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PSHE

At Hayes Primary School, we aim to develop all aspects of our children's learning. One way that we ensure the development of our children as well rounded individuals is through our PSHE (Personal, Social, Health, and Economic) curriculum.

We have designed a personalised PSHE curriculum based on the objectives set out by the PSHE Association (www.pshe-association.org.uk). PSHE education is a statutory, planned, developmental programme of learning through which children and young people acquire the knowledge, understanding and skills they need to manage their lives now and in the future.

As part of our whole-school approach, PSHE education develops the qualities and attributes pupils need to thrive as individuals, family members and members of society. PSHE education equips pupils to live healthy, safe, productive, capable, responsible and balanced lives. It encourages them to be enterprising and supports them in making effective transitions, positive learning and career choices and in achieving economic wellbeing. A critical component of PSHE education is providing opportunities for children and young people to reflect on and clarify their own values and attitudes and explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future.

PSHE education contributes to personal development by helping pupils to build their confidence, resilience and self-esteem, and to identify and manage risk, make informed choices and understand what influences their decisions. It enables them to recognise, accept and shape their identities, to understand and accommodate difference and change, to manage emotions and to communicate constructively in a variety of settings. Developing an understanding of themselves, empathy and the ability to work with others will help pupils to form and maintain good relationships, develop the essential skills for future employability and better enjoy and manage their lives.

The PSHE programme of study is split into 3 main areas:

  • Health and Wellbeing
  • Relationships
  • Living in the Wider World

Click below to find out to find out about our children's PSHE learning.

Year 1 

Autumn 1 - Relationships

  • I can identify special people (family, friends, carers) and explain what makes them special and how special people should care for one another.
  • I can recognise what is fair and unfair, kind and unkind, what is right and wrong.
  • I can identify and respect the differences and similarities between people.

Autumn 2 - Health and Wellbeing

  • I understand what constitutes a healthy lifestyle including the benefits of physical activity, rest, healthy eating and dental health.
  • I can explore change and loss and the associated feelings (including moving home, losing toys, pets or friends).
  • I can explain the process of growing from young to old and how people’s needs change.

Spring 1  - Living in the Wider World

  • I know how I can contribute to the life of the classroom.
  • I know that I belong to a variety of groups and communities such as family and school.
  • I understand the difference between wants and needs. (Linking to UN declaration of the rights- needs links to the rights)

Spring 2 - Relationships

  • I can explain strategies for resisting teasing or bullying, if I experience or witness it, and whom to go to and how to get help.
  • I can recognise how my behaviour affects other people.
  • I can listen to other people and play and work cooperatively (including strategies for resolving simple arguments through negotiation).

Summer 1 - Health and Wellbeing

  • I know how some diseases are spread and can be controlled and I understand the responsibility I have for my own and others’ health.
  • I know that household products, including medicines, can be harmful if not used properly.
  • I recognise that I share a responsibility for keeping myself and others safe, when to say, ‘yes’, ‘no’, ‘I’ll ask’ and ‘I’ll tell’.

Summer 2  - Living in the Wider World

  • I know what can improve and harm my local, natural and built environments and can explain some of the ways people look after them.
  • I understand the role money plays in my life, including how to manage my money, e.g. how to keep it safe.
  • I can help construct, and agree to follow, group and class rules and to understand how these rules help them (Link to transition in Year 2).

 Year 2

Autumn 1 - Relationships

  • I know the difference between secrets and surprises and the importance of not keeping any secret that makes me feel uncomfortable, anxious or afraid.
  • I can recognise the different types of teasing and bullying and I understand that these are wrong and unacceptable.
  • I know that people’s bodies and feelings can be hurt (including what makes them feel comfortable and uncomfortable).

Autumn 2 - Health and Wellbeing

  • I can explain what I like and dislike, describe how to make real, informed choices that improve my physical and emotional health, and recognise that choices can have good and not so good consequences.
  • I can think about myself, learn from my experiences, recognise and celebrate my strengths and set simple but challenging goals.
  • I can explain the importance of and how to maintain personal hygiene.

Spring 1  - Living in the Wider World

  • I understand that people and other living things have rights and that I have responsibilities to meet them (including being able to take turns, share and understand the need to return things that have been borrowed).
  • I can explain the ways that we are all unique.
  • I can explain the ways that we are similar to other people and what we have in common.

Spring 2 - Relationships

  • I can offer constructive support and feedback to others.
  • I can communicate my feelings to others and recognise how others show feelings and how I should respond.
  • I can share my opinions on things that matter to me and explain my views through discussions with individuals and the whole class.

Summer 1 - Health and Wellbeing

  • I can explain about growing and changing and new opportunities and responsibilities that my increasing independence may bring.
  • I know the names for the main parts of the body (including external genitalia) and can explain the similarities and differences between boys and girls.
  • I can suggest rules for and ways of keeping physically and emotionally safe (including safety online, the responsible use of ICT).

Summer 2  - Living in the Wider World

  • I can explain that money comes from different sources and can be used for different purposes, including the concepts of spending and saving.
  • I can make choices about spending money and know what influences those choices.
  • I can help construct, and agree to follow, group and class rules and to understand how these rules help them (Link to transition in Year 3).

