Y5 Personal, Social and Health Education

PSHE Cycle A Autumn term
MMR 14 - Beginning and belonging
Children will:
  • Be able to collaborate with other children to develop strategies and approaches to make the classroom a safe and happy place to learn.
  • Know the names of everyone in their class and be able to build new relationships.
  • Know how it feels to be in a new situation in different contexts, and have strategies for managing those emotions.
  • Be able to identify a range of people in their Support Networks, and know how to access help and support.
  • Have ideas for making new people feel welcome, and be able to offer support to others who need help.
Cit 9 - Working together
Children will:
  • Be able to identify their own strengths and skills, those of others and know how these can complement each other.
  • Be able to talk about skills they would like to develop and hopes for the future.
  • Understand that the ability to learn is a valuable skill.
  • Know some skills which might be useful in a range of jobs.
  • Communicate effectively, using listening, negotiation, debating and chairing skills.
  • Recognise influences on their decision making, including the media.
  • Know how to persevere.
  • Use evaluation and feedback to inform future work.
MMR 17 - Anti-bullying (including anti-bullying week)
Children will:
Be able to describe the key characteristics and forms of bullying.
Be able to talk about personal reasons why someone may engage in bullying.
Be beginning to identify and describe specific types of prejudice driven bullying.
Be able to describe the different roles of those involved in a bullying situation.
Be able to describe how peer pressure affects a situation, and demonstrate simple strategies to intervene in a bullying situation and defend a person who is being bullied.
Be able to describe confidently and demonstrate a number of assertiveness techniques.
Be beginning to identify places where bullying may take place in the community.
PSHE Cycle B Autumn term
Cit 11 - Rights, Rules and Responsibilities.
Children will:
  • Be able to state some of the rights in the United Nations Convention on the Rights of the Child and explain why they are important.
  • Identify some of the links between rights, rules and responsibilities.
  • Be able to suggest useful ground rules and give examples of what following the rules looks like.
  • Understand how rights and responsibilities can sometimes conflict with each other and suggest ways of resolving this in different situations.
  • Know why rules and laws are needed in society and explain some reasons why people sometimes break them.
  • Understand the role of parliament, MPs, local councils and councillors and link this with school councils.
  • Be able to express their views on a moral or social question and listen to the views of others.
MMR 16 - Family and Friends.
Children will:
  • Be able to identify the special people in their networks and to recognise how their networks have changed and developed.
  • Have developed ways of beginning new friendships and of maintaining existing ones during times of change.
  • Recognise and value differences between people and how that can be a positive aspect of their friendships.
  • Have strategies for managing some of the pressures in relationships.
  • Understand the importance of groups within friendships and recognise some of the pressures which can occur in group situations.
  • Know how to get support from people they trust and how they can support other people.
Cit 10 - Diversity and Communities. (including anti-bullying week)
Children will:
  • Be able to recognise aspects of their identity and understand how other people can influence their perception of themselves.
  • Be able to describe the ethnic make up of their community and different groups that live in Britain.
  • Recognise the negative effects of stereotyping and prejudice.
  • Know about how they and others, including volunteers, contribute to the community.
  • Understand about the role of the media and its possible influences.
  • Understand some ways of caring for the environment and the contribution they can make.
PSHE Cycle A Spring term
HSL 18 - Managing risk
Children will:

  • Be able to describe a positive and negative consequence of taking a risk.
  • Be able to give an example of a physical, social and emotional risk.
  • Be able to evaluate how risky something is and explain their reasoning.
  • Be able to describe a situation where they are responsible for their own safety and talk about the influence of others.
  • Understand and use the 'Stop, Decide, Do' strategy.
  • Be able to name some people in their network they would approach for help and describe how they might do this.
  • Be able to name some organisations where people can get help and support.
  • Know how to respond supportively when someone shares a problem with them.
  • Know how to put someone in the recovery position and make an emergency call.
HSL 19 - Safety contexts
Children will:
  • Be able to explain basic road safety rules, e.g. Green Cross Code.
  • Know some hazards associated with cycling and describe precautions they can take.
  • Understand that sunburn is bad for you and suggest ways to reduce the risk of sunburn.
  • Recognise that exposure to electricity can be dangerous and describe a range of risks in the home and how to avoid these.
  • Know some of the reasons that trains can be dangerous and describe how to behave safely around trains.
  • Be able to describe rules for maintaining safety at school and suggest ways in which the possibilities of accidents can be reduced.
MMR 15 - My emotions
Children will:
  • Be able to recognise and describe feelings in themselves and others, including mixed emotions and moods.
  • Be able to communicate effectively how they are feeling, including reasons for that feeling.
  • Regularly use some strategies to manage their feelings, including calming and relaxing themselves.
  • Begin to develop strategies for understanding and responding sensitively to others' emotions.
  • Use some strategies to regain a more positive outlook if necessary, understanding why and when this might be helpful.
  • Understand why and how they might become overwhelmed by strong emotions and have some strategies to help themselves, including asking for help.
  • Be able to use a simple problem solving process and sometimes support others to do so too.
  • Know what it feels and looks like to be assertive and understand some situations where being assertive might be important.
PSHE Cycle B Spring term
HSL 23 - Personal Safety (inc E-Safety)
Children will:
  • Be able to contribute to discussions about personal safety by listening to other view points and looking beneath the surface.
  • Be able to review trusted adults on their Network of Support.
  • Be able to define honesty and take part in exploring dilemmas involving honesty and dishonesty.
  • Be able to define what risk and peer group pressure are and how to respond to them using safety planning.
  • Be able to contribute to discussions around problem solving.
  • Be able to identify touches which break personal boundaries and understand that no-one should touch the intimate parts of their bodies.
E-safety
  • State some reasons why it is important to be careful about what they share online and give some examples of the risks involved.
  • Explain some ways of ensuring an online profile is as safe as possible, and review their own online profiles.
  • Know how to create and maintain a safe password.
  • Be able to explain the difference between personal and private information, giving examples, and know that private information should not be shared.
  • Suggest some strategies which they can use if they see or hear something online which makes them feel uncomfortable.
HSL 22 - Drug Education
Children will:
  • Be able to categorise drugs as medical, non-medical, legal and illegal.
  • understand the possible physical and psychological effects of drugs
  • Be able to distinguish between the reality of drug use and media representations.
  • Understand some of the laws relating to drugs.
  • Be able to identify risk and risk management strategies and know where they can get support.
  • Have begun to recognise influence and pressure and have related this to peers and the media.
  • Have found sources of reliable and accurate information.
PSHE Cycle A Summer term
HSL 20 - Sex and relationships
Children will:

