Year 5 PSHE & RSE

Autumn 1

Me and my relationships

• Collaboration challenge

Explain what collaboration means;

Give examples of how they have worked collaboratively;

Describe the attributes needed to work collaboratively.

• Give and take

Explain what is meant by the terms negotiation and compromise;

Describe strategies for resolving difficult issues or situations.

• How good a friend are you?

Demonstrate how to respond to a wide range of feelings in others;

Give examples of some key qualities of friendship;

Reflect on their own friendship qualities.

• Relationship cake recipe

Identify what things make a relationship unhealthy;

Identify who they could talk to if they needed help.

• Our emotional needs

Recognise basic emotional needs, understand that they change according to circumstance;

Identify risk factors in a given situation (involving smoking or other scenarios) and consider outcomes of risk taking in this situation, including emotional risks.

• Being assertive

Identify characteristics of passive, aggressive and assertive behaviours;

Understand and rehearse assertiveness skills.

Autumn 2

Valuing Difference

• Qualities of friendship

Define some key qualities of friendship;

Describe ways of making a friendship last;

Explain why friendships sometimes end.

• Kind conversations

Rehearse active listening skills:

Demonstrate respectfulness in responding to others;

Respond appropriately to others.

• Happy being me

Develop an understanding of discrimination and its injustice, and describe this using examples;

Empathise with people who have been, and currently are, subjected to injustice, including through racism;

Consider how discriminatory behaviour can be challenged.

• The land of the red people

Identify and describe the different groups that make up their school/wider community/other parts of the UK;

Describe the benefits of living in a diverse society;

Explain the importance of mutual respect for different faiths and beliefs and how we demonstrate this.

• Is it true?

Recognise that some people can get bullied because of the way they express their gender;

Give examples of how bullying behaviours can be stopped.

• Stop, start stereotypes

Recognise that some people can get bullied because of the way they express their gender;

Give examples of how bullying behaviours can be stopped.

Spring 1

Keeping Safe

• Spot bullying

Demonstrate strategies to deal with both face-to-face and online bullying;

Demonstrate strategies and skills for supporting others who are bullied;

Recognise and describe the difference between online and face-to-face bullying.

• Decisions, Dilemmas

Recognise which situations are risky;

Explore and share their views about decision making when faced with a risky situation;

Suggest what someone should do when faced with a risky situation.

• Ella's diary dilemma

Define what is meant by a dare;

Explain why someone might give a dare;

Suggest ways of standing up to someone who gives a dare.

• Vaping: Healthy or unhealthy?

Describe some of the health risks caused by vaping;

Understand that there are potential health risks of vaping that are not yet fully known;

Use critical thinking skills when reading information/media;

Understand that companies selling vaping products do so to make money;

Describe some of the possible outcomes of taking a risk.

• Would you risk it?

Identify risk factors in a given situation (involving smoking) and consider outcomes of risk taking in this situation, including emotional risks;

Understand the actual norms around smoking/alcohol and the reasons for common misperceptions of these.

Spring 2

• What's the story

Identify, write and discuss issues currently in the media concerning health and wellbeing;

Express their opinions on an issue concerning health and wellbeing;

Make recommendations on an issue concerning health and wellbeing.

• Fact or Opinion?

Understand the difference between a fact and an opinion;

Understand what biased reporting is and the need to think critically about things we read.

• Mo makes a difference

Explain what we mean by the terms voluntary, community and pressure (action) group;

Give examples of voluntary groups, the kind of work they do and its value.

• Rights, respects and duties

Define the differences between responsibilities, rights and duties;

Discuss what can make them difficult to follow;

Identify the impact on individuals and the wider community if responsibilities are not carried out.

• Spending wisely

State the costs involved in producing and selling an item;

Suggest questions a consumer should ask before buying a product.

• Lend us a fiver

Define the terms loan, credit, debt and interest;

Suggest advice for a range of situations involving personal finance.

Summer 1

Being my Best

• It all adds up!

Know the basic functions of the four systems covered and know they are inter-related.

Explain the function of at least one internal organ.

Understand the importance of food, water and oxygen, sleep and exercise for the human body and its health.

• Different skills

Identify their own strengths and talents;

Identify areas that need improvement and describe strategies for achieving those improvements.

• My school community (2)

State what is meant by community;

Explain what being part of a school community means to them;

Suggest ways of improving the school community.

• Independence and responsibility

State what is meant by community;

Explain what being part of a school community means to them;

Suggest ways of improving the school community.

• Star qualities

Describe 'star' qualities of celebrities as portrayed by the media;

Recognise that the way people are portrayed in the media isn't always an accurate reflection of them in real life;

Describe 'star' qualities that 'ordinary' people have.

• Basic First Aid including sepsis awareness.

Summer 2

Growing and Changing

• How are they feeling?

Use a range of words and phrases to describe the intensity of different feelings

Distinguish between good and not so good feelings, using appropriate vocabulary to describe these;

Explain strategies they can use to build resilience.

• Taking notice of our feelings

Identify people who can be trusted;

Understand what kinds of touch are acceptable or unacceptable;

Describe strategies for dealing with situations in which they would feel uncomfortable, particularly in relation to inappropriate touch.

• Dear Ash

Explain the difference between a safe and an unsafe secret;

Identify situations where someone might need to break a confidence in order to keep someone safe.

• Growing up and changing bodies

Identify some products that they may need during puberty and why;

Know what menstruation is and why it happens.

• Changing bodies and feelings

Know the correct words for the external sexual organs;

Discuss some of the myths associated with puberty.

• HELP! I'm a teenager - get me out of here

Recognise how our body feels when we’re relaxed;

List some of the ways our body feels when it is nervous or sad;

Describe and/or demonstrate how to be resilient in order to find someone who will listen to you.