Year 1 PSHE & RSE

PSHE and RSE lessons in Year 1. This is Personal, Social, Health and Economic education, including mental health and wellbeing. RSE education is: Relationships education, Relationships and sex education. Lesson plans are organised around the PSHE Association's Programmes of Study Learning Opportunities, the new DfE guidance for Relationships Education and Health Education, the National Curriculum and Curriculum for excellence. PSHE education, including mental health and wellbeing lessons ensure progression in knowledge, attitudes and values, and skills – including the key skills of social and emotional learning, known to improve outcomes for children.


Autumn 1

Health and Wellbeing: healthy life style

  1. Eat well

  • Recognise that they may have different tastes in food to others;

  • Select foods from the Eatwell Guide (formerly Eatwell Plate) in order to make a healthy lunch;

  • Recognise which foods we need to eat more of and which we need to eat less of to be healthy.

2. Harold's wash and brush up

  • Recognise the importance of regular hygiene routines;

  • Sequence personal hygiene routines into a logical order.

3. Catch it! Bin it! Kill it!

  • Understand how diseases can spread;

  • Recognise and use simple strategies for preventing the spread of diseases.

4. I can eat a rainbow

  • Recognise the importance of fruit and vegetables in their daily diet;

  • Know that eating at least five portions of vegetables and fruit a day helps to maintain health.

5. Healthy me

  • Understand that the body gets energy from food, water and air (oxygen);

  • Recognise that exercise and sleep are important parts of a healthy lifestyle

6. Super sleep

  • Recognise the importance of sleep in maintaining a healthy, balanced lifestyle;

  • Identify simple bedtime routines that promote healthy sleep.

Autumn 2

Health and Wellbeing: keeping safe

  1. Harold loses Geoffrey

Recognise the range of feelings that are associated with loss

2. Who can help? 1

  • Recognise emotions and physical feelings associated with feeling unsafe;

  • Identify people who can help them when they feel unsafe

3. Harold's school rules

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

4. What could Harold do?

  • Understand that medicines can sometimes make people feel better when they’re ill;

  • Explain simple issues of safety and responsibility about medicines and their use.

5. Growing and changing: Harold learns to ride his bike

  • Recognise that learning a new skill requires practice and the opportunity to fail, safely;

  • Understand the learning line's use as a simple tool to describe the learning process, including overcoming challenges

6. Then and now

  • Identify things they could do as a baby, a toddler and can do now;

  • Identify the people who help/helped them at those different stages


Spring 1

Health, Wellbeing and Relationships

  1. Inside my wonderful body! (Heart, stomach, brain)

  • Name major internal body parts (heart, lungs, blood, stomach, intestines, brain);

  • Understand and explain the simple bodily processes associated with them.

2. Keeping privates private. (Going to the toilet on your own)

  • Identify parts of the body that are private;

  • Describe ways in which private parts can be kept private;

  • Identify people they can talk to about their private parts

3. Taking care of a baby. (Cots, nappies, toys)

  • Understand some of the tasks required to look after a baby;

  • Explain how to meet the basic needs of a baby, for example, eye contact, cuddling, washing, changing, feeding

4. Healthy relationships: surprises and secrets

  • Explain the difference between a secret and a nice surprise;

  • Identify situations as being secrets or surprises;

  • Identify who they can talk to if they feel uncomfortable about any secret they are told, or told to keep

5. NSPCC underwear rule to Safeguard children.

  • Understand and learn the PANTS rules;

  • Name and know which parts should be private;

  • Explain the difference between appropriate and inappropriate touch;

  • Understand that they have the right to say β€œno” to unwanted touch;

  • Start thinking about who they trust and who they can ask for help

6. Unkind, tease or bully?

Explain the difference between unkindness, teasing and bullying;

  • Understand that bullying is usually quite rare

Spring 2


  1. Who can help 2

  • Explain the difference between teasing and bullying;

  • Give examples of what they can do if they experience or witness bullying;

  • Say who they could get help from in a bullying situation.

2. How are you listening?

  • Demonstrate attentive listening skills;

  • Suggest simple strategies for resolving conflict situations;

  • Give and receive positive feedback, and experience how this makes them feel.

3. Pass on the praise!

  • Demonstrate attentive listening skills;

  • Suggest simple strategies for resolving conflict situations;

  • Give and receive positive feedback, and experience how this makes them feel

4. Thinking about feelings

  • Recognise how others might be feeling by reading body language/facial expressions;

  • Understand and explain how our emotions can give a physical reaction in our body (e.g. butterflies in the tummy etc.)

5. Harold has a bad day

Recognise how a person's behaviour (including their own) can affect other people

6. Who are our special people?

  • Identify some of the people who are special to them;

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


Summer 1

Valuing difference and rules, rights and responsibilities

  1. Feelings and bodies: if we fall over we hurt and our feelings can hurt

  • Recognise that people's bodies and feelings can be hurt;

  • Suggest ways of dealing with different kinds of hurt.

2. Valuing difference: it's not fair!

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

  • Suggest ways they can show kindness to others.

3. Good friends

  • Identify simple qualities of friendship;

  • Suggest simple strategies for making up.

4. Same or different?

  • Identify the differences and similarities between people;

  • Empathise with those who are different from them;

  • Begin to appreciate the positive aspects of these differences

5. Rights, rules and responsibilities: why we have classroom rules

  • Understand that classroom rules help everyone to learn and be safe;

  • Explain their classroom rules and be able to contribute to making these.

6. Taking care of something

  • 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

Summer 2

Living in the Wider World

  1. Our special people balloons

  • 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.

2. Basic first aid

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.

3. Around and about the school

  • Identify what they like about the school environment;

  • Recognise who cares for and looks after the school environment

4. Harold's money

  • Explain where people get money from;

  • List some of the things that money may be spent on in a family home

5. How should we look after our money?

  • 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)