PSHE Policy and SCHEME OF WORK INCLUDING SPIRITUAL, MORAL, SOCIAL AND CULTURAL DEVELOPMENT

Aims and Objectives

Today's children and young people are growing up in an increasingly complex world and living their lives seamlessly on and offline. This presents many positive and exciting opportunities, but also challenges and risks. In this environment children and young people need to know how to be safe and healthy, and how to manage their academic, personal and social lives in a positive way.

Personal, Social, Health and Economic Education (PSHE) enables children to become healthy, independent and responsible members of society. Pupils are actively encouraged to play a positive role in contributing to the life of the school and the wider community. In doing so we help to develop pupils sense of worth and we teach them how society is organised and governed. We teach them about their rights and responsibilities and enable them to learn to appreciate what it means to be a positive member of a culturally diverse society.

Westward is committed to providing a caring, friendly and safe environment for all pupils so they can learn and develop in a relaxed and secure environment.

The spiritual, moral, social and cultural development of all pupils is extremely important and pupils are supported on a daily basis through the school’s ethos, during assemblies and across many areas of the curriculum including PSHE and Computing sessions.

Through our teaching we aim to enable the children to:

Know and understand what constitutes a healthy lifestyle;
Be aware of safety issues both on and offline;
Develop self confidence and self esteem, resilience and character and make informed choices regarding personal and social issues;
Develop personal attributes including kindness, integrity, generosity and honesty;
Recognise potential risks and know how to manage these risks safely;
Understand what makes good healthy relationships with others;
Be independent and responsible members of the school community;
Be positive and active members of a democratic society;
Encourage respect for democracy and support for participation in the democratic process, including respect for the basis on which law is made and applied in England.
Accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely;
Distinguish between right and wrong and to respect the civil and criminal law of England;
Develop positive relationships with other members of the school and the wider community;
Encourage respect for other people, paying particular regard to the protected characteristics set out in the Equality Act 2010;
Further tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation of and respect for their own and other cultures;
Acquire a broad general knowledge and respect for public institutions and services in England;

Throughout their time at Westward the school will actively promote the fundamental British values of democracy, the rule of the law, individual liberty, and mutual respect and tolerance of those with other faiths and beliefs.

At Westward these values are reinforced regularly and in the following way.

Democracy

Pupils from Reception upwards have the opportunity to have their voices heard through our School Council and Eco Committee. Twice yearly a mock general election is held which is based solely on pupil votes. Elected School Council and Eco Committee members meet together every other week to discuss and put forward ideas for change.

The elections for posts of responsibility in Year 6 including House Captains, Prefects, Games Captains and Computer Monitors are held at the beginning of the academic year with the pupils running their own election campaigns. Posts of responsibility play a vital part in the running of the school and are considered as very prestigious by the pupils.

Democracy is also explored across other areas of the curriculum and discussed in assembly during UK Parliament Week.

The Rule of Law

The importance of laws whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. The pupils sign the home school agreement every term. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the police, fire service etc are regular parts of our calendar and help reinforce this message.

The Rule of Law is also taught through the Citizenship strand of our PSHE Scheme of Work framework, ‘Rights, Rules and Responsibilities’.

Individual Liberty

Within school, pupils are actively encouraged to make choices, knowing that they are in safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safely through provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our e-safety lessons, assemblies and the PSHE scheme of work . Through participation in our numerous extra curricular clubs and opportunities, pupils are given the freedom to make choices.

Mutual Respect

Part of our school ethos and behaviour policy revolves around core values such as "respect" and pupils have been part of discussions in assemblies related to what this means and how this is shown. Posters around the school promote respect for others and this is reiterated through our classroom and learning rules, as well as our behaviour policy. We also have a buddy, prefect and young leader system in place which allows the older children in the school to act as role models and care for the younger ones, promoting friendship, building confidence and developing responsibility.

Tolerance of those of different Faiths and Beliefs

This is achieved through enhancing pupils understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity through assemblies, themed weeks and the PSHE scheme of work. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school.

Teaching and Learning Styles

PSHE is taught as a discrete subject by the class teacher for one hour every week with two half hourly sessions timetabled for each class throughout the school.

In addition to this PSHE forms an integral part of the ethos of the school as a whole. Pupils attend three assemblies per week led by members of staff and are also provided with a range of everyday experiences which play an important part in promoting the social, moral, spiritual, cultural, economic, mental and physical development of our pupils.

