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.

Nursery

Talk about healthy choices and activities;

Develop resilience and persistence in their learning;

Working cooperatively with others when faced with a challenge.

Reception

Feel resilient and confident in their learning;

Name and discuss different types of feelings and emotions;

Learn and use strategies or skills in approaching challenges;

Understand that they can make healthy choices;

Name and recognise how healthy choices can keep us well.

Year 1

Recognise the importance of fruit and vegetables in their daily diet; 

Know that eating at least five portions of vegetables and fruit a day helps to maintain health;

Recognise that they may have different tastes in food to others; 

Select foods from the Eatwell Guide (formerly Eatwell Plate) in order to make a healthy lunch; 

Recognise which foods we need to eat more of and which we need to eat less of to be healthy;

Recognise the importance of regular hygiene routines; 

Sequence personal hygiene routines into a logical order;

Understand how diseases can spread; 

Recognise and use simple strategies for preventing the spread of diseases; 

Recognise that learning a new skill requires practice and the opportunity to fail, safely; 

Understand the learning line's use as a simple tool to describe the learning process, including overcoming challenges;

Demonstrate attentive listening skills; 

Suggest simple strategies for resolving conflict situations;

Give and receive positive feedback, and experience how this makes them feel.

Year 2

Explain the stages of the learning line showing an understanding of the learning process; 

Help themselves and others develop a positive attitude that support their wellbeing; 

Identify and describe where they are on the learning line in a given activity and apply its positive mindset strategies to their own learning;

Understand and give examples of things they can choose themselves and things that others choose for them;

Explain things that they like and dislike, and understand that they have choices about these things;

Understand and explain that some choices can be either healthy or unhealthy and can make a difference to their own health;

Explain how germs can be spread; 

Describe simple hygiene routines such as hand washing; 

Understand that vaccinations can help to prevent certain illnesses;

Explain the importance of good dental hygiene; 

Describe simple dental hygiene routines;

Name major internal body parts (heart, blood, lungs, stomach, small and large intestines, brain);

Describe how food, water and air get into the body and blood;

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 3

Explain how each of the food groups on the Eatwell Guide (formerly Eatwell Plate) benefits the body; 

Explain what is meant by the term 'balanced diet'; 

Give examples what foods might make up a healthy balanced meal;

Explain how some infectious illnesses are spread from one person to another; 

Explain how simple hygiene routines can help to reduce the risk of the spread of infectious illnesses; 

Suggest medical and non-medical ways of treating an illness;

Name major internal body parts (heart, blood, lungs, stomach, small and large intestines, liver, brain); 

Describe how food, water and air get into the body and blood;

Develop skills in discussion and debating an issue;

Demonstrate their understanding of health and wellbeing issues that are relevant to them;

Empathise with different viewpoints;

Make recommendations, based on their research;

Identify their achievements and areas of development;

Recognise that people may say kind things to help us feel good about ourselves;

Explain why some groups of people are not represented as much on television/in the media;

Explain some of the different talents and skills that people have and how skills are developed; 

Recognise their own skills and those of other children in the class.

Year 4

Identify ways in which everyone is unique; 

Appreciate their own uniqueness; 

Recognise that there are times when they will make the same choices as their friends and times when they will choose differently;

Give examples of choices they make for themselves and choices others make for them; 

Recognise that there are times when they will make the same choices as their friends and times when they will choose differently;

Understand that the body gets energy from food, water and oxygen and that exercise and sleep are important to our health; 

Plan a menu which gives a healthy balanced of foods from across the food groups on the Eatwell Guide (formerly Eatwell Plate);

Understand the ways in which they can contribute to the care of the environment (using some or all of the seven Rs); 

Suggest ways the Seven Rs recycling methods can be applied to different scenarios;

Define what is meant by the word 'community';

Suggest ways in which different people support the school community;

Identify qualities and attributes of people who support the school community;

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 5

Know the basic functions of the four systems covered and know they are inter-related;

Explain the function of at least one internal organ;

Understand the importance of food, water and oxygen, sleep and exercise for the human body and its health;

Identify their own strengths and talents; 

Identify areas that need improvement and describe strategies for achieving those improvements.

State what is meant by community; 

Explain what being part of a school community means to them; 

Suggest ways of improving the school community;

Identify people who are responsible for helping them stay healthy and safe;

Identify ways that they can help these people;

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 6

Identify aspirational goals;

Describe the actions needed to set and achieve these;

Present information they researched on a health and wellbeing issues outlining the key issues and making suggestions for any improvements concerning those issues;

Identify risk factors in a given situation; 

Understand and explain the outcomes of risk-taking in a given situation, including emotional risks;

Recognise what risk is;

Explain how a risk can be reduced;

Understand risks related to growing up and explain the need to be aware of these; 

Assess a risk to help keep themselves safe;

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;

Explain what the five ways to wellbeing are; 

Describe how the five ways to wellbeing contribute to a healthy lifestyle, giving examples of how they can be implemented in people's lives.