Rivers Primary Academy, Livingstone Road, Blakenall, Walsall, WS3 1LY
Part of Windsor Academy Trust
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Personal Social Health and Economic Education at Rivers Primary Academy

Personal, Social, Health and Economic Education

Our Personal, Social, Health and Economic education (PSHE) by year group is outlined below.

Year 1

Autumn term Spring term Summer term

Healthy Lifestyles

To learn what constitutes, and how to maintain, a healthy lifestyle including the benefits of physical activity, rest, healthy eating and dental health.

To learn the importance of and how to maintain personal hygiene. 

To learn how some diseases are spread and can be controlled; the responsibilities they have for their own health and that of others; to develop simple skills to help prevent diseases spreading.

Growing and Changing

To think about themselves, to learn from their experiences, to recognise and celebrate their strengths and set simple but challenging goals.

To understand about change and loss and the associated feelings (including moving home, losing toys, pets or friends). 

Keeping Safe

To recognise people who look after them, their family networks, who to go to if they are worried and how to attract their attention. 

To understand the ways that pupils can help the people who look after them to more easily protect them. 

To recognise that they share a responsibility for keeping themselves and others safe when to say, ‘yes’, ‘no’, ‘I’ll ask’ and ‘I’ll tell’ including knowing that they do not need to keep secrets. 

Feelings and Emotions

For pupils to communicate their feelings to others, to recognise how others show feelings and how to respond.

 Healthy Relationships

To learn the difference between secrets and nice surprises (that everyone will find out about eventually) and the importance of not keeping any secret that makes them feel uncomfortable, anxious or afraid.

To identify their special people (family, friends, and carers), what makes them special and how special people should care for one another.

Valuing Differences

For pupils to share their opinions on things that matter to them and explain their views through discussions with one other person and the whole class.

To identify and respect the differences and similarities between people.

Rights and Responsibilities

To learn how they can contribute to the life of the classroom and school. 

To help construct, and agree to follow, group and class rules and to understand how these rules help them.

To recognise ways in which they are all unique; understand that there has never been and will never be another ‘them’.

To understand the ways in which we are the same as all other people; what we have in common with everyone else.

Environment

To learn about what improves and harms their local, natural and built environments and develop strategies and skills needed to care for these (including conserving energy).

Money

To learn that money comes from different sources and can be used for different purposes, including the concepts of spending and saving. 

To learn about the role money plays in their lives including how to keep it safe, choices about spending or saving money and what influences those choices.

Year 2

Autumn term Spring term Summer term

Healthy Lifestyles

To recognise what they like and dislike, how to make real, informed choices that improve their physical and emotional health, to recognise that choices can have good and not so good consequences.

To learn about good and not so good feelings, a vocabulary to describe their feelings to others and simple strategies for managing feelings.

Growing and Changing

To think about themselves, to learn from their experiences, to recognise and celebrate their strengths and set simple but challenging goals.

To learn about the process of growing from young to old and how people’s needs change. 

To learn about growing and changing and new opportunities and responsibilities that increasing independence may bring.

To know the names for the main parts of the body (including external genitalia) and the bodily similarities and differences between boys and girls. 

Keeping Safe

To learn rules for and ways of keeping physically and emotionally safe including responsible ICT use and online safety, road safety, cycle safety and safety in the environment, rail, water and fire safety.

To recognise people who look after them, their family networks, who to go to if they are worried and how to attract their attention. 

To understand about the ways that pupils can help the people who look after them to more easily protect them. To recognise that they share a responsibility for keeping themselves and others safe, when to say, ‘yes’, ‘no’, ‘I’ll ask’ and ‘I’ll tell’ including knowing that they do not need to keep secrets. 

To learn what is meant by ‘privacy’; their right to keep things private; the importance of respecting others’ privacy.

Feelings and Emotions

 For pupils to recognise that their behaviour can affect other people. 

For pupils to recognise what is fair and unfair, kind and unkind, what is right and wrong. 

To recognise when people are being unkind to either them or others, how to respond, who to tell and what to say. 

To learn that people’s bodies and feelings can be hurt (including what makes them feel comfortable and uncomfortable). 

Healthy Relationships

To learn to listen to other people and play and work cooperatively (including strategies to resolve simple arguments through negotiation). 

To learn to offer constructive support and feedback to others.

To judge what kind of physical contact is acceptable, comfortable, unacceptable and uncomfortable and how to respond (including who to tell and how to tell them).

To learn that there are different types of teasing and bullying, these are wrong and unacceptable. To develop strategies to resist teasing or bullying, if they experience or witness it, and whom to go to and how to get help. 

