her own and others’ lives
  • Know some ways to manage his/her money
  • Understand what being part of a community means
  • Begin to understand about enterprise and the skills that make someone ‘enterprising’

Year  4 PSHE Curriculum

Health and Well-Being

  • Know how to make informed choices (including recognising that choices can have positive, neutral and negative consequences) and to begin to understand the concept of a ‘balanced lifestyle’
  • Know about people who are responsible for helping me stay healthy and safe and ways that I can help these people
  • Reflect on and celebrate his/her achievements, identify his/her strengths, areas for improvement, set high aspirations and goals
  • Have a deeper understanding of good and not so good feelings, and am able to explain both the range and intensity of his/her feelings to others
  • Know about change, including transitions (between Key Stages and schools), loss, separation, divorce and bereavement
  • Demonstrate a range of strategies for keeping physically and emotionally safe including and safety online(including social media, the responsible use of ICT and mobile phones/tablets)
  • Know about people who are responsible for helping him/her stay healthy and safe and ways that he/she can help these people
  • Know which, why and how, commonly available substances and drugs (including alcohol and tobacco) could damage his/her immediate and future health and safety, that some are legal, some are restricted and some are illegal to own, use and supply to others
  • Recognise when and how to ask for help and use basic techniques for resisting pressure to do something dangerous, unhealthy, that makes him/her uncomfortable, anxious or that he/she believes to be wrong
  • Know strategies to keep safe on line and the importance of protecting personal information, including passwords, addresses and the distribution of images of his/herself and others

Relationships

  • Understand that his/her behaviour affects others
  • Recognise and challenge stereotypes
  • Develop strategies to resolve disputes and conflict through negotiation and appropriate compromise
  • Listen and respond respectfully to a wide range of people, to feel confident to raise his/her own concerns, to recognise and care about other people’s feelings and to try to see, respect and if necessary constructively challenge his/her point of view
  • Show awareness that marriage is a commitment freely entered into by both people, that no one should enter into a marriage if they don’t absolutely want to do so
  • Recognise what constitutes a positive, healthy relationship
  • Develop skills to form and maintain positive and healthy relationships
  • Know what to do and who to tell if someone is bullied

Living In The Wider World

  • Learn to consider the lives of people living in other places, and people of different values and customs
  • Realise the consequences of anti-social and aggressive behaviours such as bullying and discrimination of individuals and communities
  • Know how to resolve differences by looking at alternatives, seeing and respecting others’ points of view, making decisions and explaining choices
  • Understand what being part of a community means, and about the varied institutions that support communities locally and nationally
  • Know about the role money plays in his/her own and others’ lives, including how to manage his/her money and about being a critical consumer
  • Understand about enterprise and the skills that make someone ‘enterprising’

Year  5 PSHE Curriculum

Health and Well-Being

  • Reflect on and celebrate his/her achievements, identify his/her strengths, areas for improvement, set high aspirations and goals
  • Demonstrate a deeper understanding of good and not so good feelings and have the vocabulary that enables me to explain the range and intensity of these feelings to others
  • Recognise that he/she may experience conflicting emotions and learn to listen to his/her emotions and to manage them
  • Know how to take care of his/her body, understanding that he/she has autonomy and the right to protect his/her body from inappropriate and unwanted contact
  • Understand how his/her body will, and emotions may, change as he/she approaches and move through puberty
  • Know which, why and how, commonly available substances and drugs (including alcohol and tobacco) could damage his/her immediate and future health and safety, that some are legal, some are restricted and some are illegal to own, use and supply to others
  • Understand what is meant by the term ‘habit’ and why habits can be hard to change
  • Deepen his/her understanding of risk by recognising, predicting and assessing risks in different situations and deciding how to manage them responsibly (including sensible road use and risks in his/her local environment) and to use this as an opportunity to build resilience
  • Recognise his/her increasing independence brings increased responsibility to keep his/herself and others safe
  • Understand school rules about health and safety, basic emergency aid procedures, where and how to get help
  • Know strategies to keep safe on line and the importance of protecting personal information, including passwords, addresses and the distribution of images of his/herself and others
  • Know how to use a mobile phone responsibly -safe keeping (looking after it) and safe user habits (time limits, use of passcode, turning it off at night etc.)