PSHE is taught through a range of teaching and learning styles appropriate to the activity and emphasis is placed on active learning. Lessons can include discussion, practical work, drama, role-play, research, circle time, brainstorming, debating, receiving visitors and class work following a visiting speaker.

PSHE Curriculum Planning

At Westward we use the ‘Cambridgeshire Primary Personal Development Programme’ framework which is designed to build progressively, adding skills and knowledge as the pupils grow and mature and journey from Reception through to Year 6.

The framework covers four colour coded key strands in personal development;

Myself and My Relationships (Blue)
Healthy and Safer Lifestyles (Green)
Citizenship (Purple)
Economic Wellbeing (Red)

These strands cover all existing learning outcomes specified in the National Curriculum, selected areas of learning for the Early Years Foundation Stage and incorporate a range of other important areas like personal safety education, relationships and health education and promoting British Values.

The Cambridge scheme also covers all aspects of the Independent School Standards as set out in the Education (Independent School Standards) Regulations 2019 and the statutory guidance: Relationships Education, Relationships and Sex Education (RSE) and Health Education published in June 2019.

We have also incorporated the 'Education for a Connected World' framework into our long term planning across the curriculum. The Education for a Connected World framework describes the digital knowledge and skills that children and young people should have the opportunity to develop at different ages and stages in their lives. It highlights what a child should know in terms of current online technology, its influence on behaviour and development, and what skills they need to be able to navigate it.

It focuses specifically on eight aspects of online education in order to support children to live knowledgeably, responsibly and safely in a digital world.

The eight areas are;

1. Self image and identity

2. Online relationships

3. Online reputation

4. Online bullying

5. Managing online information

6. Health, well being and lifestyle

7. Privacy and security

8. Copyright and ownership

The PSHE coordinator works closely with the Headteacher in planning assemblies, including visiting speakers to support and enhance the PSHE themes being taught across the curriculum.

Currently class teachers plan blocks of work following the scheme of work listed below. Teachers follow the medium term plan, using resources available in school, online resources and websites and contributions and visits from representatives of outside agencies.

When planning class teachers also take into account the school's Mental Health and Wellbeing Policy.

The PSHE Scheme of work is as follows;

See appendix 1 for more detailed information about the content of each unit.

Early Years

(Reception)
PSHE and Citizenship is taught as an integral part of the topic work covered during the year.
Myself and My Relationships 1 (Beginning and Belonging)
Myself and Relationships 2 (Family and Friends - Including Anti-bullying)
Myself and Relationships 3 (My Emotions)
Citizenship 1 (Identity and Diversity)
Citizenship 2 (Me and My World)
Healthy and Safer Lifestyles 1 (My Body and Growing Up)
Healthy and Safer Lifestyles 2 (Keeping Safe, Including Drugs Education)
Healthy and Safer Lifestyles 3 (Healthy Lifestyles)

During the Lower School pupils learn about themselves as developing individuals and as members of their communities, building on their own experiences and on the early learning goals for personal, social and emotional development. They learn the basic rules and skills for keeping themselves healthy and safe and for behaving well. They have opportunities to show they can take some responsibility for themselves and their environment. They begin to learn about their own and other people's feelings and become aware of the views, needs and rights of other children and older people. As members of a class and school community, they learn social skills such as how to share, take turns, play, help others, resolve simple arguments and resist bullying. They begin to take an active part in the life of the school and its neighbourhood.

Year 1

Autumn 1st Half
Myself and My Relationships 4 (Beginning and Belonging)
Autumn 2nd Half
Myself and My Relationships 6 (Family and Friends)
Myself and My Relationships 7 (Anti-bullying)
Spring 1st Half
Citizenship 4 (Diversity and Communities)
Spring 2nd Half
Healthy and Safer Lifestyles 6 (Relationships Education)
Healthy and Safer Lifestyles 8 (Drugs Education)
Summer 1st Half
Healthy and Safer Lifestyles 9 (Personal Safety)
Summer 2nd Half
Myself and My Relationships 8 (Managing Change)

