PSHEc

If you require any additional information regarding the curriculum other than that stated below, Skills Booklets are available from the school office which show all the objectives that children will be taught in all year groups for each subject. These booklets will be sent out at the start of each academic year.

 Additionally, you can find the National Curriculum at https://www.gov.uk/national-curriculum/overview or ask for a copy from the school office.

 

What is PSHCE?

PSHCE encompasses all areas designed to promote children’s personal, social and health development. It gives children the knowledge, skills and understanding that they need to stay healthy and safe, develop worthwhile relationships, respect differences, develop independence and responsibility, and make the most of their own abilities and those of others. It includes our work within Citizenship, S.E.A.L.

What is Citizenship education?

There are 3 interrelated strands in the framework: -

 

-                                  Social and moral responsibility

-                                  Community involvement

-                                  Political literacy

 

These are taught to prepare children to play an active role as members of a democratic society, to develop independence and responsibility, and to make informed choices about their own lifestyle.

 

At Great Paxton CE Primary school we see PSHCE as being at the centre of the teaching and learning of our pupils. It has a positive influence on the ethos, learning and relationships in the school and therefore receives the full commitment and involvement of the school community as a whole.

We aim to provide a secure and caring atmosphere where moral and spiritual values will be developed throughout the whole curriculum. We believe that by developing the ‘whole person’ we will enable individuals to lead a rewarding, satisfying and fulfilling life. Personal, Social, Health, Citizenship Education provides the opportunity for all members of the school team to explore and understand their relationship to themselves, to others and to the world we live in.

 

What is S.E.A.L.?

SEAL (social and emotional aspects of learning) is a teaching programme which helps children in their personal, social and emotional development. It brings together work we have been teaching in our PSHCE curriculum and each term a  topic is taught across the whole school. These topics will be

New Beginnings

Getting on and falling out

Say No to Bullying

Going for Goals

Good to be me

Relationships

Changes 

 

Objectives for 2016-2017:

Year 1

Rights, Rules & Responsibilities

  • Describe their responsibilities.
  • Be able to describe some of the responsibilities they have in the classroom and towards family and friends.
  • Be able to state classroom ground rules and explain how they have been made.
  • Understand why we have classroom rules and describe what the classroom would be like without them.
  • Be able to explain what is meant by voting and be able to name some people who make decisions at school.
  • Share information, opinions and feelings and listen to those of others, as part of a class discussion.

 

Drug Education

  • Have a basic understanding of how things can get in the body and that some can be helpful and some can be harmful.
  • Be aware of safety rules concerning medicines and be able to name people who could help them take them safely.
  • Understand that there can be alternatives to medicine use to feel better.
  • Be able to recognise simple risks and suggest ways of managing given scenarios.

 

Anti-bullying

  • Be able to give examples of the different forms of bullying.
  • Be starting to understand that sometimes people are bullied because they may be different in some way from others.
  • Be able to describe how it feels to be bullied or see someone else being bullied.
  • Be starting to demonstrate simple ways of responding to bullying including the need to be assertive.
  • Be able to demonstrate how to be kind to bullied children.
  • Be able to identify places where bullying may occur at school and be starting to suggest simple strategies to make the school a safer place where bullying is less likely to occur.

 

My Emotions

  • Be able to describe how they are feeling, including how strong that feeling is.
  • Be able to recognise feelings in others.
  • Have developed some strategies to deal with their own strong emotions, including calming and relaxing themselves.
  • Know that there is a link between thoughts, feelings and behaviour.
  • Begin to understand that how they feel can affect how they approach and tackle tasks, including learning, and have some strategies for regaining a positive frame of mind.
  • Have developed some understanding of the difference between behaviour which is impulsive and that which is thought through.
  • Be able, with support, to use a simple problem solving process and have some strategies to calm themselves down to be ready to solve a problem.
  • Know what it feels and looks like to be assertive.

