Year 3 PSHE & RSE

PSHE and RSE lessons in Year 3. 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

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

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.

  • Super searcher

Evaluate the validity of statements relating to online safety;

Recognise potential risks associated with browsing online;

Give examples of strategies for safe browsing online.


  • 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

  • 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.

  • 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

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.

  • 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.

  • 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.

  • Basic first aid