Year 2

Autumn 1st Half
Citizenship 5 (Rights, Rules and Responsibilities)
Autumn 2nd Half
Myself and My Relationships 5 (My Emotions)
Myself and My Relationships 7 (Anti-bullying)
Spring 1st Half
Citizenship 3 (Working Together)
Economic Wellbeing 1 (Financial Capability)
Spring 2nd Half
Healthy and Safer Lifestyles 10 (Relationships Education)
Healthy and Safer Lifestyles 8 (Drugs Education)
Summer 1st Half
Healthy and Safer Lifestyles 4 (Managing Risk)
Healthy and Safer Lifestyles 5 (Safety Contexts)
Summer 2nd Half
Healthy and Safer Lifestyles 7 (Healthy Lifestyles)

During the Upper School pupils learn about themselves as growing and changing individuals with their own experiences and ideas, and as members of their communities. They become more mature, independent and self-confident. They learn about the wider world and the interdependence of communities within it. They develop their sense of social justice and moral responsibility and begin to understand that their own choices and behaviour can affect local, national or global issues and political and social institutions. They learn how to take part more fully in school and community activities. As they begin to develop into young adults, they face the changes of puberty and transfer to secondary school with support and encouragement from their school. They learn how to make more confident and informed choices about their health and environment; to take more responsibility, individually and as a group, for their own learning; and to resist bullying.

Year 3

Autumn 1st Half
Myself and My Relationships 9 (Beginning and Belonging)
Autumn 2nd Half
Myself and My Relationships 11 (Family and Friends)
Myself and My Relationships 12 (Anti-bullying)
Spring 1st Half
Citizenship 7 (Diversity and Communities)
Spring 2nd Half
Healthy and Safer Lifestyles 13 (Relationships Education)
Healthy and Safer Lifestyles 15 (Drugs Education)
Summer 1st Half
Healthy and Safer Lifestyles 16 (Personal Safety)
Summer 2nd Half
Myself and My Relationships 13 (Managing Change)

Year 4

Autumn 1st Half
Citizenship 8 (Rights, Rules and Responsibilities)
Autumn 2nd Half
Myself and My Relationships 10 (My Emotions)
Myself and My Relationships 12 (Anti-bullying)
Spring 1st Half
Citizenship 6 (Working Together)
Economic Wellbeing 2 (Financial Capability)
Spring 2nd Half
Healthy and Safer Lifestyles 17 (Relationships Education)
Healthy and Safer Lifestyles 15 (Drugs Education)
Summer 1st Half
Healthy and Safer Lifestyles 11 (Managing Risk)
Healthy and Safer Lifestyles 12 (Safety Contexts)
Summer 2nd Half
Healthy and Safer Lifestyles 14 (Healthy Lifestyles)

Year 5

Autumn 1st Half
Myself and My Relationships 14 (Beginning and Belonging)
Autumn 2nd Half
Myself and My Relationships 16 (Family and Friends)
Myself and My Relationships 17 (Anti-bullying)
Spring 1st Half
Citizenship 10 (Diversity and Communities)
Spring 2nd Half
Healthy and Safer Lifestyles 20 (Relationships Education)
Healthy and Safer Lifestyles 22 (Drugs Education)
Summer 1st Half
Healthy and Safer Lifestyles 23 (Personal Safety)
Summer 2nd Half
Myself and My Relationships 18 (Managing Change)

Year 6

Autumn 1st Half
Citizenship 11 (Rights, Rules and Responsibilities)
Autumn 2nd Half
Myself and My Relationships 15 (My Emotions)
Myself and My Relationships 17 (Anti-bullying)
Spring 1st Half
Citizenship 9 (Working Together)
Young Leaders Award
Healthy and Safer Lifestyles 22 (Drugs Education)
Spring 2nd Half
Economic Wellbeing 3 (Financial Capability)
Healthy and Safer Lifestyles 24 (Relationships Education)
Summer 1st Half
Healthy and Safer Lifestyles 18 (Managing Risk)
Healthy and Safer Lifestyles 19 (Safety Context)
Visit to Sutton Life Centre
Summer 2nd Half
Healthy and Safer Lifestyles 21 (Healthy Lifestyles)

There are many opportunities for learning outside lesson time, such as Class and School Council meetings, the Eco-Schools Award, LAMDA (Years 1 & 2) and ESB (Years 3, 4 & 6) examinations, fundraising projects, Pedals road safety (Years 1 & 2), Pedestrian Awareness (Yr 3), Bikeability Level 1 (Year 4) and Level 2 (Year 6) Award, inter-house activities and links with the wider community.

