Year 3 PSHE & RSE

Autumn 1

Me and my relationships

• As a rule

Explain why we have rules;

Explore why rules are different for different age groups, in particular for internet-based activities;

Suggest appropriate rules for a range of settings; 

Consider the possible consequences of breaking the rules.

• Looking after our special people

Identify people who they have a special relationship with;

Suggest strategies for maintaining a positive relationship with their special people.

• How can we solve this problem?

Rehearse and demonstrate simple strategies for resolving given conflict situations.

• Friends are special

Identify qualities of friendship; 

Suggest reasons why friends sometimes fall out; 

Rehearse and use, now or in the future, skills for making up again.

• Thunks

Express opinions and listen to those of others; 

Consider others' points of view; 

Practise explaining the thinking behind their ideas and opinions.

• Dan's dare

Explain what a dare is; 

Understand that no-one has the right to force them to do a dare; 

Suggest strategies to use if they are ever made to feel uncomfortable or unsafe by someone asking them to do a dare.

My Special Pet (Optional)

Explain some of the feelings someone might have when they lose something important to them; 

Understand that these feelings are normal and a way of dealing with the situation.

Autumn 2

Valuing difference

• Respect and challenge

Reflect on listening skills;  

Give examples of respectful language;

Give examples of how to challenge another's viewpoint, respectfully.

• Family and friends

Recognise that there are many different types of family;

Understand what is meant by 'adoption' 'fostering' and 'same-sex relationships.'

• My community

Define the term 'community'; 

Identify the different communities that they belong to; 

Recognise the benefits that come with belonging to a community, in particular the benefit to mental health and wellbeing.

• Our friends and neighbours

Explain that people living in the UK have different origins; 

Identify similarities and differences between a diverse range of people from varying national, regional, ethnic and religious backgrounds; 

Identity some of the qualities that people from a diverse range of backgrounds need in order to get on together.

• Lets celebrate our differences

Recognise the factors that make people similar to and different from each other; 

Recognise that repeated name calling is a form of bullying; 

Suggest strategies for dealing with name calling (including talking to a trusted adult).

• Zeb

Understand and explain some of the reasons why different people are bullied;

Explore why people have prejudiced views and understand what this is.

Spring 1

Keeping Safe

• Safe or unsafe?

Identify situations which are safe or unsafe; 

Identify people who can help if a situation is unsafe; 

Suggest strategies for keeping safe.

• Danger or risk?

Define the words danger and risk and explain the difference between the two; 

Demonstrate strategies for dealing with a risky situation.

• The risk robot

Identify risk factors in given situations;

Suggest ways of reducing or managing those risks. 

• Helping each other to stay safe

Identify key people who are responsible for them to stay safe and healthy; 

Suggest ways they can help these people.

• Help or harm?

Understand that medicines are drugs and suggest ways that they can be helpful or harmful.

• Alcohol and cigarettes: the facts

Identify some key risks from and effects of cigarettes and alcohol;  

Know that most people choose not to smoke cigarettes; (Social Norms message)

Define the word 'drug' and understand that nicotine and alcohol are both drugs.

Spring 2

Rights and respects

• Recount task

Understand the difference between 'fact' and 'opinion'; 

Understand how an event can be perceived from different viewpoints; 

Plan, draft and publish a recount using the appropriate language.

• Our helpful volunteers

Define what a volunteer is; 

Identify people who are volunteers in the school community; 

Recognise some of the reasons why people volunteer, including mental health and wellbeing benefits to those who volunteer.

• Can Harold afford it?

Understand the terms 'income', 'saving' and 'spending'; 

Recognise that there are times we can buy items we want and times when we need to save for items; 

Suggest items and services around the home that need to be paid for (e.g. food, furniture, electricity etc.

• Earning money

Explain that people earn their income through their jobs; 

Understand that the amount people get paid is due to a range of factors (skill, experience, training, responsibility etc.)

• Harold's environment project

Define what is meant by the environment; 

Evaluate and explain different methods of looking after the school environment; 

Devise methods of promoting their priority method.

Summer 1

Being my best

• Derek cooks dinner (Healthy Eating)

Explain how each of the food groups on the Eatwell Guide (formerly Eatwell Plate) benefits the body; 

Explain what is meant by the term 'balanced diet'; 

Give examples what foods might make up a healthy balanced meal.

• Poorly Harold

Explain how some infectious illnesses are spread from one person to another; 

Explain how simple hygiene routines can help to reduce the risk of the spread of infectious illnesses; 

Suggest medical and non-medical ways of treating an illness.

• Body team work

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

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

• For or against

Develop skills in discussion and debating an issue;

Demonstrate their understanding of health and wellbeing issues that are relevant to them;

Empathise with different view points;

Make recommendations, based on their research.

• I am fantastic!

Identify their achievements and areas of development;

Recognise that people may say kind things to help us feel good about ourselves;

Explain why some groups of people are not represented as much on television/in the media.

• Top talents

Explain some of the different talents and skills that people have and how skills are developed; 

Recognise their own skills and those of other children in the class.

Summer 2

Growing and Changing

• Relationship tree

Identify different types of relationships;

Recognise who they have positive healthy relationships with.

• Secret or surprise?

Define the terms 'secret' and 'surprise' and know the difference between a safe and an unsafe secret; 

Recognise how different surprises and secrets might make them feel; 

Know who they could ask for help if a secret made them feel uncomfortable or unsafe.

• Body space

Understand what is meant by the term body space (or personal space); 

Identify when it is appropriate or inappropriate to allow someone into their body space;

Rehearse strategies for when someone is inappropriately in their body space.

• None of your business!

Know that our body can often give us a sign when something doesn't feel right; to trust these signs and talk to a trusted adult if this happens;

Recognise and describe appropriate behaviour online as well as offline;

Identify what constitutes personal information and when it is not appropriate or safe to share this;

Understand and explain how to get help in a situation where requests for images or information of themselves or others occurs.

• Basic first aid