Relationships

  • Understand that his/her behaviour affects others
  • Recognise and manage ‘dares’
  • Begin to realise the nature and consequences of discrimination, teasing, bullying and aggressive behaviours, how to respond and ask for help
  • Understand the concept of ‘keeping something confidential or secret’, when I should or should not agree to this and when it is right to ‘break a confidence’ or ‘share a secret’
  • Judge what kind of physical contact is acceptable or unacceptable and how to respond
  • Understand that civil partnerships and marriage are examples of stable, loving relationships and a public demonstration of the commitment made between two people who love and care for each other and want to spend their lives together and who are of the legal age to make that commitment
  • Recognise what constitutes a positive, healthy relationship
  • Develop the skills to form and maintain positive and healthy relationships
  • Recognise ways in which a relationship can be unhealthy and who to talk to if he/she needs support
  • Know what to do and who to tell if someone is bullied

Living In The Wider World

  • Consider the lives of people living in other places, and people of different values and customs
  • Demonstrate the skills needed to research, discuss and debate topical issues, problems and events concerning health and wellbeing
  • Understand why and how rules and laws that protect his/herself and others are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules
  • Appreciate the range of national, regional, religious and ethnic identities in the United Kingdom
  • Begin to think about the lives of people living in other places, and people with different values and customs
  • Understand what is meant by enterprise and have developed some skills that make someone ‘enterprising’
  • Explore and critique how the media present information
  • Understand that the information contained in social media can misrepresent or mislead the reader
  • Show he/she is developing an initial understanding of the concepts of ‘interest’, ‘loan’, ‘debt’, and ‘tax’ (e.g. his/her contribution to society through the payment of VAT)

Year  6 PSHE Curriculum

Health and Well-Being

  • Understand what positively and negatively affects his/her physical, mental and emotional health (including the media)
  • Recognise how images in the media do not always reflect reality and can affect how people feel about themselves
  • Reflect on and celebrate his/her achievements, identify his/her strengths, areas for improvement, set high aspirations and goals
  • Know about taking care of his/her body, understanding that he/she has autonomy and the right to protect his/her body from inappropriate and unwanted contact
  • Understand which, why and how, commonly available substances and drugs (including alcohol and tobacco) could damage his/her immediate and future health and safety, that some are legal, some are restricted and some are illegal to own, use and supply to others
  • Know about human reproduction
  • Understand that pressure to behave in an unacceptable, unhealthy or risky way can come from a variety of sources, including people he/she knows and the media
  • Recognise his/her increasing independence brings increased responsibility to keep his/herself and others safe
  • Demonstrate understanding that actions such as female genital mutilation (FGM) constitute abuse, are a crime and how to get support if he/she has fears for himself/herself or his/her peers
  • Know strategies to keep safe on line and the importance of protecting personal information, including passwords, addresses and the distribution of images of his/herself and others
  • Know how to use a mobile phone responsibly -safe keeping (looking after it) and safe user habits (time limits, use of passcode, turning it off at night etc.)
  • Know how to manage requests for images of his/herself and others and what is and is not appropriate to share

Relationships

  • Understand that his/her behaviour affects others
  • Recognise and manage ‘dares’
  • Understand that differences and similarities between people arise from a number of factors, including family, cultural, ethnic, racial and religious diversity, age, sex, gender identity, sexual orientation, and disability
  • Understand the concept of ‘keeping something confidential or secret’, when we should or should not agree to this and when it is right to ‘break a confidence’ or ‘share a secret’
  • Judge what kind of physical contact is acceptable or unacceptable and how to respond
  • Recognise what constitutes a positive, healthy relationship and develop the skills to form and maintain positive and healthy relationships
  • Recognise ways in which a relationship can be unhealthy and who to talk to if I need support
  • Recognise bullying and abuse in all its forms including prejudice based bullying in person and through social media
  • Know what to do and who to tell if someone is bullied

Living In The Wider World

  • Consider the lives of people living in other places, and people of different values and customs
  • Demonstrate the skills needed to research, discuss and debate topical issues, problems and events concerning health and wellbeing and offer his/her recommendations to appropriate people
  • Understand why and how rules and laws that protect his/herself and others are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules
  • Understand that everyone has human rights. All societies and that children have their own special rights set out in the United Nations Declaration of the Rights of the Child
  • Know that there are some cultural practices which are against British law and universal human rights, such as female genital mutilation
  • Understand that these universal rights are there to protect everyone and have primacy over national law and family and community practices
  • Understand that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment
  • Show an initial understanding of the concepts of ‘interest’, ‘loan’, ‘debt’, and ‘tax’ (e.g. his/her contribution to society through the payment of VAT)
  • Explore and critique how the media present information
  • Understand that the information contained in social media can misrepresent or mislead the reader
Denbigh Primary School