Year 5 PSHCE & RSE

PSHE and RSE lessons in Year 5. 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

Health and Wellbeing

1. Smoking: what is normal

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

2. Getting fit

  • Know two harmful effects each of smoking/drinking alcohol.
  • Explain the importance of food, water and oxygen, sleep and exercise for the human body and its health.
  • Understand the actual norms around smoking and the reasons for common misperceptions of these

3. 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

4. 'Thunking' about habits.

  • Explain what a habit is, giving examples;
  • Describe why and how a habit can be hard to change

5. Jay's dilemma

  • Recognise that there are positive and negative risks;
  • Explain how to weigh up risk factors when making a decision;
  • Describe some of the possible outcomes of taking a risk

6. Independence and Responsibility

  • Identify people who are responsible for helping them stay healthy and safe;
  • Identify ways that they can help these people

7. Spot bullying and Communication

  • 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
  • Understand that online communication can be misinterpreted;
  • Accept that responsible and respectful behaviour is necessary when interacting with others online as well as face-to-face.

Autumn 2

Keeping Safe and Growing and Changing

1. Our emotional needs and would you risk it?

  • 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
  • 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.

2. Being assertive

  • Identify characteristics of passive, aggressive and assertive behaviours;
  • Understand and rehearse assertiveness skills.

3. Drugs true or false?

  • Understand some of the complexities of categorising drugs;
  • Know that all medicines are drugs but not all drugs are medicines;
  • Understand ways in which medicines can be helpful or harmful and used safely or unsafely

4. Decision dilemmas and play, like share.

  • 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
  • Consider what information is safe/unsafe to share offline and online, and reflect on the consequences of not keeping personal information private;
  • Recognise that people aren’t always who they appear to be online and explain risks of being friends online with a person they have not met face-to-face;
  • Know how to protect personal information online;
  • Recognise disrespectful behaviour online and know how to respond to it

5. Different skills and how are they feeling?

  • Identify their own strengths and talents;
  • Identify areas that need improvement and describe strategies for achieving those improvements.
  • 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

6. Growing up and changing bodies. Star qualities.

  • Identify some products that they may need during puberty and why;
  • Know what menstruation is and why it happens
  • 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

7. Dear Hetty. Changing bodies and feelings.

  • Explain how someone might feel when they are separated from someone or something they like;
  • Suggest ways to help someone who is separated from someone or something they like
  • Know the correct words for the external sexual organs;
  • Discuss some of the myths associated with puberty.

8. 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.

Spring

Spring 1

Healthy Relationships

1. It could happen to anyone

  • Identify the consequences of positive and negative behaviour on themselves and others;
  • Give examples of how individual/group actions can impact on others in a positive or negative way

2. 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.

3. Collaboration challenge

  • Explain what collaboration means;
  • Give examples of how they have worked collaboratively;
  • Describe the attributes needed to work collaboratively.

4. Give and take

  • Explain what is meant by the terms negotiation and compromise;
  • Describe strategies for resolving difficult issues or situations

5. Relationship cake recipe

  • Identify what things make a relationship unhealthy;
  • Identify who they could talk to if they needed help

6. 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 2

Feelings and Emotions and Valuing Difference

1. 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.

2. 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

3. 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.

4. Is it true?

  • Understand that the information we see online, either text or images, is not always true or accurate;
  • Recognise that some people post things online about themselves that aren’t true, sometimes this is so that people will like them;
  • Understand and explain the difference between sex, gender identity, gender expression and sexual orientation

5. Qualities of friendship

  • Define some key qualities of friendship;
  • Describe ways of making a friendship last;
  • Explain why friendships sometimes end.

6. Kind conversations.

  • Rehearse active listening skills:
  • Demonstrate respectfulness in responding to others;
  • Respond appropriately to others

Summer

Summer 1

Rules, Rights and Responsibilities.

1. Local councils

  • Explain some of the areas that local councils have responsibility for;
  • Understand that local councillors are elected to represent their local community.

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

3. 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

4. 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.

5. 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. Rights, responsibilities 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

2. 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

3. 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

4. Spending wisely

  • State the costs involved in producing and selling an item;
  • Suggest questions a consumer should ask before buying a product

5. Lend us a fiver!

  • Define the terms loan, credit, debt and interest;
  • Suggest advice for a range of situations involving personal finance.