PSHE (including RSE)

INTENT: We believe that a strong PSHE education is important to help our pupils gain the knowledge and attributes to fulfil their potential and become happy, successful and well-rounded members of society. We use PSHE as a way to support our children’s development, to enable them to understand and respect who they are and maintain their individuality and to empower them with a voice. It is our responsibility to deliver a high-quality and age-appropriate RSE curriculum due to the increasingly complex world that our children are growing up in, both on and offline. Our curriculum has a strong emphasis on emotional literacy, self-regulation, building resilience and nurturing mental and physical health to ensure our children know how to be safe and healthy, and how to manage their academic, personal and social lives in a positive way.

"It’s lovely to be a part of a school who not only helps the children grow academically, but also cares so much about their social, emotional development and mental health I feel very happy and supported through both my children’s school experience so far." Parent comment 2022

We acknowledge that PSHE and RSE are intertwined and for that reason our RSE curriculum is embedded in our PSHE curriculum so that the key building blocks of children’s learning and understanding is consistent and progressive. Our PSHE (including RSE) curriculum at Langley First School links directly to our school values and ethos.

Our PSHE (including RSE) curriculum is a progressive and spiral scheme of learning. In planning the lessons, we ensure that learning from previous years is revisited and extended, adding new concepts, knowledge and skills, year on year as appropriate. We use a scheme of learning called Jigsaw as the basis for our curriculum and the content is then adjusted to reflect the composition of each individual class. We also welcome visitors into school and we use the Newcastle United Foundation to deliver additional lessons to enhance our PSHE (including RSE) curriculum as well as other external visitors. We use a variety of resources including songs, books, short animations, cartoons etc to deliver subject content in a relevant and engaging way.

IMPLEMENTATION: Our curriculum has designed by taking into consideration the context of the school and the opinions of staff, parents and governors. It is based on a spiral, progressive and fully planned scheme of work, personalised to suit the needs of the children in our care. We regularly reflect and adapt our curriculum to suit the needs of our children at that moment in time. We ensure the knowledge we teach is meaningful so that our children remember what they have learnt. Any gaps in their learning are addressed immediately and inform adjustments in our planning. We work with parents and send out information / Q&A booklets to help them support their children at home with PSHE (including RSE) skills.

IMPACT: We regularly check our curriculum is delivering the intent and that the content of our curriculum is remembered through informal ongoing assessments. We assess specific skills termly using a formal tracking system and GAP analysis is undertaken.

Being Me in My World Puzzle – Autumn 1

 

Puzzle overviewEYFSYear 1Year 2Year 3Year 4
Being Me in My WorldPupils talk about how they have similarities and differences from their friends and how that is OK. They begin working on recognising and managing their feelings, identifying different ones and the causes these can have. The children talk about working with others and why it is good to be kind and use gentle hands. The children talk about what it means to be responsible.Pupils focus on the Jigsaw Charter and as part of this they discuss rights and responsibilities, choices and consequences. They talk about being special and how to make everyone feel safe in their class as well as recognising their own safety.Pupils discuss their hopes and fears for the year ahead – they talk about feeling worried and recognising when they should ask for help and who to ask. They talk in more details about rights and responsibilities; how to work collaboratively, how to listen to each other and how to make their classroom a safe and fair place.Pupils learn to recognise their self-worth and identify positive things about themselves and their achievements. They talk about new challenges and how to face them with positivity. They talk about choices and consequences, working collaboratively and seeing things from other people’s points of view. The children talk about different feelings and the ability to recognise these feelings in themselves and others.Pupils explore being part of a team and how their attitudes and actions and their effects on the whole class. They learn about their school and its community. They discuss democracy and link this to their own School Council, what its purpose is and how it works. They learn about group work, the different roles people can have, how to make positive contributions, how to make collective decisions and how to deal with conflict. They also learn about considering other people’s feelings.
Taught knowledge

(Spiral curriculum so skills from previous years are re-visited and extended year-upon-year)
Know they have a right to learn and play, safely and happily

Know that some people are different from themselves

Know that hands can be used kindly and unkindly

Know special things about themselves

Know how happiness and sadness can be expressed

Know that being kind is good
Understand their own rights and responsibilities with their classroom

Understand that their choices have consequences

Understand that their views are important

Understand the rights and responsibilities of a member of a class
Understand the rights and responsibilities of class members

Know about rewards and consequences and that these stem from choices

Know that it is important to listen to other people

Understand that their own views are

valuable
Know that positive choices impact positively on self-learning and the learning of others

Identifying hopes and fears for the year ahead
Know that the school has a shared set of values

Know why rules are needed and how these relate to choices and consequences

Know that actions can affect others’ feelings

Know that others may hold different views

Understand that they are important

Know what a personal goal is

Understanding what a challenge is
Know their place in the school community

Know what democracy is (applied to pupil voice in school) and how groups work together to reach a consensus

Know that having a voice and democracy benefits the school community

Know how individual attitudes and actions make a difference to a class

Know about the different roles in the school community

Know that their own actions affect themselves and others
Social and Emotional skills

(Spiral curriculum so skills from previous years are re-visited and extended each year-upon-year)
Identify feelings associated with belonging

Identify skills to play co-operatively with others

Be able to consider others’ feelings

Identify feelings of happiness and sadness

Be responsible in the setting
Understand that they are safe in their class

Identifying helpful behaviours to make the class a safe place

Understand that they have choices

Understanding that they are special

Identify what it’s like to feel proud of an achievement

Recognise feelings associated with positive and negative consequences
Know how to make their class a safe and fair place

Show good listening skills

Be able to work co-operatively

Recognise own feelings and know when and where to get help

Recognise the feeling of being worried
Make other people feel valued

Develop compassion and empathy for others

Be able to work collaboratively

Recognise self-worth

Identify personal strengths

Be able to set a personal goal

Recognise feelings of happiness, sadness, worry and fear in themselves and others
Identify the feelings associated with being included or excluded