We offer a variety of educational visits which offer opportunities for PSHE as well as supporting the teaching and learning of other curriculum areas. Annually Years 3 & 4 pupils go on a three day residential trip to New Barn in Dorset and Years 5 & 6 pupils go on a three day residential trip to PGL. There is particular focus on developing pupils’ self esteem, resilience and giving opportunities to develop leadership and co-operative skills through a range of outward bound and team work activities.

Ground Rules

Ground rules are set, in consultation between the pupils and the teacher, to ensure all pupils feel comfortable and safe and are able to communicate effectively during PSHE sessions. These ground rules may state simply that each pupil listens to others, values others’ comments and does not use personal names when discussing sensitive situations.

Teaching PSHE to children with special educational needs:

At Westward we teach PSHE to all children, whatever their ability. PSHE forms part of the school curriculum policy to provide a broad and balanced education to all our children. Through our PSHE teaching we provide learning opportunities that enable all pupils to make progress. We do this by setting suitable learning challenges and responding to each child’s different needs.

Assessment and Recording

Pupils have folders in which to keep any written PSHE work. These folders are passed throughout the school from year to year. However, when PSHE is part of another subject such as Geography, Computing or Science, it will be recorded in those books.

Pupils will be given opportunities to evaluate activities, to reflect on their own learning and to assess their own progress.

Resources

Resources are kept in the staff room; however teachers delivering PSHE may keep the resources they are using within their own classrooms. All teachers have access to the relevant plans and resources from the Cambridge Scheme of Work and Education for a Connected World, plus Purple Mash activity links within the Curriculum folder located in the School's Policy section of the Google Drive.

Staff members may request visits from external speakers through the PSHE coordinator.

Confidentiality

Confidentiality is addressed when agreeing ground rules, to promote a safe learning environment and also minimise the risk of inappropriate or unplanned disclosure in the classroom. However there are implications of disclosure for child protection and all staff are aware of procedures in the event of a child protection issue arising. Staff and adults working with children should make it very clear to pupils that they cannot promise total confidentiality and must not try to investigate any issues themselves. They should contact the DSL Designated Safeguarding Lead if an issue arises.

Political Views

At Westward we preclude the promotion of partisan political views in the teaching of any subject in the school and we take such steps that are reasonably practicable to ensure that where political issues are brought to the attention of pupils, they are offered a balanced presentation of opposing views.

This policy should be read in conjunction with the Child Protection and Safeguarding policy, Mental Health and Wellbeing Policy, Online Safety Policy, Behaviour and the Anti-bullying policy.

Last updated: April 2021

Year 1 PSHE Scheme of Work

Autumn Term 1st Half	Spring Term 1st Half	Summer Term 1st Half
Myself and My Relationships 4 Beginning and Belonging What can I do to help make the school and classroom a safer and fair place? How can I get to know other children in my class? How do I feel when I am doing something new? How can I make someone feel welcome? How can I help other people to feel better? What do I know about how to solve problems? SCHOOL COUNCIL ELECTIONS HELD	Citizenship 4 Diversity and Communities What are some of the similarities between me and others? What do I understand about my culture and beliefs and those of other people? Who are the people who help me, and what do they do? What does ‘my community’ mean and what do people do there? How do we care for animals and plants? How can I help look after the school environment?	Healthy and Safer Lifestyles 9 Personal Safety Can I describe my home and neighbourhood? Who are the people who help keep me safe? Who could I talk to if I felt unsafe or unsure? Do I understand what good or bad secrets might be? What can I do if someone tries to persuade me? Can I recognise and describe ‘yes’ and ‘no’ feelings and ‘I am not sure’ feelings? How can I get the attention of an adult if I need to? PEDALS ROAD SAFETY COURSE
Autumn Term 2nd Half	Spring Term 2nd Half	Summer Term 2nd Half
Myself and My Relationships 6 Friends and Family Can I describe what a friend is and does? How do I make new friends? How do I keep friends? How can I make up with my friends when things go wrong? Who is in my family, and how do we care for each other? Who are my special people and what makes them special to me? How am I similar to and different from other people? Who do I get support from when I need it? Myself and My Relationships 7 Anti-Bullying Can I recognise behaviour that is bullying? Do I understand some of the reasons why bullying happens? How does bullying make people feel? Do I know what to do if I am being bullied? How does my school help positive and safe relationships? Where might bullying happen in my school?	SCHOOL COUNCIL ELECTIONS HELD Healthy and Safer Lifestyles 8 Drug Education What happens when things enter the body? What are medicines and why do some people use them? What do I understand about the roles of doctors, nurses and hospitals? What can I do if I feel poorly? What are the potentially risky substances at home and at school? How can I keep safe from harm if I come across risky substances? What is it like to be persuaded? Healthy and Safer Lifestyles 6 Relationships Education What are the names of the main parts of the body? What can my body do? When am I in charge of my actions and my body? Do I understand how amazing my body is? How can I keep my body clean? How can I stop common illnesses and diseases spreading?	Myself and My Relationships 8 Managing Change How am I changing as I grow up? How are my achievements, skills and responsibilities changing? How can I change my behaviour when something goes wrong? How do I cope when friendships change? How do I feel and how do I cope when I lose something special to me? What helps me to feel better when I am hurt? When can I make choices about changes?