  • Know and understand the appropriate use of the scientific names for the external and internal sexual parts of the body, and be able to explain basic functions.
  • Understand the main changes that will happen at puberty, know some ways to manage them, and how it affects people differently.
  • Have a basic understanding about body image, and have learnt some ways to support a positive body image for themselves and others.
  • Understand the importance of washing regularly and of maintaining other hygiene routines during puberty.
  • Understand ways they can prevent the spread of common diseases, and have a rudimentary understanding of HIV.
Body Image Enrichment unit
Children will:
  • Know that the idea of attractiveness is subjective, i.e. people will view it differently.
  • Suggest some ways in which their school supports and could support children to feel good about themselves.
  • Know some influences on their views of themselves, including decisions about what to wear.
  • Be able to state some of the messages given by 'makeover' programmes and articles, and how these are sometimes different for boys and girls.
  • Say what they admire in other people, whether famous or known to them.
  • Know that it is possible for people to represent themselves in a number of ways, both visually and in writing.
  • Say what it means to have a positive body image, what might influence this and reflect on their feelings about their own body.
  • Understand that there are links between puberty and body image.
  • Know what is possible and desirable to change about themselves.
HSL 21 - Healthy lifestyles
Children will:
  • Understand that there are a range of factors which contribute to a healthy lifestyle, including a healthy balanced food intake and physical activity.
  • Be able to state that different foods contain different nutrients, that these each have different benefits for our bodies and that therefore variety in the diet is important.
  • Be able to explain that different kinds and amounts of food provide different amounts of energy and be able to plan an appropriate energy balance for themselves.
  • Understand the benefits of physical activity for promoting health.
  • Understand that behaviour, routines and a variety of influences affect their lifestyle choices.
  • Explain that a healthy lifestyle includes physical, social and emotional health and how they can take responsibility for their own health.
PSHE Cycle B Summer term
HSL 20 - Sex and relationships
Children will:

  • Know and understand the appropriate use of the scientific names for the external and internal sexual parts of the body, and be able to explain basic functions.
  • Understand the main changes that will happen at puberty, know some ways to manage them, and how it affects people differently.
  • Have a basic understanding about body image, and have learnt some ways to support a positive body image for themselves and others.
  • Understand the importance of washing regularly and of maintaining other hygiene routines during puberty.
  • Understand ways they can prevent the spread of common diseases, and have a rudimentary understanding of HIV.
Body Image Enrichment unit
Children will:
  • Know that the idea of attractiveness is subjective, i.e. people will view it differently.
  • Suggest some ways in which their school supports and could support children to feel good about themselves.
  • Know some influences on their views of themselves, including decisions about what to wear.
  • Be able to state some of the messages given by 'makeover' programmes and articles, and how these are sometimes different for boys and girls.
  • Say what they admire in other people, whether famous or known to them.
  • Know that it is possible for people to represent themselves in a number of ways, both visually and in writing.
  • Say what it means to have a positive body image, what might influence this and reflect on their feelings about their own body.
  • Understand that there are links between puberty and body image.
  • Know what is possible and desirable to change about themselves.
HSL 21 - Healthy lifestyles
Children will:
  • Understand that there are a range of factors which contribute to a healthy lifestyle, including a healthy balanced food intake and physical activity.
  • Be able to state that different foods contain different nutrients, that these each have different benefits for our bodies and that therefore variety in the diet is important.
  • Be able to explain that different kinds and amounts of food provide different amounts of energy and be able to plan an appropriate energy balance for themselves.
  • Understand the benefits of physical activity for promoting health.
  • Understand that behaviour, routines and a variety of influences affect their lifestyle choices.
  • Explain that a healthy lifestyle includes physical, social and emotional health and how they can take responsibility for their own health.
EW 3 - Financial capability
Children will:
  • Have a broad view of what money is, including history, trade and currencies.
  • Understand that occupations require different skills and allow for different earnings, the deductions from which support others in the community.
  • Know that the choices we make and the ideas we have about money change according to individual circumstances, values, beliefs and culture.
  • Understand how our choices can have an impact on the local and wider communities.
  • Understand that managing money is complex and may involve risk but there are people who can help.
  • Have a broad view of what we mean by poverty and know something of its links with trade and charities.
  • Understand that feelings around money can be complex, difficult and changeable.
  • Be able to manage money effectively in real life situations, making informed choices, tracking spending and keeping within a budget