Valuing Differences

For pupils to share their opinions on things that matter to them and explain their views through discussions with one other person and the whole class.

To identify and respect the differences and similarities between people.

Rights and Responsibilities

To learn how they can contribute to the life of the classroom and school. 

To help construct, and agree to follow, group and class rules and to understand how these rules help them.

To recognise ways in which they are all unique; understand that there has never been and will never be another ‘them’.

To understand the ways in which we are the same as all other people; what we have in common with everyone else.

Environment

To learn about what improves and harms their local, natural and built environments and develop strategies and skills needed to care for these (including conserving energy).

Money

To learn that money comes from different sources and can be used for different purposes, including the concepts of spending and saving. 

To learn about the role money plays in their lives including how to keep it safe, choices about spending or saving money and what influences those choices
Rights and Responsibilities:

To learn how they can contribute to the life of the classroom and school. 

To help construct, and agree to follow, group and class rules and to understand how these rules help them. 

To understand that people and other living things have rights and that everyone has responsibilities to protect those rights (including protecting others’ bodies and feelings; being able to take turns, share and understand the need to return things that have been borrowed).

For pupils to learn that they belong to various groups and communities such as family and school ‘them’.

About the ‘special people’ who work in their community and who are responsible for looking after them and protecting them; how people contact those special people when they need their help, including dialling 999 in an emergency.

Environment

To learn about what improves and harms their local, natural and built environments and develop strategies and skills needed to care for these (including conserving energy).

Money

To learn that money comes from different sources and can be used for different purposes, including the concepts of spending and saving. 

To learn about the role money plays in their lives including how to keep it safe, choices about spending or saving money and what influences those choices.

Year 3

Autumn term Spring term Summer term

Healthy Lifestyles

To recognise opportunities and develop the skills to make their own choices about food, understanding what might influence their choices and the benefits of eating a balanced diet.

To learn what is meant by the term ‘habit’ and why habits can be hard to change.

Growing and Changing

For pupils to reflect on and celebrate their achievements, identify their strengths, areas for improvement, set high aspirations and goals. 

For pupils to deepen their understanding of good and not so good feelings, to extend their vocabulary to enable them to explain both the range and intensity of their feelings to others. 

For pupils to recognise that they may experience conflicting emotions and when they might need to listen to or overcome these. 

Keeping Safe

To understand school rules about health and safety, basic emergency aid procedures, where and how to get help.

To recognise people who are responsible for helping them stay healthy and safe; how they can help these people to keep them healthy and safe.

 Feelings and Emotions

To be able to recognise and respond appropriately to a wider range of feelings in others. 

Healthy Relationships

To recognise what constitutes a positive, healthy relationship and develop the skills to form and maintain positive and healthy relationships. 

To recognise different types of relationship, including those between acquaintances, friends, relatives and families.

To learn that their actions affect themselves and others.

To work collaboratively towards shared goals.

Valuing Differences

To realise the nature and consequences of discrimination, teasing, bullying and aggressive behaviours (including cyber bullying, use of prejudice-based language, ‘trolling’, how to respond and ask for help). 

How to recognise bullying and abuse in all its forms (including prejudice-based bullying both in person, online and through social media).

 Rights and Responsibilities

For pupils to research, discuss and debate topical issues, problems and events that are of concern to them and offer their recommendations to appropriate people.

To learn what being part of a community means, and about the varied institutions that support communities locally and nationally. 

To recognise the role of voluntary, community and pressure groups, especially in relation to health and wellbeing.

Environment

To learn that they have different kinds of responsibilities, rights and duties at home, at school, in the community and towards the environment; to continue to develop the skills to exercise these responsibilities.

Money

To learn what is meant by enterprise and begin to develop enterprise skills.

 

Year 4

Autumn term Spring term Summer term

Healthy Lifestyles

To understand what positively and negatively affects their physical, mental and emotional health.

To understand how to make informed choices (including recognising that choices can have positive, neutral and negative consequences) and to begin to understand the concept of a ‘balanced lifestyle’. 

To learn which, why and how, commonly available substances and drugs (including alcohol, tobacco and ‘energy drinks’) can damage their immediate and future health and safety; that some are restricted and some are illegal to own, use and give to others.

To understand that bacteria and viruses can affect health and that following simple routines can reduce their spread. 

Growing and Changing

For pupils to reflect on and celebrate their achievements, identify their strengths, areas for improvement, set high aspirations and goals.

. For pupils to understand how their body will, and their emotions may change as they approach and move through puberty.