 

Diversity & Communities

  • Be able to describe aspects of their identity, and recognise some similarities and differences between themselves and others.
  • Know about some similarities and differences in people’s lifestyles, including different groups they and other people belong to.
  • Be able to describe places in their community, how they and others might use them, and who is available to help them.
  • Understand how they can help look after the school environment, and make a contribution to doing so.
  • Know what animals and plants need to survive, and how they can help look after them.

 

Safety Contexts

  • Recognise dangers that traffic poses to them as car passengers and pedestrians.
  • Be able to identify safe places to cross in the local area.
  • Know that wearing suitable clothing, a hat and sun cream are ways to stay safer in the sun.
  • Be able to explain a simple strategy for action if they are lost.•
  • Be able to explain simple precautions to take when using • playgrounds.
  • Understand ways of preventing common accidents in school • or on the school playground.

 

Personal Safety

  • Be able to contribute to discussions about personal safety and take an active part in class activities.
  • Be able to identify people at home, at school and in other contexts of their lives to include in their Safety Circle and who they can go to if they have a worry, or a ‘no’ or ‘I’m not sure’ feeling.
  • Be able to identify safer places to work and play and know what to do if they get lost.
  • Be able to identify the difference between good and bad secrets as well as ‘yes’ and ‘no’ touches, understanding that they are able to say ‘no’ and tell someone on their Safety Circle.

 

Healthy Lifestyles

  • Be able to give examples of how to be healthy and to reflect on their own lifestyles and choices.
  • Be able to explain why healthy eating and physical activity are both important.
  • Know the difference between being active and inactive and know how to maintain health.
  • Be able to say what changes physical and emotionally when they are active.
  • Be able to talk about food likes and dislikes and give reasons.
  • Understand that food can be divided into different groups and know that for good health we need a balanced diet.

 

Year 2

 

Rights, Rules & Responsibilities

  • Describe their responsibilities.
  • Be able to describe some of the responsibilities they have in the classroom and towards family and friends.
  • Be able to state classroom ground rules and explain how they have been made.
  • Understand why we have classroom rules and describe what the classroom would be like without them.
  • Be able to explain what is meant by voting and be able to name some people who make decisions at school.
  • Share information, opinions and feelings and listen to those of others, as part of a class discussion.

 

Drug Education

  •  Have a basic understanding of how things can get in the body and that some can be helpful and some can be harmful.
  • Be aware of safety rules concerning medicines and be able to name people who could help them take them safely.
  • Understand that there can be alternatives to medicine use to feel better.
  • Be able to recognise simple risks and suggest ways of managing given scenarios.

 

Anti-bullying

  • Be able to give examples of the different forms of bullying.
  • Be starting to understand that sometimes people are bullied because they may be different in some way from others.
  • Be able to describe how it feels to be bullied or see someone else being bullied.
  • Be starting to demonstrate simple ways of responding to bullying including the need to be assertive.
  • Be able to demonstrate how to be kind to bullied children.
  • Be able to identify places where bullying may occur at school and be starting to suggest simple strategies to make the school a safer place where bullying is less likely to occur.

 

My Emotions

  • Be able to describe how they are feeling, including how strong that feeling is.
  • Be able to recognise feelings in others.
  • Have developed some strategies to deal with their own strong emotions, including calming and relaxing themselves.
  • Know that there is a link between thoughts, feelings and behaviour.
  • Begin to understand that how they feel can affect how they approach and tackle tasks, including learning, and have some strategies for regaining a positive frame of mind.
  • Have developed some understanding of the difference between behaviour which is impulsive and that which is thought through.
  • Be able, with support, to use a simple problem solving process and have some strategies to calm themselves down to be ready to solve a problem.
  • Know what it feels and looks like to be assertive.