Be able to take on a role in a group discussion / task and contribute to the overall outcome

Know how to regulate my emotions

Can make others feel cared for and welcome

Recognise the feelings of being motivated/unmotivated

Can make others feel valued and included

Be able to help friends make positive choices
Vocabulary

(Spiral curriculum so vocabulary is cumulative and re-visited year-upon-year)
Kind, Gentle, Friend, Similar(ity), Different, Responsible, Feelings, Angry, Happy, Excited, Nervous, Sharing, Taking TurnsSafe, Special, Calm, Belonging, Rights, Responsibilities, Jigsaw Charter, Rewards, Proud, Consequences, Upset, DisappointedHopes, Fears, Actions, Praise, Reward, Consequence, Positive, Negative, ChoicesValued, Achievements, Personal Goal, Acknowledge, Affirm, Solutions, Support, Fairness, Choices, Co-Operate, Group Dynamics, Team Work, View PointIncluded, Excluded, Description, School Community, Democracy, Decisions, Voting, Authority, Contribution, Observer

 

Celebrating Difference Puzzle – Autumn 2

Puzzle overviewEYFSYear 1Year 2Year 3Year 4
Celebrating DifferencePupils are encouraged to think about things that they are good at, whilst understanding that everyone is good at different things. They talk about how we are the same in some ways and different in others; that makes everyone special. The children talk about their homes and are asked to explain why it is special to them. They talk about friendship and how to be a kind friend.Pupils talk about friendships and ways to make and sustain relationships. They talk about how it might feel if you are on the receiving end of someone being unkind and who to ask for help. They learn what makes us unique and special and that it is OK to have differences from their friendsPupils talk about gender stereotypes and that it is ok to not conform to stereotypes. They talk about children being picked on because they are different and that this shouldn’t happen. They recognise the difference between a one-off unkind incident and consistent bullying.Pupils learn about families and that they are all different. The children talk about techniques to calm themselves down and discuss a technique called ‘solve it together.’ They They talk about being a by-stander to bullying and how they have choices. They also talk about giving and receiving compliments and the feelings associated with this.Pupils talk about judging people by their appearance, first impressions and what influences their thinking on what is normal. They talk about online bullying and what to do if they suspect or know that it is taking place. The children talk about their own uniqueness and what is special about themselves.
Taught knowledge

(Spiral curriculum so skills from previous years are re-visited and extended year-upon-year)
Know what being unique means

Know the names of some emotions such as happy, sad, frightened, angry

Know why having friends is important

Know some qualities of a positive friendship

Know that they don’t have to be ‘the same as’ to be a friend

Know what being proud means and that people can be proud of different things

Know that people can be good at different things

Know that families can be different

Know that people have different homes and why they are

important to them
Know different ways of making friends

Know different ways to stand up for myself
Know what bullying means

Know who to tell if they or someone else is being bullied or is feeling unhappy

Know that people are unique and that it is OK to be different

Know skills to make friendships

Know that people have differences and similarities
Know the difference between a one-off incident and bullying

Know that sometimes people get bullied because of difference

Know that friends can be different and still be friends
Know there are stereotypes about boys and girls

Know where to get help if being bullied

Know that it is OK not to conform to gender stereotypes

Know it is good to be yourself

Know the difference between right and wrong and the role that choice has to play in this
Know what it means to be a witness to bullying and that a witness can make the situation worse or better by what they do

Know that conflict is a normal part of relationships

Know that some words are used in hurtful ways and that this can have consequences

Know why families are important

Know that everybody’s family is different

Know that sometimes family members don’t get along and some reasons for this
Know that some forms of bullying are harder to identify e.g. tactical ignoring, cyber-bullying

Know the reasons why witnesses sometimes join in with bullying and don’t tell anyone

Know that sometimes people make assumptions about a person because of the way they look or act

Know there are influences that can affect how we judge a person or situation

Know what to do if they think bullying is or might be taking place

Know that first impressions can change
Social and Emotional skills

(Spiral curriculum so skills from previous years are re-visited and extended year-upon-year)
Recognise emotions when they or someone else is upset, frightened or angry

Identify and use skills to make a friend

Identify some ways they can be different and the same as others

Identify and use skills to stand up for themselves

Identify feelings associated with being proud

Identify things they are good at

Be able to vocalise success for themselves and about others successes

Recognise similarities and differences between their family and other families
Identify what is bullying and what isn’t

Understand how being bullied might feel

Recognise ways in which they are the same as their friends and ways they are different

Know ways to help a person who is being bullied

Identify emotions associated with making a new friend

Verbalise some of the attributes that make them unique and special
Explain how being bullied can make someone feel

Know how to stand up for themselves when they need to

Understand that everyone’s differences make them special and unique

Understand that boys and girls can be similar in lots of ways and that is OK

Understand that boys and girls can be different in lots of ways and that is OK

Can choose to be kind to someone who is being bullied

Recognise that they shouldn’t judge people because they are different
Use the ‘Solve it together’ technique to calm and resolve conflicts with friends and family

Be able to ‘problem-solve’ a bullying situation accessing appropriate support if necessary

Be able to show appreciation for their families, parents and carers

Empathise with people who are bullied

Employ skills to support someone who is bullied

Be able to recognise, accept and give compliments

Recognise feelings associated with receiving a compliment
Be comfortable with the way they look

Understand why they should accept people for who they are & identify their own uniqueness

Be non-judgemental about others who are different

Identify influences that have made them think or feel positively/negatively about a situation

Identify feelings that a bystander might feel in a bullying situation

Identify reasons why a bystander might join in with bullying

Revisit the ‘Solve it together’ technique to practise conflict and bullying scenarios

