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 classroom rules help everyone to learn and be safe; 

Explain their classroom rules and be able to contribute to making these;

Identify what they like about the school environment; 

Recognise who cares for and looks after the school environment;

Recognise how others might be feeling by reading body language/facial expressions; 

Understand and explain how our emotions can give a physical reaction in our body; 

Identify a range of feelings; 

Identify how feelings might make us behave: 

Suggest strategies for someone experiencing 'not so good' feelings to manage these;

Recognise that people's bodies and feelings can be hurt; 

Suggest ways of dealing with different kinds of hurt;

Identify simple qualities of friendship; 

Suggest simple strategies for making up.

Year 2

Suggest actions that will contribute positively to the life of the classroom; 

Make and undertake pledges based on those actions;

Use a range of words to describe feelings; 

Recognise that people have different ways of expressing their feelings; 

Identify helpful ways of responding to other's feelings;

Use a range of words to describe feelings; 

Recognise that people have different ways of expressing their feelings; 

Identify helpful ways of responding to other's feelings;

Recognise, name and understand how to deal with feelings (e.g., anger, loneliness); 

Explain where someone could get help if they were being upset by someone else’s behaviour;

Recognise that friendship is a special kind of relationship; 

Identify some of the ways that good friends care for each other;

Explain the difference between bullying and isolated unkind behaviour; 

Recognise that that there are different types of bullying and unkind behaviour; 

Understand that bullying and unkind behaviour are both unacceptable ways of behaving;

Understand and describe strategies for dealing with bullying:

Rehearse and demonstrate some of these strategies.

Year 3

Explain why we have rules;

Explore why rules are different for different age groups, in particular for internet-based activities;

Suggest appropriate rules for a range of settings; 

Consider the possible consequences of breaking the rules;

Identify people who they have a special relationship with;

Suggest strategies for maintaining a positive relationship with their special people;

Rehearse and demonstrate simple strategies for resolving given conflict situations;

Identify qualities of friendship; 

Suggest reasons why friends sometimes fall out; 

Rehearse and use, now or in the future, skills for making up again;

Express opinions and listen to those of others; 

Consider others' points of view; 

Practise explaining the thinking behind their ideas and opinions;

Explain what a dare is; 

Understand that no-one has the right to force them to do a dare; 

Suggest strategies to use if they are ever made to feel uncomfortable or unsafe by someone asking them to do a dare.

Year 4

Demonstrate strategies for working on a collaborative task; 

Define successful qualities of teamwork and collaboration;

Explain what we mean by a ‘positive, healthy relationship’; 

Describe some of the qualities that they admire in others;

Recognise that there are times when they might need to say 'no' to a friend; 

Describe appropriate assertive strategies for saying 'no' to a friend;

Describe 'good' and 'not so good' feelings and how feelings can affect our physical state; 

Explain how different words can express the intensity of feelings;

Identify a wide range of feelings; 

Recognise that different people can have different feelings in the same situation; 

Explain how feelings can be linked to physical state;

Give examples of strategies to respond to being bullied, including what people can do and say;

Understand and give examples of who or where pressure to behave in an unhealthy, unacceptable or risky way might come from.

Year 5

Explain what collaboration means;

Give examples of how they have worked collaboratively;

Describe the attributes needed to work collaboratively;

Explain what we mean by a ‘positive, healthy relationship’; 

Describe some of the qualities that they admire in others;

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

Demonstrate a collaborative approach to a task;

Describe and implement the skills needed to do this;

Recognise some of the challenges that arise from friendships; 

Suggest strategies for dealing with such challenges demonstrating the need for respect and an assertive approach;

Recognise and empathise with patterns of behaviour in peer-group dynamics; 

Recognise basic emotional needs and understand that they change according to circumstance; 

Suggest strategies for dealing assertively with a situation where someone under pressure may do something they feel uncomfortable about;

Describe ways in which people show their commitment to each other; 

Know the ages at which a person can marry, depending on whether their parents agree;

Understand that everyone has the right to be free to choose who and whether to marry;

Recognise that some types of physical contact can produce strong negative feelings;

Know that some inappropriate touch is also illegal.