 

Diversity & Communities

  • Be able to describe aspects of their identity, and recognise some similarities and differences between themselves and others.
  • Know about some similarities and differences in people’s lifestyles, including different groups they and other people belong to.
  • Be able to describe places in their community, how they and others might use them, and who is available to help them.
  • Understand how they can help look after the school environment, and make a contribution to doing so.
  • Know what animals and plants need to survive, and how they can help look after them.

 

Safety Contexts

  • Recognise dangers that traffic poses to them as car passengers and pedestrians.
  • Be able to identify safe places to cross in the local area.
  • Know that wearing suitable clothing, a hat and sun cream are ways to stay safer in the sun.
  • Be able to explain a simple strategy for action if they are lost.•
  • Be able to explain simple precautions to take when using • playgrounds.
  • Understand ways of preventing common accidents in school • or on the school playground.

 

Personal Safety

  • Be able to contribute to discussions about personal safety and take an active part in class activities.
  • Be able to identify people at home, at school and in other contexts of their lives to include in their Safety Circle and who they can go to if they have a worry, or a ‘no’ or ‘I’m not sure’ feeling.
  • Be able to identify safer places to work and play and know what to do if they get lost.
  • Be able to identify the difference between good and bad secrets as well as ‘yes’ and ‘no’ touches, understanding that they are able to say ‘no’ and tell someone on their Safety Circle.

 

Healthy Lifestyles

  • Be able to give examples of how to be healthy and to reflect on their own lifestyles and choices.
  • Be able to explain why healthy eating and physical activity are both important.
  • Know the difference between being active and inactive and know how to maintain health.
  • Be able to say what changes physical and emotionally when they are active.
  • Be able to talk about food likes and dislikes and give reasons.
  • Understand that food can be divided into different groups and know that for good health we need a balanced diet.

 

Year3

Rights, Rules & Responsibilities

  • Be able to explain the difference between wants and needs.
  • Be able to explain why rights are important.
  • Be able to explain that rights come with responsibilities and explain how these responsibilities affect their actions.
  • Be able to explain why rules are needed and be able to identify those which are necessary and useful.
  • Participate in making class ground rules and show or explain what following the rules looks like.
  • Suggest different ways of making a decision and ways they can influence decision making in school.
  • Be able to describe what a representative does.
  • Take part in simple debating and voting.

 

Drug Education

  • Have a basic understanding of how a drug can enter the body and • the bloodstream.
  • Be able to explain some ways in which medicines are used and • describe some of the professionals who work with them.
  • Have clear ideas about medicine safety and have some ideas for • keeping safe and asking for help.
  • Know that nicotine and alcohol are drugs and describe some of their • effects.
  • Have begun to consider why some people choose to use nicotine • and alcohol.
  • Have thought about influence and persuasion and will demonstrate • some skills to counter these.

 

Anti-bullying

  • Understand that bullying is deliberately hurtful behaviour and be able to give a range of examples of different forms of bullying including simple forms of cyberbullying.
  • Understand that sometimes people are bullied because of issues relating to their identity e.g. ethnicity, religion, culture or family life.
  • Be able to describe the feelings of those involved in bullying including those who bully others.
  • Be able to describe and demonstrate a number of assertiveness techniques when responding to bullying and be starting to show that they can support a child in a bullying situation.
  • be able to provide reasons for why bullying may occur in certain parts of the school and suggest a range of strategies to make the school a safer place where bullying is less likely to occur.

 

My Emotions

  • Be able to recognise and describe feelings in others, using non- verbal as well as spoken cues.
  • Have developed some strategies to deal with their own strong emotions and with feeling overwhelmed.
  • Know that there is a link between thoughts, feelings and behaviour.
  • Understand that how they feel can affect how they approach and tackle tasks and have some strategies for remaining positive.
  • Have developed some understanding of the ‘fight or flight’ response and how this can affect behaviour.
  • Begin to use a simple problem solving process, sometimes independently, and have some strategies to solve a problem.
  • Know what it feels and looks like to be assertive and when it might be appropriate.