Year 2 PSHE Scheme of Work

Autumn Term 1st Half	Spring Term 1st Half	Summer Term 1st Half
Citizenship 5 Rights, Rules and Responsibilities How do rules make me feel happy and safe? How do I take part in making rules? Who looks after me and what are their responsibilities? What jobs and responsibilities do I have in school and at home? Can I listen to other people, share my views and take turns? Can I take part in discussions and decisions in class? SCHOOL COUNCIL ELECTIONS HELD	Citizenship 3 Working Together What am I and other people good at? What new skills would I like to develop? How can I listen well to other people? How can I work well in a group? Why is it important to take turns? How can I negotiate to sort out disagreements? How are my skills useful in a group? What is a useful evaluation? Economic Wellbeing 1 Financial Capability Where does money come from and where does it go when we ‘use’ it? How might I get money and what can I do with it? How do we pay for things? What does it mean to have more or less money than you need? How do I feel about money? How do my choices affect me, my family, others? What is a charity?	Healthy and Safer Lifestyles 4 Managing Risk What are risky situations and how can I keep myself safer? How do I feel in risky situations? What is my name, address and phone number and when might I need to give them? What is an emergency and who helps? How can I help in an emergency? Healthy and Safer Lifestyles 5 Safety Contexts Where are the safer places I can play? What are the risks for me using the roads, and how can I stay safe? What are the risks for me near water and how can I stay safe? What are the risks for me if I am lost and how can I stay safe? What are the best ways to keep safe from accidents? PEDALS ROAD SAFETY COURSE
Autumn Term 2nd Half	Spring Term 2nd Half	Summer Term 2nd Half
Myself and My Relationships 5 My Emotions Can I name some different feelings? Do I know what makes me feel happy, sad, cross etc? How do my feelings and actions affect others? How do I manage some of my emotions? What helps me to feel relaxed? How can I control my behaviour? Who do I share my feelings with? How can I stand up for myself? Myself and My Relationships 7 Anti-Bullying (This unit is continued from Year 1) Can I recognise behaviour that is bullying? Do I understand some of the reasons why bullying happens? How does bullying make people feel? Do I know what to do if I am being bullied? How does my school help positive and safe relationships? Where might bullying happen in my school?	SCHOOL COUNCIL ELECTIONS HELD Healthy and Safer Lifestyles 8 Drug Education (This unit is continued from Year 1) What happens when things enter the body? What are medicines and why do some people use them? What do I understand about the roles of doctors, nurses and hospitals? What can I do if I feel poorly? What are the potentially risky substances at home and at school? How can I keep safe from harm if I come across risky substances? What is it like to be persuaded? Healthy and Safer Lifestyles 10 Relationships Education How do babies change and grow? How have I changed since I was a baby? What do babies and children need? What are my responsibilities now I am older?	Healthy and Safer Lifestyles 7 Healthy Lifestyles How can I stay healthy? What does it feel like to be healthy? What does healthy eating mean and why is it important? Why is it important to be active? What foods do I like and dislike and why? What can help us eat healthily? Why do we need food? What healthy choices can I make?

