Year 6 PSHE & RSE

PSHE and RSE lessons in Year 6. 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

  • Working together

Demonstrate a collaborative approach to a task;

Describe and implement the skills needed to do this.

  • Solve the friendship problem

Recognise some of the challenges that arise from friendships;

Suggest strategies for dealing with such challenges demonstrating the need for respect and an assertive approach.

  • Behave yourself

Recognise and empathise with patterns of behaviour in peer-group dynamics;

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

Suggest strategies for dealing assertively with a situation where someone under pressure may do something they feel uncomfortable about.

  • Assertive skills

List some assertive behaviours;

Recognise peer influence and pressure;

Demonstrate using some assertive behaviours, through role-play, to resist peer influence and pressure.

  • Don't force me

Describe ways in which people show their commitment to each other;

Know the ages at which a person can marry, depending on whether their parents agree;

Understand that everyone has the right to be free to choose who and whether to marry.

  • Acting appropriately

Recognise that some types of physical contact can produce strong negative feelings;

Know that some inappropriate touch is also illegal.

Autumn 2

Valuing difference

  • OK to be different

Recognise that bullying and discriminatory behaviour can result from disrespect of people's differences;

Suggest strategies for dealing with bullying, as a bystander;

Describe positive attributes of their peers

  • We have more in common than not

Know that all people are unique but that we have far more in common with each other than what is different about us;

Consider how a bystander can respond to someone being rude, offensive or bullying someone else;

Demonstrate ways of offering support to someone who has been bullied .

  • Respecting differences

Demonstrate ways of showing respect to others, using verbal and non-verbal communication.

  • Tolerance and respect for others.

Understand and explain the term prejudice;

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.

  • Advertising friendships

Explain the difference between a friend and an acquaintance;

Describe qualities of a strong, positive friendship;

Describe the benefits of other types of relationship (e.g. neighbour, parent/carer, relative).

  • Boys will be Boys? Challenging gender stereotypes

Define what is meant by the term stereotype;

Recognise how the media can sometimes reinforce gender stereotypes;

Recognise that people fall into a wide range of what is seen as normal;

Challenge stereotypical gender portrayals of people.

Spring

Spring 1

Keeping Safe

  • Think before you click

Accept that responsible and respectful behaviour is necessary when interacting with others online and face-to-face;

Understand and describe the ease with which something posted online can spread.

  • To share or not to share?

Know that it is illegal to create and share sexual images of children under 18 years old;

Explore the risks of sharing photos and films of themselves with other people directly or online;

Know how to keep their information private online.

  • Rat Park

Define what is meant by addiction, demonstrating an understanding that addiction is a form of behaviour;

Understand that all humans have basic emotional needs and explain some of the ways these needs can be met.

  • What sort of drug is . . . .?

Explain how drugs can be categorised into different groups depending on their medical and legal context;

Demonstrate an understanding that drugs can have both medical and non-medical uses;

Explain in simple terms some of the laws that control drugs in this country.

  • Drugs: Its the law!

Understand some of the basic laws in relation to drugs;

Explain why there are laws relating to drugs in this country.

  • Alcohol: what is normal?

Understand the actual norms around drinking alcohol and the reasons for common misperceptions of these;

Describe some of the effects and risks of drinking alcohol.

Spring 2

Rights and Respect

  • Two sides to every story

Define the terms 'fact', 'opinion', 'biased' and 'unbiased', explaining the difference between them;

Describe the language and techniques that make up a biased report;

Analyse a report also extract the facts from it

  • Fakebook friends

Know the legal age (and reason behind these) for having a social media account;

Understand why people don’t tell the truth and often post only the good bits about themselves, online;

Recognise that people’s lives are much more balanced in real life, with positives and negatives.

  • What's it worth

Explain some benefits of saving money;

Describe the different ways money can be saved, outlining the pros and cons of each method;

Describe the costs that go into producing an item;

Suggest sale prices for a variety of items, taking into account a range of factors;

Explain what is meant by the term interest.

  • Happy shoppers - caring for the environment

Explain what is meant by living in an environmentally sustainable way;

Suggest actions that could be taken to live in a more environmentally sustainable way.

  • Democracy in Britain 1 - elections


  • Democracy in Britain 2 - How (most) laws are made


Summer

Summer 1

Being my best

  • This will be your life

Identify aspirational goals;

Describe the actions needed to set and achieve these.

  • Our recommendations

Present information they researched on a health and wellbeing issues outlining the key issues and making suggestions for any improvements concerning those issues.

  • What's the risk (1)

Identify risk factors in a given situation;

Understand and explain the outcomes of risk-taking in a given situation, including emotional risks.

  • What's the risk (2)

Recognise what risk is;

Explain how a risk can be reduced;

Understand risks related to growing up and explain the need to be aware of these;

Assess a risk to help keep themselves safe.

  • Basic First Aid, including sepsis


  • Fiveways to wellbeing project

Explain what the five ways to wellbeing are;

Describe how the five ways to wellbeing contribute to a healthy lifestyle, giving examples of how they can be implemented in people's lives.

Summer 2

Growing and Changing

  • I look great!

Understand that fame can be short-lived;

Recognise that photos can be changed to match society's view of perfect;

Identify qualities that people have, as well as their looks.

  • Media Manipulation

Define what is meant by the term stereotype;

Recognise how the media can sometimes reinforce gender stereotypes;

Recognise that people fall into a wide range of what is seen as normal;

Challenge stereotypical gender portrayals of people.

  • Pressure online

Understand the risks of sharing images online and how these are hard to control, once shared;

Understand that people can feel pressured to behave in a certain way because of the influence of the peer group;

Understand the norms of risk-taking behaviour and that these are usually lower than people believe them to be.

  • Helpful or unhelpful? Managing change

Recognise some of the changes they have experienced and their emotional responses to those changes;

Suggest positive strategies for dealing with change;

Identify people who can support someone who is dealing with a challenging time of change.

  • Is this normal?

Define the word 'puberty' giving examples of some of the physical and emotional changes associated with it;

Suggest strategies that would help someone who felt challenged by the changes in puberty;

Understand what FGM is and that it is an illegal practice in this country;

Know where someone could get support if they were concerned about their own or another person's safety.

  • Making babies

Identify the changes that happen through puberty to allow sexual reproduction to occur;

Know a variety of ways in which the sperm can fertilise the egg to create a baby;

Know the legal age of consent and what it means.

  • What is HIV (optional)

Explain how HIV affects the body’s immune system;

Understand that HIV is difficult to transmit;

Know how a person can protect themself from HIV.