Year 4 PSHE & RSE

PSHE and RSE lessons in Year 4. 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

Healthy Lifestyles and keeping safe

1. Making choices

  • Give examples of choices they make for themselves and choices others make for them;

  • Recognise that there are times when they will make the same choices as their friends and times when they will choose differently.

2. 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).

3. 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

4. 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

5. 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

6. Keeping ourselves safe

  • Describe stages of identifying and managing risk;

  • Suggest people they can ask for help in managing risk.

Autumn 2

Health and Wellbeing

1. Know the norms

  • Understand some of the key risks and effects of smoking and drinking alcohol;

  • Understand that increasing numbers of young people are choosing not to smoke and that not all people drink alcohol (Social Norms theory).

2. 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).

3. When feelings change

  • Demonstrate a range of feelings through their facial expressions and body language;

  • Recognise that their feelings might change towards someone or something once they have further information

4. Under pressure and Raisin challenge 2

  • 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

  • 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

5. . An email from Harold! And moving house.

  • 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.

  • 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.

6. My feelings are all over the place! And all change.

  • 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.

  • 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


Spring 1

Healthy Relationships

1. OK or not OK?

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

  • Describe some of the qualities that they admire in others.

  • 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

2. 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

3. Human machines

  • Demonstrate strategies for working on a collaborative task;

  • Define successful qualities of teamwork and collaboration.

4. 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

5. 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.

Spring 2

Feelings and Emotions, Valuing Difference.

1. 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.

2. 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.

3. 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.

4. 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

5. What would 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.

6. What makes me ME!

  • Identify ways in which everyone is unique;

  • Appreciate their own uniqueness;

  • Recognise that there are times when they will make the same choices as their friends and times when they will choose differently.


Summer 1

Rules, Rights and Responsibilities

1. 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

2. In the news!

  • Define the word influence;

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

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

3. 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

4. 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

5. That is such a stereotype!

Understand and identify stereotypes, including those promoted in the media

6. It's your right

  • Understand that humans have rights and also responsibilities;

  • Identify some rights and also responsibilities that come with these.

7. Basic first aid

1. How to make a clear and efficient call to emergency services if necessary

2. Concepts of basic first-aid, for example dealing with common injuries, including head injuries.

Summer 2

Caring for the Environment and Money

1. Logo quiz

  • Understand some of the ways that various national and international environmental organisations work to help take care of the environment;

  • Understand and explain the value of this work

2. Volunteering is cool

  • Define what a volunteer is;

  • Use the Five Ways to Wellbeing theory to suggest some of the reasons why people volunteer.

3. My school community

  • 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

4. Harold's seven Rs

  • 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

5. Harold's expenses

  • Define the terms 'income' and 'expenditure';

  • List some of the items and services of expenditure in the school and in the home;

  • Prioritise items of expenditure in the home from most essential to least essential

6. 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.