Year 3 

Autumn 1 - Relationships

  • I can recognise and respond appropriately to a wide range of feelings in others.
  • I can recognise and manage ‘dares’.
  • I can recognise and challenge stereotypes - focus on boys and girls in school. 

Autumn 2 - Health and Wellbeing

  •  I can identify and differentiate between the terms ‘risk,’ ‘danger,’ and ‘hazard.’
  • I can recognise how to make informed choices (including recognising that choices can have positive, neutral and negative consequences).
  • I can explain what positively and negatively affects my physical health.

Spring 1  - Living in the Wider World

  • I understand that the UN rights of the child are there to protect everyone and have primacy both over national law and family and community practices.
  • I understand that there are different kinds of responsibilities, rights and duties at home, at school, in the community.
  • I understand why class and school rules are important.

Spring 2 - Relationships

  • I understand the nature and consequences of discrimination, teasing, bullying and aggressive behaviours (including cyber bullying, use of prejudice-based language, how to respond and ask for help).
  • I know that my actions affect myself and others.
  • I can recognise bullying in all its forms.

Summer 1 - Health and Wellbeing

  • I understand how the pressure to behave in an unacceptable, unhealthy or risky way can come from a variety of sources, including people I know and the media.
  • I understand what is meant by the term ‘habit’ and why habits can be hard to change.
  • I can recognise, predict and assess risk in different situations and decide how to manage situations responsibly.

Summer 2  - Living in the Wider World

  • I know what being part of a community means, and about the varied institutions that support communities locally and nationally.
  • I understand that everyone has human rights, all peoples and all societies and that children have their own special rights set out in the United Nations Declaration of the Rights of the Child. (Rights Respecting). (Transition Year 4)
  • I understand my responsibilities towards the environment.

 Year 4

Autumn 1 - Relationships

  • I know the difference between acquaintances and friends.
  • I can listen and respond respectfully to a wide range of people, feel confident to raise my own concerns, recognise and care about other people's feelings and try to see, respect and if necessary constructively challenge others’ points of view.
  • I am aware of stereotypes between younger and older children. 

Autumn 2 - Health and Wellbeing

  • I can recognise opportunities to make my own choices about food and understand what might influence my choices.
  • I realise that I may experience conflicting emotions and know how to overcome these.
  • I can recognise when I need help and have the skills to ask for help; I know what techniques to use to resist peer pressure and the temptation to do something dangerous, unhealthy, that makes me uncomfortable or anxious, or that I think is wrong.

Spring 1  - Living in the Wider World

  • I can research, discuss and debate topical issues, problems and events concerning health and wellbeing and offer my recommendations to appropriate people. (Link to a current news item
  • I can explore and critique how the media present information.
  • I understand the rules we have outside of school. (Not enforced- unwritten rules- wearing a bike helmet into a shop/ not riding a scooter/bike in a shopping centre/ no hoods in a shopping centre).

Spring 2 - Relationships

  • I 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’.
  • I understand personal boundaries and I can identify what I am willing to share, with whom I am willing to share it and how to respect others’ right to privacy.
  • I know how to work collaboratively towards shared goals.

Summer 1 - Health and Wellbeing

  • I know a range of strategies for staying safe online and realise the importance of protecting my personal information, including passwords, addresses etc.
  • I understand how I can make choices to ensure I have a balanced lifestyle.
  • I can develop strategies for keeping physically and emotionally safe, including road safety.)

Summer 2  - Living in the Wider World

  • I can critique and express views on how the media present information.
  • I know how to resolve differences by looking at alternatives, seeing and respecting others’ points of view, making decisions and explaining choices.
  • To understand that everyone has human rights, all peoples and all societies and that children have their own special rights set out in the United Nations Declaration of the Rights of the Child. (Rights Respecting). (Transition Year5)

 Year 5

Autumn 1 - Relationships

  • I am aware of different types of relationship, including those between acquaintances, friends, relatives and families.
  • I know 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 (see ‘protected characteristics’ in the Equality Act 2010).
  • I can explore different stereotypes that exist within our society and the prejudice associated with them. 

Autumn 2 - Health and Wellbeing

  • I can reflect on and celebrate my achievements, identify my strengths and areas of improvement, and set high aspirations and goals.
  • I recognise that my increasing independence brings increased responsibility to keep myself and others safe.
  • I can explain what positively and negatively affects my mental health?

Spring 1  - Living in the Wider World

  • I can recognise the role of voluntary, community and pressure groups, especially in relation to health and wellbeing.
  • I understand the role money plays in my own and others’ lives.
  • I know the difference be between a rule and the law and why these are both important.

Spring 2 - Relationships

  • I understand the about the difference between sex and gender identity.
  • I understand that marriage is a commitment freely entered into by both people and that no one should enter into a marriage if they don’t absolutely want to do so. (general marriage- no need for detail on same sex marriage). I also understand that forcing someone to marry is a crime and there is support available for people affected by this.
  • I can judge what kind of physical contact is acceptable or unacceptable and know how to respond – NSPCC PANTS.