Year 3 PSHE Scheme of Work

Autumn Term 1st Half	Spring Term 1st Half	Summer Term 1st Half
Myself and My Relationships 9 Beginning and Belonging What does it feel like to be new or to start something new? What helps me to feel like I belong and am valued in school? How can I make other people feel welcome? What will help us to feel safer and to learn well in our class and school? What different rules do we sometimes need in different places? How can I manage my feelings and calm them down if necessary? Who can I talk to when I need help? SCHOOL COUNCIL ELECTIONS HELD	Citizenship 7 Diversity and Communities What makes me ‘me’? How are we different from each other? What are some of the different lifestyles and beliefs people have? What are stereotypes and how can I challenge them? What are the roles of different people in my community? How can we care for the environment? What do animals need, and what are the responsibilities of humans towards them? How do we choose pets, and how do we look after them?	Healthy and Safer Lifestyles 16 Personal Safety How can I be responsible for my own personal safety? What sorts of physical contact do I feel comfortable with? Who are the adults and friends I can trust and to whom I can talk about my feelings? When might I need to break a promise or tell a secret?
Autumn Term 2nd Half	Spring Term 2nd Half	Summer Term 2nd Half
PEDESTRIAN TRAINING Myself and My Relationships 11 Family and Friends What does a good friend do? Do I know how to listen to and support my friends? How do I cope when relationships change? What are some of the similarities and differences between me and my classmates? Who is now in my network of special people, and how do we affect each other? Myself and My Relationships 12 Anti-Bullying What are the key characteristics and forms of bullying? Do I understand that bullying occurs when a person or group of people feel the need to have power over another person or group of people? Do I understand how bullying affects the way we think, feel and behave? How can I keep myself safe if I am being bullied? How might bystanders intervene and help someone who is being bullied?	SCHOOL COUNCIL ELECTIONS HELD Healthy and Safer Lifestyles 15 Drug Education What medical and legal drugs do I know about, and what are their effects? Who uses and misuses legal drugs? Why do some people need medicine and who gives it? What are the safety rules for storing medicine and other risky substances? What should I do if I find something risky, like a syringe? What do I understand about how friends and the media influence me? Healthy and Safer Lifestyles 13 Relationships Education Why is it important to keep clean? What can I do for myself to stay clean and how will this change in the future? How do different illnesses and diseases spread and what can I do to prevent this? SCHOOL JOURNEY TO NEW BARN IN DORSET	Myself and My Relationships 13 Managing Change What changes have I already experienced and might I experience in the future? What changes might other people be going through? What is it like to be separated from a special person? How do people feel when things change or people or pets die? What emotions might I feel at times of loss and change? How might I behave when I feel these emotions? What can I do to make the best of new situations?

Year 4 PSHE Scheme of Work

Autumn Term 1st Half	Spring Term 1st Half	Summer Term 1st Half
Citizenship 8 Rules, Rights and Responsibilities Why do we need rules at home and at school? What part can I play in making and changing rules? What do we mean by rights and responsibilities? What are my responsibilities at home and at school? How do we make democratic decisions in school? What is a representative and how do we elect them? SCHOOL COUNCIL ELECTIONS HELD	Citizenship 6 Working Together What am I good at and what are others good at? What new skills would I like or need to develop? How well can I listen to other people? How do I ask open questions? How can I share my views and opinions effectively? How can different people contribute to a group task? How can I persevere and overcome obstacles to my learning? How can I work well in a group? What is useful evaluation? How do I give constructive feedback and receive it from others? Economic Wellbeing 2 Financial Capability What different ways are there to earn and spend money? What do savings, spending and budgeting mean to me? How can I decide what to spend my money on and choose the best way to pay? What might my family have to spend money on? What is ‘value for money’? How do my feelings about money change? How do my choices affect my family, the community, the world and me?	Healthy and Safer Lifestyles 11 Managing Risk What risks are there to my safety, my friendships and feelings? How might my friends affect my decisions about risk? How do I feel and how does my body react in risky situations? Can I make decisions in risky situations? Who would I ask for help if things went wrong? What action is it okay for me to take in an emergency? Healthy and Safer Lifestyles 12 Safety Contexts How are roads risky and how can I reduce the risks? How is fire risky and how can I reduce the risks? How is water risky and how can I reduce the risks? How do I keep myself safe during activities and visits? How can I stop accidents happening?
Autumn Term 2nd Half	Spring Term 2nd Half	Summer Term 2nd Half
Myself and My Relationships 10 My Emotions What is special about me and other people? How can I communicate my emotions? How do I cope with difficult emotions? How can I deal with fears and worries? How do my actions and emotions affect the way I and others feel? How do I care for other people’s feelings? Who can I talk to about the way I feel? How can I disagree without being disagreeable? Myself and My Relationships 12 Anti-Bullying (This unit is continued from Year 3) What are the key characteristics and forms of bullying? Do I understand that bullying occurs when a person or group of people feel the need to have power over another person or group of people? Do I understand how bullying affects the way we think, feel and behave? How can I keep myself safe if I am being bullied? How might bystanders intervene and help someone who is being bullied?	SCHOOL COUNCIL ELECTIONS HELD Healthy and Safer Lifestyles 15 Drug Education (This unit is continued from Year 3) What medical and legal drugs do I know about, and what are their effects? Who uses and misuses legal drugs? Why do some people need medicine and who gives it? What are the safety rules for storing medicine and other risky substances? What should I do if I find something risky, like a syringe? What do I understand about how friends and the media influence me? Healthy and Safer Lifestyles 17 Relationships Education What are the main stages of the human life? What does it mean to be ‘grown up’? What am I responsible for now and how will this change? How do parents and carers care for babies? SCHOOL JOURNEY TO NEW BARN IN DORSET	Healthy and Safer Lifestyles 14 Healthy Lifestyles How can I have a healthy lifestyle? How do nutrition and physical activity work together? What does healthy eating and a balanced diet mean? How can I plan and prepare simple, healthy food safely? How can I look after my teeth and why is it important? Who is responsible for my lifestyle choices and how are they influenced? LEVEL 1 BIKEABILITY COURSE

