Year 3 PSHCE & 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

Healthy Lifestyles

  1. 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.

2. 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.

3. 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

4. Keeping safe: the risk robot

  • Identify risk factors in given situations;
  • Suggest ways of reducing or managing those risks.

5. 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

6. 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

Autumn 2

Health and wellbeing

  1. Getting on with your nerves!
  • Demonstrate how working together in a collaborative manner can help everyone to achieve success;
  • Understand and explain how the brain sends and receives messages through the nerves

2. Alcohol and cigarettes, the facts. (A very light touch about what can be harmful)

  • 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

3. Help or harm?

Understand that medicines are drugs and suggest ways that they can be helpful or harmful

4. Non 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

5. Raisin challenge 1 (positive and negative choices)

  • Demonstrate strategies for assessing risks;
  • Understand and explain decision-making skills;
  • Understand where to get help from when making decisions.

6. My special pet

  • 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

Spring

Spring 1

Growing and Changing and Healthy Relationships

  1. 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

2. 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.

3. Tangram team challenge

  • Define and demonstrate cooperation and collaboration;
  • Identify the different skills that people can bring to a group task;
  • Demonstrate how working together in a collaborative manner can help everyone to achieve success

4. 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

5. Danger or risk?

  • Define the words danger and risk and explain the difference between the two;
  • Demonstrate strategies for dealing with a risky situation

6. Body space (respect other peoples personal space and NSPCC PANTS rule)

  • 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

Spring 2

Healthy Relationships and Feelings and Emotions

  1. How can we solve this problem?

Rehearse and demonstrate simple strategies for resolving given conflict situations

2. 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

3. Zeb

  • Understand and explain some of the reasons why different people are bullied;
  • Explore why people have prejudiced views and understand what this is

4. Relationship tree

  • Identify different types of relationships;
  • Recognise who they have positive healthy relationships with.

5. 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

6. 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.

Summer

Summer 1

Valuing Difference

  1. Family and friends
  • Recognise that there are many different types of family;
  • Understand what is meant by 'adoption' 'fostering' and 'same-sex relationships.

2. Respect and challenge and let's celebrate our differences

  • Reflect on listening skills;
  • Give examples of respectful language;
  • Give examples of how to challenge another's viewpoint, respectfully
  • 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)

3. As a rule and our friends and neighbours

  • 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.
  • 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

4. For and against and Thunks

  • Develop skills in discussion and debating an issue;
  • Demonstrate their understanding of health and wellbeing issues that are relevant to them;
  • Empthise with different view points;
  • Make recommendations, based on their research.
  • Express opinions and listen to those of others;
  • Consider others' points of view;
  • Practise explaining the thinking behind their ideas and opinions.

5. Recount task and Super Searcher

  • 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.
  • Evaluate the validity of statements relating to online safety;
  • Recognise potential risks associated with browsing online;
  • Give examples of strategies for safe browsing online

6. Basic first aid

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

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

Summer 2

Living in the Wider World

1. Let's have a tidy up!

  • Explain whose responsibility it is to look after the local environment;
  • Plan and carry out an event which will benefit the local environment.

2. 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.

3. 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

4. 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.

5. 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.)

6. 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.)