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PSHE

Our Vision at Corporation Road

Relationships, sex and health education (PSHE) and citizenship enables children to become healthy, independent and responsible members of society.

We encourage our pupils to play a positive role in contributing to the life of the school and the wider community. In doing so, we help develop their sense of self-worth. We teach them how society is organised and governed.

We ensure that they experience the process of democracy in school through the school council and lessons within the programme, whilst teaching them about rights and responsibilities. Children in our school, learn to appreciate what it means to be a positive member of a diverse, multicultural society.

DomainsKey Concepts
Rights and RespnsibilitiesLiving in the Wider World, Relationships and Health & Wellbeing
Feelings and FriendshipRelationships and Health & Wellbeing
Money Living in the Wider World, Relationships and Health & Wellbeing
Safety and RiskLiving in the Wider World, Relationships and Health & Wellbeing
HealthRelationships and Health & Wellbeing
IdentityLiving in the Wider World, Relationships and Health & Wellbeing

PSHE Progression Map

Rights and Responsibilities

For children to understand that they have a role within their local and wider community and to know that, as citizens, we can work together to make the world a better place. For children to develop the necessary knowledge and skills to become good citizens, being aware of their own mental health and wellbeing as well as the mental health and wellbeing of others. Children will know that they have rights and know how to protect them.

Feelings and Friendship

Children will be able to communicate and manage their own feelings as well as respond to a wide range of feelings in others. Children will know what constitutes healthy relationships and will have strategies to deal with negative things if/when they arise. Children will know that relationships and families can be diverse and that the important part is that they are positive and healthy. Children will have an understanding of how our bodies change, feelings which may arise and how to cope with these emotions as well as how to keep themselves clean.

Money

Children will understand what money is and the role it plays in their own and other’s lives. Children will know and have experience of how they can work with others to plan and reach given goals when raising money e.g. for school or charity.

Safety and Risk

Children will have skills and strategies which they will be able to use to keep themselves safe in school, at home, in the local and wider community as well as online. Children will know a range of people who can help to keep them safe and how they can communicate any concerns to them.

Health

Children will know what contributes to a healthy lifestyle and how to have a positive impact on their physical, mental and emotional health. Children will know the importance of making healthy choices as well as having a balanced diet.

Identity

For children to have a clear sense of their own identity. Children will understand that we all have similarities and difference which make us unique. Children will have an understanding of what it means to belong to a community and that we belong to a diverse community.

EYFS

Feelings and Friendships

Relationships

  • To recognise a range of emotions.

Health and Wellbeing

  • Talk about what we do when we are angry, cross or happy.
  • Talk about things that make us feel different emotions.
  • Talk about what we can do when we feel sad, cross, e.g. when someone takes away our toy

Money

Relationships

  • Talk about people who help us.

Safety and Risk

Living in the Wider World

  • Talk about road safety, stranger danger and fire safety.
  • Fire police and NHS and family.

Health and Wellbeing

  • Talk about who they can talk to when they are worried about something or sad.
  • Know that family and teachers are people they can talk to.

Health

Health and Wellbeing

  • Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe.
  • They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Identity

Living in the Wider World

  • They know about similarities and differences between themselves and others, and among families, communities and traditions.

Relationships

  • Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family.

Health and Wellbeing

  • Name the names for the main parts of the body.

Ongoing

  • To share their opinions on things that matter to them.
Year 1

Rights and Responsibilities

Living in the Wider World

  • How they can contribute to the life of the classroom and school.
  • To help construct, and agree to follow, group, class and school rules and to understand how these rules help them.
  • That they belong to different groups and communities such as family and school.

Relationships

  • To recognise that their behaviour can affect other people.
  • To recognise what is fair and unfair, kind and unkind, what is right and wrong.
  • To recognise when people are being unkind either to them or others, how to respond, who to tell and what to say.
  • That people’s bodies and feelings can be hurt (including what makes them feel comfortable and uncomfortable)

Feelings and Friendships

Relationships

  • To communicate their feelings to others, to recognise how others show feelings and how to respond

Health and Wellbeing

  • About good and not so good feelings, a vocabulary to describe their feelings to others and to develop simple strategies for managing feelings.
  • About change and loss and the associated feelings (including moving home, losing toys, pets or friends)

Safety and Risk

Living in the Wider World

  • About the ‘special people’ who work in their community and who are responsible for looking after them and protecting them; how people contact those special people when they need their help, including dialling 999 in an emergency.

