Y6 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 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
Children will:
  • 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 24 - Sex and relationships
Children will:
  • Be able to describe the main stages of how a baby is made, using some scientific vocabulary.
  • Be able to describe some emotions associated with the onset of puberty and have strategies to deal with these positively.
  • Understand that puberty affects people in different ways both physically and emotionally.
  • Understand that the way they behave affects others and that they have some responsibility to others to make sure they are not hurt needlessly.
  • Describe some characteristics of a loving trusting relationship.
  • Understand some basic reasons why a couple might choose to have children.
  • Show awareness of some family arrangements which are different from theirs.
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.
MMR 18 - Managing change
Children will:
  • Be able to identify a range of situations which involve loss and change.
  • Recognise emotions associated with loss and change, and understand how these feelings can change.
  • Be able to identify what might help when experiencing difficult emotions.
  • Know how they can access support and how they can support other people.
  • Be able to reflect on their own experiences of change and describe some ways they have affected them.
  • Have developed strategies for coping with future changes, including transition to secondary school.
PSHE Cycle B Summer term
HSL 24 - Sex and relationships
Children will:
  • Be able to describe the main stages of how a baby is made, using some scientific vocabulary.
  • Be able to describe some emotions associated with the onset of puberty and have strategies to deal with these positively.
  • Understand that puberty affects people in different ways both physically and emotionally.
  • Understand that the way they behave affects others and that they have some responsibility to others to make sure they are not hurt needlessly.
  • Describe some characteristics of a loving trusting relationship.
  • Understand some basic reasons why a couple might choose to have children.
  • Show awareness of some family arrangements which are different from theirs.
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.
MMR 18 - Managing change
Children will:
  • Be able to identify a range of situations which involve loss and change.
  • Recognise emotions associated with loss and change, and understand how these feelings can change.
  • Be able to identify what might help when experiencing difficult emotions.
  • Know how they can access support and how they can support other people.
  • Be able to reflect on their own experiences of change and describe some ways they have affected them.
  • Have developed strategies for coping with future changes, including transition to secondary school.
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