Identify when a first impression they had was right or wrong
Vocabulary

(Spiral curriculum so vocabulary is cumulative and re-visited year-upon-year)
Different, Special, Proud, Friends, Kind, Same, Similar, Happy, Sad, Frightened, Angry, Family, Safe to be MeSimilarity, Difference, Bullying, Deliberate, Unfair, Included, Special, UniqueBoys, Girls, Stereotypes, Sad, Lonely, Help, Stand up for, Diversity, Fairness, Kindness, ValueFamily, Loving, Caring, Safe, Conflict, Solve It Together, Resolve, Witness, Bystander, Gay, Compliment, Unique.Character, Assumption, Judgement, Appearance, Accept, Influence, Opinion, Attitude, Deliberate, Cyber bullying, Text message, Website, Troll, Physical features, Impression

Dreams and Goals Puzzle – Spring 1

 EYFSYear 1Year 2Year 3Year 4
Puzzle overview
Celebrating Difference
Pupils talk about challenges and discuss not giving up. They talk about goals and resilience. They are encouraged to think about jobs that they might like to have when they are older and are taught to associate what they learn now with being able to have the job they want.Pupils will learn to recognise when they do things well. They will talk about setting simple goals and know how to achieve them as well as how to overcome difficulties. They will learn to recognise the feelings associated with feeling like they have failed. They will discuss how best to work with a partner when aiming towards a shared goal.Pupils discuss perseverance, as well as recognising their strengths as a learner. They talk about group work and reflect on who they work well with and what attributes they can contribute to group work. They also talk about sharing success with other people.Pupils look at examples of people who have overcome challenges to achieve success and discuss what they can learn from these stories. They talk about facing learning challenges and identify their own strategies for overcoming these. They reflect on their progress and successes and identify what they could do better next time.Pupils talk about their hopes and dreams for the future. They discuss how not all hopes and dreams can come true but they reflect on the personal attributes they need in order to be the most successful at achieving these dreams. They learn how to break goals down into smaller manageable steps. They reflect on their successes and the feelings associated with overcoming a challenge.
Taught knowledge

(Spiral curriculum so skills from previous years are re-visited and extended year-upon-year)
Know what a challenge is

Know that it is important to keep trying

Know what a goal is

Know how to set goals and work towards them

Know which words are kind

Know some jobs that they might like to do

when they are older
Know that they must work hard now in order to be able to achieve the job they want when they are older

Know when they have achieved a goal
Know how to set simple goals

Know how to achieve a goal

Know how to identify obstacles which make achieving their goals difficult and work out how to overcome them

Know when a goal has been achieved

Know how to work well with a partner

Know that tackling a challenge can stretch their learning
Know how to choose a realistic goal and think about how to achieve it

Know that it is important to persevere

Know how to recognise what working together well looks like

Know what good group-working looks like

Know how to share success with other people
Know that they are responsible for their own learning

Understand what an obstacle is, how it can hinder achievement & know how to take steps to overcome it

Know what dreams and ambitions are important to them

Know about specific people who have overcome difficult challenges to achieve success

Know what their own strengths are as a learner

Know how to evaluate their own learning progress and identify how it can be better next time
Know how to make a new plan and set new goals even if they have been disappointed

Know how to work as part of a successful group

Know how to share in the success of a group

Know what their own hopes and dreams are

Know that hopes and dreams don’t always come true

Know that reflecting on positive and happy experiences can help them to counteract disappointment

Know how to work out the steps they need to take to achieve a goal
Social and Emotional skills

(Spiral curriculum so skills from previous years are re-visited and extended year-upon-year)
Understand that challenges can be difficult

Resilience

Recognise some of the feelings linked to perseverance

Recognise how kind words can encourage people

Talk about a time that they kept on trying and achieved a goal

Be ambitious

Feel proud

Celebrate success
Recognise things that they do well

Explain how they learn best

Recognise their own feelings when faced with a challenge/obstacle

Recognise how they feel when they overcome a challenge/obstacle

Celebrate an achievement with a friend

Can store feelings of success so that they can be used in the future
Recognise how working with others can be helpful

Be able to work effectively with a partner

Be able to choose a partner with whom they work well

Be able to work as part of a group

Be able to describe their own achievements and the feelings linked to this

Recognise their own strengths as a learner

Recognise how it feels to be part of a group that succeeds and store this feeling
Can break down a goal into small steps

Can manage feelings of frustration linked to facing obstacles

Imagine how it will feel when they achieve their dream/ambition

Recognise other people’s achievements in overcoming difficulties

Recognise how other people can help them to achieve their goals

Can share their success with others
Can identify the feeling of disappointment

Be able to cope with disappointment

Can talk about their hopes and dreams and the feelings associated with these

Help others to cope with disappointment

Enjoy being part of a group challenge

Can share their success with others

Can store feelings of success (in their internal treasure chest) to be used at another time
Vocabulary

(Spiral curriculum so vocabulary is cumulative and re-visited year-upon-year)
Dream, Goal, Challenge, Job, Ambition, Perseverance, Achievement, Happy, Kind, EncourageProud, Success, Process, Working together, Team work, Celebrate, Overcome, AchieveRealistic, Strength, PersevereAspirations, Enterprise, Motivated, Efficient, Frustration, ‘Solve It Together’ Technique, Solutions, Review, EvaluateDetermination, Resilience, Positive attitude, Disappointment, Cope, Help, Self-belief, Cooperation