 

Diversity & Communities

  • similarities and differences between themselves and others.
  • recognise difference and respect diversity, including the importance • of recognising and challenging stereotypes.
  • know about groups and communities that exist locally, and the roles • some people play in the community.
  • Understand some different forms the media can take and some of • what it does.
  • Understand some of the needs of and how to care for the local • environment.
  • Know about the needs of animals, including pets, and the • responsibilities of humans towards them.

 

Safety Contexts

  • Know the 5 elements of the Green Cross Code and describe the types of clothing which make them easily visible to traffic.
  • Understand the dangers of fire, including smoke inhalation and be able to suggest some simple courses of action they can take.
  • Know some safety rules for beaches and inland waterways.
  • Be able to suggest some general rules for safety and ways they can contribute to their own safety on a school trip.
  • Be able to describe preventable and unintentional accidents.

 

Personal Safety

  • Be able to contribute to discussions and listen to other view points about personal safety   and take an active part in class activities including using assertive voice and body language
  • Be able to identify trusted adults to include in their Network of Support, and who they can go to if they have a worry or a ‘no’ or ‘I’m not sure’ feeling.
  • Be able to explain what their ‘sixth sense’ is and how this contributes to assessing different levels of risk.
  • Be able to identify the difference between good and bad secrets and tricks as well as ‘yes’ and ‘no’ touches, understanding that they are able to say ‘no’ and tell someone on their Network of Support
  • Be able to identify and name body parts, including the sexual parts.

 

Healthy Lifestyles

  • Know that they can make choices which are healthy or unhealthy and reflect on their own lifestyle.
  • Know that eating healthily, being active and sleeping all contribute to a healthy lifestyle.
  • Understand some of the reasons people sometimes make unhealthy choices.
  • Be able to talk about some of the physical and mental benefits of exercise.
  • Know that a healthy lifestyle involves choosing a range of activities, some of which will be more active than others.
  • Be able to state some of the influences on food choices and some of the persuasive methods used in advertising.
  • Understand why our bodies need foods from each of the food groups and be able to suggest daily menus or meals.
  • Be able to talk about the benefits of food for our bodies and plan and prepare simple healthy meals or snacks.
  • Know why dental hygiene is important and how they can look after their teeth.


Year4

Rights, Rules & Responsibilities

  • Be able to explain the difference between wants and needs.
  • Be able to explain why rights are important.
  • Be able to explain that rights come with responsibilities and explain how these responsibilities affect their actions.
  • Be able to explain why rules are needed and be able to identify those which are necessary and useful.
  • Participate in making class ground rules and show or explain what following the rules looks like.
  • Suggest different ways of making a decision and ways they can influence decision making in school.
  • Be able to describe what a representative does.
  • Take part in simple debating and voting.

 

Drug Education

  • Have a basic understanding of how a drug can enter the body and • the bloodstream.
  • Be able to explain some ways in which medicines are used and • describe some of the professionals who work with them.
  • Have clear ideas about medicine safety and have some ideas for • keeping safe and asking for help.
  • Know that nicotine and alcohol are drugs and describe some of their • effects.
  • Have begun to consider why some people choose to use nicotine • and alcohol.
  • Have thought about influence and persuasion and will demonstrate • some skills to counter these.

 

Anti-bullying

  • Understand that bullying is deliberately hurtful behaviour and be able to give a range of examples of different forms of bullying including simple forms of cyberbullying.
  • Understand that sometimes people are bullied because of issues relating to their identity e.g. ethnicity, religion, culture or family life.
  • Be able to describe the feelings of those involved in bullying including those who bully others.
  • Be able to describe and demonstrate a number of assertiveness techniques when responding to bullying and be starting to show that they can support a child in a bullying situation.
  • be able to provide reasons for why bullying may occur in certain parts of the school and suggest a range of strategies to make the school a safer place where bullying is less likely to occur.

