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

Understand that the body gets energy from food, water and air (oxygen);

Recognise that exercise and sleep are important parts of a healthy lifestyle;

Identify things they could do as a baby, a toddler and can do now; 

Identify the people who help/helped them at those different stages;

Understand some of the tasks required to look after a baby;

Explain how to meet the basic needs of a baby, for example, eye contact, cuddling, washing, changing, feeding;

Explain the difference between teasing and bullying;

Give examples of what they can do if they experience or witness bullying;

Say who they could get help from in a bullying situation;

Explain the difference between teasing and bullying;

Give examples of what they can do if they experience or witness bullying;

Say who they could get help from in a bullying situation;

Explain the difference between a secret and a nice surprise;

Identify situations as being secrets or surprises; 

Identify who they can talk to if they feel uncomfortable about any secret they are told, or told to keep;

Identify parts of the body that are private;

Describe ways in which private parts can be kept private;

Identify people they can talk to about their private parts.

Year 2

Demonstrate simple ways of giving positive feedback to others;

Recognise the range of feelings that are associated with losing (and being reunited) with a person they are close to;

Identify different stages of growth (e.g., baby, toddler, child, teenager, adult); 

Understand and describe some of the things that people are capable of at these different stages;

Identify which parts of the human body are private;

Explain that a person's genitals help them to make babies when they are grown up;

Understand that humans mostly have the same body parts but that they can look different from person to person;

Explain what privacy means;

Know that you are not allowed to touch someone’s private belongings without their permission;

Give examples of different types of private information;

Identify how inappropriate touch can make someone feel;

Understand that there are unsafe secrets and secrets that are nice surprises;

Explain that if someone is being touched in a way that they don’t like they have to tell someone in their safety network so they can help it stop.

Year 3

Identify different types of relationships;

Recognise who they have positive healthy relationships with;

Recognise the range of feelings that are associated with losing (and being reunited) with a person they are close to;

Know that our body can often give us a sign when something doesn't feel right; to trust these signs and talk to a trusted adult if this happens;

Recognise and describe appropriate behaviour online as well as offline;

Identify what constitutes personal information and when it is not appropriate or safe to share this;

Understand and explain how to get help in a situation where requests for images or information of themselves or others occurs;

Define the terms 'secret' and 'surprise' and know the difference between a safe and an unsafe secret; 

Recognise how different surprises and secrets might make them feel; 

Know who they could ask for help if a secret made them feel uncomfortable or unsafe;

 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 4

Describe some of the changes that happen to people during their lives; 

Explain how the Learning Line can be used as a tool to help them manage change more easily; 

Suggest people who may be able to help them deal with change;

Name some positive and negative feelings;

Suggest reasons why young people sometimes fall out with their parents;

Take part in a role play practising how to compromise;

Define the terms 'secret' and 'surprise' and know the difference between a safe and an unsafe secret; 

Recognise how different surprises and secrets might make them feel; 

Know who they could ask for help if a secret made them feel uncomfortable or unsafe;

Understand that marriage is a commitment to be entered into freely and not against someone's will;

Know the legal age for marriage in England or Scotland;

Discuss the reasons why a person would want to be married.

Year 5

Use a range of words and phrases to describe the intensity of different feelings;

Distinguish between good and not so good feelings, using appropriate vocabulary to describe these; 

Explain strategies they can use to build resilience;

Identify people who can be trusted;

Understand what kinds of touch are acceptable or unacceptable; 

Describe strategies for dealing with situations in which they would feel uncomfortable, particularly in relation to inappropriate touch;   

Explain the difference between a safe and an unsafe secret; 

Identify situations where someone might need to break a confidence in order to keep someone safe;

Recognise how our body feels when we’re relaxed;

List some of the ways our body feels when it is nervous or sad;

Describe and/or demonstrate how to be resilient in order to find someone who will listen to you. 

Year 6

Understand that fame can be short-lived;

Recognise that photos can be changed to match society's view of perfect;

Identify qualities that people have, as well as their looks;

Define what is meant by the term stereotype; 

Recognise how the media can sometimes reinforce gender stereotypes; 

Recognise that people fall into a wide range of what is seen as normal; 

Challenge stereotypical gender portrayals of people;

Understand the risks of sharing images online and how these are hard to control, once shared; 

Understand that people can feel pressured to behave in a certain way because of the influence of the peer group; 

Understand the norms of risk-taking behaviour and that these are usually lower than people believe them to be;

Recognise some of the changes they have experienced and their emotional responses to those changes; 

Suggest positive strategies for dealing with change; 

Identify people who can support someone who is dealing with a challenging time of change;

Know where someone could get support if they were concerned about their own or another person's safety;

Recognise how our body feels when we’re relaxed;

List some of the ways our body feels when it is nervous or sad;

Describe and/or demonstrate how to be resilient in order to find someone who will listen to you.