GROVE PRIMARY SCHOOL PSHE Relationships Health Financial ...

GROVE PRIMARY SCHOOL PSHE

1B

Relationships

Health

 Can identify who they are close to  Can say how they are feeling at the time (yes/no answers)

 Can identify how they have changed physically since being a baby  Can identify some harmful household chemicals  Can identify how they have changed emotionally since being a baby  Knows medicines can be harmful  Can identify how they have changed socially since being a baby  Recognises some warning symbols on household chemicals  Can identify how they have changed physically over the last year  Can identify how boys’ and girls’ bodies are similar  Identify generally healthy and unhealthy food and drinks  Can identify how they have changed emotionally over the last year  Can identify how boys’ and girls’ bodies are different

1W  Can identify peers they are friends with  Can say how they are feeling at the time (Variety of answers)

1S

 Can identify why they like their friends  Can say how they’re feeling at the time and give a reason why

2B

 Can identify things they have in common with friends  Understands that friends that can have disagreements  Can identify how others feel from facial expressions

2W  Can identify differences between them and their friends  Can give reasons why friends fall out

Financial capability

 Know that money is earned by doing a job

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Understands that families have to work in a budget and people only have limited money

Careers and work related learning  Can identify people who help them at home

Citizenship 

Can suggest classroom rules (Do not…)

 Can identify people who help them at school

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Can suggest positive classroom rules

 Can understand the differences in roles of people who help them

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Can explain why we have classroom rules

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Understands what happens if classroom rules are not followed

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Can suggest ways to make classroom a caring environment

 Can identify how others feel from body language

 Identify need for balanced diet

2S

 Can give some factors that makes a good friend, personal to them  Can suggest ways to resolve friendship disagreements  Can give examples of times when they have felt happy, sad, annoyed etc

3B

 Can identify members of immediate and extended family  Can identify causes of conflict with peers from given scenarios

 Can identify how they have changed socially over the last year  Can give basic reasons why boys’ and girls’ bodies are different  Understand ‘unhealthy’ foods okay in moderation  Can identify how they have changed physically since starting school in greater detail  Can explain why some household chemicals can be dangerous  Can identify how they have changed emotionally since starting school in greater detail  Can explain how household chemicals can be used safely by adults  Can identify how they have changed socially since starting school in greater detail  Can explain why some medicines can be harmful  Can name some physical changes in puberty for their own gender as appropriate for their age

3W  Can give similarities between themselves and family members  Can name some causes of conflict with peers

3S

4B

 Can give differences between themselves and family members  Can describe the causes of conflict with peers  Can recognise if emotions in conflicts are positive or negative in given scenarios  Can identify positive peer influences

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Understand why money might be saved

Understand different ways of saving money

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Takes on responsibilities within the class to help others

 Can identify jobs of people they come into contact with in the Carlton Colville

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Name rules they have at home Can say what communities they belong to

 Can identify jobs of people in Carlton Colville they don’t come into contact with

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 Aware of jobs that people travel to Carlton Colville for  Recognise the difference between jobs where people work locally or commute

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 Can identify jobs of people they come into contact with in Lowestoft and the surrounding area

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Explain why they have rules at home Can say who lives in the local community

Give some similarities between rules at home and school Can say who supports them in the local community Give some differences between rules at home and school

 Understands that smoking is unhealthy 4W  Can identify a range of emotions that could occur in given scenarios, eg stealing from friend  Can identify negative peer influences

4S

5B

 Can identify a range of emotions that could occur in difficult situations, eg divorce  Can identify the impact of others on self image/ body image generally  Can explain the difference between bullying and incidents 

5W  Can give examples of range of bullying (beyond physical)

5S

 Can describe the effects of bullying on the victim and bully

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Can say what impact the communities has on them Explain why there are similarities and differences between rules at home and school Can say what impact they have on their communities Explain the purpose of all rules for communities Can say what a community is

 Can name some physical changes in puberty for the other gender as appropriate for their age  Understand that excessive alcohol is unhealthy

 Can identify jobs of people in Lowestoft and the surrounding area they don’t come into contact with

 Can give physical reasons why we go through puberty as appropriate for their age  Understands that overuse of some medicines (eg ibuprofen, antibiotics) can be harmful  Can name some emotional changes in puberty for their own gender as appropriate for their age  Understands the effect of poor diet on their bodies  Can name some emotional changes in puberty for the other gender as appropriate for their age  Understands the effect of exercise on their bodies  Can give emotional reasons why we go through puberty as appropriate for their age  Understands the need for balance in diet and activity (including negative impact of over exercising)

 Aware of jobs that people travel to Lowestoft for  Understands why people commute for some jobs and not others

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 Aware of a range of jobs available based on those they have come into contact with

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Understands what aid is for

 Aware of a range of jobs available based on those they haven’t come into contact with

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Understands why aid is important

 Can identify jobs they think they would be suited to

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Understands what fair trade is

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Understand the law concerning the lottery and fundraising Understands the cost of common basic food items looking at cost verses quality

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6B

 Can give examples of antisocial behaviour  Can identify positives and negatives of change personal to them (Context of moving to High School)  Can identify social changes of becoming a teenager

6W  Can explain why anti-social behaviour is wrong  Can suggest a range of strategies appropriate for themselves to plan for change (Context of moving to High School)  Can identify emotional changes of becoming a teenager

6S

 Can describe the effect their and others behaviour can have on the local community (inside and outside school)  Can make long-term plans for coping with change (generic)  Can identify changes in relationships associated with becoming a teenager.

 Can name some emotional and physical changes in puberty for their own gender that occur throughout teenage years  Knows the law in relation to smoking  Describes the effect of smoking and how to cope with peer pressure  Can name some emotional and physical changes in puberty for the other gender that occur throughout teenage years  Knows the law in relation to alcohol  Describes the effects of misuse of alcohol and how to cope with peer pressure  Can give emotional and physical reasons why we go through puberty that occur throughout teenage years  Knows the law in relation to solvents  Describes the effects of misuse of solvents and how to cope with peer pressure

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Understand the need for households to balance incomings and outgoings  Understands the need for budgetting (Supplemented through work at Crucial Crew)

For Health strand please refer to school’s SRE policy. Puberty Y4 changes= height, teeth, independence Puberty Y5 changes= periods, hair growth under arms, growing independence

 Knows skills needed for a range of jobs

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Understands why fair trade is important

 Knows qualifications needed for a range of jobs

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Can say if aid and first aid are always good

 Identifies a range of jobs suited to themselves based on their interests and skills

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Understands what ‘Global Citizenship’ is

Puberty Y6 changes= breasts, hair growth in pubic area, voice, facial hair