 

My Emotions

  • Be able to recognise and describe feelings in others, using non- verbal as well as spoken cues.
  • Have developed some strategies to deal with their own strong emotions and with feeling overwhelmed.
  • Know that there is a link between thoughts, feelings and behaviour.
  • Understand that how they feel can affect how they approach and tackle tasks and have some strategies for remaining positive.
  • Have developed some understanding of the ‘fight or flight’ response and how this can affect behaviour.
  • Begin to use a simple problem solving process, sometimes independently, and have some strategies to solve a problem.
  • Know what it feels and looks like to be assertive and when it might be appropriate.

 

Diversity & Communities

  • similarities and differences between themselves and others.
  • recognise difference and respect diversity, including the importance • of recognising and challenging stereotypes.
  • know about groups and communities that exist locally, and the roles • some people play in the community.
  • Understand some different forms the media can take and some of • what it does.
  • Understand some of the needs of and how to care for the local • environment.
  • Know about the needs of animals, including pets, and the • responsibilities of humans towards them.

 

Safety Contexts

  • Know the 5 elements of the Green Cross Code and describe the types of clothing which make them easily visible to traffic.
  • Understand the dangers of fire, including smoke inhalation and be able to suggest some simple courses of action they can take.
  • Know some safety rules for beaches and inland waterways.
  • Be able to suggest some general rules for safety and ways they can contribute to their own safety on a school trip.
  • Be able to describe preventable and unintentional accidents.

 

Personal Safety

  • Be able to contribute to discussions and listen to other view points about personal safety   and take an active part in class activities including using assertive voice and body language
  • Be able to identify trusted adults to include in their Network of Support, and who they can go to if they have a worry or a ‘no’ or ‘I’m not sure’ feeling.
  • Be able to explain what their ‘sixth sense’ is and how this contributes to assessing different levels of risk.
  • Be able to identify the difference between good and bad secrets and tricks as well as ‘yes’ and ‘no’ touches, understanding that they are able to say ‘no’ and tell someone on their Network of Support
  • Be able to identify and name body parts, including the sexual parts.

 

Healthy Lifestyles

  • Know that they can make choices which are healthy or unhealthy and reflect on their own lifestyle.
  • Know that eating healthily, being active and sleeping all contribute to a healthy lifestyle.
  • Understand some of the reasons people sometimes make unhealthy choices.
  • Be able to talk about some of the physical and mental benefits of exercise.
  • Know that a healthy lifestyle involves choosing a range of activities, some of which will be more active than others.
  • Be able to state some of the influences on food choices and some of the persuasive methods used in advertising.
  • Understand why our bodies need foods from each of the food groups and be able to suggest daily menus or meals.
  • Be able to talk about the benefits of food for our bodies and plan and prepare simple healthy meals or snacks.
  • Know why dental hygiene is important and how they can look after their teeth.

 

Year5

Rights, Rules & Responsibilities

  • Be able to explain the difference between wants and needs.
  • Be able to explain why rights are important.
  • Be able to explain that rights come with responsibilities and explain how these responsibilities affect their actions.
  • Be able to explain why rules are needed and be able to identify those which are necessary and useful.
  • Participate in making class ground rules and show or explain what following the rules looks like.
  • Suggest different ways of making a decision and ways they can influence decision making in school.
  • Be able to describe what a representative does.
  • Take part in simple debating and voting.

 

Drug Education

  • Have a basic understanding of how a drug can enter the body and • the bloodstream.
  • Be able to explain some ways in which medicines are used and • describe some of the professionals who work with them.
  • Have clear ideas about medicine safety and have some ideas for • keeping safe and asking for help.
  • Know that nicotine and alcohol are drugs and describe some of their • effects.
  • Have begun to consider why some people choose to use nicotine • and alcohol.
  • Have thought about influence and persuasion and will demonstrate • some skills to counter these.