Keeping Safe

To develop strategies for keeping physically and emotionally safe including road safety (including cycle safety: the Bikeability programme), and safety in the environment (including rail, water and fire safety). 

To develop strategies for keeping safe online; the importance of protecting personal information, including passwords, addresses and the distribution of images of themselves and others. 

How to manage requests for images of themselves or others; what is and is not appropriate to ask for or share, who to talk to if they feel uncomfortable or are concerned by such a request.

Feelings and Emotions

To understand the concept of ‘keeping something confidential or secret’, when we should or should not agree to this and when it is right to ‘break a confidence’ or ‘share a secret’.

To learn to recognise and manage ‘dares’. 

Healthy Relationships

To judge what kind of physical contact is acceptable or unacceptable and how to respond.

To develop strategies to solve disputes and conflict through negotiation and appropriate compromise and to give rich and constructive feedback and support to benefit others as well as themselves. 

Valuing Differences

To be able to listen and respond respectfully to a wide range of people, to feel confident to raise their own concerns, to recognise and care about other people’s feelings and try to see, respect and if necessary constructively challenge, their points of view.

Rights and Responsibilities

For pupils to research, discuss and debate topical issues, problems and events that are of concern to them and offer their recommendations to appropriate people.

To appreciate the range of national, regional, religious and ethnic identities in the United Kingdom.

To consider the lives of people living in other places, and people with different values and customs.

To learn that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment across the world.

Environment

To learn that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment across the world.

Money

For pupils to learn about the role money plays in their own and others’ lives, including how to manage their money and about being a critical consumer. 

To develop an initial understanding of the concepts of ‘interest’, ‘loan’, ‘debt’, and ‘tax’ (e.g. contribution to society through the payment of VAT).

Year 5

Autumn term Spring term Summer term

Healthy Lifestyles

To understand what positively and negatively affects their physical, mental and emotional health.

To understand how to make informed choices (including recognising that choices can have positive, neutral and negative consequences) and to begin to understand the concept of a ‘balanced lifestyle’. 

To recognise opportunities and develop the skills to make their own choices about food, understanding what might influence their choices and the benefits of eating a balanced diet.  

Growing and Changing

 For pupils to reflect on and celebrate their achievements, identify their strengths, areas for improvement, set high aspirations and goals. 

For pupils to deepen their understanding of good and not so good feelings, to extend their vocabulary to enable them to explain both the range and intensity of their feelings to others. 

For pupils to recognise that they may experience conflicting emotions and when they might need to listen to, or overcome these.

To learn about change, including transitions (between key stages and schools), loss, separation, divorce and bereavement.

Keeping Safe

To develop strategies for keeping physically and emotionally safe including road safety (including cycle safety), and safety in the environment (including rail, water and fire safety). 

To develop strategies for keeping safe online; the importance of protecting personal information, including passwords, addresses and the distribution of images of themselves and others. 

How to manage requests for images of themselves or others; what is and is not appropriate to ask for or share, who to talk to if they feel uncomfortable or are concerned by such a request.

The responsible use of mobile phones: safekeeping (looking after it) and safe user habits (time limits, use of passcode, turning it off at night etc.).

Feelings and Emotions

To be able to recognise and respond appropriately to a wider range of feelings in others.  

Healthy Relationships

To learn that their actions affect themselves and others.

To work collaboratively towards shared goals. 

To develop strategies to solve disputes and conflict through negotiation and appropriate compromise and to give rich and constructive feedback and support to benefit others as well as themselves.

Valuing Differences

To be able to listen and respond respectfully to a wide range of people, to feel confident to raise their own concerns, to recognise and care about other people’s feelings and try to see, respect and if necessary constructively challenge, their points of view.

Rights and Responsibilities

For pupils to research, discuss and debate topical issues, problems and events that are of concern to them and offer their recommendations to appropriate people.

For pupils to learn why and how rules and laws that protect themselves and others are made and enforced; why different rules are needed in different situations and how to take part in making and changing rules.

To realise the consequences of anti-social, aggressive and harmful behaviours such as bullying and discrimination of individuals and communities; to develop strategies for getting support for themselves or for others at risk.

To resolve differences by looking at alternatives, seeing and respecting others’ points of view, making decisions and explaining choices.

Environment

To learn that they have different kinds of responsibilities, rights and duties at home, at school, in the community and towards the environment; to continue to develop the skills to exercise these responsibilities.

Money

 For pupils to learn about the role money plays in their own and others’ lives, including how to manage their money and about being a critical consumer. 

To develop an initial understanding of the concepts of ‘interest’, ‘loan’, ‘debt’, and ‘tax’ (e.g. contribution to society through the payment of VAT).

