Year 4 PSHE & RSE

Autumn 1

Me and my relationships

• Human machines

Demonstrate strategies for working on a collaborative task;

Define successful qualities of teamwork and collaboration.

• Ok or not ok?

Explain what we mean by a ‘positive, healthy relationship’;

Describe some of the qualities that they admire in others.

• Ok or not ok?

Recognise that there are times when they might need to say 'no' to a friend;

Describe appropriate assertive strategies for saying 'no' to a friend.

• An email from Harold

Describe 'good' and 'not so good' feelings and how feelings can affect our physical state;

Explain how different words can express the intensity of feelings.

• Different feelings

Identify a wide range of feelings;

Recognise that different people can have different feelings in the same situation;

Explain how feelings can be linked to physical state.

• Under pressure

Give examples of strategies to respond to being bullied, including what people can do and say;

Understand and give examples of who or where pressure to behave in an unhealthy, unacceptable or risky way might come from.

Autumn 2

Valuing Difference

• Can you sort it?

Define the terms 'negotiation' and 'compromise';

Understand the need to manage conflict or differences and suggest ways of doing this, through negotiation and compromise.

• What should I do?

List some of the ways that people are different to each other (including differences of race, gender, religion);

Recognise potential consequences of aggressive behaviour;

Suggest strategies for dealing with someone who is behaving aggressively.

• The people we share our world with

List some of the ways in which people are different to each other (including ethnicity, gender, religious beliefs, customs and festivals);

Define the word respect and demonstrate ways of showing respect to others' differences.

• That is such a stereotype!

Understand and identify stereotypes, including those promoted in the media.

• Friend or Acquaintance?

Recognise that they have different types of relationships with people they know (e.g. close family, wider family, friends, acquaintances);

Give examples of features of these different types of relationships, including how they influence what is shared.

• Islands

Understand that they have the right to protect their personal body space;

Recognise how others' non-verbal signals indicate how they feel when people are close to their body space;

Suggest people they can talk to if they feel uncomfortable with other people's actions towards them.

Spring 1

Keeping Safe

• Danger, risk or hazard?

Define the terms 'danger', 'risk' and 'hazard' and explain the difference between them;

Identify situations which are either dangerous, risky or hazardous;

Suggest simple strategies for managing risk.

• How dare you?

Define what is meant by the word 'dare';

Identify from given scenarios which are dares and which are not;

Suggest strategies for managing dares.

• Keeping ourselves safe

Describe stages of identifying and managing risk;

Suggest people they can ask for help in managing risk.

• Raisin challenge (2)

Understand that we can be influenced both positively and negatively;

Give examples of some of the consequences of behaving in an unacceptable, unhealthy or risky way.

• Picture wise

Identify images that are safe/unsafe to share online;

Know and explain strategies for safe online sharing;

Understand and explain the implications of sharing images online without consent.

• Medicines: check the label

Understand that medicines are drugs;

Explain safety issues for medicine use;

Suggest alternatives to taking a medicine when unwell;

Suggest strategies for limiting the spread of infectious diseases (e.g. hand-washing routines)

Spring 2

Rights and Respects

• Who helps us stay healthy and safe?

Explain how different people in the school and local community help them stay healthy and safe;

Define what is meant by 'being responsible';

Describe the various responsibilities of those who help them stay healthy and safe;

Suggest ways they can help the people who keep them healthy and safe.

• It's your right

Understand that humans have rights and also responsibilities;

Identify some rights and also responsibilities that come with these.

• How do we make a difference?

Understand the reason we have rules;

Suggest and engage with ways that they can contribute to the decision-making process in school (e.g. through pupil voice/school council);

Recognise that everyone can make a difference within a democratic process.

• In the news!

Define the word influence;

Recognise that reports in the media can influence the way they think about a topic;

Form and present their own opinions based on factual information and express or present these in a respectful and courteous manner.

• Safety in numbers

Explain the role of the bystander and how it can influence bullying or other anti-social behaviour;

Recognise that they can play a role in influencing outcomes of situations by their actions.

• Why pay taxes

Explain what is meant by the terms 'income tax', 'National Insurance' and 'VAT';

Understand how a payslip is laid out showing both pay and deductions;

Prioritise public services from most essential to least essential.

Summer 1

Being my Best

• What makes ME?

Explain what is meant by the terms 'income tax', 'National Insurance' and 'VAT';

Understand how a payslip is laid out showing both pay and deductions;

Prioritise public services from most essential to least essential.

• Making choices

Understand that humans have rights and also responsibilities;

Identify some rights and also responsibilities that come with these.

• SCARF hotel

Understand that the body gets energy from food, water and oxygen and that exercise and sleep are important to our health;

Plan a menu which gives a healthy balanced of foods from across the food groups on the Eatwell Guide (formerly Eatwell Plate)

• Harold's seven R's

Understand the ways in which they can contribute to the care of the environment (using some or all of the seven Rs);

Suggest ways the Seven Rs recycling methods can be applied to different scenarios.

• My school community (1)

Define what is meant by the word 'community';

Suggest ways in which different people support the school community;

Identify qualities and attributes of people who support the school community.

• Basic first aid

Summer 2

Growing and Changing

• Moving house

Describe some of the changes that happen to people during their lives;

Explain how the Learning Line can be used as a tool to help them manage change more easily;

Suggest people who may be able to help them deal with change.

• My feelings are all over the place

Name some positive and negative feelings;

Understand how the onset of puberty can have emotional as well as physical impact

Suggest reasons why young people sometimes fall out with their parents;

Take part in a role play practising how to compromise.

• All change!

Identify parts of the body that males and females have in common and those that are different;

Know the correct terminology for their genitalia;

Understand and explain why puberty happens.

• 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.

• Together

Understand that marriage is a commitment to be entered into freely and not against someone's will;

Recognise that marriage includes same sex and opposite sex partners;

Know the legal age for marriage in England or Scotland;

Discuss the reasons why a person would want to be married, or live together, or have a civil ceremony.