Year 5 PSHE Scheme of Work

Autumn Term 1st Half	Spring Term 1st Half	Summer Term 1st Half
Myself and Relationships 14 Beginning and Belonging How do we make sure we feel safe in our class and school? How do we build good relationships in our class? How do we make new people feel welcomed and valued? How do I feel when I do something new? Which ways to calm down work for me? How do I solve problems? Who can I talk to when I need help? How can I help and support other people? SCHOOL COUNCIL ELECTIONS HELD	Citizenship 10 Diversity and Communities What makes up my identity and that of other people? What are the different identities locally and in the UK? How can I show respect for different views, lifestyles and beliefs? What are the negative effects of stereotyping? What groups and communities am I part of? Who works for the good of the community and how can I help? What are voluntary organisations and how do they make a difference? What is the role of the media and how does it influence me and my community? Who cares for the environment and what is my contribution?	Healthy and Safer Lifestyles 23 Personal Safety When am I responsible for my personal safety? What can I do to help keep myself safer? How can I act to show I am assertive? When should I keep a secret for myself or for a friend? Who is now in my network of support and how is it changing? When and how should I ask for help? SCHOOL JOURNEY TO PGL ACTIVITY CAMP
Autumn Term 2nd Half	Spring Term 2nd Half	Summer Term 2nd Half
Myself and Relationships 16 Family and Friends Who is in my network of relationships and how has it changed? How can I develop new friendships and maintain existing ones? In what way is it positive to have differences between people? What different kinds of families are there? How can I manage some of the pressures on my relationships? Who do I get support from and how do I support others? Myself and Relationships 17 Anti-Bullying Can I define bullying? Do I understand why a person or group of people may feel the need to have power over another person or group of people? Can I respond to bullying and seek support where necessary? How can bullying affect people’s behaviour and wellbeing? How might people’s responses to bullying improve or worsen a situation? Can I identify ways of preventing bullying in school and the wider community?	SCHOOL COUNCIL ELECTIONS HELD Healthy and Safer Lifestyles 22 Drug Education What do I know about medicines, alcohol, nicotine, solvents and illegal drugs and how they affect people who use them and others? How does drug use affect the way a body or a brain works? How do medicines help people with a range of illnesses? What does misusing a drug mean? What are some of the laws about drugs? What risks should I look for around substances? How do my friends influence my behaviour and decision making? How and why do companies advertise drugs? When and how should I check information I am given? Healthy and Safer Lifestyles 20 Relationships Education What happens to the bodies of boys and girls when they reach puberty? What influences my view of my body? How can I keep my growing and changing body clean? How can the spread of viruses and bacteria be stopped? What is HIV?	Myself and Relationships 18 Managing Change What different changes do we or might we experience? How do I feel if I lose something or someone or if things change? How have I been affected by changes I have already experienced? How are my friendships and relationships changing? In what different ways do people grieve? How might I and other people behave when we are living through change? How might I feel when I move to another school?