Health and Wellbeing

  • Rules for and ways of keeping physically and emotionally safe including responsible ICT use and online safety, road safety, cycle safety and safety in the environment, rail, water and fire safety.
  • About people who look after them, their family networks, who to go to if they are worried and how to attract their attention.
  • About the ways that pupils can help the people who look after them to more easily protect them.
  • To recognise that they share a responsibility for keeping themselves and others safe, when to say, ‘yes’, ‘no’, ‘I’ll ask’ and ‘I’ll tell’ including knowing that they do not need to keep secrets

Health

Health and Wellbeing

  • What constitutes, and how to maintain, a healthy lifestyle including the benefits of physical activity, rest, healthy eating and dental health.
  • To recognise what they like and dislike, how to make real, informed choices that improve their physical and emotional health, to recognise that choices can have good and not so good consequences.

Identity

Living in the Wider World

  • Ways in which they are all unique; understand that there has never been and will never be another ‘them’.
  • Ways in which we are the same as all other people; what we have in common with everyone else

Relationships

  • To identify and respect the differences and similarities between people.
  • To identify their special people (family, friends, carers), what makes them special and how special people should care for one another.

Health and Wellbeing

  • To think about themselves, to learn from their experiences, to recognise and celebrate their strengths and set simple but challenging goals.
  • About the process of growing from young to old and how people’s needs change.
  • About growing and changing and new opportunities and responsibilities that increasing independence may bring
  • The names for the main parts of the body (including external genitalia) and the bodily similarities and differences between boys and girls

Ongoing

  • To share their opinions on things that matter to them and explain their views through discussions with one other person and the whole class.
Year 2

Rights and Responsibilities

Living in the Wider World

  • That people and other living things have rights and that everyone has responsibilities to protect those rights (including protecting others’ bodies and feelings; being able to take turns, share and understand the need to return things that have been borrowed).
  • What improves and harms their local, natural and built environments and develop strategies and skills needed to care for these (including conserving energy)

Relationships

  • To listen to other people and play and work cooperatively (including strategies to resolve simple arguments through negotiation).
  • To offer constructive support and feedback to others

Health and Wellbeing

  • What is meant by ‘privacy’; their right to keep things ‘private’; the importance of respecting others’ privacy

Feelings and Friendships

Relationships

  • To 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).
  • To recognise different types of teasing and bullying, to understand that these are wrong and unacceptable.
  • Strategies to resist teasing or bullying, if they experience or witness it, whom to go to and how to get help

Health and Wellbeing

  • About change and loss and the associated feelings (including moving home, losing toys, pets or friends).

Money

Living in the Wider World

  • That money comes from different sources and can be used for different purposes, including the concepts of spending and saving.
  • About the role money plays in their lives including how to keep it safe, choices about spending or saving money and what influences those choices

Safety and Risk

Relationships

  • The difference between secrets and nice surprises (that everyone will find out about eventually) and the importance of not keeping any secret that makes them feel uncomfortable, anxious or afraid

Health and Wellbeing

  • That household products, including medicines, can be harmful if not used properly.
  • Rules for and ways of keeping physically and emotionally safe including responsible ICT use and online safety, road safety, cycle safety and safety in the environment, rail, water and fire safety.
  • About people who look after them, their family networks, who to go to if they are worried and how to attract their attention

Health

Health and Wellbeing

  • The importance of, and how to, maintain personal hygiene.
  • How some diseases are spread and can be controlled; the responsibilities they have for their own health and that of others; to develop simple skills to help prevent diseases spreading.
  • What constitutes, and how to maintain, a healthy lifestyle including the benefits of physical activity, rest, healthy eating and dental health.

Identity

Living in the Wider World

  • That they belong to different groups and communities such as family and school.

Relationships

  • To identify and respect the differences and similarities between people.

Health and Wellbeing

  • To think about themselves, to learn from their experiences, to recognise and celebrate their strengths and set simple but challenging goals.
  • About the process of growing from young to old and how people’s needs change.
  • About growing and changing and new opportunities and responsibilities that increasing independence may bring.
  • The names for the main parts of the body (including external genitalia) and the bodily similarities and differences between boys and girls

Ongoing

  • To share their opinions on things that matter to them and explain their views through discussions with one other person and the whole class.
Year 3

Rights and Responsibilities

Living in the Wider World

  • That they have different kinds of responsibilities, rights and duties at home, at school, in the community and towards the environment; to continue to develop the skills to exercise these responsibilities