Summer 1 - Health and Wellbeing

  • I understand how to use mobile phones safely, including keeping the phone safe (looking after it) and safe user habits (time limits, passcodes, turning it off at night etc.).
  • I understand which, why and how, commonly available substances and drugs (including alcohol, tobacco and energy drinks) can damage their immediate and future health and safety.
  • I understand how my emotions my change as I approach puberty.

Summer 2  - Living in the Wider World

  • I understand that there are some cultural practices which are against British law and universal human rights, such as FGM.
  • I can critically examine what is presented to me on social media and understand why it is important to do so.
  • To understand that everyone has human rights, all peoples and all societies and that children have their own special rights set out in the United Nations Declaration of the Rights of the Child. (Rights Respecting). (Transition Yr 6)

 Year 6

Autumn 1 - Relationships

  • I can recognise ways in which a relationship can be unhealthy and who to talk to if I need support.
  • I can recognise bullying and abuse in all its forms (including prejudice-based bullying both in person and online/via text).
  • I know what constitutes a positive, healthy relationship and have developed the skills to form and maintain them.

Autumn 2 - Health and Wellbeing

  • I can recognise how images in the media do not always reflect reality and can impact on the way I feel about myself.
  • I understand the difference between good and not so good feelings and have the vocabulary to explain both the range and intensity of my feelings to others.
  • I can explain what positively and negatively affects my physical, mental and emotional health?

Spring 1  - Living in the Wider World

  • I have an initial understanding of the concepts of ‘interest’, ‘loan’, ‘debt’, and ‘tax’ (e.g. their contribution to society through the payment of VAT).
  • I understand the idea of enterprise and the skills that make someone ‘enterprising’.
  • I can explain how rules and laws protect people.

Spring 2 - Relationships

  • I understand sexual orientation and the terms associated with sex e.g. sex and gender.
  • I 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.
  • I understand that two people who love and care for one another can be in a committed relationship and not married or in a civil partnership.

Summer 1 - Health and Wellbeing

  • I understand different changes that will happen in my life, including transitions (between Key Stages and schools), loss, separation, divorce and bereavement.
  • I understand about human reproduction. (nurse visit)
  • I know how to manage requests for images of themselves or others; what is and is not appropriate to ask for or share; who to talk to if I feel uncomfortable or are concerned by a request.
  • I know how to take care of my body and understand that I have the right to protect my body from inappropriate contact and how to get help if needed. (FGM etc.)

Summer 2  - Living in the Wider World

  • I understand the consequences of anti-social, aggressive and harmful behaviours such as bullying and discrimination and can develop strategies for getting support for myself and others.
  • I can critically examine what is presented to me on social media and understand that some information is misleading.
  • I understand that everyone has human rights, all peoples and all societies and that children have their own special rights set out in the United Nations Declaration of the Rights of the Child. (Rights Respecting). (Transition to Secondary School).

Assemblies 

Autumn 1 - Relationships

KS1

  • I can 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) (PANTS Poster).
  • I know when people are being unkind to each other and how to respond, who to tell and what to say.

KS2

  • I know that my actions affect myself and others.
  • I know how to work collaboratively towards shared goals.

Autumn 2 - Health and Wellbeing

KS1

  • I can explain good and not so good feelings, use vocabulary to describe my feelings to others and use simple strategies for managing my feelings.
  • I know what is meant by ‘privacy’ and that I have a right to keep things ‘private’ and that others’ have the same right.

KS2

  • I know that bacteria and viruses can affect health and that following simple routines can reduce their spread.
  • I can understand and evaluate risks by recognising, predicting and assessing risks in different situations and deciding how to manage them responsibly (including sensible road use and risks in their local environment).

Spring 1  - Living in the Wider World

KS1

  • I know who looks after our school environment and how I can help.
  • I know who the people are in our community who look after me and protect me and how I can contact those people (including police and ambulance etc. dialling).

KS2

  • I can appreciate the range of national, regional, religious and ethnic identities in the United Kingdom.
  • I know what it means to be part of a community.

Spring 2 - Relationships

KS1

  • I can resolve simple arguments.
  • I can recognise how my behaviour affects other people.

KS2

  • I can recognise bullying and abuse in all its forms (including prejudice-based bullying both in person and online/via text).
  • I can develop strategies to resolve disputes and conflict through negotiation and appropriate compromise and to give rich and constructive feedback and support to benefit others as well as themselves.

Summer 1 - Health and Wellbeing

KS1

  • I know who looks after me and who I can go to if they are worried and how to attract their attention.
  • I can think about ways that I can help people who look after me to more easily protect me.

KS2

  • I understand about the school rules about health and safety, basic emergency procedures and where and how to get help.
  • I know who is responsible for helping me stay healthy and safe and how they help.

Summer 2  - Living in the Wider World

KS1

  • In know why I must follow rules (both in and out of school).
  • I know that people have choices about spending money and what influences those choices.

KS2

  • I can appreciate the range of national, regional, religious and ethnic identities in the United Kingdom.
  • I know that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment.