Year 2 PSHE & RSE

Autumn 1

Me and my Relationships

• What does our  ideal classroom look like?

Suggest actions that will contribute positively to the life of the classroom; 

Make and undertake pledges based on those actions.

• How are you feeling today? 

Use a range of words to describe feelings; 

Recognise that people have different ways of expressing their feelings; 

Identify helpful ways of responding to other's feelings.

• What makes you feel happy? What makes you feel sad? Why?

Recognise, name and understand how to deal with feelings (e.g. anger, loneliness); 

Explain where someone could get help if they were being upset by someone else’s behaviour

• Why is friendship special/important?

Recognise that friendship is a special kind of relationship; 

Identify some of the ways that good friends care for each other.

• What is bullying? How do I know it is bullying?

Explain the difference between bullying and isolated unkind behaviour; 

Recognise that that there are different types of bullying and unkind behaviour; 

Understand that bullying and unkind behaviour are both unacceptable ways of behaving.

• What can I do if i think bullying is happening?

Understand and describe strategies for dealing with bullying:

Rehearse and demonstrate some of these strategies.

Autumn 2

Valuing Difference

• What makes us who we are?

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. 

• Who are my specail people? What makes them special?

Identify people who are special to them; 

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

• How do we make others feel? 

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

• When someone is feeling left out

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.

• An act of kindness

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

• Solve the problem

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.

Spring 1

Keeping Safe

How can I keep myself safe?

Harold's picnic

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

Give examples of some of the things that a person can do to feel better without use of medicines, if they are unwell;

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

• How safe would you feel?

Identify situations in which they would feel safe or unsafe; 

Suggest actions for dealing with unsafe situations including who they could ask for help.

• What should Harold say?

Identify situations in which they would need to say 'Yes', 'No', 'I'll ask', or 'I'll tell', in relation to keeping themselves and others safe.

• I don't like that!

Recognise that body language and facial expression can give clues as to how comfortable and safe someone feels in a situation; 

Identify the types of touch they like and do not like; 

Identify who they can talk to if someone touches them in a way that makes them feel uncomfortable.

• Fun or not?

Recognise that some touches are not fun and can hurt or be upsetting;

Know that they can ask someone to stop touching them;

Identify who they can talk to if someone touches them in a way that makes them feel uncomfortable.

• Should I tell?

Identify safe secrets (including surprises) and unsafe secrets; 

Recognise the importance of telling someone they trust about a secret which makes them feel unsafe or uncomfortable. 

Spring 2

Rights and Respect

• How can I get on with others in my class?

Describe and record strategies for getting on with others in the classroom. 

• When I feel like erupting-How can I behave positively even if I dont feel like it?

Explain, and be able to use, strategies for dealing with impulsive behaviour.

• Feeling safe

Identify special people in the school and community who can help to keep them safe;

Know how to ask for help.

• Playing games

• Harold saves for something special

Understand that people have choices about what they do with their money; 

Know that money can be saved for a use at a future time; 

Explain how they might feel when they spend money on different things.

• How can we look after our environment?

Identify what they like about the school environment; 

Identify any problems with the school environment (e.g. things needing repair); 

Make suggestions for improving the school environment; 

Recognise that they all have a responsibility for helping to look after the school environment.

Summer 1

Being my Best

• You can do it

Explain the stages of the learning line showing an understanding of the learning process; 

Help themselves and others develop a positive attitude that support their wellbeing; 

Identify and describe where they are on the learning line in a given activity and apply its positive mindset strategies to their own learning.

• My day

Understand and give examples of things they can choose themselves and things that others choose for them;

Explain things that they like and dislike, and understand that they have choices about these things;

Understand and explain that some choices can be either healthy or unhealthy and can make a difference to their own health.

• Harold's Postcard- Helping us to keep clean and healthy

Explain how germs can be spread; 

Describe simple hygiene routines such as hand washing; 

Understand that vaccinations can help to prevent certain illnesses.

• Harold's bathroom

Explain the importance of good dental hygiene; 

Describe simple dental hygiene routines.

• What does my body do?

Name major internal body parts (heart, blood, lungs, stomach, small and large intestines, brain);

Describe how food, water and air get into the body and blood.

• Basic first aid

Summer 2

Growing and Changing

• A helping hand

Demonstrate simple ways of giving positive feedback to others.

• Sam moves away

Recognise the range of feelings that are associated with losing (and being reunited) with a person they are close to.

• Haven't you grown

Identify different stages of growth (e.g. baby, toddler, child, teenager, adult); 

Understand and describe some of the things that people are capable of at these different stages.

• My body, your body

Identify which parts of the human body are private;

Explain that a person's genitals help them to make babies when they are grown up;

Understand that humans mostly have the same body parts but that they can look different from person to person.

• Respecting privacy

Explain what privacy means;

Know that you are not allowed to touch someone’s private belongings without their permission;

Give examples of different types of private information.

• Some secrets should never be kept

Identify how inappropriate touch can make someone feel;

Understand that there are unsafe secrets and secrets that are nice surprises;

Explain that if someone is being touched in a way that they don’t like they have to tell someone in their safety network so they can help it stop.