Year 6

Autumn term Spring term Summer term

Healthy Lifestyles

To recognise how images in the media (and online) do not always reflect reality and can affect how people feel about themselves.

To learn which, why and how, commonly available substances and drugs (including alcohol, tobacco and ‘energy drinks’) can damage their immediate and future health and safety; that some are restricted and some are illegal to own, use and give to others 

Growing and Changing

 For pupils to reflect on and celebrate their achievements, identify their strengths, areas for improvement, set high aspirations and goals. 

For pupils to understand how their body will, and their emotions may change as they approach and move through puberty. 

To learn about human reproduction.

Keeping Safe

To differentiate between the terms, ‘risk’, ‘danger’, and ‘hazard’. 

To recognise, predict and assess risks in different situations and decide how to manage them responsibly (including sensible road use and risks in their local environment) and use this an opportunity to build resilience. 

To recognise how their increasing independence brings increased responsibility to keep themselves and others safe. 

How pressure to behave in unacceptable, unhealthy or risky ways can come from a variety of sources, including people they know and the media. To recognise when they need help and to develop the skills to ask for help; to use basic techniques for resisting pressure to do something dangerous, unhealthy, that makes them uncomfortable or anxious or that they think is wrong.

 To learn about taking care of their body, understanding that they have the right to protect their body from inappropriate and unwanted contact; understanding that actions such as female genital mutilation (FGM) constitute abuse and are a crime, and develop the skills and strategies required to get support if they have fears for themselves or their peers.

To recognise people who are responsible for helping them stay healthy and safe; how they can help these people to keep them healthy and safe.

Feelings and Emotions

To understand the concept of ‘keeping something confidential or secret’, when we should or should not agree to this and when it is right to ‘break a confidence’ or ‘share a secret’.

 Healthy Relationships

To recognise what constitutes a positive, healthy relationship and develop the skills to form and maintain positive and healthy relationships. 

To recognise different types of relationship, including those between acquaintances, friends, relatives and families.

To recognise ways in which a relationship can be unhealthy and whom to talk to if they need support.

To understand that civil partnerships and marriage are examples of stable, loving relationships and a public demonstration of the commitment made between two people who love and care for each other and want to spend their lives together and who are of the legal age to make that commitment. 

To understand that two people who love and care for one another can be in a committed relationship and not be married or in a civil partnership.

To understand that marriage is a commitment freely entered into by both people, that no one should marry if they don’t absolutely want to do so or are not making this decision freely for themselves.

To understand that forcing anyone to marry is a crime, that support is available to protect and prevent people from being forced into marriage and to know how to get support for themself or others.

To judge what kind of physical contact is acceptable or unacceptable and how to respond

 To understand personal boundaries; to identify what they are willing to share with their most special people; friends, classmates and others; and that we all have rights to privacy. 

Valuing Differences

To be able to listen and respond respectfully to a wide range of people, to feel confident to raise their own concerns, to recognise and care about other people’s feelings and try to see, respect and if necessary constructively challenge, their points of view.

To learn that differences and similarities between people arise from a number of factors, including family, cultural, ethnic, racial and religious diversity, age, sex, sexual orientation, and disability (see ‘protected characteristics’ in the Equality Act 2010).

To recognise and challenge stereotypes. 

To understand the difference between, and the terms associated with sex, gender identity and sexual orientation.

To realise the nature and consequences of discrimination, teasing, bullying and aggressive behaviours (including cyberbullying, use of prejudice-based language, ‘trolling’, how to respond and ask for help). 

How to recognise bullying and abuse in all its forms (including prejudice-based bullying both in person, online and through social media).

Rights and Responsibilities

 For pupils to research, discuss and debate topical issues, problems and events that are of concern to them and offer their recommendations to appropriate people. To understand that there are basic human rights shared by all peoples and all societies and that children have their own special rights set out in the United Nations Declaration of the Rights of the Child. To learn that these universal rights are there to protect everyone and have primacy both over national law and family and community practices. 

To know that there are some cultural practices which are against British law and universal human rights, such as female genital mutilation (FGM). 

To learn what being part of a community means, and about the varied institutions that support communities locally and nationally. 

To recognise the role of voluntary, community and pressure groups, especially in relation to health and wellbeing. 

To explore and critique how the media present information. 

To critically examine what is presented to them in social media and why it is important to do so; understand how the information contained in social media can be misrepresented or misleading; the importance of being careful what you forward to others. 

Environment

To understand that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment across the world.

Money

To learn what is meant by enterprise and begin to develop enterprise skills.