Year 6 PSHE Scheme of Work

Autumn Term 1st Half	Spring Term 1st Half	Summer Term 1st Half
Citizenship 11 Rights Rules and Responsibilities How can I contribute to making and changing rules in school? How else can I make a difference in school? Are there places or times when I have to behave differently? What are the basic rights of children and adults? Why do we have laws in our country? How does democracy work in our community and in our country? What do councils, councillors, parliament and MPs do? Can I take part in a debate and listen to other people’s views? YEAR 6 SCHOOL ELECTIONS HELD FOR POSTS OF RESPONSIBILITY SCHOOL COUNCIL ELECTIONS HELD	Citizenship 9 Working Together What are my strengths and skills and how are they seen by others? What helps me learn new skills effectively? What would I like to improve and how can I achieve this? How could my skills and strengths be used in future employment? What are some of the jobs that people do? How can I be a good listener to other people? How can I share my views effectively and negotiate with others to reach agreement? How can I persevere and help others to do so? How can I give, receive and act on sensitive and constructive feedback? YOUNG LEADERS SCHEME STARTS AFTER THE EXAMS FINISH Healthy and Safer Lifestyles 22 Drug Education (This unit is a continuation from Year 5) What do I know about medicines, alcohol, nicotine, solvents and illegal drugs and how they affect people who use them and others? How does drug use affect the way a body or a brain works? How do medicines help people with a range of illnesses? What does misusing a drug mean? What are some of the laws about drugs? What risks should I look for around substances? How do my friends influence my behaviour and decision making? How and why do companies advertise drugs? When and how should I check information I am given?	Healthy and Safer Lifestyles 18 Managing Risk When might it be good to take risk? What are the different consequences of taking physical, emotional and social risks? How risky are different situations? When am I responsible for my own safety? How can I keep myself and others safe? How can I get the attention of an adult if I need to? Where can people go for help? How can I help people who need support? Can I carry out basic first aid? FIRST AID COURSE Healthy and Safer Lifestyles 19 Safety Contexts How can I stay safe on the roads as a cyclist or pedestrian? How do I keep myself safe in the sun? How can I stay safe in my home? How can I stay safe near railways? What helps to make school a safe place? How can I prevent accidents? SCHOOL JOURNEY TO PGL ACTIVITY CAMP LEVEL 2 BIKEABILITY COURSE - 4 DAY COURSE
Autumn Term 2nd Half	Spring Term 2nd Half	Summer Term 2nd Half
Myself and My Relationships 15 My Emotions What am I good at? What do I find difficult? What do I feel proud of about myself? How do I manage strong emotions? What can I do when I realise I’m in a bad mood? How do I recognise how other people feel and respond to them? How do I cope when I disagree with someone? How and from whom do I get support when things are difficult? PERSONAL STATEMENTS WRITTEN AS PART OF THE SENIOR SCHOOL APPLICATION PROCESS. Myself and My Relationships 17 Anti-Bullying (This unit is continued from Year 5) Can I define bullying? Do I understand why a person or group of people may feel the need to have power over another person or group of people? Can I respond to bullying and seek support where necessary? How can bullying affect people’s behaviour and wellbeing? How might people’s responses to bullying improve or worsen a situation? Can I identify ways of preventing bullying in school and the wider community?	SCHOOL COUNCIL ELECTIONS HELD Economic Wellbeing 3 Financial Capability What different ways are there to gain money? What sorts of things do adults need to pay for? How can I afford the things I want or need? How can I make sure I get ‘value for money’? Why don’t people get all the money they earn? How is money used to benefit the community or the wider world? What is poverty? YEAR 6 STALLS Healthier and Safer Lifestyles 24 Relationships Education How can I express my feelings positively as I grow up? When am I responsible for how others feel? What should adults think about before they have a baby? What are families like?	Healthy and Safer Lifestyles 21 Healthy Lifestyles What does being healthy mean and what are the benefits? Why is a varied and balanced diet important? How can I achieve a healthy energy balance? How does physical activity help me? How can I plan, prepare and cook healthy meals safely? What or who influences when I’m making lifestyle choices? How am I responsible for a healthy lifestyle? TRANSFER TO SENIOR SCHOOL TRIP TO THE SUTTON LIFE CENTRE