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.