Healthy Me Puzzle – Spring 2

Puzzle overviewEYFSYear 1Year 2Year 3Year 4
Celebrating DifferencePupils learn about their bodies; the names of some key parts as well as how to stay healthy. They talk about healthy food choices. They discuss the importance of sleep and what they can do to help themselves get to sleep. They talk about hand washing and why it is important. They talk about what to do if they get lost and discuss stranger danger,Pupils talk about healthy and unhealthy lifestyle choices and how these choices make them feel. They talk about hygiene, keeping themselves clean and about germs. The children learn about road safety. They talk about medicines and keeping safe around medicines.Pupils know what their body needs to stay healthy and will talk about having a healthy relationship with food. They learn which foods give them energy and they will make healthy snacks. The children talk about things that make them feel relaxed and stressed. They will talk about medicines, how they work and how to use them safelyPupils talk about the importance of exercise. They also discuss what heart and lungs do and why they are so important. The children talk about calories, fat and sugar; they discuss what each of these are and how the amount they consume can affect their health. The class talk about different types of drugs, the ones you take to make you better as well as other drugs. The children think about things, places and people that are dangerous and link this to strategies for keeping themselves safe.Pupils look at friendship groups and how some people are leaders and followers. They are asked to reflect on their friendships. They will look at smoking and alcohol and the effects on health. They discuss why people may smoke or drink alcohol and talk about peer pressure and how to deal with it.
Taught knowledge

(Spiral curriculum so skills from previous years are re-visited and extended year-upon-year)
Know what the word ‘healthy’ means

Know some things that they need to do to keep healthy

Know the names for some parts of their body

Know when and how to wash their hands

properly
Know how to say no to strangers

Know that they need to exercise to keep healthy

Know how to help themselves go to sleep and that sleep is good for them

Know what to do if they get lost
Know the difference between being healthy and unhealthy

Know some ways to keep healthy

Know how to make healthy lifestyle choices

Know that all household products, including medicines, can be harmful if not used properly

Know that medicines can help them if they feel poorly

Know how to keep safe when crossing the road

Know how to keep themselves clean and healthy

Know that germs cause disease/illness

Know about people who can keep them safe
Know what their body needs to stay healthy

Know what relaxed means

Know why healthy snacks are good for their bodies

Know which foods given their bodies energy

Know that it is important to use medicines safely

Know what makes them feel relaxed/stressed

Know how medicines work in their bodies

Know how to make some healthy snacks
Know how exercise affects their bodies

Know that the amount of calories, fat and sugar that they put into their bodies will affect their health

Know that there are different types of drugs

Know that there are things, places and people that can be dangerous

Know when something feels safe or unsafe

Know why their hearts and lungs are such important organs

Know a range of strategies to keep themselves safe

Know that their bodies need taking care of
Know the facts about smoking and its effects on health

Know the facts about alcohol and its effects on health, particularly the liver

Know ways to resist when people are putting pressure on them

Know what they think is right and wrong

Know how different friendship groups are formed and which friends they value most

Know that they can take on different roles according to the situation

Know some of the reasons some people start to smoke

Know some of the reasons some people drink alcohol
Social and Emotional skills

(Spiral curriculum so skills from previous years are re-visited and extended year-upon-year)
Can explain what they need to do to stay healthy#

Recognise how exercise makes them feel

Can give examples of healthy food

Can explain what to do if a stranger

approaches them
Can explain how they might feel if they don’t get enough sleep

Recognise how different foods can make them feel
Keep themselves safe

Recognise how being healthy helps them to feel happy

Recognise ways to look after themselves if they feel poorly

Recognise when they feel frightened and know how to ask for help

Feel good about themselves when they make healthy choices

Realise that they are special
Feel positive about caring for their bodies and keeping it healthy

Have a healthy relationship with food

Desire to make healthy lifestyle choices
Identify when a feeling is weak and when a feeling is strong

Express how it feels to share healthy food with their friends
Respect their own bodies and appreciate what they do

Can take responsibility for keeping themselves and others safe

Identify how they feel about drugs

Can express how being anxious or scared feels

Able to set themselves a fitness challenge

Recognise what it feels like to make a healthy choice
Recognise negative feelings in peer pressure situations

Can identify the feelings of anxiety and fear associated with peer pressure

Can tap into their inner strength and know-how to be assertive

Recognise how different people and groups they interact with impact on them

Identify which people they most want to be friends with
Vocabulary

(Spiral curriculum so vocabulary is cumulative and re-visited year-upon-year)
Healthy, Exercise, Head, Neck, Shoulders, Chest, Stomach, Back, Hips, Legs, Knees, Feet, Toes, Sleep, Wash, Clean, Lost, Stranger, Scared, TrustUnhealthy, Balanced, Toiletry items (e.g. toothbrush, shampoo, soap), Hygienic, Safe Medicines, Green Cross Code, Eyes, Ears, Look, Listen, Wait.Lifestyle, Dangerous, Balanced diet, Portion, Energy, Nutritious.Oxygen, Calories, Heartbeat, Lungs, Heart, Fitness, Saturated fat, Drugs, Advice, Harmful, RiskLeader, Follower, Assertive, Agree, Disagree, Smoking, Pressure, Alcohol, Liver, Disease

Relationships Puzzle – Summer 1

Puzzle overviewEYFSYear 1Year 2Year 3Year 4
Celebrating DifferencePupils are introduced to the key relationships in their lives. They learn about families and the different roles people can have in a family. They explore the friendships they have and that sometimes friends fall out and given strategies for how to mend this friendship. The children also learn about Calm Me and how they can use this when feeling upset or angry.Pupil’s breadth of relationships is widened to include other families that may be different from their own. They learn families are founded on care, love and belonging. They consider their own significant relationships and why these are important. They learn about healthy and safe relationships and that touch can be used in kind and unkind ways. This supports later work on safeguarding. Pupils also consider their own personal attributes as a friend, family member and as part of a community, and celebrate these.Pupils learning widens to include roles and responsibilities in a family and the importance of co-operation, appreciation and trust. Children consider the importance of trust in relationships and what this feels like. They learn about good secrets/surprises and worry secrets. They learn why ‘worry secrets’ should always be shared with a trusted adult. Children reflect upon different types of physical contact in relationships, which are acceptable and which ones are not. They practise strategies for being assertive when someone is hurting them or being unkind.Pupils identify why family stereotypes can be unfair and may not be accurate. They will explore online relationships through gaming and Apps and are introduced to some rules for staying safe online. Children also learn that they are part of a global community and they are connected to others they don’t know in many ways. They investigate the wants and needs of other children who are less fortunate and compare these with their own. Children’s universal rights are discussed.Pupils focus on the emotional aspects of relationships and friendships, including jealousy and loss/ bereavement. They learn that change is a natural in relationships and they will experience (or may have already experienced) some of these changes. They also learn that sometimes it is better if relationships end, especially if they are causing negative feelings or they are unsafe.
Taught knowledge

