The National Curriculum for PSHE aims to ensure that all pupils are equipped with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions.
Year 1
Recognise how a person's behaviour (including their own) can affect other people;
Identify what they like about the school environment;
Recognise who cares for and looks after the school environment;
Demonstrate responsibility in looking after something (e.g., a class pet or plant);
Explain the importance of looking after things that belong to themselves or to others;
Explain where people get money from;
List some of the things that money may be spent on in a family home;
Recognise that different notes and coins have different monetary value;
Explain the importance of keeping money safe;
Identify safe places to keep money;
Understand the concept of 'saving money' (i.e., by keeping it in a safe placed and adding to it);
How to make a clear and efficient call to emergency services if necessary;
Concepts of basic first-aid, for example dealing with common injuries, including head injuries.
Year 2
Describe and record strategies for getting on with others in the classroom;
Explain, and be able to use, strategies for dealing with impulsive behaviour;
Identify special people in the school and community who can help to keep them safe;
Know how to ask for help;
Understand that people have choices about what they do with their money;
Know that money can be saved for a use at a future time;
Explain how they might feel when they spend money on different things;
Identify what they like about the school environment;
Identify any problems with the school environment (e.g., things needing repair);
Make suggestions for improving the school environment;
Recognise that they all have a responsibility for helping to look after the school environment.
Year 3
Identify key people who are responsible for them to stay safe and healthy;
Suggest ways they can help these people;
Understand the difference between 'fact' and 'opinion';
Understand how an event can be perceived from different viewpoints;
Plan, draft and publish a recount using the appropriate language;
Define what a volunteer is;
Identify people who are volunteers in the school community;
Recognise some of the reasons why people volunteer, including mental health and wellbeing benefits to those who volunteer;
Understand the terms 'income', 'saving' and 'spending';
Recognise that there are times we can buy items we want and times when we need to save for items;
Suggest items and services around the home that need to be paid for (e.g., food, furniture, electricity etc.);
Explain that people earn their income through their jobs;
Understand that the amount people get paid is due to a range of factors (skill, experience, training, responsibility etc.);
Define what is meant by the environment;
Evaluate and explain different methods of looking after the school environment;
Devise methods of promoting their priority method.
Year 4
Explain how different people in the school and local community help them stay healthy and safe;
Define what is meant by 'being responsible';
Describe the various responsibilities of those who help them stay healthy and safe;
Suggest ways they can help the people who keep them healthy and safe;
Understand that humans have rights and also responsibilities;
Identify some rights and also responsibilities that come with these;
Understand the reason we have rules;
Suggest and engage with ways that they can contribute to the decision-making process in school (e.g., through pupil voice/school council);
Recognise that everyone can make a difference within a democratic process;
Define the word influence;
Recognise that reports in the media can influence the way they think about a topic;
Form and present their own opinions based on factual information and express or present these in a respectful and courteous manner;
Explain the role of the bystander and how it can influence bullying or other anti-social behaviour;
Recognise that they can play a role in influencing outcomes of situations by their actions;
Explain what is meant by the terms 'income tax', 'National Insurance' and 'VAT';
Understand how a payslip is laid out showing both pay and deductions;
Prioritise public services from most essential to least essential.
Year 5
Identify, write and discuss issues currently in the media concerning health and wellbeing;
Express their opinions on an issue concerning health and wellbeing;
Make recommendations on an issue concerning health and wellbeing;
Explain what is meant by the term’s negotiation and compromise;
Describe strategies for resolving difficult issues or situations;
Demonstrate how to respond to a wide range of feelings in others;
Give examples of some key qualities of friendship;
Reflect on their own friendship qualities;
Demonstrate how to respond to a wide range of feelings in others;
Give examples of some key qualities of friendship;
Reflect on their own friendship qualities;
Identify what things make a relationship unhealthy;
Identify who they could talk to if they needed help;
Recognise basic emotional needs, understand that they change according to circumstance;
Identify risk factors in a given situation (involving smoking or other scenarios) and consider outcomes of risk taking in this situation, including emotional risks;
Identify characteristics of passive, aggressive and assertive behaviours;
Understand and rehearse assertiveness skills.
Year 6
Define the terms 'fact', 'opinion', 'biased' and 'unbiased', explaining the difference between them;
Describe the language and techniques that make up a biased report;
Analyse a report and also extract the facts from it;
Know the legal age (and reason behind these) for having a social media account;
Understand why people don’t tell the truth and often post only the good bits about themselves, online;
Recognise that people’s lives are much more balanced in real life, with positives and negatives;
Explain some benefits of saving money;
Describe the different ways money can be saved, outlining the pros and cons of each method;
Describe the costs that go into producing an item;
Suggest sale prices for a variety of items, taking into account a range of factors;
Explain what is meant by the term interest;
Explain what is meant by living in an environmentally sustainable way;
Suggest actions that could be taken to live in a more environmentally sustainable way.