 

Anti-bullying

  • Understand that bullying is deliberately hurtful behaviour and be able to give a range of examples of different forms of bullying including simple forms of cyberbullying.
  • Understand that sometimes people are bullied because of issues relating to their identity e.g. ethnicity, religion, culture or family life.
  • Be able to describe the feelings of those involved in bullying including those who bully others.
  • Be able to describe and demonstrate a number of assertiveness techniques when responding to bullying and be starting to show that they can support a child in a bullying situation.
  • be able to provide reasons for why bullying may occur in certain parts of the school and suggest a range of strategies to make the school a safer place where bullying is less likely to occur.

 

My Emotions

  • Be able to recognise and describe feelings in others, using non- verbal as well as spoken cues.
  • Have developed some strategies to deal with their own strong emotions and with feeling overwhelmed.
  • Know that there is a link between thoughts, feelings and behaviour.
  • Understand that how they feel can affect how they approach and tackle tasks and have some strategies for remaining positive.
  • Have developed some understanding of the ‘fight or flight’ response and how this can affect behaviour.
  • Begin to use a simple problem solving process, sometimes independently, and have some strategies to solve a problem.
  • Know what it feels and looks like to be assertive and when it might be appropriate.

 

Diversity & Communities

  • similarities and differences between themselves and others.
  • recognise difference and respect diversity, including the importance • of recognising and challenging stereotypes.
  • know about groups and communities that exist locally, and the roles • some people play in the community.
  • Understand some different forms the media can take and some of • what it does.
  • Understand some of the needs of and how to care for the local • environment.
  • Know about the needs of animals, including pets, and the • responsibilities of humans towards them.

 

Safety Contexts

  • Know the 5 elements of the Green Cross Code and describe the types of clothing which make them easily visible to traffic.
  • Understand the dangers of fire, including smoke inhalation and be able to suggest some simple courses of action they can take.
  • Know some safety rules for beaches and inland waterways.
  • Be able to suggest some general rules for safety and ways they can contribute to their own safety on a school trip.
  • Be able to describe preventable and unintentional accidents.

 

Personal Safety

  • Be able to contribute to discussions and listen to other view points about personal safety   and take an active part in class activities including using assertive voice and body language
  • Be able to identify trusted adults to include in their Network of Support, and who they can go to if they have a worry or a ‘no’ or ‘I’m not sure’ feeling.
  • Be able to explain what their ‘sixth sense’ is and how this contributes to assessing different levels of risk.
  • Be able to identify the difference between good and bad secrets and tricks as well as ‘yes’ and ‘no’ touches, understanding that they are able to say ‘no’ and tell someone on their Network of Support
  • Be able to identify and name body parts, including the sexual parts.

 

Healthy Lifestyles

  • Know that they can make choices which are healthy or unhealthy and reflect on their own lifestyle.
  • Know that eating healthily, being active and sleeping all contribute to a healthy lifestyle.
  • Understand some of the reasons people sometimes make unhealthy choices.
  • Be able to talk about some of the physical and mental benefits of exercise.
  • Know that a healthy lifestyle involves choosing a range of activities, some of which will be more active than others.
  • Be able to state some of the influences on food choices and some of the persuasive methods used in advertising.
  • Understand why our bodies need foods from each of the food groups and be able to suggest daily menus or meals.
  • Be able to talk about the benefits of food for our bodies and plan and prepare simple healthy meals or snacks.
  • Know why dental hygiene is important and how they can look after their teeth.


Year6

Drug Education

  • 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.

 

Anti-bullying

  • 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 identity based on 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.

 

 My Emotions

  • 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.

 

Diversity & Communities

  •  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.

 

Safety Contexts

  • 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.

 

Personal Safety

  • 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.

 

Healthy Lifestyles

  • 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.

 

Sex and Relationships Education

  • 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.

 

 

  • Christian value for September - Creation and Stewardship. The respect for Creation has faltered in the face of technological advances. What should we be doing now?

Strong Foundations
&High Expections