Relationships

  • That their actions affect themselves and others

Feelings and Friendships

Relationships

  • To recognise and respond appropriately to a wider range of feelings in others
  • How to recognise bullying and abuse in all its forms (including prejudice-based bullying both in person, online and through social media)

Health and Wellbeing

  • To deepen their understanding of good and not so good feelings, to extend their vocabulary to enable them to explain both the range and intensity of their feelings to others
  • To recognise that they may experience conflicting emotions and when they might need to listen to, or overcome these.
  • About change, including transitions (between key stages and schools), loss, separation, divorce and bereavement
  • About people who are responsible for helping them stay healthy and safe; how they can help these people to keep them healthy and safe

Money

Living in the Wider World

  • What is meant by enterprise and begin to develop enterprise skills

Relationships

  • To recognise and challenge stereotypes
  • To work collaboratively towards shared goals

Health and Wellbeing

  • To reflect on and celebrate their achievements, identify their strengths and areas for improvement, set high aspirations and goals.

Safety and Risk

Relationships

  • To judge what kind of physical contact is acceptable or unacceptable and how to respond
  • The concept of ‘keeping something confidential or secret’, when they should or should not agree to this and when it is right to ‘break a confidence’ or ‘share a secret’.

Health and Wellbeing

  • School rules about health and safety, basic emergency aid procedures, where and how to get help
  • That bacteria and viruses can affect health and that following simple routines can reduce their spread
  • Strategies for keeping physically and emotionally safe including road safety (including cycle safety-the Bike-ability programme), and safety in the environment (including rail, water and fire safety)
  • About people who are responsible for helping them stay healthy and safe; how they can help these people to keep them healthy and safe.

Health

Relationships

  • What positively and negatively affects their physical, mental and emotional health
  • 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’
  • To recognise opportunities and develop the skills to make their own choices about food, understanding what might influence their choices and the benefits of eating a balanced diet.

Ongoing

  • To listen and respond respectfully to a wide range of people, to feel confident to raise their own concerns, to recognise and care about other people’s feelings and to try to see, respect and if necessary, constructively challenge others’ points of view.
Year 4

Rights and Responsibilities

Living in the Wider World

  • To resolve differences by looking at alternatives, seeing and respecting others’ points of view, making decisions and explaining choices.

Relationships

  • To recognise and respond appropriately to a wider range of feelings in others
  • To recognise what constitutes a positive, healthy relationship and develop the skills to form and maintain positive and healthy relationships
  • To 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.

Feelings and Friendships

Health and Wellbeing

  • To recognise that they may experience conflicting emotions and when they might need to listen to, or overcome these
  • That bacteria and viruses can affect health and that following simple routines can reduce their spread
  • How their body will, and their emotions may, change as they approach and move through puberty.

Money

Living in the Wider World

  • What is meant by enterprise and begin to develop enterprise skills

Relationships

  • To recognise and challenge stereotypes
  • To work collaboratively towards shared goals

Health and Wellbeing

  • To reflect on and celebrate their achievements, identify their strengths and areas for improvement, set high aspirations and goals.

Safety and Risk

Living in the Wider World

  • To explore and critique how the media present information
  • To critically examine what is presented to them in social media and why it is important to do so; understand how information contained in social media can misrepresent or mislead; the importance of being careful what they forward to others.

Relationships

  • To understand personal boundaries; to identify what they are willing to share with their most special people; friends; classmates and others; and that we all have rights to privacy
  • That their actions affect themselves and others
  • How to recognise bullying and abuse in all its forms (including prejudice-based bullying both in person, online and through social media).

Health and Wellbeing

  • Strategies for keeping safe online; the importance of protecting personal information, including passwords, addresses and the distribution of images of themselves and others
  • 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 they feel uncomfortable or are concerned by such a request
  • the responsible use of mobile phones: safe keeping (looking after it) and safe user habits (time limits, use of passcode, turning it off at night etc.)
  • To differentiate between the terms, ‘risk’, ‘danger’ and ‘hazard’
  • To recognise, predict and assess risks in different situations and decide how to manage them responsibly (including sensible road use and risks in their local environment) and to use this as an opportunity to build resilience
  • To recognise how their increasing independence brings increased responsibility to keep themselves and others safe
  • How pressure to behave in unacceptable, unhealthy or risky ways can come from a variety of sources, including people they know and the media
  • To recognise when they need help and to develop the skills to ask for help; to use basic techniques for resisting pressure to do something dangerous, unhealthy, that makes them uncomfortable or anxious or that they think is wrong
  • Strategies for keeping physically and emotionally safe including road safety (including cycle safety-the Bikeability programme), and safety in the environment (including rail, water and fire safety)
  • About people who are responsible for helping them stay healthy and safe; how they can help these people to keep them healthy and safe.