(Spiral curriculum so skills from previous years are re-visited and extended year-upon-year)
Know what a family is

Know that different people in a family have different responsibilities (jobs)

Know some of the characteristics of healthy and safe friendships

Know that friends sometimes fall out

Know some ways to mend a friendship

Know that unkind words can never be taken back and they can hurt

Know how to use Calm Me to help when feeling angry

Know some reasons why others get angry
Know that everyone’s family is different

Know that families are founded on belonging, love and care

Know that physical contact can be used as a greeting

Know how to make a friend

Know who to ask for help in the school community

Know that there are lots of different types of families

Know the characteristics of healthy and safe friends

Know about the different people in the school community and how they help
Know that there are lots of forms of physical contact within a family

Know how to stay stop if someone is hurting them

Know there are good secrets and worry secrets and why it is important to share worry secrets

Know what trust is

Know that everyone’s family is different

Know that families function well when there is trust, respect, care, love and co-operation

Know some reasons why friends have conflicts & that friendships have ups and downs and sometimes change with time

Know how to use the Mending Friendships or Solve it together problem-solving methods
Know that different family members carry out different roles or have different responsibilities within the family

Know some of the skills of friendship, e.g. taking turns, being a good listener

Know some strategies for keeping themselves safe online

Know that they and all children have rights (UNCRC)

Know that gender stereotypes can be unfair, e.g. Mum is always the carer, Dad always goes to work etc

Know how some of the actions and work of people around the world help and influence my life

Know the lives of children around the world can be different from their own
Know some reasons why people feel jealousy

Know that loss is a normal part of relationships

Know that negative feelings are a normal part of loss

Know that sometimes it is better for a friendship/relationship to end if it is causing negative feelings or is unsafe

Know that jealousy can be damaging to relationships

Know that memories can support us when we lose a special person or animal
Social and Emotional skills

(Spiral curriculum so skills from previous years are re-visited and extended year-upon-year)
Can identify what jobs they do in their family and those carried out by parents/carers and siblings

Can suggest ways to make a friend or help someone who is lonely

Can use different ways to mend a friendship

Can recognise what being angry feels like

Can use Calm Me when angry or upset
Can express how it feels to be part of a family and to care for family members

Can say what being a good friend means

Can identify forms of physical contact they prefer

Can say no when they receive a touch they don’t like

Can show skills of friendship

Can praise themselves and others

Can recognise some of their personal qualities

Can say why they appreciate a special relationship
Can identify the different roles and responsibilities in their family

Can recognise the value that families can bring

Can recognise and talk about the types of physical contact that is acceptable or unacceptable

Can identify the negative feelings associated with keeping a worry secret

Can identify who they trust in their own relationships

Can use positive problem-solving techniques to resolve a friendship conflict

Can identify the feelings associated with trust

Can give and receive compliments

Can say who they would go to for help if they were worried or scared
Can identify the responsibilities they have within their family

Know how to access help if they are concerned about anything on social media or the internet

Can empathise with people from other countries who may not have a fair job or are less fortunate

Understand that they are connected to the global community in many different ways

Can use Solve it together in a conflict scenario and find a win-win outcome

Can identify similarities in children’s rights around the world

Can identify their own wants and needs and how these may be similar or different from other children in school and the global community
Can identify feelings and emotions that accompany jealousy

Can suggest positive strategies for managing jealousy

Can identify people who are special to them and express why

Can identify the feelings and emotions that accompany loss

Can suggest strategies for managing loss

Can tell you about someone they no longer see

Can suggest ways to manage relationship changes including how to negotiate
Vocabulary

(Spiral curriculum so vocabulary is cumulative and re-visited year-upon-year)
Family, Mummy, Daddy, Grandparents, Sister, Brother, Relationship, Friend, Lonely, Argue, Fall-out, Words, Feelings, Angry, Upset, Calm me, Breathing, YogaBelong, Same, Different, Friends, Greeting, Touch, Feel, Like, Dislike, HelpPhysical contact, Communication, Hugs, Acceptable, Not acceptable, Conflict, Surprise/Good secret, Worry secret, Trustworthy, HonestyUnisex, Stereotype, Career, Win-win, Solution, Internet, Social media, Online, Risky, Gaming, Private messaging (pm), Direct messaging (dm), Fair trade, Inequality, Transport, Exploitation, Justice, United Nations, Equality, Deprivation, HardshipJealousy, Disbelief, Numb, Denial, Anger, Guilt, Sadness, Hope, Souvenir, Memento, Memorial, Acceptance, Remember, Loyal, Betrayal, Amicable

