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

Recognise that there are differences and similarities between themselves;

Celebrate their friends and include them;

Understand people have different cultures and religions.

Reception

Be sensitive towards others and celebrate what makes each person unique;

Recognise that we can have things in common with others;

Use speaking and listening skills to learn about the lives of their peers;

Know the importance of showing care and kindness towards others;

Demonstrate skills in building friendships and cooperation.

Year 1

Identify the differences and similarities between people;

Empathise with those who are different from them;

Begin to appreciate the positive aspects of these differences;

Explain the difference between unkindness, teasing and bullying; 

Understand that bullying is usually quite rare;

Explain some of their school rules and how those rules help to keep everybody safe;

Recognise and explain what is fair and unfair, kind and unkind; 

Suggest ways they can show kindness to others;

Identify some of the people who are special to them; 

Recognise and name some of the qualities that make a person special to them;

Recognise that they belong to various groups and communities such as their family; 

Explain how these people help us and we can also help them to help us.

Year 2

Identify some of the physical and non-physical differences and similarities between people; 

Know and use words and phrases that show respect for other people;

Identify people who are special to them; 

Explain some of the ways those people are special to them;

Recognise and explain how a person's behaviour can affect other people;

Explain how it feels to be part of a group; 

Explain how it feels to be left out from a group; 

Identify groups they are part of; 

Suggest and use strategies for helping someone who is feeling left out;

Recognise and describe acts of kindness and unkindness;

Explain how these impact on other people's feelings; 

Suggest kind words and actions they can show to others; 

Show acts of kindness to others in school;

Demonstrate active listening techniques (making eye contact, nodding head, making positive noises, not being distracted); 

Suggest strategies for dealing with a range of common situations requiring negotiation skills to help foster and maintain positive relationships.

Year 3

Reflect on listening skills;  

Give examples of respectful language;

Give examples of how to challenge another's viewpoint, respectfully;

Recognise that there are many different types of family;

Understand what is meant by 'adoption' and 'fostering' 

Define the term 'community'; 

Identify the different communities that they belong to; 

Recognise the benefits that come with belonging to a community, in particular the benefit to mental health and wellbeing;

Explain that people living in the UK have different origins; 

Identify similarities and differences between a diverse range of people from varying national, regional, ethnic and religious backgrounds; 

Identity some of the qualities that people from a diverse range of backgrounds need in order to get on together;

Recognise the factors that make people similar to and different from each other; 

Recognise that repeated name calling is a form of bullying; 

Suggest strategies for dealing with name calling (including talking to a trusted adult);

Understand and explain some of the reasons why different people are bullied;

Explore why people have prejudiced views and understand what this is.

Year 4

Define the terms 'negotiation' and 'compromise'; 

Understand the need to manage conflict or differences and suggest ways of doing this, through negotiation and compromise;

List some of the ways that people are different to each other (including differences of race, gender, religion);

Recognise potential consequences of aggressive behaviour; 

Suggest strategies for dealing with someone who is behaving aggressively;

List some of the ways in which people are different to each other (including ethnicity, gender, religious beliefs, customs and festivals); 

Define the word respect and demonstrate ways of showing respect to others' differences;

Understand and identify stereotypes, including those promoted in the media;

Recognise that they have different types of relationships with people they know (e.g., close family, wider family, friends, acquaintances);

Give examples of features of these different types of relationships, including how they influence what is shared;

Understand that they have the right to protect their personal body space; 

Recognise how others' non-verbal signals indicate how they feel when people are close to their body space; 

Suggest people they can talk to if they feel uncomfortable with other people's actions towards them.

Year 5

Define some key qualities of friendship;

Describe ways of making a friendship last;

Explain why friendships sometimes end;

List some of the ways that people are different to each other (including differences of race, gender, religion);

Recognise potential consequences of aggressive behaviour;

Suggest strategies for dealing with someone who is behaving aggressively;

List some of the ways in which people are different to each other (including ethnicity, gender, religious beliefs, customs and festivals;

Define the word respect and demonstrate ways of showing respect to others' differences;

Understand and identify stereotypes, including those promoted in the media;

Recognise that they have different types of relationships with people they know (e.g., close family, wider family, friends, acquaintances);

Give examples of features of these different types of relationships, including how they influence what is shared.

Year 6

Recognise that bullying and discriminatory behaviour can result from disrespect of people's differences;

Suggest strategies for dealing with bullying, as a bystander; 

Describe positive attributes of their peers;

Know that all people are unique but that we have far more in common with each other than what is different about us;

Consider how a bystander can respond to someone being rude, offensive or bullying someone else;

Demonstrate ways of offering support to someone who has been bullied;

Demonstrate ways of showing respect to others, using verbal and non-verbal communication;

Understand and explain the term prejudice;

Identify and describe the different groups that make up their school/wider community/other parts of the UK;

Describe the benefits of living in a diverse society; 

Explain the importance of mutual respect for different faiths and beliefs and how we demonstrate this.

Explain the difference between a friend and an acquaintance; 

Describe qualities of a strong, positive friendship; 

Describe the benefits of other types of relationship (e.g., neighbour, parent/carer, relative);

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.