Identity

Living in the Wider World

  • To appreciate the range of national, regional, religious and ethnic identities in the United Kingdom.
  • To consider the lives of people living in other places, and people with different values and customs.

Relationships

  • To recognise and challenge stereotypes

Ongoing

  • To listen and respond respectfully to a wide range of people, to feel confident to raise their own concerns, to recognise and care about other people’s feelings and to try to see, respect and if necessary, constructively challenge others’ points of view
Year 5

Rights and Responsibilities

Living in the Wider World

  • To realise the consequences of anti-social, aggressive and harmful behaviours such as bullying and discrimination of individuals and communities; to develop strategies for getting support for themselves or for others at risk

Relationships

  • That their actions affect themselves and others
  • To realise the nature and consequences of discrimination, teasing, bullying and aggressive behaviours (including cyber bullying, use of prejudice-based language, ‘trolling’, how to respond and ask for help).
  • How to recognise bullying and abuse in all its forms (including prejudice-based bullying both in person, online and through social media).
  • 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)
  • To recognise and challenge stereotypes.
  • About the difference between, and the terms associated with, sex, gender identity and sexual orientation.

Health and Wellbeing

  • To differentiate between the terms, ‘risk’, ‘danger’ and ‘hazard’.
  • To recognise, predict and assess risks in different situations and decide how to manage them responsibly (including sensible road use and risks in their local environment) and to use this as an opportunity to build resilience.
  • To recognise how their increasing independence brings increased responsibility to keep themselves and others safe.
  • How pressure to behave in unacceptable, unhealthy or risky ways can come from a variety of sources, including people they know and the media.
  • To recognise when they need help and to develop the skills to ask for help; to use basic techniques for resisting pressure to do something dangerous, unhealthy, that makes them uncomfortable or anxious or that they think is wrong.
  • Strategies for keeping safe online; the importance of protecting personal information, including passwords, addresses and the distribution of images of themselves and others.
  • 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 they feel uncomfortable or are concerned by such a request.

Feelings and Friendships

Health and Wellbeing

  • To recognise that they may experience conflicting emotions and when they might need to listen to, or overcome these
  • About change, including transitions (between key stages and schools), loss, separation, divorce and bereavement
  • That bacteria and viruses can affect health and that following simple routines can reduce their spread
  • How their body will, and their emotions may, change as they approach and move through puberty.

Money

Living in the Wider World

  • About the role money plays in their own and others’ lives, including how to manage their money and about being a critical consumer.

Health and Wellbeing

  • To recognise how images in the media (and online) do not always reflect reality and can affect how people feel about themselves

Safety and Risk

Living in the Wider World

  • Rules for and ways of keeping physically and emotionally safe including responsible ICT use and online safety, road safety, cycle safety and safety in the environment, rail, water and fire safety
  • About people who look after them, their family networks, who to go to if they are worried and how to attract their attention.
  • About the ways that pupils can help the people who look after them to more easily protect them
  • To recognise that they share a responsibility for keeping themselves and others safe, when to say, ‘yes’, ‘no’, ‘I’ll ask’ and ‘I’ll tell’ including knowing that they do not need to keep secrets
  • About the ‘special people’ who work in their community and who are responsible for looking after them and protecting them; how people contact those special people when they need their help, including dialling 999 in an emergency.

Health

Relationships

  • That their actions affect themselves and others

Health and Wellbeing

  • What positively and negatively affects their physical, mental and emotional health
  • 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’
  • What is meant by the term ‘habit’ and why habits can be hard to change
  • Which, why and how, commonly available substances and drugs (including alcohol, tobacco and ‘energy drinks’) can damage their immediate and future health and safety; that some are restricted and some are illegal to own, use and give to others
  • About people who are responsible for helping them stay healthy and safe; how they can help these people to keep them healthy and safe.

Identity

Living in the Wider World

  • What being part of a community means, and about the varied institutions that support communities locally and nationally
  • To recognise the role of voluntary, community and pressure groups, especially in relation to health and wellbeing
  • To appreciate the range of national, regional, religious and ethnic identities in the United Kingdom.
  • To consider the lives of people living in other places, and people with different values and customs.