Changing Me Puzzle – Summer 2

Puzzle overviewEYFSYear 1Year 2Year 3Year 4
Celebrating DifferencePupils are encouraged to think about how they have changed from being a baby. They learn the names and functions of some of the main parts of the body. They learn that our bodies change as we get older in lots of different ways. Pupils learn that change can bring about positive and negative feelings, and that sharing these can help. They also consider the role that memories can have in managing change.Children are introduced to life cycles e.g. that of a frog and identify the different stages. They compare this with a human life cycle and look at simple changes from baby to adult e.g. getting taller, learning to walk etc. Pupils are taught the correct words for private parts of the body (those kept private by underwear: vagina, anus, penis, testicles). They are also taught that nobody has the right to hurt these parts of the body. Change is discussed as a natural and normal part of getting older which can bring about happy and sad feelings. Children practise a range of skills to help manage their feelings and learn how to access help if they are worried about change, or if someone is hurting themPupils look at different life cycles in nature including that of humans. They reflect on the changes that occur (not including puberty) between baby, toddler, child, teenager, adult and old -age. They are taught about different types of touch including identifying inappropriate touch and how to ask for help. Change is taught as a natural and normal part of growing up and the range of emotions that can occur with change are explored and discussed.Pupil explore babies and what they need to grow and develop. They think about the feelings involved when babies are born. Children learn that it is usually the female that carries the baby in nature. Pupils start to recognise stereotypical ideas about parenting and family roles. Pupils will talk about the responsibilities and changes of moving into Year Four and then middle school.Pupils learn that some of their personal characteristics come from their birth parents. They talk about self-esteem and body image. They learn that we all have perceptions about ourselves and others, and these may be right or wrong. They also reflect on how social media and the media can promote unhelpful comparison and how to manage this. They are made aware that as they continue to grow their bodies will change further (puberty) and how they can look after themselves and their personal hygiene. Pupils will spend time talking about their feelings associated with change and how to manage these.
Taught knowledge

(Spiral curriculum so skills from previous years are re-visited and extended year-upon-year)
Know the names and functions of some parts of the body (see vocabulary list)

Know that we grow from baby to adult

Know who to talk to if they are feeling worried

Know that sharing how they feel can help solve a worry

Know that remembering happy times can help us move on
Know the names of male and female private body parts

Know that there are correct names for private body parts and nicknames, and when to use them

Know which parts of the body are private and that they belong to that person and that nobody has the right to hurt these

Know who to ask for help if they are worried or frightened

Know that animals including humans have a life cycle

Know that changes happen when we grow up

Know that people grow up at different rates and that is normal

Know that learning brings about change
Know the physical differences between male and female bodies

Know that private body parts are special and that no one has the right to hurt these

Know who to ask for help if they are worried or frightened

Know there are different types of touch and that some are acceptable and some are unacceptable

Know that life cycles exist in nature

Know that aging is a natural process including old age

Know that some changes are out of an individual’s control

Know how their bodies have changed from when they were a baby and that they will continue to change as they age
Know that in nature it is usually the female that carries the baby

Know that in humans a mother carries the baby and this is where it develops

Know that babies need love and care from their parents/carers

Know about the different feelings that different members of the same family feel when a baby is born

Know some of the changes that happen between being a baby and a child
Know that personal characteristics are inherited from birth parents

Know about body image and how media can have a negative influence on it

Know about the external physical changes in female and male bodies at puberty

Know that change can bring about a range of different emotions

Know that personal hygiene is important during puberty and as an adult

Know that change is a normal part of life and that some cannot be controlled and have to be accepted
Social and Emotional skills

(Spiral curriculum so skills from previous years are re-visited and extended year-upon-year)
Recognise that changing class can elicit happy and/or sad emotions

Can say how they feel about changing class/ growing up

Can identify how they have changed from a baby

Can say what might change for them they get older

Can identify positive memories from the past year in school/home
Understand and accept that change is a natural part of getting older

Can suggest ways to manage change, e.g. moving to a new class

Can identify some things that have changed and some things that have stayed the same since being a baby (including the body)

Can express why they enjoy learning
Can say who they would go to for help if worried or scared

Can say what types of touch they find comfortable/uncomfortable

Be able to confidently ask someone to stop if they are being hurt or frightened

Can appreciate that changes will happen and that some can be controlled and others not

Be able to express how they feel about changes

Can recognise the independence and responsibilities they have now compared to being a baby or toddler

Can say what greater responsibilities and freedoms they may have in the future
Can suggest ways to help them manage feelings during changes they are more anxious about

Can identify stereotypical family roles and challenge these ideas, e.g. it may not always be Mum who does the laundry

Can express how they feel about babies

Can describe the emotions that a new baby can bring to a family

Can identify changes they are looking forward to in the next year
Can appreciate their own uniqueness and that of others

Can express how they feel about puberty

Can say who they can talk to about puberty if they have any worries

Can express any concerns they have about puberty

Have strategies for managing the emotions relating to change

Can express how they feel about having children when they are grown up

Can apply the circle of change model to themselves to have strategies for managing change
Vocabulary

(Spiral curriculum so vocabulary is cumulative and re-visited year-upon-year)
Eye, Foot, Eyebrow, Forehead, Ear, Mouth, Arm, Leg, Chest, Knee, Nose, Tongue, Finger, Toe, Stomach, Hand, Baby, Grown-up, Adult, Change, Worry, Excited, Memories.Life cycles, Adulthood, Mature, Male, Female, Vagina, Penis, Testicles, Anus, Learn, New, Grow, Feelings, Anxious, CopingControl, Old, Young, Respect, Appearance, Physical, Baby, Toddler, Child, Teenager, Independent, Timeline, Freedom, Responsibilities, Public, Private, Touch, Texture, Cuddle, Hug, Squeeze, Like, Dislike, Acceptable, Unacceptable, Comfortable, UncomfortableBirth, Animals, Womb, Nutrients, Survive, Love, Affection, Care, Stereotypes, Task, Roles, Challenge, Looking forwardPuberty, Pubic hair, Breasts, Sweat, Wash, Voice breaking, Adam’s Apple, Personal, Unique, Characteristics, Puberty, Control, Emotions, Acceptance

SMSC LinksEvery lesson from Early Years to Year 4 offers opportunities for children’s spiritual, moral, social and cultural (SMSC) development, and this is clearly mapped and balanced across each year group. Likewiseour curriculum is designed to provide structured opportunities in every lesson to practise and enhance the five skills associated with the emotional literacy (self-awareness, social skills, empathy, motivation and managing feelings). We believe that these opportunities are vital for children’s development, their understanding of themselves and others and in increasing their capacity to learn.
British ValuesOur curriculum supports the British Values of Democracy, Rule of Law, Individual Liberty, Mutual Respect and Tolerance of those of different faiths and beliefs. It has been mapped lesson by lesson against the British Values agenda.