Ongoing

  • To listen and respond respectfully to a wide range of people, to feel confident to raise their own concerns, to recognise and care about other people’s feelings and to try to see, respect and if necessary, constructively challenge others’ points of view.
  • To research, discuss and debate topical issues, problems and events that are of concern to them and offer their recommendations to appropriate people.
Year 6

Rights and Responsibilities

Living in the Wider World

  • Why and how rules and laws that protect them and others are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules
  • To understand that there are basic human rights shared by 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
  • That these universal rights are there to protect everyone and have primacy both over national law and family and community practices
  • To know that there are some cultural practices which are against British law and universal human rights, such as female genital mutilation (FGM).

Relationships

  • The concept of ‘keeping something confidential or secret’, when they should or should not agree to this and when it is right to ‘break a confidence’ or ‘share a secret’.

Health and Wellbeing

  • About taking care of their body, understanding that they have the right to protect their body from inappropriate and unwanted contact; understanding that actions such as female genital mutilation (FGM) constitute abuse and are a crime, and develop the skills and strategies required to get support if they have fears for themselves or their peers.

Feelings and Friendships

Relationships

  • To recognise what constitutes a positive, healthy relationship and develop the skills to form and maintain positive and healthy relationships
  • To recognise different types of relationship, including those between acquaintances, friends, relatives and families
  • To recognise ways in which a relationship can be unhealthy and whom to talk to if they need support
  • That civil partnerships and marriage are examples of 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
  • That two people who love and care for one another can be in a committed relationship and not be married or in a civil partnership
  • That marriage is a commitment freely entered into by both people, that no one should marry if they don’t absolutely want to do so or are not making this decision freely for themselves
  • That forcing anyone to marry is a crime; that support is available to protect and prevent people from being forced into marriage and to know how to get support for them self or others.

Health and Wellbeing

  • To recognise that they may experience conflicting emotions and when they might need to listen to, or overcome these.
  • About change, including transitions (between key stages and schools),loss, separation, divorce and bereavement
  • That bacteria and viruses can affect health and that following simple routines can reduce their spread
  • How their body will, and their emotions may, change as they approach and move through puberty
  • About human reproduction

Money

Living in the Wider World

  • About the role money plays in their own and others’ lives, including how to manage their money and about being a critical consumer.
  • To develop an initial understanding of the concepts of ‘interest’, ‘loan’, ‘debt’, and ‘tax’ (e.g. their contribution to society through the payment of VAT).
  • That resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment across the world.
  • To research, discuss and debate topical issues, problems and events that are of concern to them and offer their recommendations to appropriate people.

Health

Health and Wellbeing

  • What positively and negatively affects their physical, mental and emotional health
  • 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’
  • Which, why and how, commonly available substances and drugs (including alcohol, tobacco and ‘energy drinks’) can damage their immediate and future health and safety; that some are restricted and some are illegal to own, use and give to others.
  • About people who are responsible for helping them stay healthy and safe; how they can help these people to keep them healthy and safe.

Ongoing

  • To listen and respond respectfully to a wide range of people, to feel confident to raise their own concerns, to recognise and care about other people’s feelings and to try to see, respect and if necessary, constructively challenge others’ points of view.

Privacy Policy

We regard your privacy as important and any personal information you give to us will be used in accordance with the Data Protection Act 1998 and the General Data Protection Regulations.

We do not store personal information about individuals who visit this site except where they provide contact information via our contact us page and contact forms available on various pages throughout the website.

Any information you provide will only be used for the reasons specified and it will not be shared with any third party without your consent, unless required by law.

Your contact details are kept securely and are only accessed by authorised members of staff as part of the provision of school services. If you do not wish us to keep this contact information please tell us.

This website uses Google Analytics which provides statistical data about the usage of the site. This information is not used to identify individuals, but is collected to provide us with an understanding of the areas of interest on our site and how our site is being used.

If you are connected to the internet you will have an IP Address. This may take the form of a figure, such as 333.333.22.1. The address will be automatically collected and logged as part of the connection of your computer to our web server and may be used to determine the total number of visits to each part of the site. This data is not collected and used for other purposes.

This website contains links to other websites. The School is not responsible for the privacy practices of other sites or organisations and recommends you consult the privacy information on those sites.

This policy will be reviewed and updated versions will be posted on the website.

If you have any questions about the use of your personal information, the Information Commissioner is the independent regulator for both Data Protection and Freedom of Information.