Newcastle United Foundation

 Year 3Year 4
Knowledge Taught
Match Fit programme teaches the pupils about the importance of healthy lifestyles.They learn about the digestive system and the importance of fibre and water. Yhey learn about healthy food and a balanced meal. They learn about oral health and the importance of exercise. They discuss mental health and self-esteem.
The United as One programme uses examples of stereotyping, prejudice, discrimination and hate crime to teach pupils the importance of communites being United As One. Pupils discuss the impacts upon those targeted and learn how the law treats those who
discriminate or commit a hate crime.
Knowledge TaughtTo know that different food groups keep us healthy in different ways
To know some examples of foods from three main food groups
To understand the need for a balanced meal
To know at least one cause of tooth decay
To know that exercise can keep 4 main body parts strong
To know that regular physical activity can help us feel positive
To think creatively about ways to keep active
To understand the meaning of self esteem
To know that others can help boost your self esteem
To recognise that you too can boost someone else’s self-esteem
To know that people have a cultural heritage.
To recognise that people may be surrounded by a culture different from their cultural heritage.
To understand what makes a culture.
To know the meaning of stereotype.
To know the meaning of prejudice.
To be able to recognise situations where prejudice and stereotyping have been used.
To know the meaning of discrimination.
To know that the law of Britain says that people should not be discriminated against.
To be able to recognise situations where discrimination has taken place.
To know the meaning of hate crime.
To discuss the consequences of hate crime. that hate crime can be reported.
Know that bullying is repeated, unwanted and hurtful behaviour towards a person.
Know that cyberbullying is unacceptable
Be able to make a list of community rules where all members can feel respected, safe and happy.
Knowledge Taught Vocabulary

Talent, Quality. Self-esteem, Active, Vigorous, Balanced, Enamel, Dehydration, Cavity, Plaque, Bacteria
Vocabulary

Culture, Multi-cultural, Cultural heritage, Stereotype, Prejudice, Pre-judging, Negative opinion, Race discrimination ( skin colour, nationality, cultural heritage),
Age discrimination, Religious discrimination, Gender discrimination, Disability discrimination, Protected characteristics (race, age, religious belief, disability), Crime, Hate crime, Victim, Offender, Bullying, Cyberbullying, Hate bullying ( protected characteristics)

Newcastle United Foundation

 

 Year 3Year 4
Knowledge Taught
Match Fit programme teaches the pupils about the importance of healthy lifestyles.They learn about the digestive system and the importance of fibre and water. Yhey learn about healthy food and a balanced meal. They learn about oral health and the importance of exercise. They discuss mental health and self-esteem.
The United as One programme uses examples of stereotyping, prejudice, discrimination and hate crime to teach pupils the importance of communites being United As One. Pupils discuss the impacts upon those targeted and learn how the law treats those who
discriminate or commit a hate crime.
Knowledge TaughtTo know that different food groups keep us healthy in different ways
To know some examples of foods from three main food groups
To understand the need for a balanced meal
To know at least one cause of tooth decay
To know that exercise can keep 4 main body parts strong
To know that regular physical activity can help us feel positive
To think creatively about ways to keep active
To understand the meaning of self esteem
To know that others can help boost your self esteem
To recognise that you too can boost someone else’s self-esteem
To know that people have a cultural heritage.
To recognise that people may be surrounded by a culture different from their cultural heritage.
To understand what makes a culture.
To know the meaning of stereotype.
To know the meaning of prejudice.
To be able to recognise situations where prejudice and stereotyping have been used.
To know the meaning of discrimination.
To know that the law of Britain says that people should not be discriminated against.
To be able to recognise situations where discrimination has taken place.
To know the meaning of hate crime.
To discuss the consequences of hate crime. that hate crime can be reported.
Know that bullying is repeated, unwanted and hurtful behaviour towards a person.
Know that cyberbullying is unacceptable
Be able to make a list of community rules where all members can feel respected, safe and happy.
Knowledge Taught Vocabulary

Talent, Quality. Self-esteem, Active, Vigorous, Balanced, Enamel, Dehydration, Cavity, Plaque, Bacteria
Vocabulary

Culture, Multi-cultural, Cultural heritage, Stereotype, Prejudice, Pre-judging, Negative opinion, Race discrimination ( skin colour, nationality, cultural heritage),
Age discrimination, Religious discrimination, Gender discrimination, Disability discrimination, Protected characteristics (race, age, religious belief, disability), Crime, Hate crime, Victim, Offender, Bullying, Cyberbullying, Hate bullying ( protected characteristics)

Changing Me Puzzle – Summer 2

Puzzle overviewEYFSYear 1Year 2Year 3Year 4
Celebrating DifferencePupils are encouraged to think about how they have changed from being a baby. They learn the names and functions of some of the main parts of the body. They learn that our bodies change as we get older in lots of different ways. Pupils learn that change can bring about positive and negative feelings, and that sharing these can help. They also consider the role that memories can have in managing change.Children are introduced to life cycles e.g. that of a frog and identify the different stages. They compare this with a human life cycle and look at simple changes from baby to adult e.g. getting taller, learning to walk etc. Pupils are taught the correct words for private parts of the body (those kept private by underwear: vagina, anus, penis, testicles). They are also taught that nobody has the right to hurt these parts of the body. Change is discussed as a natural and normal part of getting older which can bring about happy and sad feelings. Children practise a range of skills to help manage their feelings and learn how to access help if they are worried about change, or if someone is hurting themPupils look at different life cycles in nature including that of humans. They reflect on the changes that occur (not including puberty) between baby, toddler, child, teenager, adult and old -age. They are taught about different types of touch including identifying inappropriate touch and how to ask for help. Change is taught as a natural and normal part of growing up and the range of emotions that can occur with change are explored and discussed.Pupil explore babies and what they need to grow and develop. They think about the feelings involved when babies are born. Children learn that it is usually the female that carries the baby in nature. Pupils start to recognise stereotypical ideas about parenting and family roles. Pupils will talk about the responsibilities and changes of moving into Year Four and then middle school.Pupils learn that some of their personal characteristics come from their birth parents. They talk about self-esteem and body image. They learn that we all have perceptions about ourselves and others, and these may be right or wrong. They also reflect on how social media and the media can promote unhelpful comparison and how to manage this. They are made aware that as they continue to grow their bodies will change further (puberty) and how they can look after themselves and their personal hygiene. Pupils will spend time talking about their feelings associated with change and how to manage these.
Taught knowledge

(Spiral curriculum so skills from previous years are re-visited and extended year-upon-year)
Know the names and functions of some parts of the body (see vocabulary list)

Know that we grow from baby to adult

Know who to talk to if they are feeling worried

Know that sharing how they feel can help solve a worry

Know that remembering happy times can help us move on
Know the names of male and female private body parts

Know that there are correct names for private body parts and nicknames, and when to use them

Know which parts of the body are private and that they belong to that person and that nobody has the right to hurt these

Know who to ask for help if they are worried or frightened

Know that animals including humans have a life cycle

Know that changes happen when we grow up

Know that people grow up at different rates and that is normal

Know that learning brings about change
Know the physical differences between male and female bodies

Know that private body parts are special and that no one has the right to hurt these

Know who to ask for help if they are worried or frightened

Know there are different types of touch and that some are acceptable and some are unacceptable

Know that life cycles exist in nature

Know that aging is a natural process including old age

Know that some changes are out of an individual’s control

Know how their bodies have changed from when they were a baby and that they will continue to change as they age
Know that in nature it is usually the female that carries the baby

Know that in humans a mother carries the baby and this is where it develops

Know that babies need love and care from their parents/carers

Know about the different feelings that different members of the same family feel when a baby is born

Know some of the changes that happen between being a baby and a child
Know that personal characteristics are inherited from birth parents

Know about body image and how media can have a negative influence on it

Know about the external physical changes in female and male bodies at puberty

Know that change can bring about a range of different emotions

Know that personal hygiene is important during puberty and as an adult

Know that change is a normal part of life and that some cannot be controlled and have to be accepted
Social and Emotional skills

(Spiral curriculum so skills from previous years are re-visited and extended year-upon-year)
Recognise that changing class can elicit happy and/or sad emotions

Can say how they feel about changing class/ growing up

Can identify how they have changed from a baby

Can say what might change for them they get older

Can identify positive memories from the past year in school/home
Understand and accept that change is a natural part of getting older

Can suggest ways to manage change, e.g. moving to a new class

Can identify some things that have changed and some things that have stayed the same since being a baby (including the body)

Can express why they enjoy learning
Can say who they would go to for help if worried or scared

Can say what types of touch they find comfortable/uncomfortable

Be able to confidently ask someone to stop if they are being hurt or frightened

Can appreciate that changes will happen and that some can be controlled and others not

Be able to express how they feel about changes

Can recognise the independence and responsibilities they have now compared to being a baby or toddler

Can say what greater responsibilities and freedoms they may have in the future
Can suggest ways to help them manage feelings during changes they are more anxious about

Can identify stereotypical family roles and challenge these ideas, e.g. it may not always be Mum who does the laundry

Can express how they feel about babies

Can describe the emotions that a new baby can bring to a family

Can identify changes they are looking forward to in the next year
Can appreciate their own uniqueness and that of others

Can express how they feel about puberty

Can say who they can talk to about puberty if they have any worries

Can express any concerns they have about puberty

Have strategies for managing the emotions relating to change

Can express how they feel about having children when they are grown up

Can apply the circle of change model to themselves to have strategies for managing change
Vocabulary

(Spiral curriculum so vocabulary is cumulative and re-visited year-upon-year)
Eye, Foot, Eyebrow, Forehead, Ear, Mouth, Arm, Leg, Chest, Knee, Nose, Tongue, Finger, Toe, Stomach, Hand, Baby, Grown-up, Adult, Change, Worry, Excited, Memories.Life cycles, Adulthood, Mature, Male, Female, Vagina, Penis, Testicles, Anus, Learn, New, Grow, Feelings, Anxious, CopingControl, Old, Young, Respect, Appearance, Physical, Baby, Toddler, Child, Teenager, Independent, Timeline, Freedom, Responsibilities, Public, Private, Touch, Texture, Cuddle, Hug, Squeeze, Like, Dislike, Acceptable, Unacceptable, Comfortable, UncomfortableBirth, Animals, Womb, Nutrients, Survive, Love, Affection, Care, Stereotypes, Task, Roles, Challenge, Looking forwardPuberty, Pubic hair, Breasts, Sweat, Wash, Voice breaking, Adam’s Apple, Personal, Unique, Characteristics, Puberty, Control, Emotions, Acceptance

SMSC LinksEvery lesson from Early Years to Year 4 offers opportunities for children’s spiritual, moral, social and cultural (SMSC) development, and this is clearly mapped and balanced across each year group. Likewiseour curriculum is designed to provide structured opportunities in every lesson to practise and enhance the five skills associated with the emotional literacy (self-awareness, social skills, empathy, motivation and managing feelings). We believe that these opportunities are vital for children’s development, their understanding of themselves and others and in increasing their capacity to learn.
British ValuesOur curriculum supports the British Values of Democracy, Rule of Law, Individual Liberty, Mutual Respect and Tolerance of those of different faiths and beliefs. It has been mapped lesson by lesson against the British Values agenda.